The module includes two Summative Assessment elements, one a mid-point assessment and one end of unit practical and written assessment. Mid-Point Assessment Mark Scheme One devised the following mark scheme for the tasks laid out in the mid-point assessment; criteria can be seen in appendix 16 or in the table below. Levels have been applied to each task (see below). Task Blooms CAS Curriculum ICT Curriculum 1, Add Character to world Application (L3) -give a linear sequence of instructions to make things happen (Level3) this would be part of the sequence to allow other parts of the program to work. -use a sequence of instructions to control events (Level 3) 2. Move with arrows Application (L3) -analyse & represent symbolically a sequence of events -understand the need for care & precision of syntax (Level 4) -plan and implement solutions that combine and refine different forma of information -devise & refine sequences 4) 3. Program character to eat apples Application (L3) -analyse & represent symbolically a sequence of events -understand the need for care & precision of syntax (Level 4) -plan and implement solutions that combine and refine different forma of information -devise & refine sequences (Level 4) 4. Program character to move with arrow keys Application (L3) -analyse & represent symbolically a sequence of events -understand the need for care & precision of syntax (Level 4) -plan and implement solutions that combine and refine different of information -devise & refine sequences 4) 5. Change the environment Application (L3) 6. Add 5 apples Application (L3) -give a linear sequence of instructions to make things happen (Level3) this be part of the sequence to allow other parts of the program to work. -use a sequence of instructions to control events (Level 3) 7. Have a second character that can be controlled Synthesis (L5) -analyse & represent symbolically a sequence of events -understand the need for care & precision of syntax (Level 4) -plan and implement solutions that combine and refine different forma of information -devise & refine sequences (Level 4)
Bibliography: Almeida,P. (2010) ‘Questioning patterns, questioning profiles and teaching strategies in secondary education’ The international Journal of Learning 17 (1) pp587-600 Athanassiou,N., McNett,J. & Harvey,C. (2003) ‘Critical Thinking in the Management Classroom:Bloom’s Tasonomy as a Learning Tool’ Journal of Management Education. 27() pp533-555 Bandura,A. (1982) ‘Self-Efficacy mechanism in human agency’ American Psychologist. 37 (2) pp122-147 Barakat,A,A. & Al-Hassan,O. (2009) ‘Peer Assessment as a learning tool for enhancing student teachers’ preparation’ Asia-Pacific Journal of teacher education. 37 (4) pp 399-413 Black,P & Wiliam,D. (1998) Inside the Black Box: raising standards through classroom assessment. Department for Education. & Wiliam,D. (2001) Inside the black box black: raising standards through classroom assessment. Kings College London School of Education. http://weaeducation.typepad.co.uk/files/blackbox-1.pdf [Accessed 4 March] Black,P., Harrison,C., Hodgen,J., Marshall,B., & Serret,N. (2010) ‘ Assessment in Education: Principles policy and practice’ 17(2) pp215-282. Boston,C. (2002) ‘The concept of formative assessment’ Eric Clearing House
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Expected Learning Outcomes: At the end of this unit… CAS Curriculum Levels: Some pupils will not have made so much progress and will 3): -plan a linear sequence of instructions -give a linear sequence of instructions to make things happen Most pupils will (Level 4): -analyse & represent symbolically a sequence of events -understand the need for care & precision of syntax -think through an algorithm & predict an output. Some pupils will have progressed further and will (Level 5): -partially decompose a problem into sub-problems -present an algorithm for a given task -explore the effects of changing variables. Disapplied ICT curriculum Some pupils will not have made so much progress and will (Level 3): -use a sequence of instructions to control events -plan how they will use ICT to solve problems -Comment on the success of a solution Most Pupils will (Level 4): -plan and implement solutions that combine and refine different of information -devise & refine sequences -explore relationships between inputs and outputs Some pupils will have progress further and will (Level 5): -plan & develop structured solutions to problems -create precise and accurate sequences of instructions -change variables. Language for learning: Through the activities in this unit pupils will be able to understand, use and correctly: Syntax Variable Procedure Instructions WHEN/DO Algorithm Resources: 4x4 grid Snakes & Ladders board (2 versions less spaces for lower ability group) Traffic lights WHEN/DO basic starter sheet or Traffic Lights WHEN/DO starter sheet Lesson 1 WHEN/DO powerpoint Snakes and Ladders WHEN/DO activity sheet Eating apples tutorial help sheet Lesson 2 Powerpoint
