'Informatik im Kontext (IniK)” is a recent pedagogical approach introduced for lower secondary (grades 5-10) computing education in Germany. The approach is derived from the context-based teaching approaches developed in science education. In this paper, we will introduce the theoretical framework of these approaches and discuss IniK in relation to them. Addressing the question of decontextualization and student interest, we will suggest possible directions for how the approach could be improved further.