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(2) 3.4 I can apply e-safety principles to my project

(3) 4.2 I can choose a strong network password and keep it secure

 This introductory lesson can be used in a very general way to introduce new students to your network and returning students to remind them of e-safety best practices and the reasons behind them.

The  dictionary here is very useful.

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(2) 3.4 I can apply e-safety principles to my project

(3) 4.2 I can choose a strong network password and keep it secure

 Building on the previous lesson's knowledge and understanding, the key here is to work on some practical application of the knowledge.  Students should end up with a clear understanding of good password practice: defining and maintaining.  A strong password  is not an easy thing to use, but is essential.  They should also be comfortable in defining and dealing with the listed terms of e-safety in the SOW.

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(1) 1.1 I can develop abstractions to represent physical objects

 The suggestion here is to use a drawing program such as  to introduce the idea of abstraction since this will be more meaningful and accessible.  This knowledge can then be built upon once the notion is applied to abstraction in programming and should have a good foundation.

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(1) 1.1 I can develop abstractions to represent physical objects

 Building on the previous lesson's knowledge and understanding, there should be scope here for some practical application and consolidation.  Try the MIT App Inventor for up to date material.  Students can create apps on their computer, then test them on Android devices.

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The students can use various flow-chart tools, but online ones such as  are quite easy and accessible. They can be introduced to a range of visual systems to show how this flow and coding works visually, before they use the text based versions and higher concepts.  These programs will all be useful.  , ,      Blockly does have a logo application called Turtle Graphics as well.  The  is also a very useful resource as it shows you what your code does and why, with hints.

a new project from Google employees to code web pages on a Pi.

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 Students should have the opportunity to practice their skills and gain a deeper understanding of visual programming and how one object can represent another.  This will introduce the later concepts such as variables.

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Student need to be shown a variety of ways that computers are used to turn instructions into actions  If the school allows, you can also use  which is a fun way to show both the code and the action it creates on objects.

is good for showing some Python code in action.

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Students should now have an understanding of the concept of abstraction which they can apply to the way that computer programming works.  The programs they used earlier will all be useful.  , ,      Blockly does have a logo application called Turtle Graphics as well.  The  is also a very useful resource as it shows you what your code does and why, with hints.

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Students have been introduced to software such as the Numpty Physics system.  .  is a good visual way to show how they can control a computer, but also introduce the idea of abstraction since the program emulate gravity in a fun way. They should now have the opportunity to try adjusting the elements of these programs to see the effect and begin to understand the modeling of real world objects by computers.

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Most of the software systems that allow students to work with models tend to be game like, so this could be restrictive in terms of your network.  There are some good science simulations at  though it will require java to run on the browser.  The simulations allow students to alter inputs to see the effects.

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Students will need to be introduced to the idea of good quality software and open source.  What models have they seen that they understand and will use again?  What was good about the abstraction models?  What was bad?

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Students now need to practice what they have learned about these programs, but also begin to make notes about what is good and bad about them, what could be improved.

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Consolidate the evaluation of the different systems introduced and get students to list and discuss the strengths and weaknesses they have discovered.

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Using the website resources on   students can begin to investigate the use and action of algorithms and begin to understand their power and simplicity.  Some fun activities will help to clarify the term.

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This lesson will focus on students writing their own algorithms and sharing them for peer review and discussion.  The lesson should begin to look at the aspects of testing and looking for bugs

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On the surface, algorithms, at least in computing, may seem complicated, but breaking them down into understandable actions should make their purpose clearer.  For example, can students create a simple set of instructions for their group.  Test it out and see the results.  All students should be familiar with the traffic light algorithm.

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The world's largest company uses algorithms in it's flagship product and also therefore has a good grasp of what algorithms do and how they can be used.   Use some of the key words in the link here to discuss and explore with students how these are used.  They can practice some of these ideas in their instructions and reflect on them on their learning site.

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We are now working towards how actual programs will work once students begin to work on them.  We have been dealing with various abstractions, but relating these to instructions, we are now looking at using variables to represent data.  It should all be starting to make some sense now.  You will need to provide a variety of systems to be able to play with variables.  An online demo database  should be helpful.

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Use the above database and to practice the taught skills and get students to begin to document their understanding and questions.  You can look at alternative ways to show information such as the new  search engine.  Students can compare various engines for what they find which will show the quality and perhaps motivation of search engine algorithms.

