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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 introduce how restrictive licenses work in computing, and also to look at how these affect what we can do with devices and our own work produced on computers The lesson will look in more detail at the restrictions of some licensing and how this impacts computer use

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words copyright, license, proprietary These words need to be reinforced throughout the series of lessons  
Assessment Identify licenses that are restrictive Evidence here will be the students giving examples of the restrictions of some licenses and the possibility of alternatives Take a look with the class at a range of different licenses with software.  Ask them to bring in any licenses they have with purchased software.
Key Questions Some questions to get learners thinking about the topics Some questions and examples will get the students thinking about what they understand by restrictions.  The word itself might be initially confusing, but they will soon understand how it relates to what they do and how licenses are controlled. What are your rights and protections by entering into a license agreement? Do you know the law for breach of licensing or copyright?  Does the school know what you are allowed to do?
Learning Objectives
  • To understand and appreciate the use of the term license
  • To describe and explain, with examples, how licenses work and apply to computer software and hardware
  • To understand how licenses are managed and enforced

Students will need to understand licensing in basic terms that they can apply more rigorously in later lessons or be able to analyse to some degree

Students need to start thinking about how important licenses are to all of their activities on computers.  If they create some programs, what license should they apply to their work.

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
  • further details on the idea of licensing work
  • detailed look at the principles behind copyright
  • Students can break into groups and work on their own ideas about the terms and ideas
  • Class discussion and evaluation of the wider uses of licenses and copyright
  • Summarize the key points and reinforce the importance of licenses

In this lesson we need to make sure students have a good understanding of licenses and how they can understand it in terms of what they do every day.  This knowledge can then be transferred to how it is used in computing.

Discuss issues about sharing material and the aspects of copyright.

Use some of the student's own work examples share with the group and discuss the quality of the examples chosen.  Check for understanding.

 
Lesson Structure Possible structure
  1. introduce further examples and overviews of various licenses and copyright
  2. show students some more examples of licenses and copyright and discuss the legal aspects
  3. group work to work on some of their own views and examples
  4. discuss what they have learned and what they can apply
  5. volunteers to share their work and explain how they came to their opinions
  6. highlight next week's focus and issue homework

Public domain

Students need to have a reasonably good working knowledge of the difference between licensing and copyright so that they can use these terms in the correct way for their own working practices.  If material is available on the Internet, does that mean they can take it?  What are the guidelines?

How does a closed license differ from a more open one.  What are you entitled to do with the product you buy when it has a restrictive license?  Do you own anything at all?

Have a look at a EULA (End-User License Agreement) and think about what it allows you to do.  Is it what you understood to be your rights?

Homework Get students to argue either for or against licenses on software Students can vary their homework depending on their level of understanding. Get students to document their experience on their portfolio system for assessment

 

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