In this lesson, learners are introduced to the notion that humans interpret instructions differently to computers. This is to help them understand that computers need clear and precise instructions in order to perform the expected task. Learners are also taken on a journey from machine code to high level languages in order to discover how a computer interprets instructions.

Learning objectives

• Compare how humans and computers interpret instructions
• Explain the differences between high- and low-level programming languages
• Describe why translators are necessary
• List the differences, benefits and drawbacks of using a compiler or an interpreter

In this lesson, learners are introduced to your chosen Python IDE. They learn about the function of an IDE and why programmers use these to write programs. Learners are given some simple code to predict, run, investigate and modify. Whilst they take their first steps in Python programming, they will also learn about common errors and error types.

Learning objectives

• Use subroutines in programs
• Define a sequence as instructions performed in order, with each executed in turn
• Predict the outcome of a sequence and modify it
• Interpret error messages and define error types and identify them in programs (logic, syntax)
• Describe the tools an IDE provides (editors, error diagnostics, run-time environment, translators)

During this lesson learners will start to add interactivity to their programs by introducing the input() function. Learners are given a demonstration of how input() is used in Python and then asked to add this feature in their silly stories that were created last lesson. Learners are then introduced to the five main data types that they need to understand. This is done first through theory teaching and then a practical activity where learners predict, run and investigate a program that includes the five data types. Whilst learning about input, learners are also introduced to functions and data validation techniques. These will be covered in more detail later on in the course.

Learning objectives

• Obtain input from the keyboard in a program
• Differentiate between the data types; integer, real, Boolean, character, string
• Cast variables by calling a function that will return a new value of the desired data type
• Define runtime errors in programs
• Define validation checks

The focus of this lesson is for learners to interpret and create flowcharts. They use their knowledge of writing simple sequences and subroutines to follow a flowchart and write the code that it represents. They are also given time to write their own, simple flowcharts in order to practise using the symbols that they have learnt during the lesson. This is an introduction to flowchart design and this will be built upon throughout the unit.

Learning objectives

• Identify flowchart symbols and describe how to use them (start, end, input, output, subroutine)
• Translate a flowchart into a program sequence
• Design a flowchart for a program

This is the first lesson in the ‘Computer systems’ unit. It will introduce learners to the two types of computer systems: general purpose and embedded systems. They will explore the characteristics of these systems, and will learn how to identify embedded systems through practical activities. Following this, learners will discover the need for system software to facilitate communication between software and hardware in computer systems. You will explain the role of an operating system, and learners will match each description to the component, to help them with exam questions.

Learning objectives

• Understand the difference between embedded and general purpose computer systems
• Describe the role of system software as part of a computer system
• Explore the role of the operating system and utility software

In this lesson the learners are introduced to the CPU and von Neumann architecture. They will learn about the individual components of the CPU and their roles in computation. Learners will find out about von Neumann and his theories that form the basis of modern computer architecture.

Learning objectives

• Describe the basic components of the CPU
• Understand the roles and purpose of each component of the CPU in computation

In this lesson learners will be introduced to main memory, RAM and ROM, as well as cache. This lesson builds on the core knowledge from the previous lesson about CPU components.

Learning objectives

• Describe the characteristics of RAM and ROM
• Explain the role of main memory as part of a computer system
• Define cache memory
• Describe the role of cache in a computer system

In this lesson, learners will be introduced to secondary storage and take an in-depth look at solid-state storage. You will guide them to discover the need for secondary storage, through assessing the devices they have learnt about already. By the end of the lesson, learners will be able to explain how solid-state storage stores data, and describe the advantages and disadvantages of those devices.

Learning objectives

• Explain why a computer system needs secondary storage
• State the different types of secondary storage and describe their functional characteristics
• State how solid-state memory works and describe its characteristics

This is the last of three lessons on secondary storage. The previous two lessons have equipped the learners with the knowledge they need to systematically select and justify a device for a given use. This lesson will model that process for the learners, and then lead to them completing the full process on their own. The second half of the lesson explores the limits of physical storage and how cloud storage can fill the gaps. Learners will examine cloud storage and answer GCSE-style questions on the impacts of cloud storage.

Learning objectives

• Apply the knowledge of storage devices to recommend an appropriate device
• Describe the limitations of secondary storage
• Explain the definition of ‘cloud storage’ and describe the characteristics of cloud storage

This lesson will teach your learners how to evaluate a computer based on its specifications. They will discover the factors that limit a CPU’s performance: clock speed, cache, and the number of cores. Learners will then use a computer component website to build computer systems of their own. This activity is designed to put their understanding of computer systems into a real-world context. Selecting components to a budget will force learners to make compromises and to examine the importance of the components.

Learning objectives

• Explore the factors that impact a CPU’s performance
• Select components to create a computer system
• Evaluate a computer’s suitability for a given task

Year 10 Autumn Term 2

In this lesson, learners will discover logic gates — the building blocks of processors at the heart of a computer system. Through the activities they will build an understanding of how logic gates are used to address real-world problems.

Learning objectives

• Discover the logic gates AND, NOT, and OR, including their symbols and truth tables
• Learn how logic gates are used in carrying out computation
• Design a logical circuit, combining logic gates to solve a problem

In this lesson, learners will be introduced to the concept of three-input logic problems, and will be taught how to construct a three-input logic diagram, truth table, and expression. Links will be made to show that computer circuits are made of logic gates, through an explanation of how you can use logic gates to construct a binary adder.

Learning objectives

• Construct truth tables for a three-input logic circuit
• Write a Boolean expression to describe a logical circuit
• Describe how combinations of logic gates can perform mathematical operations

This final lesson involves one last project: the learners will be given a set of requirements and tasked with first designing a Python solution and then an assembly language program to meet the requirements. There is an assessment for the learners to complete to round off the unit and test their understanding.

