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CertifiedEducation quality


The Hong Kong Jockey Club
Computational Thinking
CoolThink@JC is a computational thinking and programming curriculum for schools

CoolThink@JC's main goal is supporting young students' computational thinking and bringing their programming curriculum to all primary schools in Hong Kong. The educational programme empowers students in becoming thinkers and creators of technology, rather than just consumers.

"To play, to think, to code, to reflect" are the four learning and practicing steps in a typical CoolThink lesson. The materials can also be used outside of classroom, and the learning platform includes extra-curricular resources and community features.

CoolThink@JC is funded by The Hong Kong Jockey Club Charities Trust, and was co-created by The Education University of Hong Kong, the Massachusetts Institute of Technology, and City University of Hong Kong.

Age groups 
Professional education
Not required
Offline play 
Playable offline
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

The CoolThink@JC curriculum is very well structured, comprehensive and visual. The curriculum material shares helpful coding examples, so the teacher can very confidently start using the material. CoolThink@JC also provides professional training, but a teacher with some experience in Scratch and App Inventor, will be able to run the course activities with the provided materials. Plenty of the work is done in pairs; students learn to give feedback and comments about the designs.
The curriculum progresses very well. Prior skills or knowledge need to be used in conjunction with new. The material tells the learning goals very clearly to both the teacher and the students, and requires active reflection. The learning happens through creative tasks. Many of the assignments require some application of learned skills or the right approach to the problem. In the final assignments students need to develop an app to meet specific requirements, and present what they have learned.
The curriculum follows linear, progressive structure. As the new information builds upon the old one, learning outcomes have a fixed effect on progress. Yet, the creative activities give some chances for more open-ended work and different learning outcomes. There are also Challenges for faster learners. They have a chance to do projects also outside of the school, and there are tips for that available in the lesson material and Learning Platform.
The courses have a lot of face-to-face interaction in class. There is also plenty of guidance for constructive collaboration in form of templates, instructions and peer-review sheets. Online communication is also an integral part of the learning experience. The platform allows collaboration within the same school and provides an open learning community to share information, thoughts, and experiences. Programming is seen as teamwork; everyone's ideas and task sharing is the key to success.

The following are the high educational quality aspects in this product.

CoolThink curriculum is very comprehensive and progressive program for learning computational thinking and programming.
The curriculum supports creativity and exploration, yet provides accurately predictable learning outcomes.
The Learning Platform brings great value to learning by allowing sharing, feedback and building of learning community.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems.
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Learn to analyse problems in computational terms
Make appropriate use of data structures.
Achieve challenging goals, including collecting and analysing data and meeting the needs of known users.
Be responsible, competent, confident and creative users of information and communication technology.
Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
Design and develop modular programs that use procedures or functions.
Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.
Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy.
Understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
Understand several key algorithms that reflect computational thinking.
Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices.
Use logical reasoning to compare the utility of alternative algorithms for the same problem.
Develop their capability, creativity and knowledge in computer science, digital media and information technology.
Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
Create and debug simple programs.
Use logical reasoning to predict the behaviour of simple programs.
Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
Recognise common uses of information technology beyond school.
Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
Are responsible, competent, confident and creative users of information and communication technology.
Develop and apply their analytic, problem-solving, design, and computational thinking skills.
Understand simple Boolean logic and some of its uses in circuits and programming.
Understand how to identify and report a range of concerns.
Learn to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.

Soft skills learning goals

Learning to face failures and disappointments
Practicing to recognize and express feelings
Learning to build information on top of previously learned
Learning to combine information to find new innovations
Practicing to notice links between subjects learned
Encouraging to build new information and visions
Practicing to work with others
Practicing to argument clearly own opinions and reasonings
Learning to listen other people’s opinions
Learning decision-making, influencing and accountability
Practicing to express own thoughts and feelings
Practicing to give, get and reflect feedback
Practicing time management
Learning to plan and organize work processes
Practicing decision making
Using technology as a part of explorative and creative process
Practicing to find, evaluate and share information
Building common knowledge of technological solutions and their meaning in everyday life
Using technology resources for problem solving
Understanding technological system operations through making
Practicing logical reasoning, algorithms and programming through making
Using technology as a part of explorative process
Practicing memorizing skills
Practicing to observe spoken and written language
Practising visual recognition
Practicing persistent working
Practicing to take responsibility of one's own learning
Practicing to evaluate one's own learning
Learning to find the joy of learning and new challenges
Creating requirements for creative thinking
Practicing creative thinking
Practicing to improvise
Encouraging students to be innovative and express new ideas
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Practicing to use arts as a way to express
Developing problem solving skills
Learning to find solutions in social conflicts
Learning to recognise and evaluate arguments and their reasonings
Practicing to notice causal connections
Practicing to create questions and make justifiable arguments based on observations
Practicing to plan and execute studies, make observations and measurements
Practicing strategic thinking
Practicing to look things from different perspectives
Practicing to find ways of working that are best for oneself
Learning to notice causal connections
Practicing categorization and classification
Practicing fine motor skills
Using technology for interaction and collaboration
Learning to plan and design own written content and textual representations
Practicing to use information independently and interactively
Practising to understand visual concepts and shapes and observe their qualities
Learning to acquire, modify and produce information in different forms
Experiencing and exploring sounds and music from different sources
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Connecting subjects learned at school to skills needed at working life
Encouraging positive attitude towards working life
Enabling the growth of positive self-image
Practicing communication through different channels
Learning to understand people, surroundings and phenomenons around us
Learning to face respectfully people and follow the good manners
Practicing to take care of one's own wellbeing and health
Encouraging the growth of positive self-image
Practicing to set one's own learning goals
Using technological resources for finding and applying information
Learning about different languages
Recognizing habits that are good for sustainable living

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation