# data[].attributes.headline
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)

# data[].attributes.subject
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)

# data[].attributes.headline
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.

# data[].attributes.subject
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.

# data[].attributes.headline
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).

# data[].attributes.subject
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).

# data[].attributes.headline
In authentic contexts and taking account of end-users, students decompose problems to create simple algorithms using the three building blocks of programing: 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.

# data[].attributes.subject
In authentic contexts and taking account of end-users, students decompose problems to create simple algorithms using the three building blocks of programing: 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.

# data[].attributes.headline
In authentic contexts and taking account of end-users, students independently decompose problems into algorithms. They use these algorithms to create programs with inputs, outputs, sequence, selection using comparative and logical operators and variables of different data types, and iteration. They determine when to use different types of control structures.Students document their programs, using an organised approach for testing and debugging. They understand how computers store more complex types of data using binary digits, and they develop programs considering human-computer interaction (HCI) heuristics.

# data[].attributes.subject
In authentic contexts and taking account of end-users, students independently decompose problems into algorithms. They use these algorithms to create programs with inputs, outputs, sequence, selection using comparative and logical operators and variables of different data types, and iteration. They determine when to use different types of control structures.Students document their programs, using an organised approach for testing and debugging. They understand how computers store more complex types of data using binary digits, and they develop programs considering human-computer interaction (HCI) heuristics.

# data[].attributes.body
Students enjoy the gamification but can quickly lose interest. done that moving on attitude.

# data[].attributes.body
Students at high school seem to get bored quickly with makey makey and it seems that everything needs to be gamified to motivate them.

# data[].attributes.headline
we like the idea of students making predictions  yet it will require students to understand that being wrong isnt nec bad. Predictive outcomes teaching can require cultural shifts.

# data[].attributes.subject
we like the idea of students making predictions  yet it will require students to understand that being wrong isnt nec bad. Predictive outcomes teaching can require cultural shifts.

# data[].attributes.headline
Some digital technology is hard to make authentic as we need to upskill

# data[].attributes.subject
Some digital technology is hard to make authentic as we need to upskill

# data[].attributes.body
Just using the Digital vocabulary across all areas. Once the vocabulary is established the transition will become second nature. Debugging= Editing. Debugging= finding out where you go wrong in Maths.