Roadmap for using

Computational
Thinking in schools
2
Summary
Computational Thinking
C
 omputational Thinking (CT) is
generally defined as “The thought
processes involved in formulating
problems and their solutions so
that the solutions are represented
in a form that can be effectively How?
carried out by an information-
processing agent.” (Wing 2006; 2011). First, we introduce the rationale for developing
It is a fundamental skill that every CT skills within primary education (section 1);
person should develop in order to next, we explain the four foundations of CT
effectively perform within a modern (section 2) and present the first steps one must
and technologically-driven society. undertake to introduce CT in a transformative
This is why we present this roadmap way within primary education (section 3).
for primary school teachers and Section 4 provides guidance on how to design
educators, so that they can take the your own activity, including the guiding
initial steps towards integrating CT principles and competencies that can be
within their classrooms. developed while working on concepts related
to CT as well as the first questions to reflect on.
In the last section, we provide information for
head teachers or school coordinators to help
them integrate CT at the school level.

 urricula in Spain,
C
Curaçao and the
Netherlands
Finally, we have compiled the
main references in the national
curricula related to TC, so
that schools can assess the
extent to which their countries
incorporate CT within primary
education.
Resources
This roadmap is complemented with
two other resources that we consider
incredibly useful for teachers: first, a list
of third-party activities and resources
compiled by the consortium; and
secondly, a set of activities that we
developed over the course of the project
that address different concepts and
competencies associated with CT.

3
Content

Summary 3

1. Why is computational thinking an important skill to learn? 7

2. What is computational thinking? 8

3. How can you use Computational Thinking? 10

1. Using CT within schools 10
2. Inclusiveness of CT 11
• Appealing to a broad target audience 11
• Accessibility of the materials 11
3. Integration of CT within the classroom 12
4. ROADMAP - For students aged 6-12 years old 12

4. Designing your own activities 14

• Guiding Principles 14
• Starting point for creating lessons 16

5. Didactic integration of CT at the school level 17

Annex 1 - GLOSSARY OF TERMS 20

ANNEX II – connecting to the curriculum in Spain 21
ANNEX III - connecting to the curriculum in the Netherlands 23
ANNEX IV- connecting to the curriculum in Curaçao 24

Colophon 26

5
 1.

Why is
computational
thinking an
important skill
to learn?
Computational Thinking is considered The roadmap is complemented by both
a key skill in education, in addition an extensive list of various activities
to being included in the European and numerous links to resources from
Commission’s digital agenda as an different countries and organisations.
essential digital competence for Alongside this, we also provide a
the twenty-first century. Digital detailed set of activities developed by
Competency is defined as the set the consortium, which serve as a step-
of knowledge, attitudes and skills by-step guide to introducing CT and
required when using ICTs to perform gradually building up the difficulty.
different tasks (manage information,
communicate, solve problems, create
or share content), in an effective,
efficient, appropriate, flexible, or
critical manner. One of the emerging
educational trends that either
integrates or operates in parallel with
digital competence is Computational
Thinking (CT) and robotics. CT, along
with some of its attendant concepts
(coding, programming, algorithms),
promotes itself as a new form of
digital literacy that is fundamental to
effectively functioning in the twenty-
first century.

This roadmap aims to introduce

teachers to CT, describe the associated
concepts and provide support for its
integration within primary education.

7
 2.

What is
computational
thinking?

Computational Thinking (CT) is a set process it more efficiently (i.e., the

of skills that help to solve problems data from students’ courses have
by proposing step-by-step solutions the name of the course, the number
that can be carried out by either a of hours, the name of the teacher
person or a computer. It is important and the grade in common).
to note that CT is not thinking like a • Abstraction: separating the
computer, but rather the opposite: it fundamental from non-essential
is about being able to tell a computer elements, in order to help
what to do to solve a problem. ignore irrelevant details with
respect to solving the problem
These are the foundations of CT :1
or understanding the system.
Following the example of the
• Decomposition: dividing a complex aforementioned students’
problem or system into smaller courses, we focus on the common
components that are easier to characteristics of all students,
understand. We can divide a that is, those features that define
complex and/or big task or data the student category, rather
(e.g., modelling a student) into than focusing on individual
simpler and smaller tasks or data characteristics.
components (e.g., personal data and • Algorithms: developing a step-by-
data related to their courses). This step solution to the problem that
allows us to work in parallel, define can involve sequences, loops and
the tasks in greater detail, and check alternatives. A typical example of an
the partial results of these small algorithm is a cooking recipe, which
tasks, etc. comprises a set of steps that must be
• Pattern recognition: finding followed systematically in order to
similarities between problems obtain the desired final result.
or systems that allow for the use
1 In Chapter 3 (page 6), you can find four activities
of previous solutions. Identifying that introduce each of the four foundations of CT
patterns in information allows us to as well as explaining their relationship to CT.

