DF Digital Technologies Curriculum 

 
Summarise what the implemented Digital Technologies curriculum will look like in your specific educational context. 
Consider age-level, learner needs etc. 
 

 
CT: Progress outcomes, exemplars, and snapshots / Technology in the NZC / Welcome to Technology Online - Technology Online. 
(2018). Technology.tki.org.nz. Retrieved 12 November 2018, from 
http://technology.tki.org.nz/Technology-in-the-NZC/CT-Progress-outcomes-exemplars-and-snapshots/(tab)/PO3  
 
Under my context:​ I teach Year 5 and 6 students normally on the NZC scale this ranges from Levels 2 - Level 3.  
According to the scale above in order to teach Computational thinking for digital technologies, I would need to be looking on a 
range between PO1 - PO2 (Possible 3)  
 
CT: Progress outcome 1  CT: Progress outcome 2 
In authentic contexts and taking account of end-users,  In authentic contexts and taking account of end-users, 
students use their decomposition skills to break down simple  students give, follow, and debug simple algorithms in 
non-computerised tasks into precise, unambiguous,  computerised and non-computerised contexts. They use these 
step-by-step instructions (algorithmic thinking). They give  algorithms to create simple programs involving outputs and 
these instructions, identify any errors in them as they are  sequencing (putting instructions one after the other) in 
followed, and correct them (simple debugging).  age-appropriate programming environments. 
 
 
However, in looking at the Google Site: ​Computational Thinking​, they have classed Year 4-5 together and then Year 6-7. For this 
task, I will be using this website to help break down how I would implement the Digital Technologies curriculum.  
 
Progress Outcome 3: Year 4-5 
In authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create 
algorithms for computer programs. They use logical thinking to predict the behaviour of the programs, and they understand 
that there can be more than one algorithm for the same problem. They develop and debug simple programs that use inputs, 
outputs, sequence, and iteration (repeating part of the algorithm with a loop). They understand that digital devices store data 
using just two states represented by binary digits (bits). 
 
Identified Learning Outcome  How I can show evidence... 
Students will be able to: 

Convey, explain and illustrate the terminology for PO3 using  Introducing terminology from the beginning, have it visually 
language appropriate to their learner’s language level based  available for students to use and encourage students to use on 
on a clear understanding of the definitions  a daily bases.  
An example of how I could do this: Questions with interactivity 
(Google forms, Kahoot)  

Represent numbers from 0 to 255, UTF-* letters and colours  Introducing the binary system from the beginning, have it 
using the binary system  visually available for students to use and encourage students 
to use on a daily bases.  
An example of how I could do this: Create videos, Questions 
with interactivity (Google forms, Kahoot), play games with the 
numbers 

Use loop function in an algorithm appropriately  Introducing programmes, such as S ​ cratch​, to help to introduce 
basic loop function using a basic algorithm.  
An example of how I could do this: Scratch Programme, Digital 
Instrucitons 

Complete and contrast two algorithms, identifying the  Using programmes, such as Scratch to help students Complete 
advantages and disadvantages of each.  and contrast two algorithms, identifying the advantages and 
 disadvantages of each. 
An example of how I could do this: Scratch with 2 algorithms 
with clear differences 

Identify errors in a computerised algorithm and accurately  Scratch with a clear intention and 2 clear mistakes. 
communicate the error, make connections and communicate  Google forms to help communicate the identified and 
the correction.   corrected mistakes.  

Critically engage with others to envision activities that would  Class discussions about how and why, reflections on the work 
work in your context.   they have done and achieved/ not achieved.  
 
 
Learning Outcomes for PO4: 
In authentic contexts and taking account of end-users, students decompose problems to create simple algorithms using the 
three building blocks of programming: sequence, selection, and iteration. They implement these algorithms by creating 
programs that use inputs, outputs, sequence, basic selection using comparative operators, and iteration. They debug simple 
algorithms and programs by identifying when things go wrong with their instructions and correcting them, and they are able to 
explain why things went wrong and how they fixed them. 
 
Students understand that digital devices represent data with binary digits and have ways of detecting errors in data storage 
and transmission. They evaluate the efficiency of algorithms, recognising that computers need to search and sort large 
amounts of data. They also evaluate user interfaces in relation to their efficiency and usability. 
 
 
 
Identified Learning Outcome  How I can show evidence... 
Students will be able to: 

Explain and illustrate relevant terminology for this progress  ● Introducing, Explaining, showing terminology from the 
outcome (e.g. What is the sequence, selection and iteration?).  beginning, have it visually available for students to use 
and encourage students to use on a daily bases.  
Identify authentic task contexts, with suitable end-users (e.g.  An example of how I could do this: Questions with interactivity 
students of a similar age or younger than your students).  (Google forms, Kahoot). 
 Provide problems, which student can decompose to create  ● Create and have student input to help students to relate 
simple algorithms using the three building blocks of  to authentic tasks that appeal to them and can adapt to 
programming: sequence, selection and iteration.  suit the needs of others.  
● Moving on, developing from what was taught in Scratch 
Provide problems, which student can decompose to create  ● Creating authentic problems students see links with and 
simple algorithms using the three building blocks of  can using problem-solving skills to solve. 
programming: sequence, selection and iteration.  ● Provide opportunities to be reflective and have a chance 
to see how and why.   
Implement algorithms by creating programs that use inputs,  ● Introduce and support students understanding around 
outputs, sequence, basic selection using comparative  digital devices and that they represent data with binary 
operators, and iteration.   digits and have ways of detecting errors in data storage 
Debug simple algorithms and programs by identifying when  and transmission. 
things go wrong with your instructions.   
 
Correct errors and explain why things went wrong and how 
you fixed them. 

Understand that digital devices represent data with binary 

digits and have ways of detecting errors in data storage and 
transmission (e.g. understanding the use of parity bits). 

Evaluate the efficiency of algorithms, recognising that 

computers need to search and sort large amounts of data (e.g. 
using different kinds of sorting, which can be very useful for 
debugging programs).