KS3 Scheme of Work: Control / Scratch

Irene McCormack Catholic College

Year 8 - Information Technology

Course Outline 2017

Year 8 Information Technology 1 IMCC Year 8 Information Technology 2 IMCC Term 1 Teaching Focus Content Addressed Assessment Week

1 Digital Literacy  Collects, organises and presents data and information in Learners are assessed based on the completion This course is designed to give learners a basic introduction to key digital content. of tutorials, exercises, portfolio of work and project diary file. Students update their project Information Technology skills through using Microsoft Office tools. Creates digital content to achieve a given goal through  diary at the end of every lesson that shows This includes attaching files and using OneNote, writing a formal combining software packages. business letter in Word, use of interactivity in PowerPoint and basic evidence of their work using screenshots of  Makes appropriate improvements to solutions based on formulas and graphs in Excel. their work. Students explain the skills they have feedback received. learned and what they could improve in their  Can comment on the success of the solution. learning and skills. Expected Pupils’ Outcomes:  Makes judgements about digital content when By the end of the lesson pupils should have learnt to: evaluating and repurposing it for a given audience.  Recognises the audience when designing and creating  Create a folder for each subject and save today’s work with a digital content. sensible name in the correct folder then submit it using OneNote.  Uses criteria to evaluate the quality of solutions.  Create a copy of your timetable using Microsoft Word and colour-  Can identify improvements making some refinements to code it by using cell shading. the solution and future solutions.  Add suitable clipart to match each of your subjects.

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

Year 8 Information Technology 3 IMCC Term 1 Teaching Focus Content Addressed Assessment Week

2 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:  Collects, organises and presents data and information in Learners are assessed based on the completion digital content. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Create a business letter with some suitable suggestions which is  Creates digital content to achieve a given goal through mostly laid out correctly. diary at the end of every lesson that shows combining software packages. evidence of their work using screenshots of Create a business letter with lots of suitable suggestions with   Makes appropriate improvements to solutions based on their work. Students explain the skills they have everything laid out correctly and a sensible font used. feedback received. learned and what they could improve in their  Create a suitable logo to display at the top of the letter.  Can comment on the success of the solution. learning and skills.  Makes judgements about digital content when evaluating and repurposing it for a given audience.  Recognises the audience when designing and creating digital content.  Uses criteria to evaluate the quality of solutions.  Can identify improvements making some refinements to the solution and future solutions.

3 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:  Collects, organises and presents data and information in Learners are assessed based on the completion digital content. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Create two information slides aimed at adults. Creates digital content to achieve a given goal through  diary at the end of every lesson that shows Create two additional slides aimed at children.  combining software packages. evidence of their work using screenshots of  Clear differences between the styles used for adults and those used  Makes appropriate improvements to solutions based on their work. Students explain the skills they have for children. feedback received. learned and what they could improve in their  Can comment on the success of the solution. learning and skills.  Makes judgements about digital content when evaluating and repurposing it for a given audience.  Recognises the audience when designing and creating digital content.  Uses criteria to evaluate the quality of solutions.  Can identify improvements making some refinements to the solution and future solutions.

4 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:  Collects, organises and presents data and information in Learners are assessed based on the completion digital content. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Create two information slides aimed at adults and two aimed at  Creates digital content to achieve a given goal through children which are hyperlinked from the main menu. diary at the end of every lesson that shows combining software packages. evidence of their work using screenshots of Add suitable transition and animation effects to enhance the   Makes appropriate improvements to solutions based on their work. Students explain the skills they have presentation. feedback received. learned and what they could improve in their  Completed evaluation of the interactive presentation.  Can comment on the success of the solution. learning and skills.  Makes judgements about digital content when evaluating and repurposing it for a given audience.  Recognises the audience when designing and creating digital content.  Uses criteria to evaluate the quality of solutions.  Can identify improvements making some refinements to the solution and future solutions.

