Year 8 – Autumn 2
Unit title: Understanding computers
Unit outcome: Understanding the inside of a computer and how they communicate
National Curriculum mapping:
 3.5 Understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example,
binary addition, and conversion between binary and decimal]
 3.6 Understand the hardware and software components that make up computer systems, and how they communicate with one another and
with other systems
 3.7 Understand how instructions are stored and executed within a computer system;
Resources:
 Project diary, 6x computer shells, Input output card sort, build a computer matching cards, binary sheets x 2, binary game, warriors of the
net video, self marking test
Differentiation
 All students will know the main components which make up a computer system and develop a basic understanding of how computers
communicate with one another;
 Most students will be able to describe the main components which make up a computer system and be able to explain and give examples of
how computers communicate with one another;
 Some students will be able to evaluate the advantages and disadvantages of the main components which make up a computer system and
be able to explain and translate machine code;
Assessment
 Project diary used to record success criteria and how the lesson went;
 Project diary to record the majority of learning activities;
 Self assessment activities x 2;
 Self marking end of unit test;
Year 8 – Autumn 2
Checklist for end of unit test
I know the main parts which make up a computer: Computer casing, hard disk drive, RAM memory, Graphics card, Sound card,
CPU, Power supply, Motherboard
I know what the following units stand for and what they are used to measure? KB MB GB TB Hz GHz
I could recommend what size computer part you need if building a computer for specific purpose
I can give examples of input, output and storage devices
I know how the fetch execute cycle works
I could explain clock speed
I know the difference between hardware and software
I can convert binary into a decimal and from a decimal to binary
I can add binary
I know what the terms LAN and WAN stand for
I could explain the advantages and disadvantages of the network topologies star, ring and bus
I could explain how the internet works
Year 8 – Autumn 2
Activities
Differentiation
Assessment
Resources
Lesson 1
S – Complete beginning of project checklist in
project diary. Make a list of everything that
could be inside a computer
M – Label the inside of a computer – several
key terms. Google search for actual parts and
move labels. Talk about what is what and a
brief summary of what it does. Split students
into groups to find out a) what each part is
measured in and b) how much is good for
each part. Units and top spec to be recorded
in project diary
P – PPT quiz – which is better 1GB memory or
2GB memory etc…
Differentiated groups for inside a
computer activity;
Selection of students for end of
lesson quiz;
Project diary;
Self
assessment;
Project diary
activities;
Post-it notes;
6 x computer
shells;
PPT quiz;
Lesson 2
S – Words, input, output and storage stuck
around the walls of the classroom. Students
given a word as they enter. With definitions
and an example on the board, students to
stick their word to the correct term.
M – Show GCSE bitesize video on input/output
and explain these are known as peripheral
devices. Refer back to last lesson looking at
size and measurements and explain storage is
measured in GB and come in different sizes.
Explain fetch execute cycle and in groups of 3,
get students to be the CPU, the address bus
and the data bus. Complete activity as per
project diary with teacher playing the role of
RAM – instructions given to the CPU to give to
Differentiated words given for
Project diary;
starter sort (coloured);
Differentiated groups with
differentiated instructions for fetch
execute;
Project diary;
Input word sort;
GCSE bitesize
video;
Fetch execute
instructions for
activity;
Year 8 – Autumn 2
the address bus. The address bus to address,
give back to the CPU who gives to the data
bus to decode and execute. RAM calls out
addresses every 20 seconds. Activity repeated
until addresses are called every 5 seconds –
relate to clock speed being a billion a second
and we can’t even do 1 a second.
P – Discuss difficulty of exercise
Lesson 3
S – Students to read hardware software
First matching exercise completed
difference then answer quiz using project
with low ability before they
diary to help.
complete alone;
M – Discuss different computer specifications
as a class and pass out matching cards.
Students to match the motherboard to the
processor, memory and case. Record results in
project diary. After, screenshot a low and high
spec computer from PC world and highlight
key differences.
P – Discuss and share as a class
Project diary;
Quiz;
Project diary;
Build a PC
matching cards x
6
Lesson 4
S – Intro to binary – do computers talk in
English – how do they talk? Introduce the idea
of 1 and 0, referring to TRUE or FALSE in
previous programming work.
M – Give binary code to crack.. Write name as
binary then a secret message.
P – Binary game quick quiz
Binary
activities;
Project diary;
Name and code
exercises printed;
Binary game;
Calculator to be allowed for lower
ability code cracking but not name
exercise;
Year 8 – Autumn 2
Lesson 5
S – Use the internet to research the meaning
of networks, LAN and WAN.
M – Discuss networks – difference between
LAN and WAN. Discuss different topologies
using students and objects as data to weigh
up pros and cons of different topologies.
Watch warriors of the net video. Complete
picture / instruction sort for order of actions
P – Discuss answers to the order – did anyone
get it right?
Lesson 6
S – 15 minutes silent revision
M - Exam

;
Additional support and explanation
given for lower ability;
Project dairy;
Project diary;
Warriors of the
net video;
End of unit
assessment;
End of unit
assessment