Mr Britland’s KS3 Computing Curriculum V2: 2013-2014

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This is my brand new Computing curriculum. I hope it is useful.

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Mr Britland’s KS3 Computing Curriculum V2: 2013-2014

  1. 1. Mr Britland’s Computing Curriculum Projects for students in Years 7 - 9 September 2013 - July 2014 Matt Britland
  2. 2. Matt Britland www.mattbritland.com www.realiselearning.com @mattbritland matt@realiselearning.com August 2013 Version 2 Director - Realise Learning Matt Britland - Head of ICT at Kingston Grammar School Blogger and Education Advisor for The Guardian Teacher Network
  3. 3. ..........................................................................The Boring Stuff 5 ..............................................................................................................Copyright 5 ....................................................................................................Versions History 6 .................................................................................Introduction 7 ...............................................................................Strands - KS3 8 .....................................................................................................Digital Literacy 8 ................................................................................................Digital Citizenship 8 ...................................................................................................Digital Creativity 8 ............................................................................................................Computing 8 ............................................................................................Aims 10 ..............................................................How to use this booklet 10 ......................................................Software and Websites Used 11 ..........................................................................................Year 7 12 ................................................................................................[1] Learning Blog 12 ..................................................................[2] Office documents and the Cloud 14 ............................................................................................[3] Stay Safe Online 16 ..........................................................................[4] Visual Programming: Kodu 18 ..............................................[5] How a Computer Works/Computing History 23 .........................................................................................................[6] My App 25 ..........................................................................................Year 8 27 ........................................................................[1] How does the internet work? 27 ...............................................................[2] Graphic Design: Magazine Covers 29
  4. 4. ..............................................................[3] Visual Programming: Kodu Project 34 ......................................................................[4] The Web: HTML5 and CSS3 36 ..........................................................................................Year 9 37 ........................................................................................[1] Your Digital World 37 ....................................................................[2] Graphic Design: Album Covers 39 ..................................................................[3] Office documents and the Cloud 44 .................................................................................[4] Google and Algorithms 46 ......................................................[5] Programming: Raspberry Pi and Python 48 ....................................................................................Resources 51 ...................................................................................................Year 7/1st Year 51 ..................................................................................................Year 8/2nd Year 51 ..................................................................................................Year 9/3rd Year 51 ...............................................................................................YouTube Channel 51 ..............................................................................................................Pinterest 51
  5. 5. The Boring Stuff COPYRIGHT This book is released under a Creative Commons BY-NC-SA 3.0 licence (http://creativecommons.org/licenses/by-nc-sa/3.0/) You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning.
  6. 6. VERSIONS HISTORY V2 I have added / amended the following: • Amended strand descriptors. • Added a new ‘How to use this Booklet’ section • New section on what software and websites are used, including free alternatives to paid software • Amended ‘Visual Programming: Kodu’ (Year 7) • ‘Computer Hardware/History’ project now called ‘How a computer works/computing history’ and now includes software. It is now taught in Year 7 • Added ‘The Web: HTML5 and CSS3’ (Year 8) • Added ‘How the Internet Works’ (Year 8) • Added ‘Google and Algorithms’ (Year 9) End products have changed for the following projects: • Stay Safe Online - Online guide using Snapguide • Visual Programming: Kodu - Screencast using Screenr • Your Digital World - Online presentation using slide.es In Development • New creative projects • How to use an iPad to teach this curriculum
  7. 7. Introduction This booklet contains my KS3 ICT strands and aims, as well as fourteen original projects for students in years 7-9. At the bottom of each project is a link to a presentation that can be used by the teacher in class as well as by students. The presentations includes extra resources such as links to websites, videos and example student work. Over the coming months I plan to add more projects and release a revised version of this document. Each project has been designed for a specific year group. However, there is no reason why a project could not be used with a different year group. Although, the project may need changing slightly. If you would like to download the projects and project presentations in this booklet, I have added links in the resources section. These resources are all working documents. This includes project sheets and presentations on Google Docs, as well as YouTube videos. I hope you find these projects useful. If you would like to get in touch, please use the contact details on the previous page. I would love to hear from you.
