{"id":28078,"date":"2024-10-07T04:41:38","date_gmt":"2024-10-07T04:41:38","guid":{"rendered":"https:\/\/www.orbeducation.com\/au\/?post_type=product&p=28078"},"modified":"2025-03-10T14:21:31","modified_gmt":"2025-03-10T14:21:31","slug":"algorithms-and-computational-thinking-2024-yrs-7-8","status":"publish","type":"product","link":"https:\/\/www.orbeducation.com\/au\/product\/algorithms-and-computational-thinking-2024-yrs-7-8\/","title":{"rendered":"Algorithms and Computational Thinking 2024 (Yrs 7-8)"},"content":{"rendered":"

Curriculum Information<\/strong><\/h3>\n

0. Checklist<\/strong><\/p>\n

1. Wordlist<\/strong><\/p>\n

2. Computational Thinking<\/strong>
\nAC V9.0 \u00b7 define and decompose real-world problems with design criteria and by creating user stories (AC9TDI8P04)
\nNSW DT(Tech Mand): TM: \u00b7 define and decompose real-world problems, taking into account functional requirements and a range of constraints, eg economic, environmental, social, technical and usability (ACTDIP027)
\nAC V9.0 Apply computational thinking by defining and decomposing real-world problems, creating user experiences, designing and modifying algorithms\u2026
\nAC V9.0 (Recap 5-6): – designing an algorithm\u2026<\/p>\n

3. Making Hamburgers<\/strong>
\nNSW DT(Tech Mand): TM: LS – \u00b7 identify sequences for everyday actions, for example: ST
\nNSW DT(Tech Mand): TM: LS – – cooking a meal
\nNSW DT(Tech Mand): TM: LS – – routines, such as getting ready for work<\/p>\n

4. Problem Solving<\/strong>
\nAC V9.0 (Recap 5-6): Practise different strategies to develop their abstract thinking, such as thinking out aloud to simplify problems, which is needed when defining them.
\nAC V9.0 Practising problem decomposition, using approaches such as divide and conquer to more clearly understand a problem by describing its component parts.<\/p>\n

5. Meal Planning<\/strong>
\nAC V9.0 – framing a problem in terms of what we know, why it is important and the outcome we want, for example matching the items in your fridge to possible recipes to reduce food waste
\nAC V9.0 – using a template such as As a , I want so that , for example As a user with a visual impairment I want to be able to get the news on my smartphone so that I can keep up with my world
\nAC V9.0 – asking a series of questions and sub-questions to understand the problem and breaking it down into manageable parts, for example How do we keep track of what items are in the pantry? Are there any dietary requirements that need to be considered?<\/p>\n

6. Flowcharts<\/strong>
\nAC V9.0 Represent and communicate their algorithmic solutions using flowcharts and pseudocode.
\nNSW DT(Tech Mand): TM: LS – \u00b7 follow and represent a sequence of steps and decisions (algorithm) to solve a simple problem, for example: CT
\nNSW DT(Tech Mand): TM: LS – – write a series of prompts to explain how to change a password
\nNSW DT(Tech Mand): TM: \u203a follows simple algorithms in a range of contexts TELS-5DP<\/p>\n

7. Branching<\/strong>
\nAC V9.0 (Recap 5-6): Represent algorithms involving branching and iteration and implement them as visual programs that include variables and respond to input.
\nNSW DT(Tech Mand): TM: \u00b7 design algorithms that use a range of data types, branching and iteration and represent them diagrammatically and in English (ACTDIP029) CT DT
\nAC V9.0 (Recap 5-6): \u00b7 design algorithms involving multiple alternatives (branching) and iteration (AC9TDI6P02)
\nNSW DT(Tech Mand): TM: LS – – draw a flowchart using a yes\/no pathway
\nAC V9.0 (Recap 5-6): – modelling a decision that has more than 2 options to select the next step, for example selecting transport IF distance is less than 2\u202fkm THEN walk, ELSE IF the distance is less than 5\u202fkm THEN ride a bike, ELSE catch the bus
\nAC V9.0 – describing algorithms with nested control structures, including a nested if, for example IF it is raining THEN [IF parents are home THEN drive to school]; or an IF inside a loop, for example REPEAT [select the largest coin smaller than the remaining total, and subtract it] UNTIL the remainder is zero<\/p>\n

