Time/ No. of Lessons Teaching Objectives Suggested Activities: group work; research; practical’s Resources: worksheets; files; equipment Link to SMSC: Literacy; Numeracy; ICT Extension: G&T; SEN Rich Questions: what; why; where; when and how Misconceptions H&S 1 (a) define a computer system Pair Work; What is a computer system? Whole class discussion Pair Work; Identify different computer systems PPT, worksheets We can look at the difference between humans and computers SEN: Use a wide range of tests to build core IT knowledge and skills G&T: Look at all home IT and analyse the effectiveness of it What do computer systems allow us to do? What is a computer? Visual check of equipment (computer and personal belongings) Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use 1 (b) describe the importance of computer systems in the modern world Group Work; analyse different systems and how they integrate with the modern world Give examples of different computer systems around the house PPT, worksheets We can look at the difference between humans and computers SEN: Use a wide range of tests to build core IT knowledge and skills G&T: Look at all home IT and analyse the effectiveness of it Why is there a need for computers in the modern world? How can we work with computers? When did computer systems become an important part of society? 1 (c) explain the need for reliability in computer systems Group Work/ Pair Work, Research of reliability with computers (planes; auto pilot; recent disasters, Automated cars, social media, SAT NAV PPT, worksheets, WWW, news stories Look at how computers have become an important part of society SEN: Use a wide range of tests to build core IT knowledge and skills G&T: Look at all home IT and Why do computer systems need to be reliable? What makes a computer system reliable?
analyse the effectiveness of it How have computer systems progressed? 1 (d) explain the need for adherence to suitable professional standards in the development, use and maintenance of computer systems Group Work/ Pair Work Research different standards; De facto, Proprietary, Open, Industry, De jure Report to the rest of the class (become teacher) PPT, worksheets, WWW Look at what standards students should adhere to or set themselves SEN: Reinforce correct use of terms (word wall) G&T: Detailed comparison between different standards What are the benefits of standards? How can they be regulated? When did standards evolve? 1 (e) explain the importance of ethical, environmental and legal considerations when creating computer systems Look at the good and bad uses of computers (save a Investigate the data protection act and how we abide by it (WWW) Environmental effects computers have on the environment – recycling, energy usage (video) PPT, worksheets, WWW, video Making the right decisions every day Abiding to the law (school, government etc...) SEN: Help sheets given/ further explanations G&T: Explain ISO, why, when and how. Compare with other organisations What is the difference between ethical and legal? What are the good and bad effect computers have to the environment?
Time/ No. of Lessons Teaching Objectives Suggested Activities: group work; research; practical’s Resources: worksheets; files; equipment Link to SMSC: Literacy; Numeracy; ICT Extension: G&T; SEN Rich Questions: what; why; where; when and how Misconceptions H&S 2 CPU (a) state the purpose of the CPU (b) describe the function of the CPU as fetching and executing instructions stored in memory (c) explain how common characteristics of CPUs such as clock speed, cache size and number of cores affect their performance Pair Work; Identify different hardware components Group Work; FDE Cycle (role play) Research different factors affecting the performance of the CPU PPT, worksheets, resource cards, computer motherboard (visual) Numeracy; Speed calculations of different computers Working together like different elements of a computer (how it can help) SEN: Reinforce the key terms and words used (word wall, sticky notes) G&T: Compare the different factors that affect the performance of a CPU G&T: Research EDVAC and ENIAC What is a CPU? How do the different components work together? Visual check of equipment (computer and personal belongings) Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use 3 Binary (d) explain why data is represented in computer systems in binary form (e) understand and produce simple logic diagrams using the operations NOT, AND and OR Group Work; Who is John von Neumann Whole Class; What is binary? Whole class; Examples of logic gates Examples of truth tables PPT, worksheets, Numeracy; Sequencing and numbers SEN: Examples of truth tables with missing answers (fill in the blanks), Scaffolded tasks to embed knowledge G&T: Complex truth tables and logic circuits Why do computers use binary? How does this affect the execution of information within a computer?
