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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 the final lesson of this project series.  Students need to do final checks on quality and finish the project and documentation This lesson will introduce code quality issues such as the names used

Lesson Links: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 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, accurate These words need to be reinforced throughout the series of lessons  
Assessment chose variable names that aide clarity 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 appreciate good testing makes good programs Why is it good to be accurate in code?  Why do you need clear information as instructions in your code?  What is good practice for naming variables?
Learning Objectives
  • To understand and appreciate the quality of naming variables
  • To describe and explain, with examples the key variables they used in their visual programs
  • To understand how computer programs are documented

Students need to be shown the importance of naming variables and show evidence that they understood the importance and used it in 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
  • Class led examples of variable names
  • Students can break into groups and work on their own programs using and documenting the tests they are applying, showing evidence of good variable names
  • Class discussion and evaluation of the projects
  • Summarize the key points and reinforce the importance of naming variables and documentation

In this lesson we need to give students the tools and knowledge to finalize their program and write up the supporting documentation.

Use some of the student's own work and share with the group and discuss the quality of the programs designed and used.

Question students about how and why they did what they did.  Check for understanding.

As previously.

You may need to give the students some examples of naming conventions.

Students will continue working on their project and writing up all the elements as they go.

Lesson Structure Possible structure
  1. introduce some variable names and discuss their value
  2. show students some more detailed examples of variable names
  3. group work to complete their projects
  4. volunteers to share their work and explain how they came to their opinions
  5. highlight next block's focus and issue homework

As previously

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.

Their documentation does not need to be comprehensive, but good to look at best practice for inspiration.

Homework Get students to complete their projects for submission and assessment 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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