8. Iteration<\/strong>
\nAC V9.0 (Recap 5-6): Process data and show how digital systems represent data, design algorithms involving complex branching and iteration, and implement them as visual programs including variables.
\nNSW Comp Tech (2024) – CT-Net: \u00a4 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01:
\nAC V9.0 (Recap 5-6): – creating the steps, decisions and loops in algorithms and knowing what step they are up to, for example repeating the steps to add 2 digits for each column in multi-digit addition, knowing which column they are adding and when to stop
\nAC V9.0 (Recap 5-6): – planning algorithms that repeat until a condition is met, for example keep mixing UNTIL the ingredients are combined or subtracting a number UNTIL the result reaches zero
\nAC V9.0 \u00b7 design algorithms involving nested control structures and represent them using flowcharts and pseudocode (AC9TDI8P05)<\/p>\n

9. Scratch Programming<\/strong>
\nNSW DT(Tech Mand): TM: LS – – putting visual programming blocks together to develop elements of an interactive story<\/p>\n

10. Pseudocode<\/strong>
\nAC V9.0 – describing algorithms precisely in pseudocode (structured English) or with flowcharts for each part of the problem, for example using separate flowcharts to describe the purchase of an item and the giving of change during the purchase<\/p>\n

11. Calculating Change<\/strong>
\nAC V9.0 – designing an algorithm or modifying an existing algorithm to fix an error or change functionality, for example calculating the coins and notes needed for an amount of money and changing the algorithm to handle new denominations<\/p>\n

12. Robot Mazes<\/strong>
\nAC V9.0 (Recap 5-6): – constructing more than one sequence of steps that solve the same problem and explaining why one is better than the other, for example specifying the exact route through a maze versus using the right-hand rule that works for all mazesNSW DT(Tech Mand): TM: LS – \u00b7 participate in producing a digital solution using algorithms, for example: CT
\nNSW DT(Tech Mand): TM: LS – – guiding a robot<\/p>\n

13. Introducing Python<\/strong>
\nAC V9.0 Design and trace algorithms; and implement them in a general-purpose programming language.
\nNSW DT(Tech Mand): TM: \u00b7 implement and modify programs involving branching, iteration and functions in a general-purpose programming language, for example: (ACTDIP030) CT
\nNSW DT(Tech Mand): TM: \u2013 microcontroller
\nNSW DT(Tech Mand): TM: \u2013 robotics
\nNSW DT(Tech Mand): TM: \u2013 app development<\/p>\n

14. Errors and Tracing<\/strong>
\nAC V9.0 \u00b7 trace algorithms to predict output for a given input and to identify errors (AC9TDI8P06)
\nNSW DT(Tech Mand): TM: \u00b7 trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
\nAC V9.0 – following an algorithm precisely to confirm it produces the expected output for the given input, for example desk check with a table of input, variables and output
\nAC V9.0 – following instructions for making woven baskets or nets by hand, as done by First Nations Australians, and making predictions of how the instructions would need to be modified to enable the item to be produced through automated manufacturing processes<\/p>\n

15. Evaluating solutions<\/strong>
\nAC V9.0 Check their solutions meet the specifications by testing and debugging their algorithms before and during implementation.<\/p>\n