(f) produce a truth table from a given logic diagram 2 Memory (RAM and ROM) (g) describe the difference between RAM and ROM (h) explain the need for ROM in a computer system (i) describe the purpose of RAM in a computer system (j) explain how the amount of RAM in a personal computer affects the performance of the computer Class discussion; what is main memory? Pair Work; RAM and ROM cards (teaching each other) Examples of ROM and RAM used in computers (use online resource to visualise) Research the different sizes of RAM and the effect on a computers performance PPT, worksheets, resource cards, computer motherboard Numeracy; calculations of memory Are computers becoming too large in memory? What is the impact on society? SEN: Scaffolded tasks to embed knowledge G&T: Detailed explanation of RAM and ROM G&T: Is RAM better than ROM? How does the CPU and Memory work together? How can the size of RAM affect the computers performance? What is volatile? What is non-volatile? Why do all devices using computers have RAM and ROM? 2 Memory (Virtual, Cache, Flash) (k) explain the need for virtual memory (l) describe cache memory (m) describe flash memory (n) discuss how changes in memory technologies are Worksheet; Identify the difference between virtual and flash memory Group Work; Create diagrams of virtual memory in action Research the different flash and virtual memory devices PPT, worksheets, WWW Are computers becoming too large in memory? What is the impact on society? SEN: Reinforce correct use of terms (word wall) G&T: Investigate the different sizes of flash memory devices (compare the price per GB) G&T: Research the history of the computer and how much typical memory it had, plot Why is virtual memory important? How has memory changed over time?
leading to innovative computer designs on a graph in MB (1970+) 2 Input and Output Devices (o) understand the need for input and output devices (p) describe suitable input devices for a wide range of computer controlled situations (q) describe suitable output devices for a wide range of computer controlled situations (r) discuss input and output devices for users with specific needs Examine the different hardware needed for a computer and what different hardware is used for Pair Work; Discuss real world input and output devices and how they integrate with computers Pair Work; Scenario given; match suitable input and output devices to a computer Class discussion; Given examples of different input and output devices for accessibility PPT, worksheets, WWW How do I/O different devices help to eliminate the divide between different computer users? SEN: Real world examples given SEN: Images given to identify devices SEN: Images on wall G&T: Explain the different I/O devices a disabled user can use with a tablet/ mobile device Why are they called input devices? Why are they called output devices? Why are I/O devices not software? 2 Secondary Storage (s) explain the need for secondary storage (t) describe common storage technologies such as optical, magnetic and solid state (u) select suitable storage devices and storage media for a Whole Class; video representing the different types of storage and how they work Investigate and explain different storage devices: optical, magnetic and solid state (worksheet) Pair Work/ Individual; Mix and match worksheet (selecting the PPT, worksheets, video What do we take into consideration when deciding on different types of secondary storage uses? SEN: Word wall to reinforce the different storage devices SEN: Help sheets given with extra information to explain the different devices G&T: Research and plot on a graph the different Why do we need different types of secondary storage devices? How do different storage devices work across multi platforms?
given application and justify their choice using characteristics such as capacity, speed, portability, durability and reliability correct storage device for an app) access times for a CD, DVD and flash memory device Time/ No. of Lessons Teaching Objectives Suggested Activities: group work; research; practical’s Resources: worksheets; files; equipment Link to SMSC: Literacy; Numeracy; ICT Extension: G&T; SEN Rich Questions: what; why; where; when and how Misconceptions H&S
2 Functions of an Operating System (a) explain the need for the following functions of an operating system: user interface, memory management, peripheral management, and security Whole class; what is software? Define software Video; How an OS system works (making notes) Dissect the five functions of an OS (worksheet), explain and evaluate Group Work: Each given an OS to research and collect information (presentation) PPT, worksheets, video, WWW Why are there fans of one OS over another? Is it about territory and tribalism or can we tell the difference? SEN & G&T: MUMPS anagram (assist with understanding) G&T: Extend learning to think about computers at home and how different devices interact with the OS What is the difference between the OS, Utilities and Applications? Why are there differences between different interfaces? What are they used for? Why does an OS need to multi task? Why are peripherals so important? Visual check of equipment (computer and personal belongings) Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use 2 Common Utility Programs (b) describe the purpose and use of common utility programs for computer security (antivirus, spyware protection and firewalls), disk organisation (formatting, file transfer, and defragmentation), and system maintenance (system information and diagnosis, system clean-up tools, automatic updating) Class discussion; security and encryption Selection of videos that explain the different types of utility software Utility software (worksheet) Pair Work; Discuss common utility programs (firewall, anti-virus, spyware) PPT, worksheets, videos Why is security important? What are the consequences of poor security? SEN: Identify different utility programs at home, what are they, why do you use them and how many do you use properly? (give list of possible programs) G&T: Why do we use encryption? What is encrypted at home? When, who and why might need to encrypt data? What happens if utility programs are not kept up to date? How do we know the difference between a trustworthy utility program and an untrustworthy one? 2 Application Software (c) discuss the relative merits of custom Whole class; discuss and compare two PPT, worksheets, Why is there a difference in price SEN: Name the different types of Why are there different types of application software?
