MinecraftEdu and Computational Thinking
The Examples in the table below have been taken from -`Developing computational
thinking in the classroom: a framework’ © Copyright 2014 Computing at School.
Not all Examples have been used from the above document, only those that lend
themselves specifically to the use of MinecraftEdu in the primary curriculum. The ideas and
objectives below are by no means comprehensive and it is recognised that these could be
developed at a deeper level.
It is hoped that this document gives a starting point for using MinecraftEdu in the primary
classroom to deliver concepts of computational thinking.
Barry Price CAS Master Teacher Nov 2015
Algorithmic Thinking
Algorithmic thinking is a way of getting to a solution through clear definition of the steps
- nothing happens by magic.
From -Developing computational thinking in the classroom: a framework June 2014
Computing at School
Examples
Objective examples
Write a set of instructions that can, if
followed, in a given order achieve a
specific goal.
Write instructions on how to craft a give
object within Minecraft –eg a hoe, a pickaxe

Write instructions that use arithmetic
and logical operations to achieve a
specific goal.
Write instructions on how to create specific
mathematical shapes with given dimension.
Write instructions to create a building with a
particular footprint –perimeter/area

I can write an algorithm accurately
incorporating given variables
Use standard notation to write algorithm.
Use Scratch blocks to write algorithm, use
flowcharts to design/write algorithm on how
to build/farm in Minecraft

I can use standard notation to write
algorithms
Create algorithm to test a hypothesis.
Design an algorithm to test… which block
will contain lava…best conditions to grow
plants

I can write an algorithm to test a
hypothesis
Create different algorithms that achieve
the same solutions.
Design algorithms for the same problem.
Could compare with other. Challenge –how
many ways can you find to cross a
river/build a shelter? Children to write the
different algorithm.

I can write multiple algorithms that
solve the same problem
I can give reasons as to why one
algorithm works more effectively
(evaluation concept also)
Create algorithmic descriptions of real


I can write an algorithm to achieve a
given goal
I can evaluate my algorithm to make
it work more effectively
world processes so as to better
understand them.
Design an algorithm on how to build a
working volcano/the journey of a river.
Design algorithms that take into account
others that may use them.
Design an algorithm that could be used by
younger children to make an animal pen
and add animals.



I can write an algorithm on how to
simulate a real life process
I can explain this process
I can write an algorithm that can be
effectively used by a given target
Decomposition
Decomposition is a way of thinking about problems, algorithms, artefacts, processes and
systems in terms of their parts. The separate parts can then be understood, solved,
developed and evaluated separately.
From -Developing computational thinking in the classroom: a framework June 2014
Computing at School
Examples
Objective examples
Break down artefacts (eg objects,
problems, processes, solutions,
systems or abstractions) into
constituent parts to make them easier to
work with.
Give the children the `whole’ and ask them
to design a work schedule for how to
complete the task. Eg, they have landed on
a desert island, they must build shelter,
farm crops and animals and protect their
settlement


I can break down a problem into
smaller, easier parts
I can prioritise the way in which
parts will be worked on, giving
reasons for my choices.
Abstraction
Abstraction is another way to make problems or systems easier to think about. It simply
involves hiding detail - removing unnecessary complexity.
From -Developing computational thinking in the classroom: a framework June 2014
Computing at School
Examples
Reducing complexity by removing
unnecessary detail.
Give the children a step by step guide to
build a specific object. Before they build,
ask them to work through and highlight the
parts that they think are essential to the
build, and disregard the others.
Objective examples

I can remove unnecessary details
from an algorithm making it more
effective and efficient.
Patterns and Generalisation
Generalisation is a way of quickly solving new problems based on previous problems we
have solved.
From -Developing computational thinking in the classroom: a framework June 2014
Computing at School
Examples
Objective examples
Identifying patterns and commonalities
in problems, processes, solutions or
data.
At the end of the topic, ask the children to
consider how each group undertook the
problem. Did all go about it in the same
way? Did some complete the task in less
steps? What are the similarities and
differences in the outcomes?
(Patterns and Generalisation cont.)
Adapting solutions or parts of solutions
so they apply to a whole class of similar
problems.
At the end of the topic, ask the children to
identify ways in which the work they have
undertaken could be applied to other topics.
Eg, what concepts from building a shelter
could be used to build a volcano?

I can identify patterns and
commonalities in problems,
processes, solutions or data.

I can adapt solutions so that they
apply to similar problems
I can apply what I have learnt to
others areas.

Evaluation
Evaluation is the process of ensuring an algorithmic solution is a good one: that it is fit for
purpose.
From -Developing computational thinking in the classroom: a framework June 2014
Computing at School
Examples
Objective examples
Assess an algorithm is fit for purpose.
Take a set of step by step instructions from
the internet on how to something particular
in Minecraft, work through and evaluate
effectiveness. Offer ways in which the
algorithm could be improved.

Design and run test plans and interpret
the results
Given an objective eg build an animal pen
with gate, design an algorithm to use a
pressure plate to open and close pen door.
Build this in isolation and check
effectiveness.

I can design a step by step, test and
interpret results.
Compare the effectiveness of algorithms
that are designed to do the same thing.
Have children design their own algorithms
for a given objective, swap and test each
other’s. What are the

I can compare the effectiveness of a
series of algorithms that do the
same thing.

I can assess the effectiveness of an
algorithm
I can offer an explanation, with
reasoning, on how an algorithm
could be improved.
similarities/differences? Which is most
effective?
Make trade-offs between conflicting
demands.
Give the children a list of things that their
settlement may need –eg, somewhere to
shelter, somewhere to farm, a fence for
protection. Which is essential, which should
wait? Have them prioritise which order
they build in and justify through reasoning.

I can prioritise a list of `things to do’
giving reasons for my choices.
Assess whether a system is easy for
others to use.
Give the children 3 different sets of
instructions to accomplish the same thing.
Ask them to grade them 1 to 3 on easy to
difficult.

I can assess algorithms for usability.
Step through algorithms to work out
what they are designed to do.
Give the children a step by step to build
something without the title. Ask them to
build and work out what the `something’ is.

I can assess what an algorithm is
designed to do.
Use rigorous argument to justify that an
algorithm works.
Have the children design their algorithm to
build something specific eg a tree house.
Before they build, have the children talk a
partner through the algorithm step by step,
explaining and justifying their choices. Eg I
think you need to build the ladder first
because…

I can justify the choices I have made
when writing an algorithm.
Judge whether an algorithm is good
enough even if it is not perfect.
Have the children check a set of
instructions for an `emergency shelter’
(Minecraft wiki). Is this a good enough
shelter? How could an `emergency shelter
be made better?

I can check if an algorithm is `fit for
purpose’.
Assess whether a solution meets the
specification.
Give the children a task –eg build a shelter
for a group of players. Think about and list
the criteria –eg walls, roof. Share these
through screenshots. Do they meet the
specifications? How are they different?
Are there any that fit the criteria better?
(What materials have been used? Where
has it been built?)

I can assess the effectiveness of
outcomes against criteria.