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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 will be an introduction to the elements of a program while students build on their project This lesson will introduce some aspects and examples of visual programming and discuss the structure and timing of the project

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words abstraction, programming language, instruction, open source, digital, file types, variable, loop, These words need to be reinforced throughout the series of lessons  
Assessment identify structure in programs Evidence here will be student's own work and assessor observations  
Key Questions Some questions to get learners thinking about the topics Students need to start thinking about the different parts that make up a program.  Some of these they will have seen in previous lessons and an overall understanding of abstraction as a method of understanding the process Why does a program need a structure?  Why does a structure help something work better?  What is an example of your daily structure?  Do programs make sense?  Why would you not run a file you download from the internet with a .exe extension?
Learning Objectives
  • To understand and appreciate the structure of programs
  • To describe and explain, with examples the key elements of a program
  • To understand how computer programs are constructed

Students need to be shown the key part of a program and check to see that they have understood these parts, as best they can.

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
  • Class led examples of what makes a program work
  • Students can break into groups and work on their own programs using and documenting the elements
  • Class discussion and evaluation of the program parts
  • Summarize the key points and reinforce the importance of documentation

In this lesson we need to give students the tools and knowledge to begin thinking working on their 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.

In a web page, this code acts as an iteration as it will refresh the page when a user clicks it.

<FORM>

<INPUT TYPE="button" onClick="history.go(0)">Click to refresh the page</a>

</FORM>

 

 

Try it!

As previously.

You may need to give the students some examples of projects and how they fit together.  Possible work on an example of a project plan.  The key parts are:

  • statement of the problem
  • plan of action
  • resources needed
  • steps
  • timetable for completion
  • documentation
Lesson Structure Possible structure
  1. introduce a range of visual programs and discuss their features
  2. show students some more detailed examples of visual programs, emphasising the structure
  3. group work to work on some of their own ideas
  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

Use various visual programs to show students how they work and what they do.  The programs chosen will depend on your experience with them and level of comfort.  The idea is for students to choose one for themselves and develop or modify a program and document the process.  You can use Scratch, Logo, Python etc.

You can also investigate using CODE Logo which has other examples of programs which you could use for modifying if students don't want to make their own.

Scratch logo has lots of sample programs to download and modify.

Give some worked examples of code in the real world and show elements such as comments.  The comments here explain what the code is doing and why.  It also lists the people who contributed to it.  The colour coding also shows what the code does.

This site shows some different Python code and what is does.

A similar site shows the syntax of Scratch and how it functions.

Homework Get students to document part of their project code to show the syntax they are using or write definitions for their documentation on their portfolio 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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