written, off the shelf, open source and proprietary software software suites (Open Office and MS Office) Video (explaining different software) Whole class; discuss video (adv./dis of different software) Worksheet (following video) Online activity video, online activity of each type of software? software used at home G&T: Apply and justify different application software to a given scenario What are their merits? How can different types of application software be run on the same computer? Time/ No. of Lessons Teaching Objectives Suggested Activities: group work; research; practical’s Resources: worksheets; Link to SMSC: Literacy; Numeracy; ICT Extension: G&T; SEN Rich Questions: what; why; where; when and how H&S
files; equipment Misconceptions 1 Units (a) define the terms bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte (b) understand that data needs to be converted into a binary format to be processed by a computer Whole class; discuss the key terms (a) and how they are represented Worksheet; identifying the terms (a) Class role play; binary cards Complete questions on binary conversion and key terms (a) PPT, worksheets, binary cards How do humans pass data from one generation to another? Is data more reliable now? The fragile nature of digital data and how this links to people Different codes used by computers and how this can be represented in humans (languages) Calculations using binary, denary and hexadecimal numbers Key words and terms used throughout SEN: Given help sheets with definitions of sizes G&T: Investigate and explain the process of how computers understand data G&T: What are the unit names after a terabyte? How does digital data get transferred from one device to another? Why do computers only understand binary? What other number systems are there? What is the difference between data, information, knowledge and wisdom? Visual check of equipment (computer and personal belongings) Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use 3 Numbers (c) convert positive denary whole numbers (0-255) into 8-bit binary numbers and vice versa (d) add two 8-bit binary integers and explain overflow errors which may occur (e) convert positive denary whole numbers (0-255) into 2-digit hexadecimal numbers and vice versa (f) convert between binary and hexadecimal equivalents of the same number Pair Work; research denary and binary numbers and how they are represented Pair Work; pairs to discuss findings Whole Class; Identify and discuss findings from pair work; defining both binary and denary Individual; Investigate hexadecimal numbers and how they can be represented in binary (chart given) Exercises converting binary to denary; binary to hexadecimal and vice versa PPT, worksheets, WWW SEN: Help sheets and reinforcing key terms G&T: Further research and explanations needed Why do we work in bits? When were the number systems introduced? How can we translate each number system effectively?
resolution of the size of an image file bitmap images and pixelated Exercises and examples given to understand the use of binary in images 2 Sound (n) explain how sound can be sampled and stored in digital form (o) explain how sampling intervals and other considerations affect the size of a sound file and quality of its playback Explain, discuss and give examples of sound files, graphs and charts (video) Explain and discuss the use of sample rates and bit rates and how they affect the quality and size of the sound file Examples of different sound files (manipulation) PPT, worksheets, video, sound files SEN: Help sheets and reinforcing key terms G&T: Investigate and explain the findings of copying sound at different bit rate and sample rates What are the differences between sample and bit rates? How can they be tracked and monitored? What forms of devices can be used to record, store and playback sound files? 2 Instructions (p) explain how instructions are coded as bit patterns (q) explain how the computer distinguishes between instructions and data Class discussion; Recall back to FDE Cycle and how instructions are processed Use of model program counter and the process of bits and instructions Investigate the two parts of instructions (operator and operand) Worksheet; identify and explain the different parts of instructions (operator and operand) PPT, worksheet, WWW, model program counter SEN: Help sheets and reinforcing key terms G&T: Explain how instructions are coded in binary form How do computers continue to complete instructions?
Whole class; different validation methods (e.g. length check, check digit, range check) 2 DBMS (c) describe how a DBMS allows the separation of data from applications and why this is desirable (d) describe the principal features of a DBMS and how they can be used to create customised data handling applications Explain the different views of a database (external and internal) Investigate the importance of accessibility of a database (real examples) Research the term ACID and how it is linked to a DBMS Pair Work; Discuss the features/ tools of a DBMS Whole class; discuss findings from pair work as a class PPT, worksheet, WWW, database model Is the storage of data in a DBMS too much of a risk? SEN: Understand important key words and terms G&T: Explain and create a diagram of the different methods of handling data in a database What does a DBMS really do?