8
Computational thinking

Decomposition Pattern recognition

Take ideas and problems apart Look for similarities or trends

Abstraction Algorithms
Removing unnecessary information Create step by step instructions

9
 3.

How can you use

Computational
Thinking?

1. Using CT in school use them can be grouped into different Developing CT is a progressive and
levels according to their level of cumulative process, one which is
The four foundations of CT can be difficulty. gradually built with technological
subdivided into smaller concepts concepts, transversal competencies,
consisting of lower-level technology- However, knowing these concepts and the aforesaid four foundations.
related concepts; for example, in is not enough; rather, solving the At the same time, it is a learning
order to understand and work with challenges or problems associated process that is best characterised
algorithms, one needs to understand with developing CT also requires as a learning-by-doing approach.
variables, sequences, loops and other more general skills, such as,
conditionals. Both these concepts for example, collaboration, creativity, When developing CT, we are
themselves and understanding how to critical thinking, or communication. providing students with the skills

CT concepts / CT concepts / CT concepts /

tech skills tech skills tech skills
advanced

basis intermediate advanced

CT Foundations
Algorithms, Pattern recognition, abstraction, decomposition
beginner

General Skills
Communication, planning, working together

beginner advanced

10
and competencies needed to face contents of the educational curriculum Appealing to a broad target
challenges and problems in a specific using both programming and robotics. audience
way, that is, the way that computers do. This is the best way through which to The topics for the lessons are diverse in
Therefore, it is important to provide contextualise the learning of CT within terms of both their theme and format
them with challenges and projects in meaningful learning experiences. (from choreography to a maze race)
a wide range of contexts that enable in order to appeal to a large group of
them to put these skills into practice. In order to get to this point as either a students. The activities are a mixture of
In this sense, when developing CT, the teacher or a school you can also work more closed and open activities, so as to
most important thing is not how to use on different lessons. This roadmap ensure that students have the level of
a specific tool per se (such as Scratch intends to support teachers throughout freedom they need to make the activity
or robot), but rather learning how these the whole process, by helping them their own. It also allows students to
tools can be used to solve problems. to begin to use CT activities in their choose which part of the assignment
In other words, technologies are daily lessons up to engaging in they want to pay the most attention to,
not the goal, but rather the means to interdisciplinary projects of a flexible which, in turn, promotes both a sense
achieve certain goals. The objective duration that integrate several subjects of ownership and, importantly, fun and,
is to properly integrate the concepts, and concepts. ultimately, learning. It offers teachers
methods and tools related to CT in the opportunity to properly tailor their
other areas of knowledge. lessons to the target audience.
2. Inclusiveness of CT
Within the learning of CT, Accessibility of the materials
programming is a language of One of the goals of this project is to It is important to open up CT to all
expression, and robotics is an make CT more accessible. We want to schools, irrespective of the budget
instrument of representation. achieve this through both the roadmap that individual schools have to buy
Ultimately, both are necessary and our activities by ensuring we materials. You do not need expensive
for problem solving. Through appeal to a broad target audience and materials to begin to implement CT
interdisciplinary projects, we can that the materials are accessible. within classrooms, and you can also
work on both the objectives and work with CT offline for very low cost
and with easily available materials. It
is for this reason that we developed
all of the activities related to general
skills and the foundation of CT in such
a way that they do not require either a
computer or other expensive materials.
Rather, these activities can be carried
out with materials that are generally
already available within schools. For
the tech concepts activities, we created
both a plugged and unplugged version.
Hence, schools and organisations that
do not have access to computers or
internet facilities can also follow the
entire programme of activities.

The activities that use online software

are all open source and free to access
online. For the lessons in which we do
use hardware, we made sure the
hardware can be replaced with similar
alternatives. In the event that a school
or organisation happens to have
another similar set of hardware in
house.

