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Mr Dowd's KS3 Computing

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KS3 Computing Scheme of Learning
By Liam Dowd
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International
License.
You are free to adapt this work for your own personal needs
You are free to share this work
You are NOT free to commercialise this work
1
CONTENTS
Introduction
3
Software Applications
3
Assessment
4
Scheme of Learning
5
2
INTRODUCTION
Thank you for purchasing this scheme of work, I hope you find it useful. In this booklet you find a
complete run through of this scheme of work, including the software applications required, key
information and assessment details.
SOFTWARE APPLICATIONS
This scheme was created to provide students with a broad and balanced understanding of a range of
software applications. It is understood that schools are often restricted in their IT capabilities,
resources and budgets. Therefore, this section will provide free alternatives to the applications
otherwise unavailable.
SOFTWARE USED
Microsoft Suite
Smore
smore.com
Kodu Game Lab
Adobe Fireworks
Scratch
AppShed
appshed.com
Adobe PhotoShop
PAID/FREE
PAID
FREE – requires students to sign
up
FREE
PAID
FREE
PAID
Python IDLE
Socrative
Socrative.com
Adobe Dreamweaver
Adobe Premier Pro
FREE
FREE
Yacapaca
PAID
PAID
Serif WebPlus
Serif MoviePlus
PAID
3
ALTERNATIVE
LibreOffice
Serif DrawPlus
TouchDevelop
touchdevelop.com
GIMP
gimp.org
ASSESSMENT
Assessment is designed to be as easy as possible for the teacher but also as productive and
constructive to the students as possible. Assessment sheets provided are designed to be printed
with the TOP SHEET in booklet format.
These assessment booklets are to be used formatively, providing students with regular updates on
the skills that they are mastering as well as highlighting skills that they are yet to develop.
The assessment sheets will begin to paint a picture of progress as students continue to meet skills
lesson on lesson.
Summative assessment is done online through Socrative. Students login at the end of each project
and complete a series of questions.
The Socrative tests are bespoke and are designed to match the topics covered in that project (factor
in that changing software packages may had adverse effects on the assessment questions and may
need to be adjusted prior to the tests being completed)
Socrative will grade students immediately and send the results back to the teacher that started the
session.
4
SCHEME OF LEARNING
This scheme is designed to be linear. Year 7 is designed to flow straight through into year 8 allowing
progress to be shown over time.
Each lesson is complete with:





Start activity – typically designed to be simply and straight forward (minimal printing etc)
Objectives – with success criteria and bigger picture
Scenarios
Activities – with some differentiation built in (this is not designed to be perfect and will need
to be adjusted to meet the needs of individual learners or groups of learners)
Plenary – again, typically designed to be quick and easy
N.B. Some lessons include task sheets or exemplar work where necessary. Other PowerPoints
include speaker notes to help guide teachers or non-specialists with the delivery of the lessons or
tasks.
Projects were designed to be broken up allowing students to explore a range of software
applications per term. Students then continuously revisit software applications gaining an in-depth
understanding of their functions and features. Research suggests that students learn better when
revisiting topics over and over as oppose to learning a topic for an extended period of time. This
scheme of work follows the same strategy.
It is sometimes up the teacher to direct the learning and ensure that students are progressing each
time they revisit an application but also demonstrate the ability to do skills over and over again.
For example, a student who demonstrates the ability to perform IF statements in Excel will be
expected to complete this skill again the following term. This helps to reinforce learning.
5
YEAR 7
Project based activities with a heavy weighting of ICT. This is designed to provide students with the
foundation to learn using a computer, learn digital literacy and learn basic office applications. Some
projects do include a Computing topic which will be from the statutory national curriculum for KS3
Computing.
YEAR 8
The weighting of ICT to Computer Shifts to approx. 60:40 in favour of ICT. However, this curriculum
includes other elements such as graphics and app development designed to make the subject
interesting and engaging as well as continuing to learn the fundamentals of ICT. Students will be
introduced to Python Programming at the end of the year when they are more mature.
YEAR 9
A new addition to this pack. Year 9 is designed to follow two pathways; GCSE Computer Science and
Creative iMedia.
With the current situation surrounding the ICT GCSE a lot of schools have switched to OCR Creative
iMedia; a polar opposite to Computer Science and a good option to improve uptake.
The projects are half termly based again and switch from Computer Science and iMedia throughout
the year. The design of the lessons is different and constant advertising of each subject is
encouraged to ensure students are in the best positon to pick the right subject for them.
N.B. If you offer an alternative to iMedia these lessons could be adapted to suit other courses such
as CIDA.
6
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