  8. 8. Strands - KS3 DIGITAL LITERACY Our students should learn • What the cloud is and how to utilise cloud services • To be proficient in using a range of digital online/offline applications • How to transfer skills from one application to another • How to use search engines effectively • How to identify accurate information in the digital world • To use blogs, social networks and other online digital tools DIGITAL CITIZENSHIP Our students should learn • To be responsible when using social networks, technology and other online tools • To understand the possible dangers they can face online • To learn how to deal with situation they may encounter online • To understand the impact ICT has on the world around them • The positive and negative effects of ICT on their lives • To learn how to use privacy setting on social networks DIGITAL CREATIVITY Our students should learn • The importance of evaluating existing digital content • To consider audience and purpose when designing and creating digital products • How to effectively combine text and images to produce effective digital products • To learn how to effectively edit, repurpose and combine digital elements. • The importance of self and peer evaluation • To be effective when working independently as well as when collaborating with team COMPUTING Our students should learn • To be able to create interactive games by using a visual programming language • To learn a textual programming language and related computational terminology • To learn about the hardware components inside a computer/tablet/smartphone
  9. 9. • To learn what an operating system is and why it is used • To understand the history of Computer Science, as well as key figures in history • To understand what an algorithm is and why they are used • To have a basic understanding how search engines work • To learn what local area networks are • To have a basic understanding of how the internet works
  10. 10. Aims The aim of my curriculum is to develop confident digital citizens who understand the power of their digital world. It uses accessible, challenging and engaging projects that empower students and promotes the productive use of ICT. I want students to feel able to ‘tinker’ with technology, to understand how it works and how to make it work for them; they should feel in control. All students should have the opportunity to write their own programs, produce their own Apps or create professional quality digital products. Students should feel safe when using technology and the web. They must learn what their rights and responsibilities are, as well as how legislation such as The Protection from Harassment Act and The Computer Misuse Act can affects them. Finally, our young people must understand how to utilise the power of the cloud. Understand what services are available and that the cloud can be a powerful collaborative tool. How to use this booklet You can use this document in a number of different ways: • You could adopt it as your preferred curriculum • Select the projects relevant to your course and use them is whatever way you wish • Adapt the projects and take out bits you don’t want to teach or don’t have time to • Adapt the projects and add to them • Mix it up and decide which year group you think each project would be relevant for • Share with as many people as possible of you think it would help them • You teach what you want and in what order
  11. 11. Software and Websites Used Website Project Free / Paid Edublogs, Wordpress, Blogger Learning Blog Free / Paid Google Apps for Education Office Documents and the Cloud Free Thinkuknow Stay Safe Online Free Snapguide Stay Safe Online Free Screenr Visual Programming: Kodu Free/Paid Smore How a Computer Works/ Computing History Free / Paid Appshed My App Free/Paid ThingLink How the Internet Works Free Codeavengers The Web: HTML5 and CSS3 Free / Paid slide.es Your Digital World Free / Paid Audioboo Algorithms and Google Free / Paid Software Project Free Alternatives Kodu Visual Programming: Kodu / Kodu Projects N/A - Kodu is free Adobe Fireworks / Photoshop Graphic Design: Magazine Covers / Album Covers Gimp / Pixlr.com MS Office Google and Algorithms Google Apps / Open Office Python Programming: Raspberry Pi and Python N/A
  12. 12. Year 7 [1] LEARNING BLOG Learning Objectives: • To understand what a Blog is • To learn how to set up a blog • To learn how create posts and manage your blog • To understand the importance of self evaluation Learning Outcomes: • Your own personalised blog with regular updates Tasks: 1. Log on to your chosen blog hosting site (Edublogs, Wordpress, Blogger, etc) 2. Create a student account 3. Using what you have learnt in class a. Set up your blog b. Choose a theme c. Create your first post 4. Every week you must add at least one new entry. You can use the following prompts a. What work have you done? You could post some. b. What have you done this week? c. What did you find easy or hard? d. What have you learnt? e. How could you improve? f. What will you do next week. 5. Feel free to share your blog with your friends a. Ask your peers to leave comments on your posts b. They could help you evaluate your work to help you improve
