|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 focus for this criterion is for the students to investigate and assess some of the many open source alternatives to common applications which cost money and have restrictive usage licenses||Students should be introduced to as many applications as possible, since they are free to download and use, and can explore these for themselves and evaluate their usefulness|
|Key words||application, file format, portability, open source, proprietary, standard, feedback, software evaluation||These words need to be reinforced throughout the series of lessons|
|Assessment||Evidence here will be student's own work, eportfolios and assessor observations|
|Key Questions||Some questions to get learners thinking about the topics||Students will need to show that they understand what open source is and what varieties there are available for them to work with, from programming tools, to office suites and graphics.||Why is open source important? Is it? How does it make any money? Are proprietary systems better?|
Students will need to use a range of applications throughout this entire curriculum. They need to be aware of alternative to expense and limiting proprietary systems, but also need to be critical of their limitations as well.
|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||
Students should be able to instigate as many applications as possible and referable compare them side by side with their proprietary systems. Do they match up? Should they match up, or offer something different?
You could divide students up into groups to investigate different application areas and report back to the class, i.e. office suites, graphics, audio, video, business. The students can be in groups based on their interest areas.
Use some of the student's ideas and examples to flesh out a solid understanding before progressing
Question students about how and why they did what they did. Check for understanding.
|Lesson Structure||Possible structure||
|Homework||Get students to complete evaluating various applications on their blogs or ePortfolios.||Students can vary their homework depending on their level of understanding||Get students to document their experience on their portfolio system for assessment|