stuck on the wall with various commands mixed up next to them (Press right, move right, press left move left etc) pupils are to move the commands on the wall for each step around the grid and then move the robot. Use questioning to see why certain combinations of the instructions would not work. Resources: grid, robot, arrows, WHEN/DO, commands. Plenary (option 2): Paired activity: In a different pair to the ones for snakes and ladders. Get one to tell the other the WHEN/DO procedure for crossing the road. Allow a minute then get the partner listening to repeat back what their partner just said. (Kagan activity) -whole group plenary activity & questioning directly related to this task Lesson 2 (50Minutes) Learn what the user interface of Kodu is like. Learn how to add objects and apply WHEN/DO syntax to an object. Resource: L2 powerpoint presentation Starter: Whole group activity: questioning session to assess recall of previous lessons learning and explanation that this kind of WHEN/DO ordering of procedures will be what allows the pupils to create and program games in the unit of work. Individual activity: Learning through play. pupils to open Kodu for the first time and have a look around the user interface, seeing if they can add or change anything and what the different buttons do. Allow for discussion of what pupils found. Main: Explain that Kodu characters are like babies and need teaching how to do everything and that the the characters only understand things if they are put in WHEN/DO order. Activity 1: Kodu tutorial 1 (for low ability group go through demonstration on board to access pupils ability to read tutorial before setting off on task independently. Resource: Kodu tutroial 1 sheet LO1: Become familiar with Kodu User Interface LO2: Learn how to add objects to a world LO3: Learn how to apply a WHEN / DO syntax to an object in Kodu SEAL: Pupils will discuss as a whole group with class teacher and consider each other’s points of view (empathy). Opportunity to engage with and have positive interaction with peers (self awareness) PLTS: Creative thinkers Literacy: Pupils must read the tutorials/ and or the tutorial help sheets in order to learn how to carry out the tasks in Kodu.
Appendix 35- notes on progress tracker (lessons 1-4) Class notes on progress Lesson1 20th November Lesson2 27th November Lesson 3 4th Dec Lesson 4 11th dec Pupils formative (order) applying syntax (formative) environments (formative) midpoint (summative) CA needs propting to attempt to share. Able to do snakes and ladders WHEN/DO with peers able to make kodu character move with turtorial. Questioning- able to give something found when learning through play created a different environment and offered reasons why doing this makes it betters BC paired activity had to be pushed to contribute. Deomonstarted understanding in task by giving a command and saying why another wouldn’t work able apply syntax to make charcter move. Needs encouraging to share answers more. explored the need for environment linking to games he had already played. Chaged a kodu environment character moves, eats apples, changed ground not sky DG able to answer questions on what the correct order for various procedures would be in the style of WHEN/DO worked well in the learning through play task and very willing to share answers. Completed all tasks. created own environment and responded to questioning well character moves with arrows and eats apples TM shows understanding that order of WHEN/DO must be correct (questioning in robot activity in particular) very keen to create games in kodu after learning through play activity. May need to be kept on tasks at times in the future. explored environment further tha tutorial competantly changed environment and charcter moves
MN responsive to questioning or what syntax would and wouldn’t work. Completed snakes and ladders task. identified various features of kodu without help. Made kodu move and a second character answered questions well enhacing his own and others learning. Created own environment and explored other tools character moves and changed environment BP needed assisstance both peer and teacher to generate a WHEN/DO statement learning through play was BP's strength in lesson today. Needs keeping on task at all times reluctant to contribute to group discussion. Must monitor progress closely from now on. SR showed ability to apply when/do in her instructions for her game of snakes and ladders. Able to offer a when/do command for the robot. managed to apply syntax and offer answers to questioning when pushed completed tasks to a minimum but displays ability to use he features looked at in the lesson moves with arrows, eats apples, changed environment and added extra character HS shows awareness of WHEN/DO worked well in snakes and ladders activity and helping her peer. Could offer answers more freely in group activity (confidence?!) very keen to put previous learning into kodu today and helped peers when necessary and she had completed her own work. completed her own world with a theme, answers questions on why environments must be changed. Helps others. completed all tasks MT demonstrates awareness that order must be correct (snakes and ladders activity) needs encouraging to share answers. Managed to get character to move completed majority of tutorial charcter moves and eats apples. LV with support able to do the WHEN/DO for each task. With assisstance able to answer the questions in the robot group activity on how to move the robot and why certain commands wouldn’t work with TA support participated and completed all task. Likes to ask lots of questions surrounding topic showing enthusiasm. completed themed world with some assisstance completed all tasks with help Appendix 36- Notes on pupils progress tracker (L4+)
