Woolston Brook School

These lessons will allow students to use the micro:bit to develop wearable devices, as part of an ongoing project with their feeder primary schools. Students will develop their programmes by learning concepts within the KS3 curriculum.

These lessons will allow pupils to develop their understanding of the micro:bit as wearable computing devices. Pupils will explore the code required to program a range of wearable devices. The lessons provided can be used in conjunction with local Secondary Schools as part of a transition project to build confidence and awareness of computing between primary and secondary education.

This lesson builds on the experiences learners will have had in primary school. Learners will need to consider the search terms needed to find specific content on the web. Learners will then search the web to find content they deem good, which they will capture and annotate digitally. This lesson is designed to get learners to move between applications and use a variety of applications and tools.

Learning objectives

• Choose search terms relating to a particular issue
• Use tools to copy an image into another application
• Identify key features of a good poster

In this lesson learners will apply the features of a good poster identified in the last lesson. Learners will plan and create their own poster based on the poster they chose in Lesson 1.

Learning objectives

• Plan a poster to clearly convey a message
• Choose and download a suitable image
• Create a poster using a desktop publishing application

In this lesson learners will design and make three blank slides for a fictional charity. Learners will focus on branding in this lesson and then create example content in the next lesson. Learners should be independently applying skills that they have learnt in previous lessons in this unit. Learners will consider their work alongside a rubric that is provided and will be used later to self-assess their work.

Learning objectives

• Plan a consistent layout for a set of slides
• Modify a logo so that it fits in with the planned slide styles
• Create a styled set of slides based on a plan

In this lesson learners will add text and an image to their slides. Learners will need to search the web for text and a suitable image. After learners have completed their slides, they will review another student's slides and give feedback using a rubric for reference.

Learning objectives

• Search for suitable text for slides
• Search for and add a suitable image
• Evaluate content against a rubric

This lesson will get the learners thinking about the history of different communication methods. Learners will learn what a computer network is, along with the meaning of the word ‘protocol’. Learners will gain an appreciation of the growth of networked devices. Learners will identify different greeting protocols and use a series of protocol commands in a ‘climber/belayer’ scenario to ensure that the climber ascends safely. Finally, learners will make a connection between non-networking and networking protocols.

Learning objectives

• Define what a computer network is and explain how data is transmitted between computers across networks
• Define ‘protocol’ and provide examples of non-networking protocols

This lesson explores the functionality of key hardware components found in a network. The lesson covers network cables, hubs, servers and routers. Each is explained in turn, and learners then use their knowledge of each component to build a series of increasingly complicated network diagrams. This lesson also includes a piece of homework in which a series of terms and statements need to be matched up.

Learning objectives

• List examples of the hardware necessary for connecting devices to networks

This lesson explores the internet and its uses. Learners will watch a video from one of the “fathers of the internet”, Vinton Gray Cerf, who explains the internet and its history. Learners will gain an appreciation of the vastness of the internet. It is truly global, with 99% of data transmitted through oceanic cables spanning all continents, the longest of which is 39,000 kilometres. Learners will watch a video called A Packet’s Tale which will explain how messages can be successfully sent from one device to another across the planet in under a second using packets and IP addresses. Learners will develop an understanding of packet structure and packet switching. The term ‘protocol’ will be revisited, and two particular protocols, TCP and IP, will be explained. The lesson will finish with a short multiple choice quiz to test learners’ understanding of the lesson material.

Learning objectives

• Define what the internet is
• Explain how data travels between computers across the internet
• Describe key words such as ‘protocols’, ‘packets’, and ‘addressing’

This lesson explores the internet, its services, and the World Wide Web. Learners will understand the difference between the internet and the World Wide Web and how each came about. They will understand that the activity on the internet in a single minute is quite staggering. Through an ‘Internet minute’ exercise, learners will also understand that many different services are provided across the internet. Email and Voice over Internet Protocol (VoIP) will be explained. The term ‘Internet of Things (IoT)’ will be explored. Learners will understand that the internet can be integrated into anything to make it smarter. Learners will discuss the predicted growth of this area and review smart home IoT devices. Learners will discuss the advantages of IoT, as well as the disadvantages, focussing on privacy and security.

