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Computational thinking for digital technologies

The progress outcomes describe the significant learning steps that students take as they develop their expertise in computational thinking for digital technologies.

At the end of Computer Science students will have had the opportunity to cover;

• understand that there can be more than one algorithm for the same problem PO3

• decompose problems into step-by-step instructions to create algorithms for computer programs PO3

• use logical thinking to predict the behaviour of the programs PO3

• develop and debug simple programs that use inputs, outputs, sequence, and iteration PO3

• students decompose problems to create simple algorithms using the three building blocks of programming: sequence, selection, and iteration PO4

• implement these algorithms by creating programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration PO4

• debug simple algorithms and programs by identifying when things go wrong with their instructions and correcting them PO4

• be able to explain why things went wrong and how they fixed them PO4

• evaluate the efficiency of algorithms PO4

• recognise that computers need to search and sort large amounts of data PO4

• They also evaluate user interfaces in relation to their efficiency and usability P04

• students independently decompose problems into algorithms. They use these algorithms to create programs with: inputs, outputs, sequence, selection (using: comparative and logical operators, variables of different data types), iteration. P05

• determine when to use different types of control structures. They document their programs, using an organised approach for testing and debugging P05

• develop programs considering human-computer interaction (HCI) heuristics P05

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At the end of Programming students will have had the opportunity to cover;

• understand that there can be more than one algorithm for the same problem PO3

• decompose problems into step-by-step instructions to create algorithms for computer programs PO3

• use logical thinking to predict the behaviour of the programs PO3

• develop and debug simple programs that use inputs, outputs, sequence, and iteration PO3

• students decompose problems to create simple algorithms using the three building blocks of programming: sequence, selection, and iteration PO4

• implement these algorithms by creating programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration PO4

• debug simple algorithms and programs by identifying when things go wrong with their instructions and correcting them PO4

• be able to explain why things went wrong and how they fixed them PO4

• evaluate the efficiency of algorithms PO4

• recognise that computers need to search and sort large amounts of data PO4

• They also evaluate user interfaces in relation to their efficiency and usability P04

• students independently decompose problems into algorithms. They use these algorithms to create programs with: inputs, outputs, sequence, selection (using: comparative and logical operators, variables of different data types), iteration. P05

• determine when to use different types of control structures. They document their programs, using an organised approach for testing and debugging P05

• develop programs considering human-computer interaction (HCI) heuristics P05

Designing and developing Digital Outcomes For Digital Technologies

At the end of this topic students will have had the opportunity to cover;

• make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques PO2

• understand that digital devices impact on humans and society and that both the devices and their impact change over time PO2

• identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system PO2

• select from an increasing range of applications and file types to develop outcomes for particular purposes PO2

• follow a defined process to design, develop, store, test, and evaluate digital content to address given contexts or issues, taking into account immediate social, ethical, and end-user considerations PO3

• identify the key features of selected software and choose the most appropriate software and file types to develop and combine digital content PO3

• understand the role of operating systems in managing digital devices, security, and application software and are able to apply file management conventions using a range of storage devices PO3

• understand that with storing data comes responsibility for ensuring security and privacy PO3