5 - 6 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:  Collects, organises and presents data and information in Learners are assessed based on the completion digital content. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Accurately record the data for each question. Creates digital content to achieve a given goal through  diary at the end of every lesson that shows Use a formula to calculate the totals for each question.  combining software packages. evidence of their work using screenshots of  Apply suitable formatting by using cell shading and borders.  Makes appropriate improvements to solutions based on their work. Students explain the skills they have feedback received. learned and what they could improve in their  Can comment on the success of the solution. learning and skills.  Makes judgements about digital content when evaluating and repurposing it for a given audience.  Recognises the audience when designing and creating digital content.  Uses criteria to evaluate the quality of solutions.  Can identify improvements making some refinements to the solution and future solutions.

7 Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to:  Collects, organises and presents data and information in Learners are assessed based on the completion digital content. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Create a graph for each question and copy this into a report in  Creates digital content to achieve a given goal through Word. diary at the end of every lesson that shows combining software packages. evidence of their work using screenshots of Give each graph a suitable title and axis labels and explain each   Makes appropriate improvements to solutions based on their work. Students explain the skills they have one in a report in Word. feedback received. learned and what they could improve in their  Report in Word is well presented and each graph  Can comment on the success of the solution. learning and skills.  Makes judgements about digital content when evaluating and repurposing it for a given audience.  Recognises the audience when designing and creating digital content.  Uses criteria to evaluate the quality of solutions.  Can identify improvements making some refinements to the solution and future solutions.

8-9 Expected Pupils’ Outcomes:  Collects, organises and presents data and information in Week 9 By the end of the lesson pupils should have learnt to: digital content. Task 1: Students are to use the  Creates digital content to achieve a given goal through programs of Office 365 to create a  Choose Publisher template options combining software packages. Portfolio to demonstrate their abilities  Create a flyer from a template  Makes appropriate improvements to solutions based on in the use of Office 365 Suite.  Open and modify a publication feedback received. Week 8  Replace Publisher template text  Can comment on the success of the solution. Task 2: Practical test on their  Replace a graphic  Makes judgements about digital content when evaluating and repurposing it for a given audience. functional skills/ICT & digital literacy  Change publication properties skills.  Recognises the audience when designing and creating digital content.  Uses criteria to evaluate the quality of solutions.  Can identify improvements making some refinements to the solution and future solutions.

Year 8 Information Technology 9 IMCC Year 8 Information Technology 10 IMCC Term 2 Teaching Focus Content Addressed Assessment Week

1 - 3 Code for Life – Rapid Router Rapid Router levels 1 to 28:  Understand what algorithms are; how they are Learners are assessed based on the completion This course aims to teach the first principles of computer programming implemented as programs on digital devices; and that and score obtained for level 1 to 28 that are covered in the new Computing curriculum. Students will programs execute by following precise and develop their understanding of programming principles by learning unambiguous instructions how to use repeat loops, if statements and respond to changes in Create and debug simple programs variables in Rapid Router. The activities focus on driving a delivery  van around increasingly complex routes involving twists, turns and  Use logical reasoning to predict the behaviour of simple traffic lights. At the end of Lower Key Stage 2, the children can programs demonstrate their programming skills by creating a routing challenge  Use technology purposefully to create, organise, store, for friends. Here, children get the opportunity to design their own manipulate and retrieve digital content background and characters, and set up variables such as traffic lights to  Recognise common uses of technology beyond school increase the level of complexity. Student will learn:  Sequencing – they will direct the van using movement Rapid Router coding vocabulary instructions.  Algorithm  Repetition – they will use loops to repeat the same code.  Program  Selection – they will use the if, else and elseif statements. Debug  How to define new procedures or functions.  Sequence instructions:  How to create a variable, storing a numeric or text-based value.  Move forwards  New functions which are already part of Python – for example: print()  Turn left  Debugging syntax errors and program solutions.  Turn right Repetition:  Repeat x times Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to: Digital Technologies – Processes and production skills - Digital implementation  Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve  Design plans, using a sequence of steps, and represent problems by decomposing them into smaller parts. them diagrammatically and in English, to solve a  Use sequence, selection, and repetition in programs; work with problem and to predict output for a given input to variables and various forms of input and output. identify errors (ACTDIP029)  Use logical reasoning to explain how some simple algorithms  Implement and modify solutions, that include user work and to detect and correct errors in algorithms and interfaces within a programming environment, including programs.* the need for choice of options and/or repeating options (ACTDIP030)

