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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 Students have started work on a project to create some material for a purpose (i.e. another department).  In this lesson they will start to demonstrate that they are aware of their target audience needs This lesson will introduce the importance of creating projects to meet the needs of an audience and to be able to test against this

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, 27, 28, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39

Key words abstraction, programming language, instruction, open source, analog, digital, file types, variable, loop, accurate, remix, license, copyright These words need to be reinforced throughout the series of lessons  

match my work to a target audience

structure a plan for a project supported by digital tools

Though not explicitly part of assessment here, students need to think about licensing.

Evidence here will be student's own work and assessor observations.  If working with another department as an audience or "client", they could get direct feedback evidence.  They will also need to show a range of digital tools used.


Key Questions Some questions to get learners thinking about the topics

Students need to think about how their solution meets the needs of the audience they are making it for.  What was the problem and how does their solution fix it or at least make it better.

Some guidance on good planning would be helpful.  They also need some guidance on what sort of questions to ask their audience.

What is the problem your audience is experiencing?  Can it be fixed?   Is it possible to fix all of it, or just parts?  How will you know it is solved?  What questions do you need to ask the "client"?  How will you record these questions?  How will you assess your work?  If you copyright your program, what does this mean?  Can you license your program?  Who can use it if you license it?
Learning Objectives
  • To create questions for their audience to find out their needs and to work out some objectives
  • To describe and explain their work in terms of the objectives and audience needs
  • To understand how important audience needs are for design
  • To understand the structure of a basic plan

As stated previously: 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.

Need to do some basic work with students on questionnaires and getting client feedback.

Basic overview of plans

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 open and close questions
  • Basic overview of plan structure
  • Students can break into groups or on their own and work on their questions and plans
  • Class presentation on key points of plans
  • 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.

Thinking girls The main focus of this particular assessment criterion is the student's ability to determine what their audience requires from them and plan accordingly.

Timeline graphic 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, particularly planning structures and how to get the answers to their questions about audience needs.

Might be good for them to create material for their local primary school as the audience will be easier to understand and achieve their needs.


Emphasise that work is for other people and not just what they think is good.

Lesson Structure Possible structure
  1. introduce examples of open and closed questions
  2. discuss with student how to find audience needs
  3. individual work on projects
  4. highlight next lesson's focus and issue homework

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

Go over the key parts of a good, clear plan:


1. Explain to audience what you will do

2. Decide what is to be done

3. Carry out the plan

4. Do some testing to make sure it works as it should (get audience feedback if possible

5. Document (in case someone else wants to do the same)


Might be good to show them how to do a project plan and timeline on a spreadsheet.  This one is for business, but easy enough to simplify for their needs.  If they create it on Google docs, or some other shared system, you and the "audience" can work on it with them.


Homework Get students to make a rough plan of their project based on the 5 bullet points, with some notes about what they will do and how 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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