|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|
|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?|
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||
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.
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||
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|