The Digital Competency Framework and STEMworks Computer Control Workshops The following elements are incorporated into STEMworks LEGO and K’nex computer control workshops. Strand 4.1 Element: Problem solving and modelling Year 3 Year 4 Year 5 Year 6 represent a solution demonstrate how part of a design simple demonstrate how symbolically, e.g. the order solution might need sequences of programs or processes run of waking up, through a repetition instructions (algorithms) by following a sequence of diagram or flowchart, and including the use of instructions exactly and in find the variables in the Boolean values (i.e.  solution yes/no/true/false), e.g. within the algorithm, represent a simple solution  demonstrate the correct in a flowchart that contains  use of Boolean values a looping element, e.g. demonstrate how an giving an either/or detect and correct mistakes identify where a repeat or algorithm is useful for response. in sequences of instructions, loop may work in a representing a solution to e.g. identify mistakes in a flowchart, for instance a problem through testing solution that would case it to traffic lights, and select fail (debug) variables.  understand that changing  instructions can affect or identify repetitions or loops even terminate a process, in a sequence, e.g. identify e.g. moving instructions where to shorten a set of around in a program could instructions by repeating produce unexpected steps, for instance when outcomes or cause the learning a new song. program to fail altogether.
The Digital Competency Framework and STEMworks Computer Control Workshops The following elements are incorporated into STEMworks LEGO and K’nex computer control workshops. Strand 4.1 Element: Problem solving and modelling Year 3 Year 4 Year 5 Year 6 represent a solution symbolically, e.g. the order of waking up, through a diagram or flowchart, and find the variables in the solution  detect and correct mistakes in sequences of instructions, e.g. identify mistakes in a solution that would case it to fail (debug)  identify repetitions or loops in a sequence, e.g. identify where to shorten a set of instructions by repeating steps, for instance when learning a new song. demonstrate how part of a solution might need repetition  represent a simple solution in a flowchart that contains a looping element, e.g. identify where a repeat or loop may work in a flowchart, for instance traffic lights, and select variables. design simple sequences of instructions (algorithms) including the use of Boolean values (i.e. yes/no/true/false), e.g. within the algorithm, demonstrate the correct use of Boolean values giving an either/or response. demonstrate how programs or processes run by following a sequence of instructions exactly and in  demonstrate how an algorithm is useful for representing a solution to a problem through testing  understand that changing instructions can affect or even terminate a process, e.g. moving instructions around in a program could produce unexpected outcomes or cause the program to fail altogether.
The-Digital-Competency-Framework-and-STEMworks-Computer-Control-Workshops.docx