ComputeIT Teacher-Pack Sample
ComputeIT Teacher-Pack Sample
ComputeIT Teacher-Pack Sample
TEACHER PACK 1
COMPUTING
FOR KS3
MARK DORLING
AND GEORGE ROUSE
Series Editors
COMPUTE-IT 1
TEACHER PACK
COMPUTING
FOR KS3
1
Provisional contents
Unit 1: Under the hood of a computer
Unit 2: An introduction to computational thinking
Unit 3: Drawing and manipulating shapes
Unit 4: Creating an animation
Unit 5: The foundations of computing
Unit 6: How the web works
Unit 7: Web creation from the ground up
Unit 8: Designing for HCI: a mobile phone
Unit 9: Designing for HCI: an operating system interface
Unit 10: Representing photographs and drawings
Unit 11: Programming input, output, processing and storage part one
Unit 12: Programming input, output, processing and storage part two
2
Introduction
Deliver innovative Key Stage 3 Computer Science and ICT lessons for
the new curriculum with confidence – using resources and meaningful
assessment produced by expert educators.
Developed by an expert author team including members of the Computing at Schools
Network and the Department for Education’s Teachers of Excellence in Computer
Science programme, this complete offering for Computer Science and ICT at Key
Stage 3 consists of:
three student’s books,
three teacher packs, and
a bank of digital resources and assessments delivered via Dynamic Learning an
online service from Hodder Education
Together, these form a cohesive and supportive learning package structured around
the key strands of Computing. Creative and flexible in its approach, Compute-IT
makes Computer Science and ICT for Key Stage 3 easy to teach, and fun and
meaningful to learn.
Deliver the new curriculum with confidence by following well-structured and
finely paced lessons along a variety of suggested routes through Key Stage 3
Make your course engaging and interesting using a range of files provided in
different programming languages
Ensure progression throughout the course with meaningful tasks underpinned by
unparalleled teacher and student support – including exemplification of expected
outcomes, answers to all activities provided in the student books and as digital
files, and assessment guidance
Assess learning outcomes confidently with ready-prepared formative and
summative tasks covering the statements outlined in the new programme of study
Ensure your students are well prepared for their chosen Key Stage 4 course
by monitoring their work against defined Learning Outcomes and Progression
Pathway statements*
The purpose of the Progression Pathways grid is to support teachers in assessing their pupils’
progress in computing.
The progression statements in the grid have been created based on the 2014 National
Curriculum for Computing points of study.
The column headings are aligned to the different strands of computing found in Computing
at School’s curriculum, which provides guidance for teachers to help them accurately
interpret the National Curriculum.
The progression through each strand of computing is broken down in to rows. The rows are
colour coded (like karate belts) to help the teacher to assess whether students are showing
competence at different levels and to recognise achievement or attainment.
Schools can choose to assign arbitrary values (levels) to the coloured rows if they would like
to use them with existing reporting systems.
The focus of this assessment framework is progression through and across strands of
computing. If you plan to use this assessment framework with your existing assessment/
reporting system then you can agree the benchmark ‘level’ for the pupils entering a
particular key stage and assign the arbitrary benchmark value (level) to the appropriate
progression statements for each strand.
If your school uses a system to set targets for Computing based on performance in other
subjects then the flexibility of the Progression Pathways grid allows you to adjust the values
(levels) you choose to assign to the coloured rows.
It is suggested that secondary school teachers delivering key stages 3 and 4 focus on the
progression statements shown in the Purple through to Black rows for each strand of
computing. The white row represents statements that are pertinent at key stage 4/ GCSE.
You may decide that pupils entering a particular year group or key stage have prior learning
to suggest that they are on the yellow and orange rows for the various strands shown in the
grid. If this is the case then you would start your teaching at the appropriate level and assign
the arbitrary assessment/reporting values accordingly.
Understands that algorithms are implemented Uses arithmetic operators, if statements, and Recognises different types of data: text,
on digital devices as programs. Designs simple loops, within programs. Uses logical reasoning number. Appreciates that programs can work
algorithms using loops, and selection i.e. if to predict the behaviour of programs. Detects with different types of data. Recognises that
statements. Uses logical reasoning to predict and corrects simple semantic errors i.e. data can be structured in tables to make it
outcomes. Detects and corrects errors i.e. debugging, in programs. useful.
debugging, in algorithms.