  13. 13. Presentation Click below for the presentation and resources used in class: Learning Blog
  14. 14. [2] OFFICE DOCUMENTS AND THE CLOUD (To use Google Docs you must be 13 or over. This project is only suitable for schools using Google Apps for Education. If you would like to use this project you could run it in Year 9/3rd Year) Learning Objectives: • To understand what is meant by the ‘cloud’ • To learn the difference between cloud and local documents • To learn how to create, edit and manage documents in Google Docs • To learn how to collaborate using Google Docs • To learn how to share documents • To learn about other Cloud Services Learning Outcomes: • A PDF user guide to using Google Docs • A document evaluating the pros and cons of both local and cloud office applications Tasks: 1. Create a Google account if you do not already have one (You should have one from when you set up your blog) 2. During lessons you will be taught how to use and manage Google Docs in detail. Using this information create a user guide in an application of your choice. It could be a cloud or local application. 3. Your user guide should use screenshots to show how to do the following: a. Create folders b. Create documents c. Collaborate using the tools in Google Docs d. Share documents e. Manage documents and folders 4. Once you have finished your guide, PDF it ready for distribution a. This could be used later if you forget something b. You could send it to someone who does not know how to use Google Docs 5. Evaluation
  15. 15. a. What are the pros and cons of using Google Docs? b. What are the pros and cons of using local office application? c. Which do you prefer and why? Presentation Click below for the presentation and resources used in class: Office Documents and the Cloud
  16. 16. [3] STAY SAFE ONLINE Learning Objectives: • To understand the importance of acting appropriately online • To learn how to protect yourself online • To learn the age of criminal responsibility • To learn what an interactive kiosk is Learning Outcomes: • Several online SnapGuide publications • An evaluation using feedback from your peers Tasks: 1. Use www.thinkuknow.co.uk to do some research: a. Access the what can go wrong section in the 11-16 part of the site b. Make notes on Social Networking and Cyberbullying sections c. Choose two other sections from the menu on the left 2. Research should be detailed and contain advice on how young people can protect themselves online 3. Create several online Snapguide publications on staying safe online. Use the prompts below: a. It is aimed at 11-13 year olds b. It can have images and your own videos c. Will offer young people advice on staying safe online, d. Include details of who young people can get in touch with if they need confidential advice 4. Evaluate your work a. Ask your friends what they think of your kiosk b. Fully evaluate your work using your own opinion and feedback i. What do your friends think? ii. What do you like about your kiosk? iii. What don’t you like about it? iv. What would you do to improve? Presentation
  17. 17. Click below for the presentation and resources used in class: Staying Safe Online
  18. 18. [4] VISUAL PROGRAMMING: KODU Learning Objectives: • To understand what visual programming is • To learn how to use the Kodu programming language • To develop problem solving skills. Learning Outcomes: • You will produce a game in Kodu • Computer game screencast or documentation (dependent on available technology) • An evaluation using feedback from your peers Tasks: 1. Using the video tutorials and what you have been taught in class, create a world that contains (minimum): a. Basic terrain b. Hills/mountains c. Water d. Trees 2. Create a game that (minimum): a. Allows a user to control a character b. Create characters that follow a path c. Create a game that allows the user to score points d. Allows the user to collect items 3. Once you have met the minimum requirements above try to make your game more complicated 4. Produce a screencast documentation or that includes: a. Well presented evidence of your game b. Annotated screenshot explaining your code or narrated screencast 5. Evaluate your work a. Ask your friends what they think of your game b. Fully evaluate your work using your own opinion and feedback i. What do your friends think? ii. What do you like about your game?
  19. 19. iii. What don’t you like about it? iv. What would you do to improve? Presentation Click below for the presentation and resources used in class: Visual Programming: Kodu Example Screenshots
  20. 20. Example Screenshot (cont...)
  21. 21. Example Screenshot (cont...)
  22. 22. Example Screenshots (cont...)
