|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||In the previous block of lessons (22-26) students were asked to work on a mini project to develop a visual program. In this series, they will extend that, but with any digital application from any subject area. It could be computing, but equally be from English or MFL.||This lesson will introduce the project outline and go over some suggested areas of focus. The key driver will be using digital systems and evaluating the process|
|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|
Though not explicitly part of assessment here, students need to think about licensing.
|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 think about creating a digital item for any subject they like. The key is how they create it and how much originality it has||What is an original piece of work? Is anyone capable of making original work? What is wrong with copying someone else's work? Can you copy other people's work?|
Students need to have an overview of project management: planning, timing, executing, testing, documenting. They need to chose something they are comfortable with and it can be in any subject area. Good chance to do some cross-curricular work here.
|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 make sure students know and can apply a basic planing process to their project. Try to reinforce SMART principles.
If you have some examples from previous years, that would be helpful as a guide.
Question students about their choices. Check for understanding and possible over-run due to over-ambitious plans.
The main focus of this particular assessment criterion is the student's ability with digital systems and software and the ideal is for them to work on something they enjoy and will therefore be more creative with. This can be computing, so they could create a Scratch project for another subject area, but equally it could be any other subject, for example they could create a CD cover for their favourite band; make a vector graphic for a history website; create some music for the school musical; make a video for the geography department.
The other underlying idea here is for them to work on this as a project, so they will need support and guidance on how this will be carried out.
|Lesson Structure||Possible structure||
|Homework||Get students to complete their project plans 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|