Learning objectives

• Design and write your own program in assembly language

In computer science, random numbers are something that you are likely to use regularly. They are also used in areas such as cryptography, whilst pseudo-random numbers are used in video games, modelling and simulations. In this lesson, learners are introduced to the concept of random numbers using Python documentation. Learners will determine what the random module is capable of and how random numbers can be generated in Python.

Learning objectives

• Be able to locate information using the language documentation
• Import modules into your code
• Demonstrate how to generate random numbers

This lesson has been designed to ensure that learners understand the rules of operator precedence when evaluating arithmetic expressions. They will be reminded of BIDMAS before investigating code that uses various arithmetic expressions. This lesson prepares them up for next lesson where they will begin to use conditions in programming.

Learning objectives

• Evaluate arithmetic expressions using rules of operator precedence (BIDMAS)
• Write and use expressions that use arithmetic operators (add, subtract, multiply, real division, integer division, MOD, to the power)
• Assign expressions to variables

This lesson is an extension of lesson 8 where learners completed a PRIMM activity that introduced them to selection. This is the “make” part of PRIMM where learners will complete a pair programming activity to create a Joke Machine. This will allow learners to apply their new knowledge to a new but similar scenario.

Learning objectives

• Use selection statements in a program
• Identify when selection statements should be used in programs
• Write and use expressions that use comparison operators (equal to, not equal to, less than, greater than, less than or equal to, greater than or equal to)

This lesson continues to deepen learners’ understanding of logical expressions by introducing the operators AND and OR. It begins with a Parson's puzzle to check understanding of selection. It then moves on to an unplugged activity that introduces AND and OR. Learner's then walkthrough code and investigate it before writing their own logical expressions.

Learning objectives

• Describe how Boolean/logical operators can be used in expressions
• Walkthrough code that use conditions with Boolean/logical operators (AND, OR)
• Write and use expressions that use Boolean/logical operators (AND, OR)

This lesson allows learners to find out about using iteration in their programs. It will define iteration, give a code walkthrough of a while loop, and then use a ‘guess the number’ game as a practical example for using iteration. Live coding will be used to turn an if statement into a while loop, and learners will be given a series of challenges to extend the ‘guess the number’ game using programming skills that they have gained during this course.

Learning objectives

• Define iteration as a group of instructions that are repeatedly executed
• Modify a program to incorporate a while loop

This lesson has been designed to deepen learners’ understanding of a while loop whilst introducing trace tables. Learners will be given an example of how to use a trace table, then they will be given various loops to trace. Trace tables are a valuable part of programming because they allow learners to walk through code and detect errors.

Learning objectives

• Use a trace table to walkthrough code that uses a while loop
• Use a trace table to detect and correct errors in programs

Learners will spend this lesson finding out how to effectively add data validation techniques to their programs. They will learn why they are important, and how to incorporate them. Before this lesson, learners have only used a try and except technique that works once, then breaks the second time. This lesson will show them how to incorporate try and except inside a while loop. It will also show learners how to check the range of a value and if a user input has been left empty.

Learning objectives

• Determine the need for validation checks
• Use iteration to perform validation checks

Year 10 Spring Term 1

The next two lessons have been created to introduce learners to pseudocode, whilst giving them the opportunity to design a program. It has been designed over two lessons to give learners the time to get stuck into solving a problem. They will be designing and creating a FizzBuzz quiz as part of the main task. For the purpose of this unit, we shall use the Teach Computing pseudocode. You may wish to replace this with pseudocode from your chosen examination board.

Learning objectives

• Describe the purpose of pseudocode
• Translate pseudocode into a program
• Design and build a program using pseudocode

Learners will determine why subroutines are used in programs. Live coding is used to improve a calculator-style program by introducing subroutines. Learners will discover the advantages of using subroutines, and how they are used for decomposition. They will also modify a subroutine that uses parameters.

Learning objectives

• Describe a subroutine
• Describe the purpose of parameters in subroutines
• Use procedures that accept arguments through parameters
• Describe how subroutines are used for decomposition
• List the advantages of subroutines

During this lesson, learners will be introduced to functions. They have already used built-in functions when programming, but haven’t actually written their own yet. They will learn how to structure a function, and then use a trace table to trace the input, process, and output of various functions. They will then be shown how functions can be used for decomposition, and will take part in a pair programming/live coding activity where they modify a previous program to introduce functions. Finally, homework will be set to test learner understanding of functions.

Learning objectives

• Explain the difference between a function and a procedure
• Use trace tables to investigate functions
• Use functions to return values in programs

Learners were introduced to logic operators in Lesson 10. At that point, they could only use AND and OR. Learners also need an understanding of how the XOR operator works. Python doesn’t have an XOR operator, so they will be creating their own function for one this lesson. Learners will be reminded of AND and OR and then introduced to truth tables. They will learn about XOR and complete a truth table for the operator. Next, they will dive into designing and creating a function for an XOR operator using worked examples for support.

Learning objectives

• Use a truth table
• Describe the function of an XOR operator
• Design and create a function for an XOR operator

This lesson introduces learners to the structured approach to programming. They will learn to describe structured programming through a series of exercises. Firstly, learners will be introduced to the concept that all blocks of code should have one entry point and one exit point. They will be shown how to avoid breaks and multiple returns in their programs through some exercises. They will also see how to create a structure chart for a dog walking program. They will complete this in pairs, before attempting to complete the program independently using the structure chart as a guide. Completing these activities will help to build decomposition skills in your learners, whilst they discover the advantages of the structured programming approach.