Learning objectives

• Explain the difference between the internet, its services, and the World Wide Web
• Describe how services are provided over the internet
• List some of these services and the context in which they are used
• Explain the term ‘connectivity’ as the capacity for connected devices (‘Internet of Things’) to collect and share information about me with or without my knowledge (including microphones, cameras, and geolocation)
• Describe how internet-connected devices can affect me

Learners will be introduced to the unit and will take part in an activity to help them understand the precise nature of instructions that computers need to execute. Learners will be taught the song Frère Jacques before working in pairs to place blocks of code into the appropriate subroutines so that their program will play the song correctly.

Learning objectives

• Compare how humans and computers understand instructions (understand and carry out)
• Define a sequence as instructions performed in order, with each executed in turn
• Predict the outcome of a simple sequence
• Modify a sequence

In this lesson the learners will be introduced to variables as well as the opportunity to get more confident with sequences. The lesson will start with a story that includes variables; learners have to replace the variable names with the values they refer to when they reach the relevant places in the story. Learners will then be given a Scratch program where they will work in pairs to predict, run, investigate, and modify. The lesson will conclude with an activity requiring the learners to trace the value of a variable in an algorithm.

Learning objectives

• Define a variable as a name that refers to data being stored by the computer
• Recognise that computers follow the control flow of input/process/output
• Predict the outcome of a simple sequence that includes variables
• Trace the values of variables within a sequence
• Make a sequence that includes a variable

This lesson will build on the previous lesson by introducing the use of logical and comparison operators to use in selection statements. The learners will start by following Scratch code and working out what the program will output given different inputs. They will be introduced to logical and comparison operators before taking part in an activity where they are given a playing card and have to decode if it evaluates to ‘true’ or ‘false’ using various different expressions. The learners will then build a ‘Brain game’ Scratch program by adding new questions to subroutines.

Learning objectives

• Create conditions that use comparison operators (>,<,=)
• Create conditions that use logic operators (and/or/not)
• Identify where selection statements can be used in a program that include comparison and logical operators

In this lesson learners will be introduced to the concept of iteration, the examples will be specifically focused on count-controlled iteration. The learners will be given an inefficient program and be asked to spot patterns and repetition. They will be taken through a live coding demonstration of taking their inefficient program and adding iteration to make it more efficient. Learners will then use pair programming to create a Scratch version of the nursery rhyme Ten Green Bottles using count-controlled iteration. Finally learners will be introduced to the concept of debugging and they will be given a program to debug by tracing the value of the variables.

Learning objectives

• Define iteration as a group of instructions that are repeatedly executed
• Describe the need for iteration
• Identify where count-controlled iteration can be used in a program
• Implement count-controlled iteration in a program
• Detect and correct errors in a program (debugging)

This lesson introduces learners to the concept of spreadsheets and why spreadsheets are useful. They will learn how to navigate a spreadsheet via its rows and columns, and become familiar with the cell referencing system. They will locate and select ranges of cells and change cells’ background colour and border properties.

Learning objectives

• Identify columns, rows, cells, and cell references in spreadsheet software
• Use formatting techniques in a spreadsheet

In this lesson, learners will practise entering text into cells of a spreadsheet and then learn how to perform calculations on the data using basic formulas and cell references. They will learn how to use the autofill tool to duplicate cells and continue a linear pattern, and then combine the autofill tool with basic formulas to quickly populate a results column with calculations.

Learning objectives

• Use basic formulas with cell references to perform calculations in a spreadsheet (+, -, *, /)
• Use the autofill tool to replicate cell data

In this lesson, learners will discover how to use functions to analyse data in a spreadsheet. As well as learning how to automatically create charts from data, they will be introduced to four functions: SUM, MAX, MIN, and COUNTA. Functions allow you to very quickly calculate results. The functions covered in this lesson are used to calculate totals, find the maximum and minimum values in a range, and count populated (i.e. non-blank) cells.