Lesson 5 8th jan Lesson 6 15th Jan Lesson 7 22nd Jan Lesson 8 & 9 5th/12th Feb Pupils code annotation worksheet formative start of end of unit assessment assessment completed game (summative) CA Unsuccessful with line 2. but trys line 3 with more success. Phrasing slightly off. Good handwriting. completed code match up. Got part of way through game some basic bullet points offered with key points, need to expand them more fully. Non of the blocks match ups fully complete/correct Level 4 (very close to 5). Move character, paths, health with assisstance, coins for score, heart for increased health. BC Shows ability to describe a simple line of code (line 2) and being careful with handwriting. Works slowly didn’t attempt others. completed code match up. Got part of way through game brian has used full sentences (no capital letters) and made some key points. He needs to explain these further and consider what else his game includes. Successfully orders three lots of code and is close with the other questions, being out by one block on most. Level 5. Move character,paths, damage other character, health, coins/score, game over,speed. DG Describes line but not in full sentences. Still in when/do format. Good try with handwriting. completed code match up. Got part of way through game some relatively detailed points. Used text language in some and not full sentences. Shows an understanding of how the frogger game he will create will be made to work. Some of the blocks are put in the correct places, misconception that all blocks must be used. Knowledge of how to change speed and environment shown. Level 5. Move character,paths, damage other character, health, coins/score, game over,speed. TM very descriptive and general to what each block does. Good handwriting. (lines 2-3) completed code up. Got part of way through game Very descriptive about the game, some become abit confused where he repeats himself. He describes all parts of his game, some parts in more detail than others. Needs to be careful with spelling and sentence structure. Gets all coding block drag and drops correct bar one and this one he just misses by how many points they heal (not vital). 5. Move character,paths, damage other character, health, coins/score, game over,speed.
MN successful with line 2-3 be fuller sentences. Confusion of terms in line 3. not full code in line 5. completed code match up. Got part of way through game morgan describes some of the features of the game, to break his points down into smaller chunks. Gets 3 of the drag and drop activities correct but is just missing odd blocks for the other questions or put one in a slight wrong order. Level 5. Move character,paths, damage other character, health, coins/score, game over,speed. BP Shows ability to look at blocks and know what the show and annotate them (lines 2-4). Demonstrates good handwriting. completed code match up and progress a little in the game Incorrect assessment sent Level 4 . Move character, path (with some help), health, jets damage SR Describes what the code is (lines 2-4) but not using full sentences. Handwriting good. completed code match up. Got part of way through game very basic bullet points, not in sentences, needs to think through the game more. Only one set of correct coding blocks (score variable). Level 4. move character, kodu has health (assisstance), coins collected for score, heart to increase health, speed. Assisstance. HS Successfully describes code (line 2-5) demonstartes good handwriting. completed code match up. Got part of way through game considers many factors, only missing how you win and saying who damages kodu. However needs to be in full sentences. Successfully matches all blocks match up tasks. Describes how to make the world look different. Spellings and sentence structure, poor. 5. Move character,paths, damage other character, health, coins/score, game over,speed. MT Describes line 1 successfully and misses the score from line 2. Unsuccessful with lines 4-5 but gave them a go. Handwriting good. completed code match up and progress a little in the game Level 4. Move character.paths. Jates damage, health set but cant increase, coins for score. (assisstance attimes)
LV Successfully describes lines with support from TA. Good effort with handwriting. completed code match up and progress a little in the game 4. absent first lesson. Move character, paths, jets damage, health, coins for score. (assisstance given).