Learning objectives

• Describe the structured approach to programming
• Explain the advantages of the structured approach
• Use the structured approach in programming

In this lesson, learners are introduced to three computational thinking techniques: decomposition, abstraction, and algorithmic thinking. Learners will explore how these skills can be applied when solving a wide range of problems, both computer-based and throughout their everyday lives. They will be using these techniques throughout this unit when analysing and solving problems, especially around searching and sorting data. Learners will be provided a new problem that they have to help solve by applying decomposition, abstraction, and algorithmic thinking. There will be an opportunity for learners to peer/self assess their work and participate in discussions around computational thinking.

Learning objectives

• Define the terms decomposition, abstraction and algorithmic thinking
• Recognise scenarios where each of these computational thinking techniques are applied
• Apply decomposition, abstraction and algorithmic thinking to help solve a problem

The main focus of this lesson is on developing flowcharts. This lesson assumes that learners have already covered the flowchart lesson in the KS4 Programming unit but can also be used to introduce the symbols if required. A step-by-step worked example of a flowchart for a coin toss game is used to cover each of the flowchart symbols apart from subroutines, though you can ask learners to develop the dice roll simulation in the worksheet as a subroutine. Learners are also introduced to using structured English to specify the steps of an algorithm in detail, though this is referred to as “written descriptions” throughout the unit so as to not introduce more terminology than is necessary. Structured English is used to describe each of the searching and sorting algorithms later in the unit so that learners can focus on the logic of the algorithm, before later being shown programmed examples of all bar merge sort.

Learning objectives

• Describe the difference between algorithms and computer programs
• Identify algorithms that are defined as written descriptions, flowcharts and code
• Analyse and create flowcharts using the flowchart symbol

This lesson introduces learners to the world of GUIs (Graphical User Interfaces) using the Tkinter framework, Python’s standard GUI toolkit, to create GUI applications. This will give learners the experience of using a built-in module while exploring the differences between event-driven programming and procedural programming. Procedural programs execute code in a sequence, whereas event-driven programs react to events triggered by the user or sensors. Learners will discover how GUIs differ from the sequential programs they have created so far, before making their own app that adds two numbers together. They will then be challenged further with the creation of a joke machine. These programs will be familiar to the learners but will now be represented in a GUI environment.

Learning objectives

• Define the term GUI (Graphical User Interface)
• Understand the basics of the Tkinter framework
• Use Tkinter to create an event-driven program that uses a GUI

This lesson introduces learners to string-handling techniques. They will be given two new techniques to use (length and access a character), before they are given a programming challenge where they use these techniques in a ‘guess the word’ game. Next, they will be shown how a string can be iterated over using a for loop. A walk through is used to help learners build a mental model of how this works. They will then be asked to use this technique to add extra functionality to their ‘guess the word’ game. Finally, learners will explore the Python documentation for different string methods.

Learning objectives

• Describe the function of string operators
• Use string handling techniques
• Use for loops with string operations

Year 10 Spring Term 2

This lesson allows learners to create a program that uses a variety of string handling techniques. It also makes use of the random module. Learners have not seen this for a while, so a starter activity has been created to help familiarise them with this again. This lesson is intentionally shorter than a typical lesson to allow for additional time that might be required from the last lesson. The main activity for this lesson is to produce a program that will create a secure password based on three random words. It uses randomisation and string handling techniques to produce the secure password.

Learning objectives

• Create a program that uses string handling techniques

This lesson introduces learners to the data structures: arrays and lists. It defines them and explains the differences between the two. It then moves on to focus on lists in Python. Learners will use lists to create a ‘Simon says…’ game, which randomly selects instructions from a list of items. They will then move on to learning about append() and remove(), and perform a shopping list activity where they practise using the methods.

Learning objectives

• Define a data structure
• Define a list and an array
• Describe the differences between lists and arrays
• Use a list in a program
• Append to a list

This lesson uses the Raspberry Pi Sense HAT to explore the use of lists. Learners will either use the physical device or an emulator accessed via Trinket to interact with a Sense HAT. This lesson introduces the Sense HAT with some basic techniques in preparation for the next lesson where they will be given a programming challenge to complete. The reason for using a Sense HAT is that it offers a different insight into programming whilst giving learners the opportunity to use a list. A list can be used with the LED matrix to control the individual LEDs. For this lesson it might be helpful if learners were aware of how RGB colours work. This is covered in the data representation unit.

Learning objectives

• Use lists to display output on a physical computing device

This lesson gives learners the opportunity to complete three small projects with the Sense HAT. Through the first two activities they will learn how to add random items to a list by using choice() and append(). They will then finish the lesson by creating a magic 8 ball that works with the Sense HAT. Finally, learners will have some time to showcase their favourite projects to the class.

Learning objectives

• Use randomisation to append items to a list

This lesson begins with reminding learners about iterative and final testing. Learners will be introduced to their challenge, which is to create a noughts and crosses game. As they create their program, they will use their testing skills to perform tests on the program. The program is quite complex and some scaffolding has been provided. It is expected that learners will reach different levels of completion for this project. A rubric has been provided to help you assess the project. Although two lessons have been allocated for this project, you might decide that more time is required. You should use your professional judgement to increase the time allowance if needed.

Learning objectives

• Use a 2D list as part of a programming challenge

In this lesson, learners will be reminded of the need for written representation, and consider the fact that one thing can be represented in different ways. They will explore the concepts of data and instructions, to ensure that they have a clear understanding. Learners will then consider two-state systems such as bulbs and switches, and investigate how combining these in groups gives you more combinations. Finally, they will learn how this relates to computers, and they will be introduced to binary.