16. Your Age<\/strong><\/p>\n

By Curriculum<\/strong><\/h3>\n

Australian Curriculum V9.0 (2024)<\/strong>
\nAC V9.0 (7-8): \u00b7 define and decompose real-world problems with design criteria and by creating user stories (AC9TDI8P04)
\nAC V9.0 (7-8): Apply computational thinking by defining and decomposing real-world problems, creating user experiences, designing and modifying algorithms\u2026
\nAC V9.0 (Recap 5-6): – designing an algorithm\u2026
\nAC V9.0 (Recap 5-6): Practise different strategies to develop their abstract thinking, such as thinking out aloud to simplify problems, which is needed when defining them.
\nAC V9.0 (7-8): Practising problem decomposition, using approaches such as divide and conquer to more clearly understand a problem by describing its component parts.
\nAC V9.0 (7-8): – framing a problem in terms of what we know, why it is important and the outcome we want, for example matching the items in your fridge to possible recipes to reduce food waste
\nAC V9.0 (7-8): – using a template such as As a , I want so that , for example As a user with a visual impairment I want to be able to get the news on my smartphone so that I can keep up with my world
\nAC V9.0 (7-8): – asking a series of questions and sub-questions to understand the problem and breaking it down into manageable parts, for example How do we keep track of what items are in the pantry? Are there any dietary requirements that need to be considered?
\nAC V9.0 (7-8): Represent and communicate their algorithmic solutions using flowcharts and pseudocode.
\nAC V9.0 (Recap 5-6): Represent algorithms involving branching and iteration and implement them as visual programs that include variables and respond to input.
\nAC V9.0 (Recap 5-6): \u00b7 design algorithms involving multiple alternatives (branching) and iteration (AC9TDI6P02)
\nAC V9.0 (Recap 5-6): – modelling a decision that has more than 2 options to select the next step, for example selecting transport IF distance is less than 2\u202fkm THEN walk, ELSE IF the distance is less than 5\u202fkm THEN ride a bike, ELSE catch the bus
\nAC V9.0 (7-8): – describing algorithms with nested control structures, including a nested if, for example IF it is raining THEN [IF parents are home THEN drive to school]; or an IF inside a loop, for example REPEAT [select the largest coin smaller than the remaining total, and subtract it] UNTIL the remainder is zero
\nAC V9.0 (Recap 5-6): Process data and show how digital systems represent data, design algorithms involving complex branching and iteration, and implement them as visual programs including variables.
\nAC V9.0 (Recap 5-6): – creating the steps, decisions and loops in algorithms and knowing what step they are up to, for example repeating the steps to add 2 digits for each column in multi-digit addition, knowing which column they are adding and when to stop
\nAC V9.0 (Recap 5-6): – planning algorithms that repeat until a condition is met, for example keep mixing UNTIL the ingredients are combined or subtracting a number UNTIL the result reaches zero
\nAC V9.0 (7-8): \u00b7 design algorithms involving nested control structures and represent them using flowcharts and pseudocode (AC9TDI8P05)
\nAC V9.0 (7-8): – describing algorithms precisely in pseudocode (structured English) or with flowcharts for each part of the problem, for example using separate flowcharts to describe the purchase of an item and the giving of change during the purchase
\nAC V9.0 (7-8): – designing an algorithm or modifying an existing algorithm to fix an error or change functionality, for example calculating the coins and notes needed for an amount of money and changing the algorithm to handle new denominations
\nAC V9.0 (Recap 5-6): – constructing more than one sequence of steps that solve the same problem and explaining why one is better than the other, for example specifying the exact route through a maze versus using the right-hand rule that works for all mazes
\nAC V9.0 (7-8): Design and trace algorithms; and implement them in a general-purpose programming language.
\nAC V9.0 (7-8): \u00b7 trace algorithms to predict output for a given input and to identify errors (AC9TDI8P06)
\nAC V9.0 (7-8): – following an algorithm precisely to confirm it produces the expected output for the given input, for example desk check with a table of input, variables and output
\nAC V9.0 (7-8): – following instructions for making woven baskets or nets by hand, as done by First Nations Australians, and making predictions of how the instructions would need to be modified to enable the item to be produced through automated manufacturing processes
\nAC V9.0 (7-8): Check their solutions meet the specifications by testing and debugging their algorithms before and during implementation.
\nAC V9.0 (7-8): Apply computational thinking by defining and decomposing real-world problems, creating user experiences, designing and modifying algorithms, and implementing them in a general-purpose programming language.
\nAC V9.0 (7-8): Apply computational thinking by defining and decomposing real-world problems, creating user experiences, designing and modifying algorithms, and implementing them in a general-purpose programming language.
\nAC V9.0 (7-8): – specifying test cases and comparing the expected and actual output to determine the correctness of an algorithm, for example a test case of the change-calculating algorithm could have input $1.45 and expected output 1 x $1, 2 x 20c and 1 x 5c coins<\/p>\n