4-7 Expected Pupils’ Outcomes: Rapid Router levels 29 to 48: By the end of the lesson pupils should have learnt to:  Understanding the repeat until function Learners are assessed based on the completion and score obtained for level 29 to 48  Using the if statement to decide on movement along the  Design, write and debug programs that accomplish specific goals, route including controlling or simulating physical systems; solve Beginning to understand the else if extension to the if problems by decomposing them into smaller parts use sequence,  selection, and repetition in programs; work with variables and statement various forms of input and output  Using variables in the context of the colour of traffic  Use logical reasoning to explain how some simple algorithms lights work and to detect and correct errors in algorithms and programs  Creating and evaluating their own challenges and  Select, use and combine a variety of software (including internet programs using the code skills learnt services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals Rapid Router coding vocabulary  Algorithm  Program  Debug Sequence instructions:  Move forwards  Turn left  Turn right  Wait Repetition:  Repeat x times  Repeat until Selection:  If... do...  If... else if... Variables:  Traffic lights are red/green

Digital Technologies – Processes and production skills - Digital implementation

 Design plans, using a sequence of steps, and represent them diagrammatically and in English, to solve a problem and to predict output for a given input to identify errors (ACTDIP029)  Implement and modify solutions, that include user interfaces within a programming environment, including the need for choice of options and/or repeating options (ACTDIP030)

8-10 Expected Pupils’ Outcomes: Rapid Router Levels 51-109: Learners are assessed based on the completion By the end of the lesson pupils should have learnt to:  Use the core programming commands appropriately in a and score obtained for level 51 to 109 visual language  Design, write and debug programs that accomplish specific goals,  Understand the repeat while command including controlling or simulating physical systems; solve Task 3: Students complete 100 levels Decompose the programming task into smaller parts problems by decomposing them into smaller parts  which assess their computational  Use sequence, selection, and repetition in programs; work with  Identify sections of code which can be used several thinking skills (decomposition, pattern variables and various forms of input and output times and write a procedure for that section recognition and algorithm) as well as  Use logical reasoning to explain how some simple algorithms  Use repeat loops within procedures their problem solving and their work and to detect and correct errors in algorithms and programs  Develop an initial understanding of Python as a text understanding of programming  Understand computer networks, including the internet; how they based language principles. can provide multiple services, such as the World Wide Web, and  Understand that Python has precise syntax the opportunities they offer for communication and collaboration  Identify characteristics of Python and compare this with  Select, use and combine a variety of software (including internet Blockly services) on a range of digital devices to design and create a range  Use and understand the movement instructions in of programs, systems and content that can accomplish given goals, Python code including collecting, analysing, evaluating and presenting data and  Use and understand repeat loops in Python (for count in information range (n))  Create the core program in visual Blockly and understand it in Python code  Understand how the syntax of selection statements works in Python  Understand Python while, if , elif, else commands  Analyse how procedures work in Python (extension)  Write code in Python without the support of Blockly  Write simple programs in Python using code for simple movement e.g. v.move_forwards()  Use the print command in Python (not available in Blockly)  Debug their Python programs, demonstrating an understanding of the appropriate syntax  Use indents correctly in Python  Use the Repeat loop … for count in range (n):  Design and write programs independently in Python using repetition and selection: for count in range (n): and while, if, elif, else  Use comments in Python to explain how the program works

Rapid Router coding vocabulary  Algorithm  Program  Debug Year 8 Information Technology 13 IMCC Term 2 Teaching Focus Content Addressed Assessment Week

Selection:  If ….. ():  elif …… ():  else : Procedures:  Define - def procname ():  Call - procname() Variables:  length = 10  length = length +5