Learning objectives

• Give examples of the use of representation
• Explain that computers use binary to represent all data and instructions
• Explain how binary relates to two-state electrical signals

Learners will be reminded of how the base-10 number system works, before being presented with the base-2 number system. They will then complete some conversions from binary to decimal and decimal to binary.

Learning objectives

• Explain the difference between base-2 and base-10 numbers
• Convert between binary and decimal numbers

Learners will be introduced to the four rules of binary subtraction. They will then perform subtraction on a series of binary numbers.

Learning objectives

• Perform subtraction in binary

Learners will be introduced to binary shifting that can be used for multiplication and division of binary numbers. They will discover why binary shifting might be needed, and they will learn about overflow and underflow.

Learning objectives

• Perform binary shifts
• Describe situations where binary shifts can be used
• Explain how overflow errors can occur
• Explain how underflow occurs

Learners will be reminded about base 2 and base 10, then they will be introduced to hexadecimal, which is base 16. They will be shown the traditional method for converting between base 2 and base 16, then they will learn about a simpler method that uses two tables to simplify the process.

Learning objectives

• Explain why and where hexadecimal notation is used
• Explain how numbers are represented using hexadecimal
• Convert decimal numbers to and from hexadecimal numbers

Learners will be introduced to the ASCII character set. They will learn that it traditionally used 7 bits, but now uses 8 bits. They will calculate the maximum number of characters that can be represented using 7 bits, then they will be introduced to the ASCII table. They will then practise coding words using decimal and binary numbers.

Learning objectives

• Determine the maximum number of states that can be represented by a binary pattern of a given length
• Explain how ASCII is used to represent characters, and its limitations
• Explain what a character set is
• Describe how character codes are commonly grouped and run in sequence within encoding tables

First, learners will investigate what a pixel is by looking at a pixelated image. They will then discover how colour depth and resolution are used to determine the number of available colours and the image size. Finally, learners will find out about metadata and the types of metadata used with a bitmap image.

Learning objectives

• Describe what a pixel is and how pixels relate to bitmap images
• Describe colour depth and resolution
• Define ‘metadata’
• Give examples of metadata applied to a bitmap image

First, learners will recap their understanding of bitmap images. They will then discover how to calculate the file size of a bitmap image using different examples. Then, they will investigate how the number of pixels and colour depth can affect the file size of an image.

Learning objectives

• Calculate the file size of bitmaps
• Describe how the number of pixels and colour depth can affect the file size of a bitmap image, using examples

First, learners will recap their understanding of how sound is interpreted digitally. They will then learn how to calculate the file size of a sound file through demonstrations and examples. Finally, they will discover how sample rate, duration, and bit depth affect the quality of the sound recorded.

Learning objectives

• Calculate file size requirements of sound files
• Describe the effect of sample rate, duration, and sample resolution on the playback quality and the size of a sound file
• Give examples of metadata applied to sound files

Learners will already be familiar with the terms ‘bit’, ‘nibble’, and ‘byte’. They will now learn about other types of storage capacity, and they will practise converting between units of measurement. They will also learn about the difference between storage capacities such as ‘megabyte’ and ‘mebibyte’ to help support them when performing calculations.

Learning objectives

• Define the terms ‘bit’, ‘nibble’, ‘kilobyte’, ‘megabyte’, ‘gigabyte’, ‘terabyte’, and ‘petabyte’
• Compare ‘kibibyte’, ‘mebibyte’, ‘gibibyte’, and ‘tebibyte’ to ‘megabyte’, ‘gigabyte’, and ‘terabyte’’
• Convert between units of measurement

Learners will be introduced to run length encoding (RLE), which is a type of lossless compression. Through demonstrations and examples, learners will find out about frequency pairs and manually perform RLE on some data. Finally, they will learn about the term ‘compression ratios’ and calculate the compression ratios for different file sizes.

Learning objectives

• Explain how data can be compressed using run length encoding (RLE)
• Represent data in RLE frequency/data pairs
• Calculate compression ratios

Learners will be introduced to Huffman coding, which is another form of lossless compression. They will discover how the algorithm works and practise applying it to some sample data, and they will practise interpreting Huffman trees.

Learning objectives

• Explain how data can be compressed using Huffman coding
• Interpret a Huffman tree
• Calculate the number of bits required to store a piece of data compressed using Huffman coding

In this lesson, learners are introduced to one of the two searching algorithms they need to know about - linear search. They will go over the steps of carrying out a linear search, and perform a linear search in real life and with a sample of data. They will look into how searching is a common activity for both computers and humans and discuss how the instructions can differ when the items are unordered or ordered. At this point linear search will be introduced as the only reasonable way to search through an unordered list of items before being shown a demonstration in the slides using a number hidden under a row of cups. Learners will follow the instructions of a linear search themselves with a set of 10 cards in small groups. Afterwhich, they will be introduced to the best and worst-case scenario of the performance of an algorithm before carrying out a linear search on a small sample of data.

Learning objectives

• Identify why computers often need to search data
• Describe how linear search is used for finding the position of an item in a list of items
• Perform a linear search to find the position of an item in a list

In this lesson, learners are introduced to binary search; the second and final searching algorithm they need to know about. They will go over the steps of carrying out a binary search, and perform a binary search with playing cards and with a sample of data. Learners will be made aware that a binary search is only possible if the data is ordered, otherwise a linear search must be performed or the data must be sorted. This is a great opportunity to acknowledge one of the reasons why sorting algorithms are useful before being introduced to them in the future lessons. They should also be able to identify why it is generally a more efficient algorithm than linear search when dealing with ordered data due to it’s “divide and conquer” nature. This should be made apparent to learners when going over the cup demonstration on the slides and when carrying out a binary search of their own with cards and a data sample. One of the challenges learners can often be faced with is knowing what item to check when there is an even number of items. To make things clear without the need for a mathematical formula, the slides state that the middle-left item should be the next midpoint. In the next lesson, learners will be presented with the Python code for a binary search which uses the expression midpoint DIV 2 to clarify this middle-left choice.