  23. 23. [5] HOW A COMPUTER WORKS/COMPUTING HISTORY Learning Objectives: • To learn about the components inside a computer • To learn about the software used in computers • To understand the difference between input and output devices • To learn about the impact of Alan Turing on modern computing • To learn about Tim Berners-Lee and the birth of the world wide web • To learn what the four generations of computers are Learning Outcomes: • A collection of informative digital publications • A multiple choice quiz • An evaluation using feedback from your peers Tasks: 1. Using what you have learnt in lessons and research from internet, create several publications on www.smore.com. You should cover the following: a. Drives b. Monitor c. CPU d. RAM/ROM e. Motherboards f. Inputs/outputs g. Touch Screens h. Operating systems i. Other software j. Alan Turing k. Tim Berners-Lee l. The four generation of computers 2. Evaluate your work a. Ask your friends what they think of your publications b. Fully evaluate your work using your own opinion and feedback i. What do your friends think?
  24. 24. ii. What do you like about your publications? iii. What don’t you like about it? iv. What would you do to improve? Presentation Click below for the presentation and resources used in class: How Computers Work/Computing History
  25. 25. [6] MY APP Learning Objectives: • To understand what is meant by an App • To learn about the technology used by Apps • To learn about different mobile technologies • To develop teamwork and collaboration skills • To learn how to use basic tools in Adobe Fireworks • To learn how to use AppShed to create web Apps Learning Outcomes: • A document outlining technology found in smartphones, tablets and Apps • A completed App that works on a tablet or smartphone • An evaluation Tasks: 1. Get into a group of 2-4 people 2. In your group create a document explaining the following technology and how it is used in smartphone and tablet Apps a. AR b. Camera c. Location technology d. Microphone e. Accessories 3. In your group which sort of App you would like from the list: a. Movie App b. Tourist App c. Music App d. Cookery App e. Fashion App f. Video games App 4. Allocate roles in your group and create your App on AppShed. You will need people to do the following: a. Create graphics and icons
  26. 26. b. Putting the App together c. Creating/finding content d. Testing 5. Create your App 6. Group Evaluation a. Using feedback from your peers and your own opinion say what you liked and did not like about your presentation. b. How well did you work as a group? i. Good points ii. Bad points iii. How could you have worked better? Presentation Click below for the presentation and resources used in class: My App
  27. 27. Year 8 [1] HOW DOES THE INTERNET WORK? Learning Objectives: • To understand what the internet is • To learn the basics of how the internet works • To understand the difference between the internet and a LAN Learning Outcomes: • A brief document containing notes from some research • A set of informative interactive images or an online/local presentation • An evaluation Tasks: 1. Using what you have learnt in class and the resources from the presentation, make some brief notes on the basics of how the internet works 2. Using Thinglink, create a set of interactive images explaining how the internet works, based on your notes and resources from the presentation 3. OR Instead of Thinglink, you could create an online or local presentation using a service/ software of your choice 4. Add to this, your explanation of why LANs (local area networks) are different to the internet. Try to include: a. What is a LAN b. What are the various topologies 5. Evaluate your work a. What did you learn? b. Did you enjoy the project? Why? c. How would you change the way you worked? d. Anything else you would like to say about this project?
  28. 28. Presentation Click below for the presentation and resources used in class: How does the Internet Work?
  29. 29. [2] GRAPHIC DESIGN: MAGAZINE COVERS Learning Objectives: • To learn about the importance of audience and purpose • To learn how to manipulate images, shapes and text in graphic design applications • To understand the importance of arranging design elements to create an effective publication • To understand the legal implications of using images and other content Learning Outcomes: • A document containing your research on existing magazine covers. • A completed magazine cover • An evaluation using feedback from your peers Tasks: 1. Using a search engine of your choice do some research on what existing magazine covers look like. a. Create a document and add a selection of magazine covers to it. b. Create your own magazine cover in Adobe Fireworks or Photoshop using the skills taught in class. c. Video tutorials can be found on YouTube or the school intranet. 2. Evaluate your work a. Ask your friends what they think of your magazine covers b. Fully evaluate your work using your own opinion and feedback i. What do your friends think? ii. What do you like about your cover? iii. What don’t you like about it? iv. What would you do to improve? Presentation Click below for the presentation and resources used in class: Graphic Design: Magazine Cover
  30. 30. Example Student Work
  31. 31. Example Student Work (cont...)
  32. 32. Example Student Work (cont...)
  33. 33. Example Student Work (cont...)