11
 3. Integration of We recommend progressively 4. ROADMAP -
CT within the introducing CT within education, For students aged
classroom beginning with the implementation 6-12 years old
of one or several activities within the
CT is not regularly implemented in classroom each academic year, which This roadmap offers a step-by-step
schools around the globe. Therefore, are then subsequently evaluated and introduction to CT, which gradually
this roadmap offers a brief guide along modified according to the experience builds up the difficulty level:
with key tools to help readers get and results obtained.
acquainted with CT. It offers practical For schools and organisations that 1. The basis of CT lies in being
advice on how to begin to introduce wish to start with implementing CT comfortable with general skills.
CT within your school or organisation, via stand-alone activities, we have We have provided a few examples
both via the use of stand-alone compiled an extensive list of best that you can work with in your
activities and in a more substantial practices from around the world. We daily lessons.
manner. have also added a lot of search terms 2. On top of the general skills, it
(cost, language, topic, duration, etc.) is important that you become
The integration of CT within in order to ensure that it is as easy as acquainted with the foundations
the classroom should be done possible to find the activity that best of CT.
progressively and after careful suits your purposes. This makes the 3. Once you have mastered both the
reflection on the behalf of teachers list a convenient starting point from general skills and foundations
regarding the objectives, skills and which to start searching for CT-related of CT, it is time to work on the
content to be developed. There teaching materials. programming skills. We have
are many ways to approach these provided six creative activities to
preliminary steps. The roadmap For those schools and organisations work on these programming skills,
presented below is designed to help that wish to implement CT more which provide a more creative
you choose activities that best fit your substantially, we have created a approach to using CT within your
situation. diagram with lessons that you can use lessons and activities.
to learn and practise the necessary
skills. We designed these activities to
encompass all levels of primary
education, to take the learner on
a learning path that increases in
difficulty as you go, and to cover a
wide range of CT concepts and skills.
Moreover, teachers can include and
adapt any activity from the extensive
list of third-party activities that are
included with this roadmap.

12
Level of the student Subject Title Description Offline/online

General skills General skills Short Activities to practice some of the Offline
general skills needed for CT: Creativity,
collaboration, brainstorming, etc

CT Foundations Introduction What is an algorithm and how can

to Algorithm you use it? What is its meaning and
relevance within CT.
Concepts: Algorithm, programming
All levels

CT Foundations Introduction What is it and how can you use pattern

to Pattern. recognition within CT?
Concepts: Sorting, Classes and objects,
functions

CT Foundations Introduction What is it and why is it important within

to Abstraction CT?
Concepts: programming, algorithm-
thinking, Interface design, structured
data types

CT Foundations Introduction to What is it and why is it needed within

Decomposition CT?
Concepts: algorithm, logical-thinking,
data structures

Programming Offline Create a dance and learn the basics of Offline

Beginner

programming programming

Programming Online Learn the basics of programming in Combination

Programming online environments: three different
activities (Kodetu, Scratch, sandwich)

Tinkering Roadrunner Make your own roadrunner and find Offline

mediate

with CT en Coyote your way through the maze without

being caught by the coyote.
Inter-

Tinkering Say it with Say it with cardboard. Use the Combination

with CT cardboard micro:bit (or other technology) to
promote a message.

Use CT in Make X/Make Make X, a format to integrate CT within Offline and

a project a light show your lessons and activities. Including online version
two examples of the Make X lesson.
Expert

Make a mini lightshow (offline) and

make a (mini) lightshow with micro:bit.

Integrating CT Escape An escape room with CT-related Combination

multiple CT room! challenges to solve and build an
concepts and algorithm-driven theatre play
skills

13
 4.

Designing your
own activities

Guiding Principles
We will begin by describing some key
principles for integrating CT within
the classroom. The activities provided
along with this roadmap serve as an
example of how these competencies
can be developed while working on
concepts related to CT.

Interdisciplinarity
It is recommended that students
develop and put into practice the
competencies associated with
CT across different areas of the
curriculum. CT comprises a specific
way of thinking, of facing problems,
of analysing information, and so on;
in this respect, it is a form of thinking
that can be applied to many areas of
knowledge. To this end, teachers should
provide a varied and interdisciplinary
array of activities.

Inclusiveness
The challenges, activities and projects
presented to students that include
CT should be varied and connected to
the different interests of students. In
robotics, for example, we should not
fall back upon the classic examples
of motorised vehicles. Rather, we