Designs solutions (algorithms) that use Creates programs that implement algorithms Understands the difference between data and
repetition and two-way selection i.e. if, then and to achieve given goals. Declares and assigns information. Knows why sorting data in a flat
else. Uses diagrams to express solutions. Uses variables. Uses post-tested loop e.g. ‘until’, file can improve searching for information.
logical reasoning to predict outputs, showing and a sequence of selection statements in Uses filters or can perform single criteria
an awareness of inputs. programs, including an if, then and else searches for information.
statement.
Shows an awareness of tasks best completed Understands the difference between, and Performs more complex searches for
by humans or computers. Designs solutions appropriately uses if and if, then and else information e.g. using Boolean and relational
by decomposing a problem and creates statements. Uses a variable and relational operators. Analyses and evaluates data and
a sub-solution for each of these parts operators within a loop to govern termination. information, and recognises that poor quality
(decomposition). Recognises that different Designs, writes and debugs modular programs data leads to unreliable results, and inaccurate
solutions exist for the same problem. using procedures. Knows that a procedure can conclusions.
be used to hide the detail with sub-solution
(procedural abstraction).
Understands that iteration is the repetition Understands that programming bridges the gap Knows that digital computers use binary
of a process such as a loop. Recognises that between algorithmic solutions and computers. to represent all data. Understands how bit
different algorithms exist for the same problem. Has practical experience of a high-level textual patterns represent numbers and images.
Represents solutions using a structured language, including using standard libraries Knows that computers transfer data in binary.
notation. Can identify similarities and when programming. Uses a range of operators Understands the relationship between binary
differences in situations and can use these to and expressions e.g. Boolean, and applies them and file size (uncompressed). Defines data
solve problems (pattern recognition). in the context of program control. Selects the types: real numbers and Boolean. Queries data
appropriate data types. on one table using a typical query language.
Understands a recursive solution to a problem Uses nested selection statements. Appreciates Understands how numbers, images, sounds
repeatedly applies the same solution to smaller the need for, and writes, custom functions and character sets use the same bit patterns.
instances of the problem. Recognises that including use of parameters. Knows the Performs simple operations using bit
some problems share the same characteristics difference between, and uses appropriately, patterns e.g. binary addition. Understands
and use the same algorithm to solve both procedures and functions. Understands and the relationship between resolution and
(generalisation). Understands the notion of uses negation with operators. Uses and colour depth, including the effect on file size.
performance for algorithms and appreciates manipulates one dimensional data structures. Distinguishes between data used in a simple
that some algorithms have different Detects and corrects syntactical errors. program (a variable) and the storage structure
performance characteristics for the same task. for that data.
Recognises that the design of an algorithm is Appreciates the effect of the scope of a variable Knows the relationship between data
distinct from its expression in a programming e.g. a local variable can’t be accessed from representation and data quality. Understands
language (which will depend on the outside its function. Understands and applies the relationship between binary and electrical
programming constructs available). Evaluates parameter passing. Understands the difference circuits, including Boolean logic. Understands
the effectiveness of algorithms and models between, and uses, both pre-tested e.g. ‘while’, how and why values are data typed in many
for similar problems. Recognises where and post-tested e.g. ‘until’ loops. Applies different languages when manipulated within
information can be filtered out in generalizing a modular approach to error detection and programs.
problem solutions (abstraction). Uses correction.
logical reasoning to explain how an algorithm
works. Represents algorithms using
structured language.
Designs a solution to a problem that depends Designs and writes nested modular programs Performs operations using bit patterns e.g.
on solutions to smaller instances of the same that enforce reusability utilising sub-routines conversion between binary and hexadecimal,
problem (recursion). Understands that some whereever possible. Understands the difference binary subtraction etc. Understands and can
problems cannot be solved computationally. between ‘While’ loop and ‘For’ loop, which explain the need for data compression, and
uses a loop counter. Understands and uses two performs simple compression methods. Knows
dimensional data structures. what a relational database is, and understands
the benefits of storing data in multiple tables.