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You can use the TLM learning site to show students the way that HTML code can impact a web site's look and feel.  Put some HTML tags on the board and get them to try them out and see the effects.  The learning site, or something like WordPress allows students to see the HTML code and the visual end result by switching tabs.  They can also use the W3Schools site.

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This is an important transition lesson between understanding what the students deal with all the time, their language, and the language of computers.  This should reinforce why we use abstractions and instructions when dealing with data.   Students need to see that different data has different properties: why word processors can't manipulate audio files, only embed them.

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Start the lesson by introducing some aspects of coding in the various systems (Scratch, Logo etc).  There are some good tutorials here

Talk about some of the key things like direction and numbers needed.  Students need to work on their chosen program to get it to work and document the code they use and the choices they need to make for it to work effectively.  They should also note down any problems they had.

If your centre allows.

You can use our own Game Design site to practise some programming skills.  The source code is available to download and modify, as well as the graphics, to see the effects.

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Introduce the lesson by reviewing some of the key aspects that make up a program, such as setting out the author details, using comments and the various sub-elements needed.  Students can then continue working on their own program and including these features.

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Introduce the idea of testing to the students by showing them worked examples and possibly using some of their work to illustrate.  Make sure they understand the importance of testing.  Students can then work on their own tests and documenting the results for their evidence.

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This is a continuation of the previous lesson as students should still be testing and evaluating their system. You might draw up some of their own evidence to support what the group as a whole are doing.  You could talk about how code review is an important part of industry programming.  Give some clear examples of bugs.

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Introduce this lesson with a discussion and examples of variable names and why they are important.  Try to show that what is obvious to them is not going to be obvious to others.  You could invite in a member of staff or student from another area of the curriculum and see if they can understand the chosen variables.  Students should now complete their project and be assessed overall.

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(2) 2.1 I can originate original digital information from my
own imagination

(2) 3.5 I can show courage in completing a project

The objective in this series of lessons is for students to be comfortable enough with computing systems and their language to build their own programs or routines in any chosen subject.

 The idea here is for the students to use some aspect of their technological skills to support their learning.  It does not have to be a computing or ICT based project, but can be any subject.

• In English search the  for a classic text and present it in a web page with their own review. What did they like? what didn't they like?
• In Maths use a vector drawing program to draw points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons, that are reflectively and rotationally symmetric labeling them.  Export to .png for display in a web page.
• In art, photograph one of their paintings and enhance it using image processing software such as GIMP.
• In music use a scoring program to compose some music and print the score.
• In geography make a contribution to the
• In design and technology build a fire alarm system using a temperature sensor computer controller and sound effects.
• In languages use Google Translate and Google Hangouts to do a joint project with children the same age in another country.

Make sure to introduce the concept of timelines and deadlines.

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(2) 2.2 I can use remix to create original digital information

(2) 2.3 I can use specific design techniques

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(2) 2.4 I can match my work to a target audience

(2) 3.1 I can structure a plan for a project supported by digital tools

Students should demonstrate that they can put together a reasonable plan and stick to it as much as possible, or at least show why they couldn't stick to it.

The plan should show things like the use of the tools they are using and why they have chosen them if possible

Introduce the importance of meeting an audience's expectations and that it is not just to please the students themselves.

Use some aspect of planning, perhaps working with flow-charts to get students to appreciate their time and deadlines where possible.  They could use something like  to visualize the plan points.  Project management software is quite complex, but you could show what companies use with demos such as qdPM or others.

Also useful to introduce tools to gather audience or "client" perspectives.   is a great open source tool which we are building into our Learning Site for our customers.  You can create great surveys to get data and perspectives on audience needs, as well as evaluation and feedback.

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As part of the planning, students will hopefully have been shown and developed their own project management system.  This could be a spreadsheet or something else.  Re-introduce this and check where the students are.  Support them in this process as it is very important.

Project management tools are quite useful for students to map out their timelines and work to deadlines.  We have set up an  system for our customers to make it easier to show planning, timelines, and project management.

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Introduce and show what evaluation is.  They will have done some already i a previous lesson, but it is important to keep reinforcing this and giving guidance.

Get students to share their ways of evaluating.  Can they show good quality evaluation?  Are they too hard/soft on themselves?  Can they use and accept peer review?

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(2) 3.3 I can evaluate a project in terms of its strengths and weaknesses

(2) 3.5 I can show courage in completing a project

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If you have access to old computers, try to disassemble one.  Pupils make a list of the components as the computer is built.

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Continue investigating the various parts of computers and explaining their purpose.

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