14
can also engage with the tastes and In this sense, we want to empower to real challenges that are relevant
interests of students by drawing upon students to be responsible consumers to them. This will help students to
art, music and theatre. CT is present and creators. They should be aware engage with new areas of knowledge
across many areas of our lives and, of the impact of their actions when and encounter new problems. The
hence, can be explored from all of these developing technology (social, challenges addressed in the classroom
angles, which, in turn, should spark the economic, ethical, etc.), and feel represent opportunities for our
curiosity of all students. competent and autonomous to create students to discover new vocations
their own content and develop their and come even closer to scientific and
In addition to engaging with the own projects. technological areas.
full range of students’ interests, we
must also take into consideration the Moreover, it is important to encourage Collaborative
diversity of the student population. student-student interaction, where CT activities are ordinarily developed
Students have different learning each student can contribute and in collaborative environments in
routines and styles; therefore, we must support their classmates, and value which students are grouped around
define alternatives in our activity that the skills and knowledge of every a common goal. When encouraging
allow everyone to both achieve the student. Here, the teacher focuses group work, it is important to define
minimum objectives and develop their on supporting the learning process, different roles amongst students and
knowledge and competencies related accompanying and facilitating rotate them so that every student gets
to knowledge, skills and prior learning. knowledge. to experience and work in different
roles. Teamwork facilitates an
Empowerment Inspiring and motivating interdisciplinary approach, where each
Students live in a digital age in which The challenges and projects we present student brings their own experience
they are continuously encountering to students should be inspiring, spark and develops the facets that most
information. They are not only their curiosity and generate a desire to interest and motivate them. This
consumers of information and content, explore and advance their knowledge. collaborative work is close to the real
but in many cases are (and should be) It is important for the students to set work carried out as part of professional
also the creators of this information. out from their own interests, and refer teams.

15
Learning Ecosystem
When integrating CT within the
classroom, it is important to think about
how to do it. We must reflect on the
Learning Ecosystem of our classroom
and the need to create it from scratch,
transform the one we already have
or adapt it in some respects. When
we refer to the Learning Ecosystem,
we must think about the contents we
work on, the methodologies we use
and the resources we need. These are
the three pillars from which to build
an adequate Learning Ecosystem for
both the teaching and learning of CT.
With respect to implementing CT
within the classroom, we recommend
to both think of teaching and learning
as a process through which knowledge
is incrementally built up across each
stage, and to stress the importance of
learning-by-doing.

When developing CT we are

providing students with the skills robotics. This represents the best here that in many instances there
and competencies needed to face way through which to contextualise is a low-cost option to integrate CT
challenges and problems in a specific the learning of CT within meaningful within your classroom. There is
manner: the way that computers do. learning experiences. often an assumption that expensive
Therefore, it is important to provide equipment or devices are needed to
them with challenges and projects in a S
 tarting point for do this, but this is often not the case.
wide range of contexts that allow them creating lessons • 
Is there an activity I can build on
to put these skills into practice. In this to work on the concept(s)? What
sense, when developing CT, the most After answering these questions below, adaptations would be required? We
important thing is not how to use a you will have a clearer sense of the recommend starting with existing
specific tool per se (such as Scratch or activity that you want to do with your activities and tools.
robot), but rather learning how these students. The questions can be helpful • 
What other transversal
tools can be used to solve problems. for designing the best strategy for competencies am I interested in
Technologies are not the goal in this each case. We also provide you with an developing? How can I address
respect, but rather the means through Evaluation Rubric example (see Annex them in the activity?
which to achieve these goals. The V). • 
How would I evaluate the activity?
objective is to properly integrate the • 
Which teacher(s) will be involved? How would I define the objectives,
concepts, methods and tools related to • 
Which concept(s) could I start with? indicators, process, evidence, etc.?
CT within other areas of knowledge. Here, choose one or more concepts
that would integrate naturally with
Within the learning of CT, the curriculum.
programming is a language of • 
Does it involve one or more
expression, and robotics is an subjects?
instrument of representation. Both • 
How much time will I dedicate to
are necessary for problem solving. this activity? How many hours and/
Through interdisciplinary projects, or how many days or weeks.
we can work on the objectives and • 
What resources do I need, and
contents of the educational curriculum can I get those I do not currently
by using both programming and have? It is important to consider

16
 5.

Didactic
integration
of CT at the
school level

The integration of CT within the

classroom can be approached in
multiple ways. Ideally, the integration
of CT should be designed at the
school level, so that the learning
objectives are defined at the different
educational stages and there is a
learning progression. While individual
initiatives are good, ultimately a deep
and meaningful understanding of CT
requires time and integration with
other disciplines.

The integration of CT at the school

level requires a deep reflection on the
characteristics of the school (teachers,
community, size, environment,
equipment, etc.), the needs of the
school, and the objectives that are
being pursued, which, in turn, leads to
a realistic and adapted adoption of CT
within the school.

Below, we present a series of key issues

that are important to keep in mind
when designing a school plan as well
as the questions that schools should
reflect on prior to seeking to integrate
CT at the school level.

