Developing Computational Thinking Skills through the Literacy from Scratch project, an International Collaboration
Abstract
This paper builds on the growing international success of the Computing project, Literacy from Scratch, showing how computational thinking skills (mainly algorithmic thinking at this early stage) can be developed through this creative, cross-curricular project. However, while it provides an excellent starting point for the development of computational thinking in schools, there is now a clear need to show teachers how computational thinking can be incrementally developed through this project, and underpinned by research.
Accordingly, this paper looks at the practicalities of the project itself, and suggests ways in which the Progression Pathways (an assessment framework with a set of incremental skills, concepts, and principles) set out in England by Computing at School (CAS), and researched and developed in the Czech Republic, can begin to be mapped.