Note: Each of the Progression Pathway statements is underpinned by one-or-more learning outcomes (due for publication in 2014), providing greater detail of what should be
taught to achieve each Progression Pathway statement and National Curriculum point of study.
6 Compute-IT 1 Unit 3
Hardware & Processing Communication & Networks Information Technology
Understands that computers have no Obtains content from the world wide web using Uses software under the control of the teacher
intelligence and that computers can do nothing a web browser. Understands the importance of to create, store and edit digital content using
unless a program is executed. Recognises communicating safely and respectfully online, appropriate file and folder names. Understands
that all software executed on digital devices is and the need for keeping personal information that people interact with computers. Shares
programmed. private. Knows what to do when concerned their use of technology in school. Knows
about content or being contacted. common uses of information technology
beyond the classroom. Talks about their work
and makes changes to improve it.
Recognises that a range of digital devices can Navigates the web and can carry out simple Uses technology with increasing independence
be considered a computer. Recognises and web searches to collect digital content. to purposefully organise digital content.
can use a range of input and output devices. Demonstrates use of computers safely and Shows an awareness for the quality of digital
Understands how programs specify the responsibly, knowing a range of ways to report content collected. Uses a variety of software to
function of a general purpose computer. unacceptable content and contact when online. manipulate and present digital content: data
and information. Shares their experiences
of technology in school and beyond the
classroom. Talks about their work and makes
improvements to solutions based on feedback
received.
Knows that computers collect data from various Understands the difference between the Collects, organises and presents data and
input devices, including sensors and application internet and internet service e.g. world wide information in digital content. Creates digital
software. Understands the difference between web. Shows an awareness of, and can use a content to achieve a given goal through
hardware and application software, and their range of internet services e.g. VOIP. Recognises combining software packages and internet
roles within a computer system. what is acceptable and unacceptable behaviour services to communicate with a wider
when using technologies and online services. audience e.g. blogging. Makes appropriate
improvements to solutions based on feedback
received, and can comment on the success of
the solution.
Understands why and when computers are Understands how to effectively use search Makes judgements about digital content
used. Understands the main functions of engines, and knows how search results are when evaluating and repurposing it for a
the operating system. Knows the difference selected, including that search engines use given audience. Recognises the audience
between physical, wireless and mobile ‘web crawler programs’. Selects, combines when designing and creating digital content.
networks. and uses internet services. Demonstrates Understands the potential of information
responsible use of technologies and online technology for collaboration when computers
services, and knows a range of ways to report are networked. Uses criteria to evaluate the
concerns. quality of solutions, can identify improvements
making some refinements to the solution, and
future solutions.
Recognises and understands the function Understands how search engines rank search Evaluates the appropriateness of digital
of the main internal parts of basic computer results. Understands how to construct static devices, internet services and application
architecture. Understands the concepts behind web pages using HTML and CSS. Understands software to achieve given goals. Recognises
the fetch-execute cycle. Knows that there is a data transmission between digital computers ethical issues surrounding the application
range of operating systems and application over networks, including the internet i.e. IP of information technology beyond school.
software for the same hardware. addresses and packet switching. Designs criteria to critically evaluate the
quality of solutions, uses the criteria to identify
improvements and can make appropriate
refinements to the solution.
Understands the von Neumann architecture in Knows the names of hardware e.g. hubs, Justifies the choice of and independently
relation to the fetch-execute cycle, including routers, switches, and the names of protocols combines and uses multiple digital devices,
how data is stored in memory. Understands e.g. SMTP, iMAP, POP, FTP, TCP/IP, associated internet services and application software
the basic function and operation of location with networking computer systems. Uses to achieve given goals. Evaluates the
addressable memory. technologies and online services securely, and trustworthiness of digital content and considers
knows how to identify and report inappropriate the usability of visual design features when
conduct. designing and creating digital artifacts for a
known audience. Identifies and explains how
the use of technology can impact on society.
Designs criteria for users to evaluate the
quality of solutions, uses the feedback from the
users to identify improvements and can make
appropriate refinements to the solution.