Extension:  Define new procedures in Python (also called functions)  Design and write programs independently in Python using repetition and selection: for count in range (n): and while, if, elif, else  Debug their Python programs, demonstrating an understanding of the appropriate syntax Use indents correctly in Python  Create and increment variables  Use comments in Python to explain their programming

1 What are Computers:  Knows that computers collect data from various input Learners are assessed based on the completion devices, including sensors and application software. of tutorials, exercises, portfolio of work and This course aims to give learners an understanding of the key project diary file. Students update their project Understands the difference between hardware and components that make up a computer system, including inputs and  diary at the end of every lesson that shows outputs and hardware. In additional they will be introduced to binary application software and their roles within a computer evidence of their work using screenshots of and how to convert between binary and denary numbers and will gain a system. their work. Students explain the skills they have basic understanding of computer networks and operating systems. They  Understands why and when computers are used. learned and what they could improve in their will also look at health and safety issues surrounding the use of  Understands the main function of the operating system. learning and skills. computers.  Knows the difference between physical, wireless and mobile networks. Expected Pupils’ Outcomes:  Recognises and understands the function of the main By the end of the lesson pupils should have learnt to: internal parts of basic computer architecture.  Knows that there is a range of operating systems and  Identify whether each device is an input or output and briefly application software for the same hardware. explain its function. Digital Technologies – Knowledge and understanding - Accurately describe the functionality of each device.  Digital systems  Identify and explain how sensors are used in everyday items.  Methods of data transmission and security in wired, wireless and mobile networks (ACTDIK023)  Specifications of hardware components and their impact on network activities (ACTDIK023)  Binary is used to represent data in digital systems (ACTDIK024)

2 Expected Pupils’ Outcomes:  Knows that computers collect data from various input Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: devices, including sensors and application software. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Understands the difference between hardware and  Work with a group to take apart a computer. diary at the end of every lesson that shows application software and their roles within a computer evidence of their work using screenshots of Work effectively in a group to label and photograph each part of  system. their work. Students explain the skills they have the computer.  Understands why and when computers are used. learned and what they could improve in their  As a group, find, label and photograph an additional computer  Understands the main function of the operating system. learning and skills. component and find out what it does.  Knows the difference between physical, wireless and mobile networks.  Recognises and understands the function of the main internal parts of basic computer architecture.  Knows that there is a range of operating systems and application software for the same hardware.

Digital Technologies – Knowledge and understanding - Digital systems

 Methods of data transmission and security in wired, wireless and mobile networks (ACTDIK023)  Specifications of hardware components and their impact on network activities (ACTDIK023)  Binary is used to represent data in digital systems (ACTDIK024)

3 Expected Pupils’ Outcomes:  Knows that computers collect data from various input Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: devices, including sensors and application software. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Understands the difference between hardware and  Decode decimal numbers to and from binary. diary at the end of every lesson that shows application software and their roles within a computer evidence of their work using screenshots of Use an ASCII table to decipher an encoded message written in  system. their work. Students explain the skills they have binary.  Understands why and when computers are used. learned and what they could improve in their  Play the binary game online to decoded binary numbers.  Understands the main function of the operating system. learning and skills.  Knows the difference between physical, wireless and mobile networks.  Recognises and understands the function of the main internal parts of basic computer architecture.  Knows that there is a range of operating systems and application software for the same hardware.

4 Expected Pupils’ Outcomes:  Knows that computers collect data from various input Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: devices, including sensors and application software. of tutorials, exercises, portfolio of work and project diary file. Students update their project Understands the difference between hardware and  diary at the end of every lesson that shows  A basic leaflet highlighting safety risks when using computers application software and their roles within a computer regularly. evidence of their work using screenshots of system. their work. Students explain the skills they have Detailed leaflet explaining the risks and how to minimise them.   Understands why and when computers are used. learned and what they could improve in their  A suitable poster to inform students of one of the risks and how it  Understands the main function of the operating system. learning and skills. can be avoided.  Knows the difference between physical, wireless and mobile networks.  Recognises and understands the function of the main internal parts of basic computer architecture.  Knows that there is a range of operating systems and application software for the same hardware.

