|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 previous lesson introduced how text based systems work and explored some of the program fundamentals. Students can now test their own ideas and programming skills||This lesson will continue working with text based programs|
|Key words||algorithm, search, sort, logic, efficiency, effectiveness, pseudo code, coding||These words need to be reinforced throughout the series of lessons|
|Assessment||Evidence here will be student's own work and assessor observations|
|Key Questions||Some questions to get learners thinking about the topics||Students are continuing to explore how programming works and how text based editors function and operate in order to make their own functioning programs||What are the main characteristics of the system? What are the key considerations when making programs with a text based software?|
Students need to apply their understanding to some programs in practise
|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||
Introducing students to a range of code and program interfaces will show them some of the similarities with programs and how text based programs are similar and different from the visual systems such as Scratch they will be familiar with.
Use some of the student's ideas and examples to flesh out a solid understanding before progressing
Question students about how and why they did what they did. Check for understanding.
|Lesson Structure||Possible structure an existing one.||
|Homework||Get students to complete their program and write up their thoughts about how they operate and what uses there are for their own programs.||Students can vary their homework depending on their level of understanding||Get students to document their experience on their portfolio system for assessment|