Computational Thinking

When looking at the progress outcomes within Computational Thinking for Years 1-6 (Grades K-5), there are only two.

Progress Outcome 1: 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).

Progress Outcome 2: In authentic contexts and taking account of end-users, students give, follow and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.

From these two progress outcomes, have a quick think and see if you can spot any core understandings coming through.

Now, Progress Outcome 1 covers students in Years 1-4 (Kindergarten – 3rd Grade). It focuses primarily on unplugged coding, which are learning tasks that don’t need a device! Woohoo. All that learning about digital technology and you don’t need to be digital! You can do them all with paper. In fact, those early learners can cover these concepts with more verbal and physical activities. The key skill we want to teach here is decomposition. Which, as it states, is breaking down a task into simple and precise steps. So maybe we have a problem like Postman Pat has lost his cat. That’s our problem. Now students have to break that down into the step-by-step instructions that Postman Pat will take to get there. This could be verbal instructions for early learners, or arrows/symbols, or simple phrases like “move 1 space forward”. They can then follow these instructions to make sure they work – this also gives them chances to spot any errors in their code, which is the process of debugging.

Progress Outcome 2 builds on from this and covers Years 5-6 (4th and 5th Grades). The core learning is the same, and centred around algorithms, however we go deeper by introducing the core understandings of implementation and digital thinking. Implementation is brought in through creating simple programs in a programmable environment. This might be in ScratchJr, Scratch, or Code.org or any other visual block based coding environment. Using these programming types, students are able to delve deeper into their algorithms and introduce looping, branching and inputs – which are sequenced together to create an output. Which brings us to digital thinking. Children are trying to solve problems in authentic contexts which means they are also trying to create a solution that meets the end users’ needs. Students must think about who this piece of code or program is for and make it relevant to them.

This is only a brief introduction into what computational thinking involves and looks like for students in Elementary/Primary Schools. For more practical resources, stay tuned for future courses!