5 Expected Pupils’ Outcomes:  Knows that computers collect data from various input Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: devices, including sensors and application software. of tutorials, exercises, portfolio of work and project diary file. Students update their project Understands the difference between hardware and  diary at the end of every lesson that shows  Correctly identify where each type of network is used and explain application software and their roles within a computer advantages and disadvantages of networks. evidence of their work using screenshots of system. their work. Students explain the skills they have Identify different networking topologies.   Understands why and when computers are used. learned and what they could improve in their  Create a network using the Network Simulation Tool.  Understands the main function of the operating system. learning and skills.  Knows the difference between physical, wireless and mobile networks.  Recognises and understands the function of the main internal parts of basic computer architecture.  Knows that there is a range of operating systems and application software for the same hardware.

6 Expected Pupils’ Outcomes:  Knows that computers collect data from various input Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: devices, including sensors and application software. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Understands the difference between hardware and  A basic magazine-style review of a smartphone operating system. diary at the end of every lesson that shows application software and their roles within a computer evidence of their work using screenshots of A detailed, well-written, review covering technical features of the  system. their work. Students explain the skills they have chosen operating system.  Understands why and when computers are used. learned and what they could improve in their  A comparison table to compare all four mobile operating systems.  Understands the main function of the operating system. learning and skills.  Knows the difference between physical, wireless and mobile networks.  Recognises and understands the function of the main internal parts of basic computer architecture.  Knows that there is a range of operating systems and application software for the same hardware. Task 4: Students are tested on their knowledge and understanding of computer system. Digital Technologies – Knowledge and understanding - Digital systems

7 Expected Pupils’ Outcomes:  Understand the difference between the World Wide Web Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: and the Internet. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Can use Internet services.  Understand how data travels around the Internet and recognise diary at the end of every lesson that shows Knows how to be responsible online (good netiquette). how search engines find web pages and how to perform effective  evidence of their work using screenshots of searches.  Knows how search results are selected. their work. Students explain the skills they have learned and what they could improve in their Take part in a demonstration of how packet switching works and  Selects, combines and uses Internet services.  learning and skills. identify some effective Internet search techniques.  Knows how to report concerns.  Research and fully explain a list of five effective search  Understands how search engines rank results. techniques.  Can construct static web pages using HTML and CSS.  Draw a diagram to demonstrate how search engines work.  Recognises ethical issues surrounding IT beyond school.  Understands data transmission in a network.

 Methods of data transmission and security in wired, wireless and mobile networks (ACTDIK023)  Specifications of hardware components and their impact on network activities (ACTDIK023)

8 Expected Pupils’ Outcomes:  Understand the difference between the World Wide Web Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: and the Internet. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Can use Internet services.  Understand how to keep yourself safe online and be a responsible diary at the end of every lesson that shows Knows how to be responsible online (good netiquette). Internet user.  evidence of their work using screenshots of their work. Students explain the skills they have  Collect information about being safe and responsible online and  Knows how search results are selected.  Selects, combines and uses Internet services. learned and what they could improve in their compile together to make a simple video. learning and skills.  Completed video that gives a clear message to the selected  Knows how to report concerns. audience about being safe and responsible online.  Understands how search engines rank results.  Write a fictional story about a child who runs into problems  Can construct static web pages using HTML and CSS. online.  Recognises ethical issues surrounding IT beyond school.  Understands data transmission in a network.

9 Expected Pupils’ Outcomes:  Understand the difference between the World Wide Web Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: and the Internet. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Can use Internet services.  Understand how to keep yourself safe online and be a responsible diary at the end of every lesson that shows Knows how to be responsible online (good netiquette). Internet user.  evidence of their work using screenshots of their work. Students explain the skills they have  Collect information about being safe and responsible online and  Knows how search results are selected.  Selects, combines and uses Internet services. learned and what they could improve in their compile together to make a simple video. learning and skills.  Completed video that gives a clear message to the selected  Knows how to report concerns. audience about being safe and responsible online.  Understands how search engines rank results.  A fictional story about a child who runs into problems online.  Can construct static web pages using HTML and CSS.  Recognises ethical issues surrounding IT beyond school.  Understands data transmission in a network.

