Term 1 Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment 1 Robotics Portfolio of Work Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt to: Creating first program Create, manipulate and appropriately use programing blocks Navigating the interface Connect to mblock Manipulate LED’s Setting Ultra-sound sensor Play a piece of music Create a brightness gradient Control movement along an M-shaped Track Stop in front of barriers Cliff detection Simulate an ambulance Navigate a Maze Fundamentals of computer systems This topic introduces computer systems and provides a foundation for the other topics. Learners will develop a mental model of a computer system which applies to a personal computer, but learners should be aware of how it also applies to equipment which uses computer technology. 1. What is a computer system? 2. Computers in the modern world 3. Reliability of computer systems 4. Professional standards 5. Ethical and environmental considerations 6. Legal considerations Digital Technologies – Processes & Production Skills Investigating and defining Investigate a need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
4-7 Robotics Portfolio of Work Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt to: Creating first program Create, manipulate and appropriately use programing blocks Navigating the interface Connect to mblock Manipulate LED’s Setting Ultra-sound sensor Play a piece of music Create a brightness gradient Control movement an M-shaped Track Stop in front of barriers Cliff detection Simulate an ambulance Navigate a Maze Fundamentals of computer systems This topic introduces computer systems and provides a foundation for the other topics. Learners will develop a mental model of a computer system which applies to a personal computer, but learners should be aware of how it also applies to equipment which uses computer technology. 1. What is a computer system? 2. Computers in the modern world 3. Reliability of computer systems 4. Professional standards 5. Ethical and environmental considerations 6. Legal considerations Digital Technologies – Processes & Production Skills Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. Task 1: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.
Term 2 Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment 1-2 Interactive Games & Animation Portfolio Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt: Programing for entertainment overview Plotting shapes Drawing in Game Lab Shapes and Randomisation Variables Sprites Draw Loops Counter pattern unplugged Booleans and conditionals Other Forms of input Collisions Functions Computing hardware This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems. 7. Purpose and function of the CPU 8. The fetch execute cycle 9. Clock speed 10. Cache memory – speeding up execution 11. CPU 12. Binary data 13. Logic gates AND, OR, NOT 14. Truth tables Digital Technologies – Processes & Production Skills Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills.
3-5 Interactive Games & Animation Portfolio Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt: Programing for entertainment overview Plotting shapes Drawing in Game Lab Shapes and Randomisation Variables Sprites Draw Loops Counter pattern unplugged Booleans and conditionals Other Forms of input Collisions Functions Computing hardware This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems. 7. Purpose and function of the CPU 8. The fetch execute cycle 9. Clock speed 10. Cache memory – speeding up execution 11. CPU 12. Binary data 13. Logic gates AND, OR, NOT 14. Truth tables Digital Technologies – Processes & Production Skills Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. Task 3: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file.
6-10 Game Design Expected Pupils’ Outcomes: By the end of this period of lessons pupils should have learnt: Programing for entertainment overview Plotting shapes Drawing in Game Lab Shapes and Randomisation Variables Sprites Draw Loops Counter pattern unplugged Booleans and conditionals Other Forms of input Collisions Functions Students will submit their completed Game Design at the end of this period. Computing hardware This topic is a good place to start with learners as they will be fairly familiar with many of the concepts involved. It is recommended that learners physically handle, install and test the hardware devices they have studied. The understanding of the CPU is limited to understanding that instructions are fetched from memory and executed in the processor. These instructions usually involve receiving data, performing calculations and returning the results. Binary logic is also included so that learners understand this as the fundamental basis of the circuitry in the processor. After covering this section, it will provide a rationale for studying the binary representation of data in the topic Representation of data in computer systems. 7. Purpose and function of the CPU 8. The fetch execute cycle 9. Clock speed 10. Cache memory – speeding up execution 11. CPU cores 12. Binary data 13. Logic gates AND, OR, NOT 14. Truth tables Digital Technologies – Processes & Production Skills Investigating and defining Investigate a given need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and other required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. Task 4: Students are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Term 3 Week Practical Teaching Focus Theory Teaching Focus Curriculum Links Assessment
4-6 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to: Animating titles/images and video Adding transitions to video and audio Adding effects to video and audio Finalising a project for output Assessment Exam Revision Digital Technologies – Processes & Production Skills Investigating and defining Investigate a need or opportunity for specific purpose Evaluate and apply a given brief Consider components/resources to develop solutions, identifying constraints Designing Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology Produce a simple plan designed to solve a problem, using a sequence of steps Producing and implementing Safely apply appropriate techniques to make solutions using a range of components and equipment Evaluating Develop contextual criteria independently to assess design processes and solutions Collaborating and managing Plan, publish and manage projects, collaboratively and/or individually, considering safety, specific task requirements, time and required resources Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. Parameters of the Learning Program Reviewing the learning program Teachers review the Learning Program after each session. Teaching resources are reviewed, improved and customised to suit learners’ needs. Learner achievements are analysed to improve the delivery of the learning program and develop learning strategies. ICT teachers continually monitor, review and improve/adjust the materials as required. Assessment Learners are assessed based on the completion of tutorials, exercises, portfolio of work and project diary file. Students update their project diary at the end of every lesson that shows evidence of their work using screenshots of their work. Students explain the skills they have learned and what they could improve in their learning and skills. LLN support Learning: The tutorials are designed to be ‘visual’, however, help students with reading difficulties to work through them. Reading: Video tutorials “Show Me” have been provided to cater literacy difficulties (reading comprehension) and learning.