17
THE SCOPE: It is also important to decide at which our integration plan we have to analyse
Specific subject or integration educational levels and in which courses the investment that is required to train
within existing subjects? At what we want to include CT. We recommend teachers (hours, budget, place, date,
educational level? How many implementing an approach spanning etc.), prior to thinking about investing
groups per level? How many from kindergarten to secondary in technology.
students per classroom? education. To this end, learning
objectives must be defined for each of We recommend designing a
One important decision concerns the stages, ensuring progression and progressive training programme. First,
whether to opt for a transversal connection in the learning journey. a group of selected motivated teachers
integration within existing subjects in can be trained (CT ambassadors),
the curriculum or to create a specific This reflection helps us to define the and in a second phase, a larger group
CT subject. approximate number of students that of teachers can be trained, with the
Both of these options are valid. Often should be involved, which is vitally ambassadors operating as supporters.
the best way to start is to create a important when it comes to specifying These are key players in the integration
specific subject for students to acquire the resources that are needed. of CT at the school level, insofar as
the basic skills and knowledge of CT, their knowledge and motivation can
before then moving towards a more THE TEACHERS: serve as the basis for designing the
transversal integration by establishing How many teachers do we want objectives for the different courses and
specific objectives for the different to involve? Should coordinators coordinating the programming of the
subjects. or other heads also be involved? activities.
Do the teaching staff have any
Ideally, the integration of CT should be prior training? Do they need it? In addition to specific training, the
oriented towards this more transversal teachers responsible for designing
perspective. The ultimate goal is for The teaching staff are a key element for the programming of activities in the
students to acquire CT skills in an guaranteeing the effective integration different courses will also need to have
interdisciplinary manner and to be able of CT within the school. Teachers hours allocated for this in their work
to put these skills into practice in the should have the necessary knowledge models.
different disciplines that make up the and skills in the field and, if they do
curriculum. not, they should be provided with THE RESOURCES:
specific training. This means that in Do we have a computer room
or does each student have a
personal device? What types and
how many technological devices
do we have (computer, tablet,
mobile phone, etc.)? What are
their characteristics? Do we have
a stable wireless connection
(Wi-Fi)? Do we need technology?

Before making any economic

investment in devices, we have to
analyse the equipment we have in
the school and the concrete need
for integrating CT. It is important to
know the compatibility of the school’s
equipment with the technologies we
are interested in. For example, can
programs be installed on classroom
computers, or do we have to work
online? Is the Internet connection
stable enough for online work? Do
our computers need a Bluetooth
connection to work with any of the

18
resources? Based on these answers,
we will then orientate the investment
in equipment and resources.
First, consider unplugged CT and
boardgames as a very good option for
many of the activities in the classroom.

SPACE:
What space is available in the
school? How is the furniture
(tables, chairs, etc.) currently
arranged? Can the furniture be
moved? Can different types of
groupings be proposed?

Since the activities related to CT are

very diverse and require different types
of groupings, it is important that the
classrooms we use allow us to move
tables so that students can sometimes
work individually with their computers
and other times in small groups, and
that they can charge the battery of their
computer equipment, etc. To this end, we could make students
responsible for the maintenance
TECHNOLOGY: and care of the equipment, with this
How is the equipment distributed responsibility being rotated amongst
amongst the different groups? the students in order to ensure
What are the rules for using the fairness.
equipment?
INTEGRATION PLAN:
When we integrate robotics, for What time period do we set for
example, we have to think about designing the integration of CT
how many students we have in the within the school? What should
classroom, how many kits we need we prioritise in each phase of the
for each class, and if students will integration plan?
be working in pairs, or in groups of
four, etc. We also have to think about A realistic school-level integration of
whether the same kit or equipment can CT cannot be achieved in the short
be shared between different classes. term. Rather, a plan must be set with
Some technology requires assembling different objectives for each year or
and cannot be disassembled between phase. Within the integration plan, we
classes, which makes it difficult to could design different objectives for
share. However, one possible solution the different educational stages and
in these cases would be to time the learning objectives, teacher training
use of a given piece of equipment in and investment in resources. We
different periods. could also start in the early stages of
integration by addressing skills related
It is also important to define the rules to algorithms and programming
for the use and maintenance of the languages, while in the more advanced
equipment, so that the condition of stages we could define the objectives
the equipment is regularly checked. related to robotics and prototype
design.

