|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 continue to develop their project and work through the plan they organised, with a focus on the steps of their plan and timings||This lesson will look in some detail at their plans and their process for creating this project to make sure they can make it|
|Key words||abstraction, programming language, instruction, open source, analog, digital, file types, variable, loop, accurate, remix||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 show that they can set themselves some tasks and deadlines and discuss how they will meet these
Some guidance on good planning would be helpful. They also need some guidance on target setting and monitoring
|Why are deadlines important? What do you do if you miss a deadline? Can you adjust your plans without problems somewhere else if one deadline is going to be missed?|
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 timelines and task setting.
|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 series of lessons 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 to set themselves manageable targets and steps in the process and to try and sick to these.
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 steps and sticking as much as possible to these.
|Lesson Structure||Possible structure||
|Homework||Students should begin to write up their project documentation and reflect, maybe on their blog, about the process and what they have learned so far||Students can vary their homework depending on their level of understanding||Get students to document their experience on their portfolio system for assessment|