Knows that processors have instruction sets Knows the purpose of the hardware and Undertakes creative projects that collect,
and that these relate to low-level instructions protocols associated with networking computer analyse, and evaluate data to meet the needs
carried out by a computer. systems. Understands the client-server model of a known user group. Effectively designs and
including how dynamic web pages use creates digital artefacts for a wider or remote
server-side scripting and that web servers audience. Considers the properties of media
process and store data entered by users. when importing them into digital artefacts.
Recognises that persistence of data on the Documents user feedback, the improvements
internet requires careful protection of online identified and the refinements made to the
identity and privacy. solution. Explains and justifies how the use
of technology impacts on society, from the
perspective of social, economical, political,
legal, ethical and moral issues.
Has practical experience of a small Understands the hardware associated with Understands the ethical issues surrounding the
(hypothetical) low level programming networking computer systems, including WANs application of information technology, and the
language. Understands and can explain and LANs, understands their purpose and how existence of legal frameworks governing its use
Moore’s Law. Understands and can explain they work, including MAC addresses. e.g. Data Protection Act, Computer Misuse Act,
multitasking by computers. Copyright etc.
© 2014 Mark Dorling and Matthew Walker. Reviewed by Simon Humphreys and Sue Sentance of
Computing at School, CAS Master Teachers, and by teachers and academics from the wider CAS community.
Lesson 1
What do I need to know?
You will be getting students to appreciate the link between maths, art and computer science,
particularly the creativity and imagination required to create works of art and computer
programs based on both artistic and mathematical concepts. Some basic mathematical skills
will be reinforced by this session and much of the thinking will be based on the properties
of regular shapes. Students will be looking at triangles, squares, pentagons, hexagons and
possibly other regular shapes and repeating patterns.
In the second part of the lesson you will be helping students to understand simple algorithm
design and the importance of being able to identify the important ideas (abstraction) and
breaking down the problem into manageable units (decomposition). Students will also be
introduced to repetition (iteration) as one of the key constructs in programming. You will
help them discover how to design algorithms for some basic shapes.
Lesson objectives
MUST:
Know and understand the basic features of regular shapes including sides and angles and
their relationships
Understand how patterns define relationships between objects and the concept of
repeating patterns
Know and understand how to write algorithms to create basic geometrical shapes
Be able to understand and explain the key concepts of decomposition and abstraction
SHOULD:
Be able to identify key features for standard regular shapes including triangles, squares
and hexagons
Be able to define shapes by their key features
Be able to use iteration in simple algorithms, understanding why this is important
COULD:
Research more complex regular shapes or shapes with more complex features including
rectangles, isosceles and other non-equilateral triangles
Write algorithms that draw a range of geometrical shapes
Be able to recognise and correct errors in algorithms (debug)
Cross-curricular links:
Maths: Geometrical shapes, angles and coordinates
PSHE/Every Child Matters: The world around us
Art: Shape, pattern and colour
Teaching notes
Starter: Shape and pattern, PowerPoint 3.1A
Begin the lesson by discussing the image of the original plans for the London 2012 Olympic
and Paralympic stadium on slide 1 of PowerPoint 3.1A. Students need to identify that
the plans were created using computer-aided design, that the structure contains various
geometrical shapes and that aesthetic considerations were taken into consideration during
the design process. One key aspect to bring out is the way the mathematician and the
computer scientist would have broken down the problem into simple geometric shapes,
abstracting the problem into a few key concepts. Slide 2 shows an example of how computer
scientists and artists work together to produce an end product. The image by Leonardo da
Vinci in the Student Book shows how one person can illustrate mathematics, art and science
working together. 3.1.1 Think-IT should lead to a brief discussion of these links.
Slides 3 to 5 of PowerPoint 3.1A include photographs of geometrical objects with key
features ‘picked out’. These can be used to support the section on ‘Shape’ in the Student
Book. The images also illustrate repeating patterns of regular mathematical shapes. This
provides an informal opportunity to assess students’ understanding of the concepts and
leads into the practical activity on shapes.
the key features and devising the algorithm). These students should be encouraged to
explore other ways of producing the same end product and/or generalised solutions – such as
an algorithm for a polygon – as an extension activity.
Homework
Ask students to complete 3.1.9 Plan-IT for homework in preparation for the next lesson.
