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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 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

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, 26, 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  

originate original digital information from my own imagination

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?
Learning Objectives
  • To plan and create some original work using digital tools
  • To describe and explain their work in terms of the process and
  • To understand how computer programs create elements
  • To understand basic licensing issues with digital content

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
  • Introduction and overview of project planning basics
  • Students can break into groups and work on their own plans and choices of project
  • Class presentation on key areas to think about and plan for
  • Summarize the key points and reinforce the importance of keeping to deadlines

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
  1. introduce examples of projects and their structure
  2. discuss with student some possible areas to look at, specific subjects and problems that interest them
  3. group work on devising the focus for their projects
  4. volunteers to share their ideas and explain how they came to their opinions
  5. highlight next block's focus and issue homework

As with the suggestions on the overall SOW and Guidance pages:

  • In English search the Gutenberg Logo for a classic text and present it in a web page with their own review. What did they like? what didn't they like?
  • In Maths use a vector drawing program to draw points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons, that are reflectively and rotationally symmetric labeling them.  Export to .png for display in a web page.
  • In art, photograph one of their paintings and enhance it using image processing software such as GIMP.
  • In music use a scoring program to compose some music and print the score.
  • In geography make a contribution to the Open Street Map logo
  • In design and technology build a fire alarm system using a temperature sensor computer controller and sound effects.
  • In languages use Google Translate and Google Hangouts to do a joint project with children the same age in another country.
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


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