Progress outcome 1: Computational Thinking

You’re welcome to brainstorm, add ideas and collaborate together to gain a better understanding about PO1 for computational thinking. Equally all comments, corrections welcome.


Technological Practice:

Brief development

Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available.


Technological Knowledge:

Technological systems

Understand that technological systems have inputs, controlled transformations, and outputs.


Nature of Technology:

Characteristics of technology

Understand that technology is purposeful intervention through design


In authentic contexts and taking account of end-users, students use their decomposition skills to break down simple non-computerised tasks into precise, unambiguous, step-by-step instructions (algorithmic thinking). They give these instructions, identify any errors in them as they are followed, and correct them (simple debugging).


In real-life situations and appropriate to people's individual needs…

• Students can break down a simple, non computerised task into a series of steps (decomposition)

• Students can create step-by-step instructions to complete a simple task (algorithm)

Students can make a clear set of instructions so people can follow them and understand what they are supposed to do at each step.

Students can test to see if their instructions work then if they don’t work, change the instructions, so that they work better next time (debugging).


Unplugged example:  Students could draw diagrams, flowcharts, explain, enact, write main elements/steps to show steps or sequence of events ie:

  • make breakfast – cereal, toast, cup of tea
  • get from home to school
  • first things they do in the morning, when they get to school
  • Get koro their kai on the marae (example in Te Reo Māori)
  • Crazy creatures (Ordering programming blocks using Blocky editor -Hour of Code for junior)

Other ideas include recipes, games science experiments.

Unplugged & plugged example:  Students could draw, explain, use symbols to instruct a kidbot (child becomes the robot)or an actual a robot (bee bot or blue bot, Sphero) to reach a destination by using directional language and symbols ie:

·      rescue an animal

·      find the treasure

·      complete a fitness trail

·      complete a maze (Chariot challenge using Sphero)

·      collecting pollen (CT exemplar 1)

·      teaching robots to dance (CT exemplar 2)


This learning could also extend to simple error detection activities. Or Sequence and debugging (sequence and debugging, like Code avengers Matariki.


These experiences can become step-by-step instructions. This isn’t new, this is something we have done well already as instructional, procedural writing, information text in writing. Trialing, modifying and fixing instructions become part of the debugging process.

Possible contexts, themes, issue:

·          Adaptations, systems, location, place-based learning, cycles, patterns

  • On the Marae
  • Our local area
  • In our backyard

Problems/issues: rubbish, clean water, food, injury, disasters, wearable arts, respond to human issue/problem/need

Learning outcomes related to STEM (Science, Technology, Engineering, Maths) in authentic contexts, see example, STEM learning at Muritai School (Enabling e-Learning Snapshot) with coding cards, Spheros etc.

Tools and technologies

Dash & Dot, Kiwibots, Robobits, Bee-bot, Blue-bot, Ozobots, Sphero, Cosmo, Edison, Arduino, Raspberry Pi, Lego Mindstorms, Lego Ev3, Sphero, Vex Robotics, Bbot, Makey makey, Scratch jnr & normal, Code avengers,, Codeclub projects, CS unplugged, Microbit, Lightbot, Spritebox, Bloxels, Microbits, QR codes

Scratch - 

Minecraft EDU 

Gamefroot - 

Construct 3 - App lab- Game lab -

Tinkercad - 

Hello Ruby -