19
 Annex I - GLOSSARY OF TERMS

• Algorithm: a process or set of rules to be followed • Function: a block of organised, reusable code that is
in calculations or other problem-solving operations, used to perform a single, related action. Functions provide
especially by a computer. better modularity for your application and a high degree
of code reusing.
• Algorithmic Thinking: creating a set of ordered
steps and then doing them in a particular order to solve • List: is an abstract data type that represents a finite
a problem or accomplish a task in a way that could be number of ordered values.
repeated by others (using an algorithm).
• Loop: a sequence of instructions that are continually
• Binary code: a coding system using the binary digits repeated until a certain condition is reached.
0 and 1 to represent a letter, digit, or other character in a
computer or other electronic device. • Object: in object-oriented programming, an object is an
instance of a particular class with the class’s methods and
• Class: in object-oriented programming, a class is an data variables.
extensible program-code template for creating objects.
• Pattern recognition: is the automated recognition of
• Condition: conditions are statements (questions) patterns and regularities in data.
programs that result in a value: true or false. It is a type
of step in an algorithm where a decision must be made. • Procedure: is a small section of a program that
performs a specific task.
• Constant: a name for a piece of memory where the
value cannot be changed while a program runs. • Computer Programming: the process of writing code
to facilitate specific actions in a computer, application, or
• Data type: is a classification that specifies which type software program, and instruct them on how to perform.
of value a variable has; it is an attribute associated with
a piece of data that tells a computer system how to • Robotics: Robotics is a branch of engineering that
interpret its value. involves the conception, design, manufacture and
operation of robots. The goal of robotics is to design
• Debugging: the process of identifying and removing machines that can help and assist humans.
errors from computer hardware or software.
• Sorting: ordering data in an increasing or decreasing
• Interactive: refers to software which accepts and manner according to some linear relationship amongst
responds to input from people. the data items.

• Electronics: the branch of physics and technology • Sensor: a device that detects and responds to some type
concerned with the design of circuits using transistors of input from the physical environment. This input can be
and microchips; circuits or devices using transistors, light, heat, motion, moisture, pressure, or any number of
microchips and other components. other environmental phenomena.

• Event: is an action or occurrence that can be identified • Variable: a value that can change, depending on the
by a program and has significance for system hardware conditions or instructions executed in a program.
or software. Events can be user-generated, such as
keystrokes and mouse clicks, or system-generated, such
as, for example, program loading, and running out of
memory and errors.

20
 Annex II - c
 onnecting to the
curriculum in Spain

Development of ICT plays a crucially important role. environment (Science) and in the
computational thinking In the case of primary education, area of mathematics. Therefore, in
within the Spanish the section on digital competences the classes within these two areas,
curriculum includes the creation of digital content throughout the three cycles of primary
and aspects related to programming school, pupils will learn to solve
The Spanish education system and CT; specifically, at the end of problems through interdisciplinary
currently includes the development this stage, one of the things students projects, using design thinking
of Computational Thinking (CT) should be able to do is “develop simple and CT, in order to cooperatively
from the early childhood stage and computer applications and creative and generate a creative and innovative
defines objectives across all the sustainable technological solutions product that responds to specific
following stages of education. More to solve specific problems or respond needs. They will also learn to use CT
specifically, in the primary education to proposed challenges in a creative by organising data, breaking it down
curriculum the Spanish education way”, which is why block programming into its constitutive parts, recognising
system promotes the development of and educational robotics should be patterns, generalising, and interpreting,
CT through the areas of science and included within the classroom. modifying and creating algorithms in
mathematics. a guided way to model and automate
Specific competences and basic everyday situations.
The LOMLOE law (January 2021) knowledge related to CT have been
proposes a competency-based and included both in the area of knowledge
transversal learning model in which of the natural, social, and cultural

KNOWLEDGE OF THE NATURAL, SOCIAL AND CULTURAL ENVIRONMENT (SCIENCE)

FIRST CYCLE SECOND CYCLE THIRD CYCLE

6-8 9-10 11-12

S
 pecific Competence: Solve problems through interdisciplinary projects, using design thinking and CT,
in order to cooperatively generate a creative and innovative product that responds to specific needs.

Phases of design projects: Phases of design projects: Phases of computational

Identification of needs, design, Identification of needs, design, thinking (decomposition of a task
prototyping and testing, evaluation, prototyping and testing, evaluation, into simpler components, pattern
and communication. and communication. recognition and creation of simple
steps for problem solving...).

Introduction to programming: Introduction to programming: Programming by blocks, sensors,

Analogue and digital resources Digital resources: digital platforms motors, simulators, 3D printers... to
adapted to the pupils’ reading level for beginners to programming. complete the project.
(digital platforms for introduction to
programming, educational robotics,
etc.).