Remind students that they need to consider the key features of the shapes they include and
how iteration will be used in the algorithm to recreate them. This is also an opportunity
to mention the challenge for the unit – to write a computer program that creates Celtic or
Islamic art by drawing and positioning shapes – and to explain that this is the first step in
the process. Issue Worksheet 3.2A and ask them to complete their drawing on the grid
provided.
Links to qualifications
OCR Entry Level Computing:
2.2 Candidates should have knowledge and understanding of:
a method of planning the flow of a program (e.g. flowcharts, pseudo code or algorithms)
how instructions are executed in the sequence they are written
what is meant by a loop.
Answers
3.1.2 Think-IT/Worksheet 3.1A
(a) Triangle with internal angles of 60 degrees.
(b) Hexagon with internal angles of 120 degrees.
(c) Pentagon with internal angles of 108 degrees.
(b) Square with internal angles of 90 degrees.
3.1.5 Plan-IT
For example (wording and side length not important):
Forward 4 Forward 4
Right 90 Right 90
Forward 4 Forward 4
Right 90 Right 90
Compute-IT 1 Unit 3
KS1, Bullet point 1 Algorithms Use web browsers and COULD recognise and Worksheet 3.1C Can recognise and
(see above) (see above) understand that each web page correct errors in algorithms and 3.1D correct errors in
has a unique address algorithms
Answers on p.11
13
Unit 3 Drawing and manipulating shapes
Lesson 2
What do I need to know?
You will be getting students to write programs to draw shapes they have defined using
algorithms. It is important not to confuse algorithms and code. An algorithm is a set of
rules that defines a solution. It is possible to write an algorithm without using iteration
and implement it in code. However, for the purposes of this unit, writing the algorithm
using iteration should follow through into the code. Depending upon the programming
language you have chosen, instructions for selecting a pen, putting the pen up or down,
moving and turning will be required. We have supplied resources based on Version 2.0 of
Scratch but they are applicable to, or easily converted to support, a range of other graphical
programming languages.
Lesson objectives
MUST:
Know and understand how to draw basic geometrical shapes using a graphical
programming language.
Understand how written algorithms can be translated into a graphical programming
language.
SHOULD:
Be able to identify and action how to write algorithms using graphical programming
software.
Create their own van Doesburg-style artwork using a graphical programming language.
COULD:
Undertake more advanced graphical programming to automatically position shapes and
add additional elements to their work.
Cross-curricular links:
Maths: Geometrical shapes, angles and coordinates
PSHE/Every Child Matters: The world around us
Art: Shape, pattern and colour
Resources required
Pages 10–11 in Compute-IT Student Book 1 Year 7 Scratch tutorial screencast
PowerPoint 3.2A A red square Compute-IT 3.2A.sb2
Worksheet 3.2A Creating an artwork Compute-IT 3.2B.sb2
Worksheet 3.3A Drawing your artwork Compute-IT 3.2C.sb2
Year 7 Scratch tutorial
Keywords
Graphical programming
Teaching notes
Starter: Algorithms, PowerPoint 3.2A and Worksheet 3.2A
Use slide 1 of PowerPoint 3.2A to remind students about the van Doesburg artwork
they met during the last lesson. They should have identified some of the shapes and used
these to design their own van Doesburg-style artwork for homework. Using slide 2 of the
presentation, remind students of the algorithm for drawing a square in a specified position
in a specified colour. Get students to work in pairs to write down their algorithms for
the shapes they intend to use in their artwork. This is 3.2.1 Plan-IT and is supported by
Worksheet 3.2A, which students should have begun working on for homework.
Homework
Students should prepare for the next lesson by completing part (a) of Worksheet 3.3A.
Links to qualifications
OCR Entry Level Computing:
2.2 Candidates should have knowledge and understanding of:
a method of planning the flow of a program (e.g. flowcharts, pseudo code or algorithms)
how instructions are executed in the sequence they are written
what is meant by a loop.
Answers
3.2.2 Compute-IT/ Worksheet 3.2A
Output will be in the form of a graphical programming language program and screen output
of van Doesburg-style artwork using lines and repeat blocks to produce a van Doesburg-style
drawing without colour blocks (see ‘Compute-IT 3.2A.sb2 ).
