Solving problems computationally across subjects
Computational thinking is not just for computing lessons — it is a way to attack problems in science, maths, geography and beyond.
Part of your national curriculum
- Algorithms and programming: Understand a range of ways to use technology across the curriculum to analyse, design and solve problems computationally
Lesson overview
What you'll learn in this lesson
Understand a range of ways to use technology across the curriculum to analyse, design and solve problems computationally
Key learning points
- • Abstraction: keep what matters
- • Algorithms outside computing
- • Pattern recognition and simulation
This lesson at a glance
- 28 minutes
- 16 parts to scroll through
- 3 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 16
Visual introductionPicture this
Solving problems computationally across subjects
Computational thinking is not just for computing lessons — it is a way to attack problems in science, maths, geography and beyond.
In a nutshell
Understand a range of ways to use technology across the curriculum to analyse, design and solve problems computationally
Learning cycle
Part 2 of 16
Learning cycle 1 of 2
Part 1 · Abstraction: keep what matters
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 3 of 16
Learn
Abstraction: keep what matters
When modelling population growth in geography, you ignore individual people's names and focus on birth rate, death rate and migration numbers. Abstraction strips away detail that does not affect the answer, leaving a model simple enough to calculate.
Reset break
Part 4 of 16
Pause
That's sitting 1 of 4 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Explore the idea
Part 5 of 16
Learn
Algorithms outside computing
A recipe, a science experiment method and a maths long-division procedure are all algorithms: precise step-by-step instructions. Writing them as numbered steps makes it obvious where a step is missing or in the wrong order.
Quick check
Part 6 of 16
Quick check
Part 7 of 16
Reset break
Part 8 of 16
Pause
That's sitting 2 of 4 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Learning cycle
Part 9 of 16
Learning cycle 2 of 2
Part 2 · Pattern recognition and simulation
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 10 of 16
Learn
Pattern recognition and simulation
Spreadsheets let you spot patterns in exam-style data, and simple simulations (for example a spreadsheet model of a bouncing ball's height each second) let you test 'what if' scenarios instantly rather than doing every calculation by hand.
Quick check
Part 11 of 16
Reset break
Part 12 of 16
Pause
That's sitting 3 of 4 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Challenge round
Part 13 of 16
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Challenge round
Part 14 of 16
Game · Recall cards
What is 'abstraction' in computational thinking?
Card 1 of 3
Mastery quiz
Part 15 of 16
Marked quiz
End of lesson quiz: Solving problems computationally across subjects
3 questions, marked with the reasoning shown. No timer.
1. What is 'abstraction' in computational thinking?
2. A step-by-step recipe is an example of...
3. Why use a spreadsheet simulation for 'what if' questions?
Lesson round-up
Part 16 of 16
Lesson round-up
Ready when you are
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Understand a range of ways to use technology across the curriculum to analyse, design and solve problems computationally