|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 focus, as part of a series, will be introducing and consolidating the student's knowledge and practical application of abstraction.||The notion of abstraction is central to computing, but not always easy for students to grasp. The intention is to look at it in novel and understandable ways to make sure it is firmly understood|
|Key words||abstraction, programming language, instruction, open source, digital, file types||These words need to be reinforced throughout the series of lessons|
Evidence can be provided here by showing the development of a drawing working from the abstract, i.e. shapes, to the concrete, a recognizable item.
Equally, evidence that students can work with patterns and understand why we need abstraction to make sense of the world
|Key Questions||Some questions to get learners thinking about the topics||There are some potentially difficult ideas here, but it should be possible to gently build on their understanding through clear worked examples||Why do we use something like "abstraction"? What is reduction? Why is abstraction important, for example in weather forecasting? Abstraction makes daily tasks and operations more manageable. Try to explain everything you will do in the coming month in minute detail, it will take a month just to write!|
||Abstraction here will be an introduction to show that they may already be using it on other areas. An abstraction is an idea that is not related to something concrete, but can be used to think about the concrete thing more freely. For example, they may have experimented with abstract art in their art lessons, where colours ad shapes are said to represent something more familiar.||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||
Can they give their own examples of abstraction? One good example is money. Money itself has no "real" value, but it's value is an abstract. In the last instance, their money has value because the UK has reserves of gold in the Bank of England to be able to cope with the exchange of their money with something else of value.
In mathematics, we often use abstractions such as a pie or pizza with slices to represent fractions.
This rather philosophical idea is better explained and demonstrated using graphics since students can see how random objects can be used to create more concrete ideas. For example, showing how a shape such as a circle can become a wheel, or a head of a snowman, or any other thing that consists of circles, or a triangle can represent a tree.
|Lesson Structure||Possible timings||
|Homework||Create their own abstraction picture (a picture made of smaller objects)||Students who don't have the appropriate software at home can draw the picture on paper.||This is a very good Infogram on good use of the Internet as well as the pain of cyber bullying. Students could create their own and they can be displayed in the IT rooms.|