Learning objectives

• Analyse data
• Create appropriate charts in a spreadsheet
• Use the functions SUM, COUNTA, MAX, and MIN in a spreadsheet

This lesson will introduce learners to three more functions — COUNTIF, AVERAGE, and IF — and to how they can sort and filter a spreadsheet. Learners will work on a larger data set to get a feel for analysing real-world data using spreadsheets.

Learning objectives

• Analyse data
• Use a spreadsheet to sort and filter data
• Use the functions AVERAGE, COUNTIF, and IF in a spreadsheet

This lesson is designed to formalise the use of subroutines, a technique that has been introduced gently over the previous unit. Learners will create a dance battle game by decomposing dance moves and creating subroutines for each move.

Learning objectives

• Define a subroutine as a group of instructions that will run when called by the main program or other subroutines
• Define decomposition as breaking a problem down into smaller, more manageable subproblems
• Identify how subroutines can be used for decomposition

Learners are introduced to the concept of condition-controlled loops by using the PRIMM approach with a Scratch game called ‘Fly cat, fly!’. They will predict, run, investigate, and modify code in order to build confidence with using condition-controlled loops.

Learning objectives

• Identify where condition-controlled iteration can be used in a program
• Implement condition-controlled iteration in a program

Learners are introduced to lists during this lesson. There is initially an educator-led demonstration on a simple shopping list application created in Scratch. Learners then dig deeper into lists by navigating through a treasure hunt game. The object of the game is to collect and swap the right items in order to reach the next level. Learners should use their investigation skills to discover the essential tools that Scratch can offer surrounding lists.

Learning objectives

• Define a list as a collection of related elements that are referred to by a single name
• Describe the need for lists
• Identify when lists can be used in a program
• Use a list

Learners are given a scenario to create a translation quiz for a Modern Foreign Languages teacher. The learners will decompose the problem and start to build a Scratch program to meet the requirements. This is a pair programming project that takes place over two lessons; pairs will develop their programs to differing levels. A rubric is to be used for peer- or self-assessment to check progress. Extension activities allow learners to explore more challenging aspects of the solution. In Lesson 12, learners will be given a multiple choice quiz as a formal final assessment.

Learning objectives

• Decompose a larger problem into smaller subproblems
• Apply appropriate constructs to solve a problem

Learners will start with an activity to help them understand that each software application has a different purpose: they will play a game of ‘Guess Who’, in which they will have to pick the most appropriate software. Next, learners will use word processing software to explore a range of formatting tools, and then they will be given a document to format using these tools. The lesson will finish with a multiple choice quiz.

Learning objectives

• Select the most appropriate software to use to complete a task
• Identify the key features of a word processor
• Apply the key features of a word processor to format a document
• Evaluate formatting techniques to understand why we format documents

In this lesson, learners will build on the document that they formatted last lesson and will add appropriate images to it, applying relevant formatting techniques. Learners will look at a selection of images and discuss which image they think would be appropriate for the given scenarios. Next, learners will be introduced to copyright law, and then they will watch a video about Creative Commons licensing. Learners will complete an activity in which they have to allocate the appropriate Creative Commons licence in the given scenarios. Learners will add images to their document, then complete a peer feedback activity. Time can then be allocated for the learners to make changes based on the feedback.

Learning objectives

• Select appropriate images for a given context
• Apply appropriate formatting techniques
• Demonstrate an understanding of licensing issues involving online content by applying appropriate Creative Commons licences
• Demonstrate the ability to credit the original source of an image

In this lesson, learners will be given the opportunity to research their cause and document their findings. Building on the concepts covered in the previous two lessons, the learners will be introduced to the concept of plagiarism. Learners will spend time looking at blog posts to evaluate their layout and content, then they will research their own cause and justify the credibility of their sources.

Learning objectives

• Apply referencing techniques and understand the concept of plagiarism
• Evaluate online sources for use in own work

Learners will be introduced to the software that they will use to make their blog (Google Sites, Microsoft Sway, Wordpress, presentation software). Learners will use their research document from the previous lesson to create their blog.

Learning objectives

• Construct a blog using appropriate software
• Organise the content of the blog based on credible sources
• Apply referencing techniques that credit authors appropriately
• Design the layout of the content to make it suitable for the audience