10 Expected Pupils’ Outcomes:  Understand the difference between the World Wide Web Learners are assessed based on the completion By the end of the lesson pupils should have learnt to: and the Internet. of tutorials, exercises, portfolio of work and project diary file. Students update their project  Can use Internet services.  Understand what is meant by the terms Spam, Phishing and diary at the end of every lesson that shows Knows how to be responsible online (good netiquette). Viruses.  evidence of their work using screenshots of their work. Students explain the skills they have  Some basic information given about online security risks in the  Knows how search results are selected.  Selects, combines and uses Internet services. learned and what they could improve in their form of a leaflet. learning and skills.  Detailed explanation of each of the main three security risks with  Knows how to report concerns. clear examples.  Understands how search engines rank results.  Identify and explain a further two security risks online.  Can construct static web pages using HTML and CSS.  Recognises ethical issues surrounding IT beyond school.  Understands data transmission in a network.

1 Control System and Monitoring - Solving problems with flowcharts  To be able to describe what Control Systems are used Learners are assessed based on the completion for. of tutorials, exercises, portfolio of work and This is a practical unit covering the principles of producing control and project diary file. Students update their project To be able to explain what Control Systems are used monitoring solutions using a flowchart-based interface (Logicator 7 or  diary at the end of every lesson that shows earlier). Pupils will start by producing systems that use simple loops for? evidence of their work using screenshots of and basic outputs, and then move on to look at systems that have  To be able to analyse what Control Systems are used for. their work. Students explain the skills they have multiple inputs and outputs. They will refine their solutions using  To be able to evaluate what Control Systems are used learned and what they could improve in their subroutines and variables. for. learning and skills.  To be able to compare different control systems and how Control Systems – Introduction they are used. Expected Pupils’ Outcomes: By the end of the lesson pupils should have learnt to: Digital Technologies – Processes and production skills -  To be able to identify control systems and about the impact they Digital implementation have on our lives.  To know what a control system is and identify them from  Design plans, using a sequence of steps, and represent everyday life. them diagrammatically and in English, to solve a  To understand how and why these systems are used problem and to predict output for a given input to identify errors (ACTDIP029)  Implement and modify solutions, that include user interfaces within a programming environment, including the need for choice of options and/or repeating options (ACTDIP030)

2 Logicator 8 and Flow Chart Symbols  To be able to describe what Flowcharts is used for. Learners are assessed based on the completion of tutorials, exercises, portfolio of work and To be able to explain what Flowcharts is used for. Expected Pupils’ Outcomes:  project diary file. Students update their project By the end of the lesson pupils should have learnt to:  To be able to analyse what Flowcharts is used for. diary at the end of every lesson that shows  To be able to evaluate what Flowcharts is used for. evidence of their work using screenshots of  To be able to identify Flow Diagram symbols  To be able to compare different Flowcharts and how their work. Students explain the skills they have learned and what they could improve in their To know the symbols needed for a flowchart. they are used.  learning and skills.  To understand why a control system is used & basics of flowchart ‘language’. Digital Technologies – Processes and production skills - Digital implementation

3 Control Systems – The Lighthouse  To be able to describe why the need to plan a sequence Learners are assessed based on the completion of instructions. of tutorials, exercises, portfolio of work and Expected Pupils’ Outcomes: project diary file. Students update their project To be able to explain why there is a need to plan a By the end of the lesson pupils should have learnt to:  diary at the end of every lesson that shows sequence of instructions. evidence of their work using screenshots of  To be able to use simple flowcharts which use sensors to control a  To be able to analyse why there is a need to plan a their work. Students explain the skills they have system. sequence of instructions. learned and what they could improve in their learning and skills.  To know the uses for sensors in control systems.  To be able to evaluate why there is a need to plan a sequence of instructions.  To understand why a control system is used & the impact this can To be able to consider why there is a need to plan a have on jobs.  sequence of instructions.