This lesson introduces learners to the first sorting algorithm in this unit, bubble sort. They will discuss why and where sorting is used in real life, become familiar with performing a bubble sort on a set of data, and investigate the efficiency of bubble sort. The sample data used in these worksheets and most of the other sorting algorithm worksheets is words instead of numbers as learners can often make mistakes when comparing if one word is higher or lower than another word. This will allow them plenty of practice in case they have to do this in an exam. Some learners can find writing the alphabet out helpful. The essence of sorting data is to make searching easier and this idea should frame the narrative of all the sorting lessons. They will start by performing a single pass first so they become used to the crux of the algorithm before doing multiple passes. By the end of the lesson learners should be able to execute a full bubble sort on a sample of data. They should also be aware that this algorithm is too slow for real world applications. It is, however, a good algorithm for introducing sorting algorithms and should be seen as a stepping stone to other sorting algorithms that perform better on large sets of data. Learners will also investigate a few ways to improve the efficiency of the algorithm, such as stopping if no swaps are made on a single pass and reducing the number of comparisons by one after each pass. This can result in the bubble sort algorithm being a viable option in some cases, for instance small sets of data that are nearly sorted.

Learning objectives

• Identify why computers often need to sort data
• Traverse a list of items, swapping the items that are out of order
• Perform a bubble sort to order a list containing sample data

In this lesson, learners will explore another sorting algorithm, insertion sort. Some exam boards do not require learners to know insertion sort so do check the specification first. They will start by discussing how they would sort objects in real life, which may lead them to describe something akin to an insertion sort. This should be especially apparent when adding a new item to a sorted group of objects. To begin with, the slides take learners through a broken down version of one pass of an insertion sort that reflects the coded solution introduced in the next lesson. Then the slides will take learners through multiple passes of an insertion sort which is how they will apply the algorithm when executing it on samples of data. Being able to recognise and highlight the sublists at different stages of an insertion sort is essential for showing the individual steps of an insertion sort and will help with understanding the coded implementation next lesson. Learners will get to practice performing an insertion sort on samples of data of their own which will include a partially worked example to support them with carrying out each pass of the algorithm. Again, words are used instead of numbers in the data samples as this is often what learners struggle more with and therefore need more practice.

Learning objectives

• Insert an item into an ordered list of items
• Describe how insertion sort is used for ordering a list of items
• Perform an insertion sort to order a list containing sample data

During this lesson, learners will explore the final sorting algorithm in this unit, merge sort. They will start by considering how they might go about combining two groups of sorted items into one sorted group before being taken through the steps of one merge of a merge sort. This leads on to an activity that focuses solely on merging a pair of lists together so they can be comfortable with this process before moving onto the full algorithm. The slides will provide a further step-by-step visualisation of an entire merge sort, first splitting the lists until each item is in a list of its own and then merging pairs of lists in order. It is essential for learners to identify which pairs of lists should be merged together and which items in a pair of lists need to be compared at each stage in the algorithm. Learners will get to practice executing a full merge sort on the samples of data provided. Both worksheets contain a partially worked example to support them with merging lists together. They will also be given an overview of how well merge sort performs when compared to bubble sort.

Learning objectives

• Merge two ordered lists of items into a new ordered list
• Describe how merge sort is used for ordering a list of items
• Perform a merge sort to order a list containing sample data

In this lesson, learners will have time to practice and cement their knowledge on some of the things they have learnt throughout the algorithms unit. The worksheets contain a range of questions on flowcharts, searching algorithms, and sorting algorithms which will help prepare them for the summative assessment for this unit. The slides contain solutions to a select few tasks from the worksheets that will provide you with an opportunity to check learners’ understanding and discuss these questions. It will also be useful to get learners to peer-assess the worksheets as much as possible so that they can gain an insight into how other learners have answered the questions, especially the “describe” and “explain” questions.

Learning objectives

• Interpret algorithms and suggest improvements
• Analyse and fix errors in a flowchart
• Perform searching and sorting algorithms on samples of data

This lesson introduces learners to two new data structures. A record and a dictionary. The focus of this lesson is on records and how these can be created and used in Python to form a database. Learners will be shown how to use a dictionary as a record before creating a ‘database’ using dictionaries within a list. Note: This lesson uses a dictionary to represent a record because the record data structure isn’t available in Python. The standard use of dictionaries will be covered in the next lesson.

Learning objectives

• Describe the record data structure
• Use a dictionary to represent a record in a program
• Use a dictionary with a list to represent records in a database

This lesson gives learners the opportunity to use a dictionary data structure in a new context. Learners will create a Caesar cipher encryption program using a dictionary as the cipher wheel. This mini project will allow learners to develop their programming skills through an appropriate challenge and it can also be assessed using a rubric.

Learning objectives

• Describe the dictionary data structure
• Use a dictionary to produce key-value pairs

This lesson continues the exploration of text files with the addition of writing and appending to files. Live coding will be used to introduce the two new concepts and mini challenges are used to allow learners to test their understanding of them.

Learning objectives

• Write to text files
• Append to text files

Learners are already familiar with text files and how to read the data from them. A CSV file is still a text file and you can use the same methods and modes that you can with a standard file. However, you might use a CSV file for different purposes and operations. This lesson introduces learners to CSV files and will show them how to read data into a list and a 2D list, before setting them challenges where they will work with the data.