Students will, however, have noticed that van Doesburg used blocks of colour. There is no
easy ‘fill’ option in Scratch but coloured blocks could be created by drawing them on the
background and then adding the lines over the colours (see ‘Compute-IT 3.2B.sb2’).
There are other ways to add blocks of colour and students may think of using new sprites as
stamps (see Compute-IT 3.2C.sb2).
Compute-IT 1 Unit 3
KS1, Bullet point 1: Understand Algorithms: Be aware algorithms are MUST Understand how 3.2.2 Compute-IT Can translate a
what algorithms are; how they are Understands what an algorithm is and is able to express simple implemented as programs written algorithms can be written algorithm into
Answers on
implemented as programs on digital linear (non-branching) algorithms symbolically. Understands that on digital devices (Lessons 2 translated into a graphical a suitable graphical
pp.16–17
devices; and that programs execute computers need precise instructions. Demonstrates care and and 3) programming language programming language
by following precise and unambiguous precision to avoid errors.
instructions Programming and development:
Creates programs that implement algorithms to achieve given goals.
Unit 3 Drawing and manipulating shapes
Lesson 3
What do I need to know?
This is largely a practical session as students will be coding their artwork. You will need
to be comfortable with the language you have chosen and have the support materials
available for all students. We have provided support material for Berkeley Logo Version 6.0
but versions vary and you may need to revise these if you are using a different version.
Be prepared to look at the code and fix problems, but paired programming – where
students work together to help each other with their code – should minimise the need for
intervention.
Learning objectives
MUST:
Know and understand how to draw basic geometrical shapes using a text-based
programming language.
Know how to create patterns using shapes and a suitable text-based programming
language.
Understand how written algorithms can be translated into a text-based programming
language.
SHOULD:
Be able to identify and action how to write algorithms using text-based programming
software.
Create their own Celtic or Islamic-style artwork using a text-based programming
language.
Understand how iteration can be used to create patterns using shapes.
COULD:
Undertake more advanced programming to automatically define and position shapes and
add additional elements to their work.
Use iteration to produce suitable patterns.
Cross-curricular links:
Maths: Geometrical shapes, angles and coordinates
PSHE/Every Child Matters: The world around us
Art: Shape, pattern and colour
Teaching notes
Starter: Coding the artwork
Remind students about the challenge, what the unit is all about: to write a computer
program that creates Celtic or Islamic art by drawing and positioning shapes. Emphasise the
importance of iteration to repeat processes. Students should have prepared their artwork
using part (a) of Worksheet 3.3A for homework, so it’s all about getting them started on
coding as quickly as possible.
You might like to explain that one of the key differences between Celtic and Islamic art is
their subject matter. Unlike Celtic art, which includes lots of images of animals, Islamic art
doesn’t involve any representations of humans or animals because they may lead to idolatry.
Homework
Students should be encouraged review their code and find an alternative algorithm that
achieves the same result.
Links to qualifications
OCR Entry Level Computing:
2.2 Candidates should have knowledge and understanding of:
a method of planning the flow of a program (e.g. flowcharts, pseudo code or algorithms)
how instructions are executed in the sequence they are written
what is meant by a loop.
Answers
3.3.3 Plan-IT / 3.3.4 Compute-IT / Worksheet 3.3B
Circle
to circle
repeat 180 [forward 5 right 2]
end
A hexagon:
to hex
repeat 6 [forward 50 right 60]
end
Repeating a hexagon:
Some students will be able to set the locations for patterns, may draw more than one on
the screen and may experiment with coloured pens. For example, there are three similar
patterns using a defined hexagon, circle and square:
Some may create patterns with their patterns, setting the coordinates or using a repeat loop
with a move and turn. For example:
Compute-IT 1 Unit 3
problem. Represents solutions using a structured notation. Can
identify similarities and differences in situations and can use
these to solve problems (pattern recognition).