21
 MATHEMATICS

FIRST CYCLE SECOND CYCLE THIRD CYCLE

6-8 9-10 11-12

Specific competence: Describe Specific competence: Automate Specific competence: Model

simple routines and activities of simple everyday situations that everyday situations using basic
everyday life that are carried out in are either carried out step-by-step principles of CT in a step-by-step
a step- by-step manner, using basic or follow a routine using basic manner.
principles of CT in a guided way. principles of CT in a guided way.

Patterns: Strategies for Patterns: Identification, verbal Patterns: Strategies for

identification, oral description. description, representation, and identification, representation, and
prediction. prediction. Creation of recurring
patterns.

Introduction to programming:
digital platforms.

Computational thinking: Computational thinking: Computational thinking:

Strategies for the interpretation Strategies for the interpretation and Strategies for the interpretation,
of simple algorithms (routines, modification of simple algorithms modification, and creation of simple
instructions with ordered steps...). (game rules, sequential instructions, algorithms (sequences of ordered
loops, repetitive patterns, block steps, diagrams, simulations,
programming, educational repetitive patterns, loops, nested
robotics...). and conditional instructions,
computational representations,
block programming, educational
robotics...).

22
 Annex III - c
 onnecting to the
curriculum in the
Netherlands
Computational for digital literacy and CT, the survey
thinking within the Digital Literacy Monitor in Primary
Dutch education Education shows that the focus on
system digital literacy in teaching programmes
is still largely ad hoc. For example, less
than a quarter (24%) of primary school
Dutch education system teachers work with defined learning
The curriculum of schools in the objectives for digital literacy, while the
Netherlands has been determined majority (58%) do not use a learning
by a set of key objectives since 1993 pathway or learning objectives at all
(albeit with some minor changes over when it comes to making their pupils
the years). The contents of these key digitally literate.
objectives are not precisely defined, organisations and schools are already
which gives schools considerable consciously working on it. CT will It is our hope that this project can
freedom over the content of their be one of the four main domains of support teachers and schools by
curriculum. Some schools need more digital literacy, along with the following providing a roadmap and extensive
guidance, and therefore the SLO (the domains: list that makes the information that
national expertise centre for the is already available easier to find and
curriculum) provides examples of the • 
ICT-skills more accessible.
key objectives. • 
(Social) Media Literacy
• 
Information Literacy Useful links:
A new curriculum • 
Computational Thinking
Computational Thinking (CT) is SLO: Leerlijn Computational thinking
neither mentioned nor referred to SLO has also created a learning https://www.slo.nl/@5695/computational/
specifically in the key objectives. This pathway for digital literacy as well as
is going to change, however, as between one specifically for CT. SLO: Digitale geletterdheid.
2019 and 2021 Curriculum.nu made a https://www.slo.nl/sectoren/po/digitale-
proposal for a new curriculum. In this Current use of CT within schools geletterdheid-po/digitale-geletterdheid-
proposal, digital literacy is identified Despite not yet being an official po/
as one of the key learning areas of the part of the curriculum, there is a
new curriculum. From 2021 to 2024, the general awareness (in education, Kennisnet: Workshop Computational
proposal will be researched in order to business, and government) in the Thinking:
come up with a draft of the new core Netherlands regarding the importance https://maken.wikiwijs.nl/70012/
objectives in the summer of 2023. After of CT. The vision on using CT (mainly Workshop_Computational_thinking
this, these draft targets will be tested in programming) within education
practice. received a significant boost in 2015 Kennisnet: Leerlijn programmeren in
when the CodePact initiative was het onderwijs:
CT and the Key objectives started by the Dutch government. As a https://maken.wikiwijs.nl/74282/
Although it will take some time before result of this initiative, many projects, Programmeren_in_het_PO#!page-1843082
digital literacy officially becomes part materials, websites and organisations
of the curriculum, there is already are available on the topic of CT. https://ecp.nl/wp-content/uploads/2021/11/
substantial information about what Despite this extensive support and DUO-OO-20211177-Infographic-digitale-
this will look like in practice, as many widespread recognition of the urgency geletterdheid-PO-10.pdf