Time/ No. of Lessons Teaching Objectives Suggested Activities: group work; research; practical’s Resources: worksheets; files; equipment Link to SMSC: Literacy; Numeracy; ICT Extension: G&T; SEN Rich Questions: what; why; where; when and how Misconceptions H&S 4 Networks: LANs (a) explain the advantages of networking computers into a local area network (b) describe the hardware needed to connect stand-alone computers into a local area network, including hub/switches, wireless access points (c) explain the different roles of computers in a client-server and a peer-to-peer network (d) describe, using diagrams or otherwise, the ring, bus and star network topologies Pair Work; mind map – what is a network? Whole Class; discuss findings Investigate; LANs Whole Class; Discuss ADV & DIS Whole Class; explain hardware; Hub, Switches, Wireless Access Points, Routers and Cables Research (Group Work); Peer to Peer and Client Server (ADV & DIS) – present to class Video; Explaining LAN topologies Whole Class; discuss and explain LAN topologies Practical (Group Work); Using wires and foam balls to re-create topologies and explain/ present to class PPT, worksheets, WWW, wires and foam balls, video Is the globally connected world a good thing? Or a disaster waiting to happen? SEN: Reinforce keywords and phrases G&T: Creating diagrams and explanations of LAN networks/ topologies How do we create networks? Why are LANs restrictive? How do you connect to a LAN? Visual check of equipment (computer and personal belongings) Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use
2 Networks: WANs and IP (e) describe the differences between a local area network and a wide area network such as the internet (f) explain the terms IP addressing, MAC addressing, packet and protocols Investigate; WANs Whole Class; discuss Whole Class; Explain the difference between LANs and WANs Whole Class; Explain the use of IP and MAC addressing Worksheet; Identifying IP addresses Whole Class; using envelopes explain the use of packets of data (linking to mail sent) Worksheet; mix and match protocols Whole Class; discuss answers PPT, worksheet, envelopes Can people go ‘off grid’ for a week? SEN: Reinforce keywords and phrases G&T: Explain the differences between IP and MAC addresses Why do different networks differ in speed? How many different numbers can be represented by an IP address? 2 Networks: Security and Policies (g) explain the need for security measures in networks, such as user access levels, suitable passwords and encryption techniques (h) describe and justify network policies such as acceptable use, disaster recovery, Whole Class; Why are security measures needed? Consequences Group Work; Given range of real world examples of security breaches to discuss and identify why(e.g. Apple, Sony, PayPal) Whole Class; Access Levels, Passwords and Encryption (show examples) PPT, worksheet, case studies Why are there restrictions all around us? Are restrictions good for us? Do we need to be protected from certain things? SEN: Highlight and explain keywords and terms G&T: Create a quick revision guide on networks Why can we not access what we want all the time?
failover, back up, archiving Whole Class; Discuss network policies (Acceptable Use) What policies do school have? What can and cannot be accessed? 2 The Internet (i) describe the nature of the internet as a worldwide collection of computer networks (j) describe the hardware needed to connect to the internet including modems, routers (k) explain the need for IP addressing of resources on the internet and how this can be facilitated by the role of DNS services Video; How the Internet Works Whole Class; discuss video Introduce modems, bandwidth, broadband, ADSL, routers and cable Worksheet; identifying information of each piece of hardware Research; Domains and DNS servers – what are their purpose Pair Work; discuss findings Whole Class; brainstorm/ mind map PPT, worksheet, video How has the internet changed our lives? SEN: Reinforce keywords and phrases G&T: Explain and illustrate how to set up an internet connection at home How does the internet send data between computers? How can the internet progress and develop further? Is it at its peak? 1 HTML (l) explain the importance of HTML and its derivatives as a standard for the creation of web pages Whole Class; discuss – what is HTML? How does it work? How does it display text, images, colours etc...? Demonstrate a web page and how it is split up PPT, worksheet, web pages and source code Why do we create web pages that are accessible for all? SEN: Create simple web page G&T: Create more advanced web page How can HTML be extended? What standards are involved with HTML? How can we abide by them?
