|Section Title||Primary information||Description and Notes||Suggested resources|
|Lesson Length||The expected lesson length will be approximately one hour||
Some variation possible.
Assessment Level 1
|Students||The lesson is suitable for KS3 and KS4 students||Since this is a new specification, the lesson is suitable for Year 7 to 9 students and differentiated by outcome|
|Overall Focus||The lesson focus will be to look a bit more closely at what makes a computer model good or strong||This lesson will build on the previous lesson which introduced features in a very general sense. The key focus will be on strengths|
|Key words||abstraction, programming language, instruction, open source, digital, file types, variable||These words need to be reinforced throughout the series of lessons|
|Assessment||Identify strengths and weaknesses in computer models||Evidence here will be through observation and student's own reflections showing that they understand how to detect and assess strengths in the models they are looking at.|
|Key Questions||Some questions to get learners thinking about the topics||Building on their homework, what have they identified as strong features in systems they have looked at||What makes a computer model easy to use? Does it have to be easy to use to make it good? Is it more important that it does the job, than does it by being easy for you? Is there a compromise making a model easy to use and making it do the job?|
Students can now focus more specifically on the strengths of models they have looked at and others they may have used in other subject areas and begin to reflect and document these ideas
|If you are using the Learning Machine learning system, students can add their comments and material to this site as evidence of their growing understanding. The site, if used consistently, will show progression via charts of activity and outcomes.|
|Teaching and Learning Elements||
In this lesson we need to give students the tools and knowledge to begin thinking about what makes things strong. They need to start considering the purpose of computer models and therefore how well they meet their design goals.
Use some of the student's own work and share with the group and discuss the quality of the impressions chosen. Question students about how and why they did what they did. Check for understanding.
|Lesson Structure||Possible structure||
|Homework||Get students to write a review of their favourite piece of software and why it is so good to them. Concentrate on the strengths as they understand them||Students can vary their homework depending on their level of understanding||Get students to document their experience on their portfolio system for assessment|