Learning objectives

• Describe a CSV file
• Read from a CSV file
• Use the split() method
• Select data from a collection of values

This lesson has been designed to round up the learning from this unit. It is the last lesson of new content before they take on their final projects. Learners will discuss the good habits of a programmer before being reminded of why some of the key aspects are good habits. Learners will also hear from industry programmers about their own good practice. Learners are then shown alternative approaches to programming solutions. This unit has consistently used specific approaches to help them learn different skills. They are now experienced enough to be able to see the other approaches and try them for themselves in their own programs. Finally learners will be shown how to append to a CSV file, before completing a challenge using their CSV skills and the alternative approaches learnt in today's lesson.

Learning objectives

• Determine the good habits of a programmer
• Explore alternative approaches to programming solutions
• Append to a CSV file

This is the first in a series of eight lessons where learners complete their final programming challenge of the unit. This is their formal assessment for the unit. The project is very challenging, but it does cover everything that they have learnt over this unit. The key is, can they put it all together? This lesson focuses on familiarising learners with the game and the scenario. Learners will write their success criteria for the game to be used next lesson when they design their pseudocode or flowcharts.

Learning objectives

• Write success criteria for a challenging project

Year 11 Autumn Term 1

These four lessons are part of an eight lesson programming challenge. These lessons are designed to give learners time to code their solutions. They will also have the opportunity to complete a code log to track their progress as they go.

Learning objectives

• Create the solution for the battle boats program

This is the penultimate lesson of an eight lesson project. Learners will spend their time completing the final testing of their projects. You might wish to spread this lesson over two lessons if needed, or allow for homework time to finish if appropriate.

Learning objectives

• Perform final testing of the solution to a challenging problem

This lesson gives you time to introduce the subject of the impact of technology to learners. They will learn the significance of the five broad areas of impact, ie law, environment, culture, ethics, and privacy. They will identify and discuss the impact areas through genuine examples. Finally, learners will begin to understand the legal impact of technology specifically, and work through an example relating to the Data Protection Act (2018).

Learning objectives

• Apply the terms ‘privacy’, ‘legal’, ‘ethical’, ‘environmental’, and ‘cultural’
• Explain data legislation, including an organisation’s obligation to protect and supply data

This lesson will further emphasise the different categories of impact. It will enable learners to further exercise their knowledge about data protection and clarify the definition of the word ‘stakeholder’. Learners will be encouraged to think about the stakeholders and examples of impact that a specific technology has had on them. They will learn about the relationship between data protection, the General Data Protection Regulation (GDPR), and the right to be forgotten. In addition, they will look in detail at copyright, learning about Creative Commons licensing and comparing open source and proprietary software.

Learning objectives

• Explain the term ‘stakeholder’
• Explain the right to be forgotten
• Distinguish the differences between legitimate creative uses and clear infringement of material subject to copyright

In this lesson, learners will understand what the term ‘cultural impact’ means. They will learn about downtime and its effect on businesses and individuals. In addition, they will closely examine the concept of ‘digital divide’ and work through examples of its impact. They will analyse the cultural implications of the growing use of mobile technology and the responsibility of stakeholders in mitigating any risks. Finally, they will share the impact that technology has on their lives, and for homework, consider looking more globally for further impact.

Learning objectives

• Define ‘downtime’ and explain the associated impact on an organisation
• Explain what is meant by the ‘digital divide’ and measures to mitigate its effect
• Identify positive and negative aspects of the use of mobile technology

In this lesson, learners will discover the reality and limitations of privacy and surveillance. They will learn the laws that protect us directly, and others that enable the security services to protect us from harm. They will also learn about the tension between these requirements. In addition, they will consider the different technologies that we encounter in our daily lives and the privacy implications of these. In addition, they will learn about how social media platforms collect data, and become more informed about the data that they are making available through their engagement with technology. They will also learn about the environmental impacts of social media, though you will discuss this in more detail in Lesson 6. Finally, they will make a commitment to stay aware, and at the very least, sort out their own privacy settings on their devices.

Learning objectives

• Identify the implications of having personal data online
• Explain the social and environmental impacts of social media
• Explain the positive and negative effects of online content

In this lesson, learners will review what the word ‘ethical’ means generally. They will then be introduced to the main ethical impacts of technology, and engage in activities to help them become more aware of how important acting ethically is.

Learning objectives

• Explain the ethical issues surrounding the use of AI in society
• Explain the ethical impact of using algorithms to make decisions

In this lesson, learners will engage in a comprehensive end-of-unit assessment, covering aspects from each of the preceding seven lessons. The previous lessons covered the legal, cultural, environmental, and ethical aspects of the impact of technology. In addition, learners considered situations that impacted upon the privacy of individuals and that potentially had multiple impacts. They also considered the different potential stakeholders who either influenced or were influenced by the various impacts of technology. The assessment is directly based on the lessons in the unit, and the questions are all in multiple-choice format. At the end of the lesson, learners will also be invited to answer a question giving their own opinion about which technology has had the most negative or positive impact on society and why.

Learning objectives

• Demonstrate knowledge of the five impacts of technology

This lesson introduces learners to the term ‘computer network’. They develop their understanding by looking at other networks in the real world before discovering what a computer network is. They then discuss the advantages and disadvantages of a computer network before learning about the peer-to-peer model through an unplugged activity. Finally, learners are given real-world examples of peer-to-peer networks before completing a keyword matching exercise.

Learning objectives

• Define a computer network
• Discuss the advantages and disadvantages of computer networks
• Describe the role of a computer in a peer-to-peer network

This lesson introduces learners to the client–server model by using a similar unplugged activity to the one used in Lesson 1 for peer-to-peer networks. This allows learners to see the similarities and differences between the two models. After discussing the advantages and disadvantages of the client–server model, learners are introduced to the three types of area network: PAN, LAN, and WAN. Finally, learners complete a mini quiz that assesses learning from the last two lessons.