Lesson 4 Name: F Kenyon Subject: Computer Science KODU Subject: Computer Science Date/time: 11/12/13 p3 Sequence: Lesson 4 Class: 7L Ability: Lowest: 3C Most: 4C Highest:4C Room: L15 Aim: Can pupils apply what they have learnt so far to a new world?
Lesson 5 Name: F Kenyon Subject: Computer Science KODU Subject: Computer Science Date/time: 08/01/14 p3 Sequence: Lesson 5 Class: 7L Ability: Lowest: 3C Most: 4C Highest:4C Room: L15 Aim: Can pupils use variables and paths to make a simple game? Lesson Objectives: Learn how to control objects with just code and no user interaction. how variables can further be used to create an interactive game element.
25mins Pupils watch teacher demonstrate how to use paths in Kodu Pupils put hands up and suggest how paths could be used in games. Pupils listen to explanation of activity and ask any questions they may have. Explaining that creating a path means that the computer is controlling the character. Ask pupils to suggest what kind of instances using paths in games would be useful. Eg a Mario kart style game a path would be good for a computer controlled car, super Mario with someone guarding something,. Activity: Explain to the pupils that they are to create a basic game where they have to collect a coin that is protected by a character following a path. Explain they will use variables like they did in previous lessons too this time score and health. Instruct pupils that on returning to their seats they are to open Kodu and a new world. Then that they are going to create a path like the one I have just demonstrated on the board. To do this they are to follow the instructions on the worksheet and then continue working through the sheet to add and program other characters so they have a game on completing the steps. LO2: Some Pupils will demonstrate being able to create a path with help. Most Pupils will demonstrate being able to create paths with some help and come up with ideas of what they could be used for. Few Pupils will demonstrate being able to create paths and come up with ideas of what they could be used for. LO1: Some Pupils will recall and apply the use of a score variable to their game with help. Most Pupils will recall and apply the use of multiple variables with some help. Few Pupils will recall and apply the use of multiple variables. LO3: Some Pupils will be able to describe a few lines of code with some help. Most Pupils will be able to describe multiple lines of code with a little help and few mistakes.
10mins Pupils put the cards in the correct columns. Pupils listen to which should be in which column. Teacher to walk around room and see what pupils put as answers. Go through what they should have had in their columns. Exit procedure Evaluation: Lesson 7 Name: F Kenyon Subject: Computer Science KODU Subject: Computer Science Date/time: 22/01/14 p3 Sequence: Lesson 7 Class: 7L Ability: Lowest: 3C Most: 4C Room: L15
Cross-Curricular link Opportunities: English Spiritual, social and cultural opportunities (SMSC): Social: pupils work in groups Spiritual: sense of achievement as pupils complete game. Assessment Opportunities: -completing frogger game (teacher ticks tick sheet of what pupils achieve in the lesson. -feedback sheet completion Health & Safety Considerations: It is a requirement to see if desk area is safe free from water and organized when pupils arrive and leave. Make sure bags are put under tables and not sticking out where a child could trip. Wires should be off the floor and neatly behind the computers to avoid accidents. Time Learning/Pupil Activity Teacher Activity Learning Outcomes/Assessment Sit on the carpet. As pupils enter room tell them to take a seat on the carpet in front of the interactive whiteboard. Take register. 3mins Pupils listening. Starter: Instruct pupils of the layout of the days lesson. They must complete their frogger game and then on doing so put their hands up for it to be assessed and a pupil feedback form to be filled in. Main: LO1: Some Pupils will do build a basic frogger game, not all variables included. Most Pupils will build a frogger game with most variables.