|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||This lesson will continue with students investigating hardware, but now looking at the purpose and therefore applying their understanding||
This lesson will look at the main hardware components through students documenting their purpose
|Key words||CPU, RAM, USB, RJ45, SD, HDD, motherboard, graphics, keyboard, mouse, monitor, peripheral, network||These words need to be reinforced throughout the series of lessons|
|Assessment||classify hardware on the basis of purpose||
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 be able to understand the purpose of components well enough to specify them in a pre-determined purpose, i.e for a customer
|What do the different hardware components actually do? Why are there different kinds of CPU, memory and hard disks? What is a peripheral? Where would you use powerful CPUs? Why do servers need large and fast hard drives? Why do artists use large monitors?|
You can continue showing and discussing different components, but students need to begin showing that they understand them well enough to fit them together in a system in the right place and for the right purpose
There are lots of on-line videos to supplement this.
|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||
The main focus of this particular assessment criterion is the student's ability to apply their knowledge and understanding. The have looked at the components and researched how they work. Can they know apply this knowledge? Can they show that they understand the parts well enough to put them in the correct context?
Students could be asked to create a proposal, with descriptions and reasons, for a "client". It might b useful for them to approach one of the other departments and therefore specify a computing device for that department. They might need a computer for art and design, which is powerful and with a high resolution monitor. They might specify a portable device for geography which can go out into the field.
|Lesson Structure||Possible structure||
Students can use computer supplier sites here to gather the appropriate data and pictures. There are plenty to choose from.
|Homework||Students can work on their proposal and begin to gather the information and write-up their conclusions and recommendations||Students can vary their homework depending on their level of understanding||Get students to document their experience on their portfolio system for assessment|