Worksheet; labelling areas of a web page Whole Class; explain and discuss the use of CSS Create a web page 2 Standards and Compression (m) describe common file standards associated with the internet such as JPG, GIF, PDF, MP3, MPEG (n) explain the importance of compressing files that are transmitted via the internet (o) describe the differences between lossy and lossless compression Whole Class; identify and discuss file standards (m) Worksheet; Explanation of different files types used (mix and match) Give examples of how and why files are compressed (link to speed and size – dvds, images) Whole Class; demonstrate lossy and lossless compression (images) Worksheet; identifying lossy and lossless images PPT, worksheets Like file types, do our lives have to be compressed and in doing so, do we lose the quality of it? SEN: Reinforce the use of compression G&T: Investigate the IP of the computer being used G&T: Explain why compression must be lossless when sending a computer program as an email attachment Why do we not use the same file type for all our files? How does this help?
Time/ No. of Lessons Teaching Objectives Suggested Activities: group work; research; practical’s Resources: worksheets; files; equipment Link to SMSC: Literacy; Numeracy; ICT Extension: G&T; SEN Rich Questions: what; why; where; when and how Misconceptions H&S
3 Algorithms (a) understand algorithms (written in pseudocode or flow diagram), explain what they do, and correct or complete them (b) produce algorithms in pseudocode or flow diagrams to solve problems Whole Class; What is an algorithm? (mind map on board) Give examples of algorithms using a flowchart (Flowol) Pair Work; mix and match real world examples (resource) Give scenario/ problem, need to recreate algorithms using flow charts PPT, worksheet, Flowol program, instructions resource Does our life mimic a flowchart? SEN: Simple instructions given to complete flowchart G&T: Complex scenarios given G&T: Research the use of pseudocode and recreate a flowchart using pseudocode How can we control the flow of information? Visual check of equipment (computer and personal belongings) Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use 4 Programming Languages (c) explain the difference between high level code and machine code (d) explain the need for translators to convert high level code to machine code (e) describe the characteristics of an assembler, a compiler and an interpreter (f) describe common tools and facilities available in an integrated development environment (IDE): editors, error diagnostics, run-time environment, Explain the principles of machine code language – very low level (binary and hex) Assembly language – low level High level – Python, Java, C++ Use diagram ‘Our brain to the CPU’ to explain the process Group Work; Create a diagram which shows a software problem journey (use diagram ‘ObttC’) Whole Class; what is a translator? PPT, worksheet, A3 paper (group work), IDE interface resource Are computers smarter than humans? Can computers understand more than humans? SEN: Reinforce keywords and explanations G&T: Research into how assembly languages are used and what they are used for and why How many languages can a computer understand? What is the need for high and low level languages within a computer?
and iteration (help understanding) 6 Handling Data in Algorithms (j) define the terms variable and constant as used in an imperative language (k) use variables and constants (l) describe the data types integer, real, Boolean, character and string (m) select and justify appropriate data types for a given program (n) perform common operations on numeric and Boolean data (o) use arrays Whole Class; what are data types? Give examples of data types (l) (worksheet – mix and match) Questions – suitable data types (give scenario to complete) Whole Class; explain variables (unique) and constants (use box examples) Whole Class; what are the different operations used? ( +, -, *, /) Introduce MOD and DIV to use within calculations using operations Whole Class; what are comparison operators? Give example of operators (worksheet – fill in blanks) Whole Class; what can arrays allow us to do? (create lists in Python – hold a number of the same data type) PPT, worksheets, Python Maths – operations SEN: Reinforce data types and variables – give simple examples to complete (given scenario) G&T: Use Python to create a program using variables and different data types (given scenario) G&T: Research another programming language to use variables and data types (given scenario) G&T: Research the use of arrays in more detail Can one data type hold the same value? Why is it important to make variables unique in name? How do arrays assist in program creation?
Demonstrate example of arrays Complete questions using arrays – write a program Whole Class; Examples of string manipulation 3 Testing (p) describe syntax errors and logic errors which may occur while developing a program (q) understand and identify syntax and logic errors (r) select and justify test data for a program, stating the expected outcome of each test Whole Class; what testing can we do to our programs? How do we know if they have been written correctly? Whole Class; Introduce the terms ‘Syntax Error’ and ‘Logic Error’ – what do they mean – have they been seen before when writing code? Example programs with errors (worksheet – identifying the errors) Whole Class; how can we test data within our program? Give examples of testing tables and scenarios to run and test Pair Work; what test data should be used? Whole Class; brainstorm/ mind map PPT, worksheet, Python, testing table resource How do we overcome the errors in everyday life? Do we test things first ourselves? What type of things? SEN: Reinforce keywords G&T: Research into Run Time Error, what error is this? Using examples given, create run time errors (are there any run time errors already) Why is it important to do testing? What type of testing can we do? Should we only test items only once?