NSW Digital Technologies (Tech Mandatory)<\/strong>
\nNSW DT(Tech Mand): TM: \u00b7 define and decompose real-world problems, taking into account functional requirements and a range of constraints, eg economic, environmental, social, technical and usability (ACTDIP027)
\nNSW DT(Tech Mand): TM: LS – \u00b7 identify sequences for everyday actions, for example: ST
\nNSW DT(Tech Mand): TM: LS – – cooking a meal
\nNSW DT(Tech Mand): TM: LS – – routines, such as getting ready for work
\nNSW DT(Tech Mand): TM: LS – \u00b7 follow and represent a sequence of steps and decisions (algorithm) to solve a simple problem, for example: CT
\nNSW DT(Tech Mand): TM: LS – – write a series of prompts to explain how to change a password
\nNSW DT(Tech Mand): TM: \u203a follows simple algorithms in a range of contexts TELS-5DP
\nNSW DT(Tech Mand): TM: \u00b7 design algorithms that use a range of data types, branching and iteration and represent them diagrammatically and in English (ACTDIP029) CT DT
\nNSW DT(Tech Mand): TM: LS – – draw a flowchart using a yes\/no pathway
\nNSW DT(Tech Mand): TM: LS – – putting visual programming blocks together to develop elements of an interactive story
\nNSW DT(Tech Mand): TM: LS – \u00b7 participate in producing a digital solution using algorithms, for example: CT
\nNSW DT(Tech Mand): TM: LS – – guiding a robot
\nNSW DT(Tech Mand): TM: \u00b7 implement and modify programs involving branching, iteration and functions in a general-purpose programming language, for example: (ACTDIP030) CT
\nNSW DT(Tech Mand): TM: \u2013 microcontroller
\nNSW DT(Tech Mand): TM: \u2013 robotics
\nNSW DT(Tech Mand): TM: \u2013 app development
\nNSW DT(Tech Mand): TM: \u00b7 trace algorithms to predict output for a given input and to identify errors (ACTDIP029)<\/p>\n

NSW Computing Technology (2024)<\/strong>
\nNSW Comp Tech (2024) – CT-Net: \u00a4 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01:<\/p>\n","protected":false},"excerpt":{"rendered":"

Students study Computational Thinking and learn how to use decomposition, abstraction, pattern recognition and algorithms when tackling real-world projects.\u00a0 We attempt problem solving using divide and conquer before building a meal planning spreadsheet to track the items in our pantry.<\/p>\n

We then focus on the algorithms, introducing flowcharts, pseudocode and visual programming in Scratch to build solutions involving branching, iteration and nested control structures.\u00a0 We create scripts to calculate change and help robots escape mazes, learning how to desk check and evaluate our algorithms along the way.<\/p>\n

With our algorithms well versed, we gently introduce Python as our general-purpose programming language.\u00a0 Using a free coding website we build solutions for a range of projects from the simple to the complex.\u00a0 There are also plenty of extension ideas for the more advanced.<\/p>\n

The targeted curriculum outcomes were gathered from the new Australian Curriculum V9.0 as well as the NSW Digital Technologies (mandatory) curriculum and the new Computing Technology course (2024). The relevant curriculum statements are listed below.<\/p>\n

Files: Cover \/ Checklist \/ Wordlist \/ Computational Thinking \/ Making Hamburgers \/ Problem Solving \/ Meal Planning \/ Flowcharts \/ Branching \/ Iteration \/ Scratch Programming \/ Pseudocode \/ Calculating Change \/ Robot Mazes \/ Introducing Python \/ Errors and Tracing \/ Evaluating solutions \/ Your Age \/ Creating a Quiz \/ Calculating Change in Python \/ Searching \/ Sorting<\/p>\n

Includes full answers, completed Python programs, spreadsheets and links to the live Scratch projects developed along the way.\u00a0 The premium packages include the fixed PDF files as well as the editable Word versions (great for teacher editing or student answers).\u00a0 135pp<\/em><\/p>\n

Sample Pages<\/a><\/p>\n","protected":false},"featured_media":27939,"comment_status":"open","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"product_brand":[],"product_cat":[19],"product_tag":[],"class_list":{"0":"post-28078","1":"product","2":"type-product","3":"status-publish","4":"has-post-thumbnail","6":"product_cat-years-7-8-digital-technologies","7":"desktop-align-left","8":"tablet-align-left","9":"mobile-align-left","11":"first","12":"instock","13":"taxable","14":"shipping-taxable","15":"purchasable","16":"product-type-variable","17":"has-default-attributes"},"_links":{"self":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product\/28078","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product"}],"about":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/types\/product"}],"replies":[{"embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/comments?post=28078"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/media\/27939"}],"wp:attachment":[{"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/media?parent=28078"}],"wp:term":[{"taxonomy":"product_brand","embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product_brand?post=28078"},{"taxonomy":"product_cat","embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product_cat?post=28078"},{"taxonomy":"product_tag","embeddable":true,"href":"https:\/\/www.orbeducation.com\/au\/wp-json\/wp\/v2\/product_tag?post=28078"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}