Unpacking Computational Thinking Across the Curriculum

An essential problem-solving process for a digital world.

Great for
STEM learning!

DEFINITION: Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies such as organising data logically, breaking down problems into parts, interpreting patterns and models, and designing and implementing algorithms.

Australian Curriculum: Technologies – newly endorsed

Computational Thinking (CT)is an integral component of the newly-endorsed Digital Technologies Syllabus, but what is it? In this introductory course you will have the opportunity to learn the elements of computational thinking, how they relate to your current teaching environment, and how you can incorporate them into your day to day teaching.

You will use a combination of apps, software and off-computer activities to develop skills and understandings of computational thinking and gain ideas on how to integrate it into your current units of work.

In each of the Computational Thinking Stage workshops, participants will explore computational thinking skills through a variety of activities both digital and unplugged. These activities are linked to content across a number of syllabuses. These activities are also designed to develop participant’s ability to recognise computational thinking elements in their current teaching and learning.

“Computational thinking makes it possible for transplant surgeons to realise that more lives can be saved by optimising the exchange of organs among pools of donors and recipients. It enables new drug designs to be analysed so that they are less likely to create drug-resistant strains of diseases. Artists, when given the tools to think and express themselves computationally, can create totally new modes of human experience. Users of the Internet, when empowered with computational thinking, can demystify privacy technologies and surf the web safely.”

–  Carnegie Mellon, Centre for Computational Thinking

Audience: All teachers and educators.

Keywords: Coding, Critical Thinking, Digital Literacy, Creativity.

“Computational thinking is recognised as a skill set that every child needs to develop. It is related to a number of 21st century competencies including problem solving, critical thinking, productivity and creativity.”

– EDUsummit 2013

This course has two versions. One for K-6 teachers, and one for Stage 4 teachers. The workshops contain the same core content, but the activities and tools demonstrated will differ.

Workshop for K-6 teachers

Unpacking Computational Thinking across the K-6 curriculum.

Participants will be introduced to the elements of Computational Thinking through a variety of fun, engaging, cross-curricular activities including BeeBot robots, Scratch, Scratch Junior, iPad apps, web apps and Microsoft Kodu Game Lab.


Workshop for Stage 4 teachers

Unpacking Computational Thinking for Stage 4, aimed at TAS teachers and teachers interested in STEM learning.

Participants will be introduced to Processing, a creative programming language developed for the Visual Arts and will be shown how everyday searching and problem solving can be improved with the computational thinking approach.

Unfortunately there are no plans to run this course again. Apologies for any inconvenience.


Evan Bonser

Evan Bonser

Developer & Facilitator

Evan is one of our game design facilitators and is working as an ICT Integrator in Sydney. He began his university training in robotics before changing to complete a Bachelor of Education (Primary) from the University of Western Sydney. Evan has taught in a variety of educational environments ranging from mainstream settings in both the public and private sectors to Special Needs and Hospital Schools where he taught K-12 across the curriculum. He has found that where ever he teaches he sees the same enthusiasm for learning through making and uses that to inspire his students. He has a passion for developing a ‘growth mindset’ in his students to help them see failure as an integral part of the learning process; and sees it as the beginning of deep personal development that will last a lifetime.

Sarah Boyd

Sarah Boyd

Developer & Facilitator

Dr Sarah Boyd is a LEGO® Robotics facilitator and part-time high school teacher of Computing and Mathematics. She has recently retrained as a teacher having had a long career as a software programmer and Electrical Engineer. She began facilitating at MacICT in 2014 where she combines her engineering and programming background with her love of teaching. She completed her PhD in Computer Science at Macquarie University in 1999.


Unfortunately there are no plans to run this course again. Apologies for any inconvenience.


How do I enrol?
Enrolment is through the MyPL system. Click on the Event ID provided and it will take you to the enrolment page. NSW Department of Education (DoE) teachers can log in using their credentials. Non-DoE participants need to sign up for a MyPL account in order to enrol. Click here for instructions, and click here for more information about MyPL for non-DoE participants.
How is payment taken?
If you are from a NSW DoE school, payment will be via direct debit and appear on your school's Sundry Tax Invoice Statement. Non-DoE schools and individuals will be invoiced. Please contact us to confirm your billing details.
How do I get there and do I need to bring anything?
There are many transport options. See our Contact page for more information. We will send out an email to all participants with parking information two days before the event. Please look out for this email and read the instructions carefully. All equipment will be provided unless otherwise advised.
What if I cancel or don't show up?

You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.

What's a follow-on component?

Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:

  1. Product (this may refer to lesson plan, unit of work or other digital product)
    1. evidence of creativity;
    2. planning and/or design;
    3. incorporation of key ideas in the course;
    4. integration of technology; and
    5. a published/shared product that is appropriate to audience, purpose and context.
  2. Online Interaction
    1. peer feedback; and
    2. community building.
  3. Personal Written Reflection (200 words):
    1. Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND
    2. Reflect on how you achieved one or more of the specified professional learning standards.
More questions? Contact us.

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