Learning objectives

• Describe the role of a computer in a client–server network
• Describe the purpose of a PAN, LAN, and a WAN

This lesson focuses on the four main network topologies: star, bus, mesh, and ring. Learners are introduced to each topology through a series of slides that illustrate how data is transferred between nodes. Learners are then given an activity sheet that lists the advantages and disadvantages of each topology; they use this to decide which network topology should be used for the given scenarios. For each scenario, learners draw the topology and justify their answers. Finally, learners are given a quick quiz to check which topologies they can remember.

Learning objectives

• Draw and describe a star, bus, mesh, and ring topology
• Describe the advantages and disadvantages of the star, bus, mesh, and ring topologies
• Select an appropriate topology for a given scenario

Year 11 Autumn Term 2

This lesson introduces learners to wired and wireless transmission media. Transmission media is defined before going into the specifics of each type of transmission media. They are then given an activity where they must read about the advantages and disadvantages of each type and select the most appropriate transmission media for six given scenarios. Finally, learners are introduced to Packet Tracer, a popular network training tool used in industry and universities. Here, they add to pre-built networks and develop some essential networking skills.

Learning objectives

• Define a wired and a wireless network
• Define transmission media
• Describe the attributes of fibre optic and copper cables used in wired networks
• Describe Bluetooth as a mode of connection
• Discuss the advantages and disadvantages of wireless networks compared to wired networks

This lesson begins by testing learner recall and asking them to sketch each of the four topologies given. It then moves on to describing the internet from its invention to how it works now. Next, learners discover how a web browser is used to access the WWW by using DNS to find the IP address of each website. At this point, learners use the Packet Tracer software to see a simulation of this, which they can investigate. Finally, learners are given a more in-depth view of how DNS works and the different types of domain servers that are available.

Learning objectives

• Describe the internet as a network of computer networks
• Describe the function of an IP address
• Describe a DNS and its role in the conversion of a URL to an IP address
• Describe the role and function of a web browser

This lesson builds on the knowledge covered in Lesson 7 where learners learnt how a web browser works and how web pages are located and presented on devices. Learners now take a look at web hosting and services that are hosted in the cloud. They take a tour of a Google data center whilst completing a scavenger hunt. Then they take a look at the environmental impacts of cloud computing and vote on whether it is positive or negative for the environment.

Learning objectives

• Describe how servers are used for hosting services across the internet
• Describe the role of web servers and clients
• Describe how the cloud provides services for software and storage
• List the advantages and disadvantages of the cloud

This lesson is designed to deepen learner understanding of the protocols covered in the last lesson and how these protocols operate in the four layers of the TCP/IP model. It starts with a quick recap of what a protocol is. It then moves on to a brief description of the four layers of the TCP/IP model. Learners then take part in an unplugged activity that clearly shows how each of the four layers operate and how this works in relation to data transmission. They learn about segments, packets, and frames and how routing tables are used to decide the ‘next hop’ for the data. Finally, learners are given a repack and recap activity before a quick plenary to check if learners can remember the protocols used at each layer.

Learning objectives

• Describe the four layers of the TCP/IP model (Link, Internet, Transport, Application)
• Define the purpose and common use of the network protocols: TCP, IP, UDP
• Describe that the HTTP, HTTPS, SMTP, IMAP, and FTP protocols operate at the application layer
• Describe that the TCP and UDP protocols operate at the transport layer
• Describe that the IP protocol operates at the internet layer
• Describe the typical contents of a TCP/IP packet and packet switching

Note: This is a short lesson that goes into the details of the OSI model. The OSI model only appears on one English examination board specification, which means that teachers of the other specifications may wish to skip this lesson. This lesson will not be referred to in subsequent lessons. This lesson introduces learners to the conceptual, OSI model. It provides descriptions for each of the seven layers and how these relate to the TCP/IP model that was covered last lesson. Learners are then given an activity sheet to complete that relates to the content covered in the slides. Finally, a plenary checks that they can remember the names of some of the seven layers.

Learning objectives

• Describe the purpose of each layer in the seven-layer Open Systems Interconnection model (OSI model)
• Describe the use of contemporary networking protocols in the seven-layer OSI model

his lesson gives the learners time to complete the summative assessment.

Learning objectives

• Recall knowledge of networks through a final, summative assessment

This lesson gives you time to introduce the subject of cybersecurity to your learners. They will begin to understand the difference between cybersecurity and network security and understand that although networks are wonderful inventions, they make an organisation vulnerable to attack. They will be given a sense of the size of the problem and how important it is that we understand a hacker’s motivation and take the subject seriously.

Learning objectives

• Define the terms cybersecurity and network security, explain their importance, and distinguish between the two
• Describe the features of a network that make it vulnerable to attack
• Describe the impact of cybercrime on businesses and individuals
• Analyse an attack on a company and identify what motivated the hackers

This lesson enables the learner to distinguish between non-automated and automated cybercrime. Most of the lesson focuses on social engineering and introduces the idea that humans are the weakest link in the security chain. The learners will learn how to recognise and categorise different types of social engineering.

Learning objectives

• Identify and describe non-automated forms of cyberattack and how humans can be the weak points in an organisation
• Demonstrate knowledge of social engineering in role play and case studies

This lesson builds on the previous lesson, which taught learners about the ways in which companies test their own vulnerability. In this lesson, the learners discover ways to protect software systems from design to access. It leads on to Lesson 5, in which the learners discover how businesses secure their existing networks.