23
24
National Curriculum Programme Lesson objectives Activity or resource Reporting
of Study statement Progression Pathway attainment statement Learning outcome(s) (Must, Should Could) reference statement
KS1, Bullet point 1 Programming and development Create a simple program SHOULD understand 3.3.4 Compute-IT Can use iteration
(see above) (see above) (Lessons 2 and 3) how iteration can be used to create patterns
3.3.6 Compute-IT
Algorithms to create patterns using and shapes
Write a program to achieve a
(see above) shapes Answers on pp.21–22
specific goal (Lessons 2 and 3)
Compute-IT 1 Unit 3
KS2, Bullet point 1 Programming and development Detect and correct errors SHOULD be able to test 3.3.4 Compute-IT Can test and refine
(see above) (see above) in simple algorithms and and refine a solution a program
3.3.6 Compute-IT
programs (Lessons 1, 2 and 3)
Answers on pp.21–22
KS2, Bullet point 2 Algorithms: Appreciate that sequences COULD Undertake 3.3.4 Compute-IT Can use additional
(see above) Understands that algorithms are implemented on digital can be repeated (Lessons 1, 2 more advanced text- advanced features
3.3.6 Compute-IT
devices as programs. Designs simple algorithms using loops, and and 3) based programming and of text-based
Unit 3 Drawing and manipulating shapes
KS2, Bullet point 1 selection i.e. if statements. Uses logical reasoning to predict use additional features Answers on pp.21–22 programming
Write a program to achieve a
(see above) outcomes. Detects and corrects errors i.e. debugging, in to automatically define software to
specific goal (Lessons 2 and 3)
algorithms. and position shapes and automatically
Programming and development patterns define and position
(see above) shapes and
patterns
KS2, Bullet point 1 Programming and development Write a program to achieve a COULD use iteration 3.3.4 Compute-IT Can use iteration
(see above) (see above) specific goal (Lessons 2 and 3) efficiently to create to correctly create
3.3.6 Compute-IT
KS2, Bullet point 2 Algorithms complex patterns complex patterns
Appreciate that sequences
(see above) (see above) Answers on pp.21–22
can be repeated (Lessons 1, 2
and 3)
Deliver innovative Key Stage 3 Computer Science and ICT lessons for the new curriculum with confidence – using
resources and meaningful assessment produced by expert educators.
The Compute-IT series has been edited by two experienced subject leaders with years of experience in developing
curriculum programmes of study and awarding body specifications, and resources for use by teachers and students.
Developed by an expert author team including members of the Computing at Schools Group and the Network of Excellence
Master Teachers programme, this complete offering for Computer Science and ICT at Key Stage 3 consists of three student’s
books, three teacher packs and a bank of digital resources and assessments delivered via the Dynamic Learning website.
Together, these form a cohesive and supportive learning package structured around the key strands of Computing.
Computational thinking, creativity and flexibility lie at the heart of the series’ approach, making Computer Science and ICT
for Key Stage 3 easy to teach, and fun and engaging to learn.
The Compute-IT Teacher Packs are designed to support specialists and non-specialists alike, and provide:
● Introductions on the teaching of the National Curriculum Programme of Study for Computing using the Compute-IT
series
● A flexible scheme of work that provides the basis for delivery of Computing at Key Stage 3
● Comprehensive lesson plans that incorporate:
– an outline of the contextual knowledge required by the teacher prior to delivery of each lesson
– teaching notes on how to deliver each lesson including ideas on how to use the accompanying student books and
digital resources
– lists of key learning objectives and learning outcomes
– effective strategies for differentiation
– references to the National Curriculum programme of study covered by lessons and units across the course
– unparalleled guidance on how to assess students’ understanding and practical work as the basis for progression /
evidence of student attainment
Each unit in the Compute-IT course provides a sound basis for the development of computational thinking skills and features
activities that are designed for use in class or as homework. The topics covered are developed further through practical
activities and digital files provided via the accompanying Student Books and Dynamic Learning website.
The Compute-IT
ompute- T course also provides a perfect foundation for students choosing to study GCSE Computer Science.
Dynamic Learning
Find out all about Compute-IT at
This book is fully supported by Dynamic Learning – the online www.hoddereducation.co.uk/compute-IT
subscription service that helps make teaching and learning easier. ● Download sample materials from
Dynamic Learning provides unique tools and content for: Student’s Books and Teacher Packs
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