  34. 34. [3] VISUAL PROGRAMMING: KODU PROJECT Learning Objectives: • To learn how to program advanced games in Kodu • To understand subroutines and loops • To develop your understanding of how video games are created • To further develop problem solving skills and logical thinking Learning Outcomes: • To produce a brief plan of your game. (characters, world, plot, code required) • A completed game, based on your chosen theme • An evaluation using feedback from your peers Tasks: 1. Choose one of the following theme for your game: a. An air combat game b. A racing game c. An adventure game d. A puzzle game 2. Create a brief plan for your game. a. What is your game called? b. Who are the characters? c. What will your world look like? d. What will the user have to do? (purpose of the game) 3. Create your game in Kodu, based on your plan 4. Evaluate your work a. Ask your friends what they think of your game b. Fully evaluate your work using your own opinion and feedback i. What do your friends think? ii. What do you like about your game? iii. What don’t you like about it? iv. What would you do to improve?
  35. 35. Presentation Click below for the presentation and resources used in class: Visual Programming: Kodu Project
  36. 36. [4] THE WEB: HTML5 AND CSS3 Learning Objectives: • To understand the purpose HTML5 and CSS3 • To be learn how to use HTML 5 to create websites • To learn how to use CSS3 to improve the ‘look’ of a website Learning Outcomes: • To create a CodeAvengers profile using HTML5 • To create a company website using HTML5 and CSS3 • Digital Badges • A point score based on progress in interactive lessons Tasks: 1. Sign up to CodeAvengers.com 2. Work through Level 1 which includes up to 7 hours of interactive lessons 3. Help the students around you and support others 4. Evaluate your work a. What did you think of CodeAvenger? b. What did you enjoy about coding your websites? Why? c. What did you not enjoy? Why? d. Would you like to continue in your own time? Website: www.codeavengers.com
  37. 37. Year 9 [1] YOUR DIGITAL WORLD Learning Objectives: • To understand how to protect your data/identity online • To learn about data protection and security technologies • To understand your rights and responsibilities in a digital world • To learn how privacy settings work on a variety of social networks • To develop your evaluation skills Learning Outcomes: • A research document • An informative online presentation using slide.es • An evaluation using feedback from your peers Tasks: 1. Create a research document on digital safety using: a. What you have learnt in lessons b. The Thinkuknow website i. What are your rights and responsibilities in a digital world? ii. How can you use social networks safely and responsibly? i. What should you avoid doing? ii. Use the demonstration by your teacher to show how to use the privacy settings on a variety of social networks 2. Your own research on: a. PIN numbers b. Legislation c. Biometric scanners d. Encryption e. Forensic Computing 3. Create an informative online presentation using slide.es, a. You must decide which information you will cover in your digital poster
  38. 38. b. How will you distill the information so it can be used in your presentation? c. Use video and images when appropriate 4. Evaluate your work a. Ask your friends what they think of your digital poster b. Fully evaluate your work using your own opinion and feedback i. What do your friends think? ii. What do you like about your digital poster? iii. What don’t you like about it? iv. What would you do to improve? Presentation Click below for the presentation and resources used in class: Your Digital World
  39. 39. [2] GRAPHIC DESIGN: ALBUM COVERS Learning Objectives: • To develop your understanding of audience and purpose • To learn how to effectively use advanced tools in graphic design applications • To understand the importance of combining text and images to create effective communications • To understand the legal implications of using images and other content • To develop your evaluation skills Learning Outcomes: • A document containing your research on existing album covers. • A completed album cover ◦ Back cover ◦ Inside sleeve • An evaluation using feedback from your peers Tasks: 1. Using a search engine of your choice do some research on what existing album covers look like. a. Create a document and add a selection of album covers to it. Some you like and some you don’t. b. Annotate your research and evaluate your covers. What do you like about them? What don’t you like about them? 2. Create your own album covers in Fireworks or Photoshop using the skills taught in class. a. Video tutorials can be found on YouTube or the school intranet. 3. Evaluate your work a. Ask your friends what they think of your album covers b. Fully evaluate your work using your own opinion and feedback i. What do your friends think? ii. What do you like about your cover? iii. What don’t you like about it? iv. What would you do to improve?
  40. 40. Presentation Click below for the presentation and resources used in class: Graphic Design - Album Covers Example Student Work
  41. 41. Example Student Work (cont...)
  42. 42. Example Student Work (cont...)