Learning objectives

• Identify how software can be used to protect from cyberattacks
• Describe ways in which organisations use software to protect against cyberattacks

Year 11 Spring Term 1

This lesson builds on the previous lesson, which taught learners about the ways in which companies design software that discourages cybercrime and how they use software to avoid cybercrime. In this lesson the learners learn about ways to protect network systems from cybercrime. It leads on to Lesson 6, in which the learners discover how businesses investigate themselves to ensure that the steps they have taken to stay safe are effective.

Learning objectives

• Describe different ways to protect software systems and networks (2 of 2)
• Understand the need for, and importance of, network security
• Explain a number of methods of achieving network security

This lesson enables the learners to engage in a comprehensive end of unit assessment, covering aspects from each of the preceding six lessons. In addition, it provides some inspiration for the learners to get involved with cybersecurity for themselves, for the benefit of their careers and wider society.

Learning objectives

• Evaluate the potential for cybersecurity careers
• Apply knowledge of cybersecurity to GCSE-style questions

Database essentials gives your learners the key terminology required to be able to use SQL to search and update a relational database. It steps learners through the key concepts using a music database as an example. First as a flat file database and then as a relational database. Learners are then given their first experience with a Database Management System (DBMS) where they learn to navigate and investigate some of the tools that they offer.

Learning objectives

• Describe a database
• Define database key terms (table, record, field, primary key, foreign key)
• Describe a flat file database
• Describe a relational database

SQL is introduced into this lesson. Learners use the music database from the last lesson to write their first SQL commands. The activities start with learners retrieving data using SELECT, FROM and WHERE statements. They complete increasingly challenging tasks for different search terms. They then move on to retrieving data from multiple tables.

Learning objectives

• Describe the function of SQL
• Use SQL to retrieve data from a table in a relational database
• Use SQL to retrieve data from more than one table in a relational database

In this lesson the learners will bring together the learning that has taken place prior to this lesson. The main activity that will take this lesson and part of the next lesson is to complete an assignment based around building, interrogating and updating a database to manage swimming lessons. The learners will start the lesson by recapping some key learning points about database relationships. They will then be given time to work through the swim lesson activities before completing the lesson with a set of multiple choice questions.

Learning objectives

• Interrogate and update an existing database

In the final lesson of the unit, the learners will continue to put in practice their database and SQL skills by completing the swim challenge exercises they started in the previous lesson. This lesson will also give the learners an opportunity to practice exam style questions by completing a more formal end of unit assessment.

Learning objectives

• Interrogate and update an existing database

In this lesson students will gain an understanding of what a website is and how it ends up in the web browser. Students should be able to then create a very simple HTML page and display it in the web browser by the end of the lesson. They should also be able to edit and refresh their page to view what has been changed.

Learning objectives

• Create a simple web page using basic tags
• Describe the purpose of HTML and tags when designing a website

This lesson allows students to extend the basic HTML tags learnt in the previous lesson to include images and interactive hyperlinks. Students will find and insert an image from the internet, followed by creating links to externally hosted websites, whilst also gaining an appreciation for what is meant by the term ‘accessibility’. These activities prepare students for lesson three, where students will plan and make a mini website to bring together their skills before moving onto studying CSS.

Learning objectives

• Describe what is meant by the term ‘accessibility’
• Extend a HTML page to include images <img> and hyperlinks <a href>

This lesson gives you time to introduce CSS to your students. Students will begin to apply styling to the tags they have been studying in previous lessons. The idea of web standards is also discussed and students can pass their code through an HTML validator.

Learning objectives

• Describe the purpose of CSS and why it is needed in addition to HTML
• Experiment with CSS by changing the style of the tags learnt so far in this unit

In this lesson students will extend their knowledge of CSS from the previous lesson to understand how to break their page up using DIVs and apply CSS to these using classes.

Learning objectives

• Describe the purpose of DIV tags
• Apply knowledge of CSS to DIVs within web pages using classes

In this lesson students will have an assessment which will test the knowledge they have gained throughout the unit. They will then have an opportunity to finish off their assessed website and a chance to showcase what they have made.

Learning objectives

• Extend/finish the assessed website
• Showcase the assessed website
• Demonstrate how much has been learnt by taking an end of unit test

In this first lesson students will be reminded of the importance of programming conventions and their benefits to both readers and writers of programs. The activities will encourage students to think about the way they write programs. Students will explore the idea of programming paradigms, looking to procedural programming as an example of one they already use. In the last activity you will introduce the topic of this unit, object-oriented programming.

Learning objectives

• Describe the role of conventions in programming
• Recall that there are different paradigms for programming
• Define object-oriented programming
• Identify a class and object as a part of a program

During this lesson, students will be introduced to the concepts of classes and objects through a classification exercise to determine the properties shared by all animals. As the lesson progresses, students will learn and apply key terminology, and have the opportunity to create an object class and instantiate that object.

Learning objectives

• Describe the relationship between a class and an object
• Define attributes and methods as a part of a class
• Use a constructor to create objects
• Use a method and access an attribute on an object
• Model a real world problem using object oriented programming conventions

In this lesson your students will discover and define the object-oriented principle of inheritance. They will explore this concept first by relating it back to the Pet example used in the previous lesson, as well as defining key terms such as subclass and superclass. The practical part of this lesson will involve making two new subclasses for the Monster class they created last lesson. One of which you will model and the second they will do independently.

Learning objectives

• Define the principle of inheritance
• Define the terms superclass and subclass
• Select appropriate uses of inheritance
• Create a subclass in a program

In this final lesson of the object-oriented programming unit, students will undertake an assessment of their knowledge of the concepts and key vocabulary covered in the unit. The focus of this assessment will be a library tracker application made using OOP. Students will first explore the program and make notes on the classes used, before editing and adding to the program themselves.

Learning objectives

• Explore a program written using OOP
• Explain the key concepts of OOP