|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|
|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?|
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||
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.
<INPUT TYPE="button" onClick="history.go(0)">Click to refresh the page</a>
|Lesson Structure||Possible structure||
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|