This scheme of work is a suggestion for KS3. It can be delivered to all year groups initially, with differentiation by outcome, though the focus is more towards Year 7. (Year 8 is here) Since this specification is new to all years, these will be introductory elements mostly. Year 9 schemes to cover the rest of the KS3 POS to follow. The () numbers at the beginning of the Assessment Criteria designate which unit it comes from. There is also a link from there to our Guidance on Interpreting Criteria. Most of the graphics in the body of the notes section link to web sites. It is recommended to use these in conjunction with our on-line Mark-Book and Learning Site in order to generate evidence to earn our Ofqual regulated qualifications.
In addition to the materials and links listed below and in the linked lesson plans, there are also lots of excellent resources here This site
is generally useful for practicing programming skills.
Link to Suggested Lesson Plans |
Assessment Criteria and Guidance | Basic Objectives | Lesson Focus / Style | Notes and Suggested Resources |
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1
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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 |
Introduce the main ideas of e-safety, check current knowledge | Overview, instruction |
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2
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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 |
Consolidate understanding and build on previous lesson. Set password understanding for school system and complete key terms in e-safety | Practical, active |
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3
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(1) 1.1 I can develop abstractions to represent physical objects |
Introduction to drawing software and file types | Overview |
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4
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(1) 1.1 I can develop abstractions to represent physical objects |
Practical, interactive. Display knowledge | Practical, active |
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5
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(1) 1.2 I can use data patterns to represent physical objects | Introduction to flow-charts, visual coding | Overview |
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6
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(1) 1.2 I can use data patterns to represent physical objects | Practical exercises on various software systems: scratch, logo etc | Practical, active |
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7
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(1) 1.3 I can follow instructions to develop a software abstraction | Introduction to how instructions work in programming, overview of Logo, Scratch, Blockly etc. | Overview |
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8
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(1) 1.3 I can follow instructions to develop a software abstraction | Group work to develop an abstraction to present to class | Practical, active |
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9
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(1) 1.4 I can use software abstractions that model real world systems | Look at and evaluate as a class various abstraction software | Overview |
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10
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(1) 1.4 I can use software abstractions that model real world systems | Group work to practice and understand the workings of the software systems | Practical, active |
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11
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(1) 1.5 I can identify strengths and weaknesses in computer models | Overview of good software. What makes software good or bad. | Overview |
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12
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(1) 1.5 I can identify strengths and weaknesses in computer models | Class based, instructor led exercises on models | Practical, active |
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13
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(1) 1.5 I can identify strengths and weaknesses in computer models | Group work on computer models, presentation in groups of strengths and weaknesses identified | Practical, active |
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Block 2
Link to Suggested Lesson Plan | Assessment Criteria and Guidance | Basic Objectives | Lesson Focus / Style | Notes and Suggested Resources |
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14
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(1) 2.1 I can write algorithms for everyday tasks | Introduction to instructions and clarity, how things work | Overview |
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15
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(1) 2.1 I can write algorithms for everyday tasks | Group work on making instructions and testing them | Practical, active |
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 |
16
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(1) 2.2 I can identify different algorithms that target the same task | More class based work on "deconstructing" algorithms | Practical, active |
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17
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(1) 2.2 I can identify different algorithms that target the same task | Checking for understanding and ability to formulate clear algorithms | Practical, active |
The world's largest company uses algorithms in it's flagship product |
18
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(1) 2.5 I can change variables in an algorithm and predict the effect | Introduction to variables | Overview |
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19
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(1) 2.5 I can change variables in an algorithm and predict the effect | Extended activities to consolidate an understanding of variables and their effects when changed | Practical, active |
Use the above database and |
20
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(1) 2.6 I know how instructions and data are stored | Introduce students to the effect of instructions and how they can affect the end result | Overview, active |
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21
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(1) 2.6 I know how data and instructions are stored | Dive a little deeper into instructions and data: how do they operate, what are the best practices etc | Overview, active |
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22
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(1) 3.2 I can originate useful code in a visual language | The focus here should probably be on a project covering all the following lessons, but incorporating these elements for assessment. Demonstrating the use of their own code | Overview, active |
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. 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. |
23
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(1) 3.3 I can identify structure in programs | Demonstrating a program with the correct structure | Overview, active |
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24
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(1) 3.4 I can test code | Demonstrating the ability to do some testing | Overview, active |
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25
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(1) 3.5 I can edit source code to fix a bug | Demonstrating the ability to test for and fix bugs | Overview, active |
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26
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(1) 3.6 I can chose variable names that aide clarity | Demonstrating an understanding and use of good quality variable names to aide the program's function | Overview, active |
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Block 3
Link to Suggested Lesson Plan | Assessment Criteria and Guidance | Basic Objectives | Lesson Focus / Style | Notes and Suggested Resources |
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27
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(2) 2.1 I can originate original digital information from my |
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. |
Overview, practical |
Make sure to introduce the concept of timelines and deadlines. |
28
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(2) 2.2 I can use remix to create original digital information |
Students need to be able to demonstrate skills in various computer programs to create the required material for their chosen subject area, i.e. graphics for web sites, formatted word processing such as a book etc. | Overview, practical | Introduce some elements of basic design and good practice and support the students as they develop their specific projects. |
29
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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 |
Overview, practical |
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
Also useful to introduce tools to gather audience or "client" perspectives. |
30
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(2) 3.2 I can carry out projects by linking a sequence of steps | Students should demonstrate some aspect of a timeline and meeting deadlines. If they can create their own system, or use an open source one, this will help them with further projects in later years | Overview, practical |
Project management tools are quite useful for students to map out their timelines and work to deadlines. We have set up an |
31
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(2) 3.3 I can evaluate a project in terms of its strengths and weaknesses | Students should be able to show an understanding of strong and weak points of their design. They might also be able to peer assess the other student's work and work collaboratively | Overview, practical |
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? |
32
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(2) 3.3 I can evaluate a project in terms of its strengths and weaknesses |
Students should complete their project which will be t an audience expectation and timelines and deadlines. This should show them that planning is important, but also that they showed great courage in doing it. | Overview, practical | Students should be assisted in completing their project ready for submission. They can be shown some techniques for reflection which can be fed into their blog or portfolio if using the TLM learning site. |
33
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(3) 1.1 I can identify the main hardware components in computing devices | Students need to be introduced, either physically or virtually, to the main parts that make up a computer system | Overview, practical |
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34
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(3) 1.1 I can identify the main hardware components in computing devices | Students should begin to compile this knowledge and understanding to show they have understood what the parts are they have been introduced to | Overview, practical |
Continue investigating the various parts of computers and explaining their purpose. |
35
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(3) 1.1 I can identify the main hardware components in computing devices | Student should be shown the disassembly and re-assembly of a computer. | Overview, practical | Get students to document what the parts are on their portfolio and what they do. |
36
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(3) 1.2 I can match discreet components in computing devices to purpose | Students should be able to apply their knowledge of components to real-world situations. | Overview, practical |
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37
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(3) 1.2 I can match discreet components in computing devices to purpose | Students should consolidate their understanding and demonstrate a depth of knowledge | Overview, practical | Students can continue putting together their reference document on the portfolio for evidence |
38
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(3) 1.3 I can classify hardware on the basis of purpose | Students can demonstrate their understanding | Practical, active |
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39
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(3) 1.3 I can classify hardware on the basis of purpose | As above | Practical, active | Students need to collect and collate their evidence into a short report for submission and assessment. |