23
 Annex IV - connecting to the
curriculum in Curaçao

Current situation Solutions for implementation conducted interviews in combination

concerning the CT must be integrated within with questionnaires, in addition to
integration of the school curriculum. When examining the Education Legislation of
Computational implementing CT within schools, it has the island and the school curriculum.
thinking within schools to be done with no restrictions. One A small percentage of schools within
in Curaçao (April 2022) way to start the process is to explore so-called “less fortunate” areas were
daily routines, customs, traditions, selected to take part in the interviews.
Much like other countries, Curaçao culture, behaviour and games. Students The rationale for this selection was
also has its fair share of challenges should experiment by building and that they were the target group who
to overcome with respect to creating things with their hands that would later experience the activities
Computational Thinking (CT). The they are interested in, while science that would be developed during the CT
main issue to overcome is the correct and technology should be encouraged Primed project.
and synchronised interpretation and by tinkering.
application of science and technology Interviews:
within the schooling system as a Alongside the development of these Eight teachers from 3 different
whole. A general method needs to be activities, it is important to train schools and two head teachers
presented from the governmental teachers to become at ease with CT. were interviewed and completed a
organisation if the potential of CT is questionnaire.
to be achieved. Other obstacles to be In a small country such as Curaçao,
overcome pertain to the lack of devices, promotion of what is developed and Target group
outdated software and an internet ready to use is of critical importance. For this project, Tinkersjòp targeted
connection that is either unstable Curaçao already celebrates a science students aged 6 to 12 years old, who
or fails to reach classrooms. While technology and art day, which came from a socio-economically
teachers’ hearts are in the right place, could also be used to promote the deprived background.
they are in urgent need of guidance, implementation of CT.
resources and parental support (where Given that their primary guidance
possible) to achieve the general goal of Furthermore, it is important to make comes from primary school teachers,
implementing CT. use of creations that can be useful these teachers were also included in
for the community, draw attention to our target group.
With regard to CT specifically, the programmes of science and technology
current legislation is incredibly that can be sustainable and implore the The most recurring responses
vague and refers mostly to the use of government to subsidise the teaching from the interviewees were:
computers and the need to digitise of Science, technology and art within Much like other countries, Curaçao
the educational system. Both the schools in Curaçao. also has its fair share of challenges
interpretation and implementation of to overcome with respect to
CT is left to the school boards, of which Computational Thinking (CT). The
Curaçao has nine. Each school teaches  UTCOME OF THE
O main issue to overcome is the correct
subjects based on their curriculum and INTERVIEWS and synchronised interpretation and
learning objectives and of course the application of science and technology
implementation is strongly dependent To gain insight into both the level of within the schooling system as a
on the available finances. comprehension and use of CT within whole. A general method needs to be
primary schools in Curaçao, we presented from the governmental

24
organisation if the potential of CT is • 
Create a science, technology and
to be achieved. Other obstacles to be art day that is celebrated all across
overcome pertain to the lack of devices, Curaçao (an official date has yet to
outdated software and an internet be determined for this)
connection that is either unstable
or fails to reach classrooms. While
teachers’ hearts are in the right place,
they are in urgent need of guidance,
resources and parental support (where
possible) to achieve the general goal of
implementing CT.

Tinkersjòp did not want to solely

draw attention to problems, but
rather also wished to contribute
to solutions, ideas and measures
to reach both our target group
and Curaçao society more
broadly. To this end, they provide
the following recommendations.
• CT has to be integrated within the
school curriculum
• 
The implementation of CT within
schools has to be done with no
restrictions (drempelloos)
• 
Explore daily routines, customs,
traditions, culture, behaviour and
games in Curaçao
• 
Experiment by having students
build and create things with their
hands that they are interested in
• 
Encourage science and technology
by tinkering
• 
The next step is to connect the
tangible with the digital world by
encoding
• 
Train teachers/trainers in Curaçao
simultaneously along with the
creation process
• 
Showcase to the country what has
been achieved through promotional
events and contests
• 
Tinkersjòp should go into the
neighbourhoods to reach children
• 
Make use of creations that can be
useful for the wider community
• 
Develop science and technology
programmes that are sustainable
• 
Reach out to the government to
establish a Science, technology and
art school in Curaçao

25
 Colofon

© CTPrimED

This publication is a product of CTPrimED (2021-1-NL01-

KA210-SCH-000031319), which was funded with support
from the Erasmus+ Programme of the European Union.
This publication solely reflects the views of the authors, and
the Commission cannot be held responsible for any use that
may be made of the information contained therein.

Project Coordinator
NEMO Science Museum, The Netherlands

Partners
Universidad de la Iglesia de Deusto Entidad Religiosa, Spain
Stichting Children’s Science Museum Curaçao, Curaçao

Photos
Digidaan

Design
Logo and website: Studio Kabritu, Amsterdam
Design roadmap: NEMO Science Museum

26
27