4 CONTROL SYSTEMS – Traffic Lights  To be able to describe why the need to extend a Learners are assessed based on the completion sequence of instructions. of tutorials, exercises, portfolio of work and Expected Pupils’ Outcomes: project diary file. Students update their project To be able to explain why there is a need to extend a By the end of the lesson pupils should have learnt to:  diary at the end of every lesson that shows sequence of instructions. evidence of their work using screenshots of  To be able to create a flowchart to control a set of traffic lights.  To be able to analyse why there is a need to extend a their work. Students explain the skills they have sequence of instructions. learned and what they could improve in their  To know that control systems carry out boring, monotonous jobs To be able to evaluate why there is a need to extend a learning and skills. that people often do not like doing.  sequence of instructions.  To understand why a control system is used for this type of job.  To be able to consider why there is a need to extend a sequence of instructions.

5 CONTROL SYSTEMS – The Mobile for the Baby Cot  To be able to describe the importance of the use of Learners are assessed based on the completion variables. of tutorials, exercises, portfolio of work and Expected Pupils’ Outcomes: project diary file. Students update their project To be able to explain the importance of the use of By the end of the lesson pupils should have learnt to:  diary at the end of every lesson that shows variables. evidence of their work using screenshots of  To be able to use a flowchart to control a cot mobile & use inputs  To be able to analyse the importance of the use of their work. Students explain the skills they have (buttons) to turn on/off motors & lights; use a sensor input to turn variables. learned and what they could improve in their on/off a nightlight.  To be able to evaluate the importance of the use of learning and skills.  To know that sensors & motors can be combined into control variables. systems.  To be able to consider the importance of the use of  To understand how a control system can operate motors & that variables. this can be combined with inputs from buttons & sensors. Digital Technologies – Processes and production skills - Digital implementation

6 CONTROL SYSTEMS – The Car Park Barrier  To be able to describe what a subroutine is. Learners are assessed based on the completion of tutorials, exercises, portfolio of work and To be able to explain what a subroutine is. Expected Pupils’ Outcomes:  project diary file. Students update their project By the end of the lesson pupils should have learnt to:  To be able to analyse what a subroutine is. diary at the end of every lesson that shows  To be able to evaluate what a subroutine is. evidence of their work using screenshots of  To be able to use a flowchart to control one side of a car park  To be able to compare what a subroutine is with a their work. Students explain the skills they have barrier which uses sensors and motors to control a barrier. normal routine. learned and what they could improve in their learning and skills.  To know that sensors & motors can be combined into control systems. The purpose of sub-routines in complex control systems.  To understand how large & complex control systems are split into Task 5: Students produce control and more manageable ‘chunks’ which make programming them easier Digital Technologies – Processes and production skills - Digital implementation monitoring solutions using a flowchart- & allows them to be adjusted. based interface. Pupils produce various control systems that use simple loops and Design plans, using a sequence of steps, and represent  basic outputs, and systems with multiple them diagrammatically and in English, to solve a inputs and outputs. They will refine their problem and to predict output for a given input to solutions using subroutines and variables. identify errors (ACTDIP029)  Implement and modify solutions, that include user interfaces within a programming environment, including the need for choice of options and/or repeating options (ACTDIP030)

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.

Year 8 Information Technology 29 IMCC 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. Writing: Allow mainly use of screenshots and bullet points in the project diary.

Differentiation

Less able learners should still be able to access all lessons although the rate of progress may be slower than that of other learners. Teachers may exceed the projected duration if they feel this would be more suitable for the classes they are teaching, guide sheets have also been provided to help learners use the software.

A range of extension activities have been embedded into most lessons to enable more able learners to be pushed within their skills and knowledge.

Year 8 Information Technology 30 IMCC