  43. 43. Example Student Work (cont...)
  44. 44. [3] OFFICE DOCUMENTS AND THE CLOUD (To use Google Docs you must be 13 or over. If you do not have Google Apps for Education you could use this project for this year group) Learning Objectives: • To understand what is meant by the ‘cloud’ • To learn the difference between cloud and local documents • To learn how to create, edit and manage documents in Google Docs • To learn how to collaborate using Google Docs • To learn how to share documents • To learn about other Cloud Services Learning Outcomes: • A PDF user guide to using Google Docs • A document evaluating the pros and cons of both local and cloud office applications Tasks: 1. Create a Google account if you do not already have one (You should have one from when you set up your blog) 2. During lessons you will be taught how to use and manage Google Docs in detail. Using this information create a user guide in an application of your choice. It could be a cloud or local application. 3. Your user guide should use screenshots to show how to do the following: a. Create folders b. Create documents c. Collaborate using the tools in Google Docs d. Share documents e. Manage documents and folders 4. Once you have finished your guide, PDF it ready for distribution a. This could be used later if you forget something b. You could send it to someone who does not know how to use Google Docs 5. Evaluation a. What are the pros and cons of using Google Docs? b. What are the pros and cons of using local office application?
  45. 45. c. Which do you prefer and why? Presentation Click below for the presentation and resources used in class: Office Documents and the Cloud
  46. 46. [4] ALGORITHMS AND GOOGLE Learning Objectives: • To understand what an algorithm is • To understand the ‘bubble sort’ algorithm • To learn how the Google search engine works Learning Outcomes: • Two bespoke algorithms for everyday life • A video showing the ‘bubble sort’ algorithm in action • A audio podcast explaining how Google search works Tasks: 1. Using what you have learnt about algorithms in class create two of your own. a. Use PowerPoint or another piece of software that will let you insert flow chart symbols b. The algorithms could be: i. How to get to school ii. How to create a recipe iii. How to complete a level or section of a level in a computer game iv. How to work a piece of technology 2. Using the instructions, practice how to complete the ‘bubble sort’ algorithm 3. When you are confident get into a group and film the activity being completed. The video should be suitable for other people to watch and understand how the algorithm works a. If you cannot film it, take some photos and annotate them 4. To accompany the video create some written instructions that others can follow 5. Using the Google resource ‘How Search Engines Work’ a. Use AudioBoo to create an audio podcast using your own words to explain how Google search engine works. 6. Evaluate your work a. What did you learn? b. Did you know what algorithms were before this project? c. How would you change the way you worked? d. Anything else you would like to say about this project?
  47. 47. Presentation Click below for the presentation and resources used in class: Google and Algorithms
  48. 48. [5] PROGRAMMING: RASPBERRY PI AND PYTHON Learning Objectives: • To Learn about the Raspberry Pi, how to set it up and how to use it • To learn the programming fundamentals of Python ◦ Python Syntax and the console ◦ Variables ◦ Comments ◦ Data Types ◦ Lists ◦ Selection ◦ Iteration Learning Outcomes: • To be able to understand Python code • To be able to write code and solve predetermined problems • A multiple choice test Tasks: 1. In a group set up the Raspberry and attach all the peripherals a. Did you enjoy setting it up and making it work? b. Do you understand what you can do with it? c. Why do you think it costs so little to produce? d. Would you get one for home? 2. Using An Introduction to Python by Mark Clarkson, work through the booklet a. Help those around you b. Talk and discuss what you are learning with your friends and teacher c. Try working through some of the problems at the back of the booklet 3. Evaluate your work a. Did you enjoy programming? b. Explain your answer c. Are there any other languages you would like to learn? d. How would you change the way you worked? e. Anything else you would like to say about this project?
  49. 49. Presentation Click below for the presentation and resources used in class: Programming: Raspberry Pi and Python Photos from the Classroom
  50. 50. Photos from the Classroom (cont...)
  51. 51. Resources YEAR 7/1ST YEAR Link to Google Docs folder YEAR 8/2ND YEAR Link to Google Docs folder YEAR 9/3RD YEAR Link to Google Docs folder YOUTUBE CHANNEL Links to the YouTube channel PINTEREST Link to my Pinterest Boards

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