|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 will be an introduction to a project where the students will create or modify their own visual program||This lesson will introduce some aspects and examples of visual programming and discuss the structure and timing of the project|
|Key words||abstraction, programming language, instruction, open source, digital, file types, variable||These words need to be reinforced throughout the series of lessons|
|Assessment||originate useful code in a visual language||Evidence here will be student's own work and assessor observations|
|Key Questions||Some questions to get learners thinking about the topics||Students will be working on a complete program here, so questions relating to the current topics will be useful. In this case, aspects of visual programming||What is the advantage of using a visual program? What visual programs have they used before? What was good or bad about the programs they used? Was there anything they particularly liked. If they could write any program, what would it do?|
After being introduced to some visual programs, students can be assisted in beginning to make their won program. They will need to be shown how to identify a problem, plan a solution, execute a solution, trouble-shot and test the system and document it all.
All of this can be carried out on the student's learning site
|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 developing their own program. They also need to be shown this in terms of an overall project, so they can plan it, execute it, test it and document the process.
Use some of the student's own work and share with the group and discuss the quality of the projects chosen.
Question students about how and why they did what they did. Check for understanding.
|Lesson Structure||Possible structure||
|Homework||Get students to make a rough plan of action for their project||Students can vary their homework depending on their level of understanding||Get students to document their experience on their portfolio system for assessment|