This document outlines computing curriculum projects for students in years 7-9. It includes 14 original projects covering topics such as digital literacy, citizenship, creativity and computing. Each project provides learning objectives, outcomes, tasks and a link to a presentation with additional resources. Software and websites used include Kodu, Google Apps, Snapguide and Screenr. The aims are to develop confident digital citizens who can use technology safely and productively.
A Guide to Creating a Creative Computing Lesson that Engages StudentsMatt Britland
This document provides a step-by-step guide for delivering engaging computing lessons that include creative activities. It recommends fully planning lessons with clear learning outcomes and differentiated activities. It suggests incorporating literacy, numeracy, offline activities, applications, and interactive websites. The guide also discusses allowing student independence, addressing common mistakes, monitoring progress through assessments, and providing resources to support learning.
This document provides information about a training course on using iPads and mobile devices in education. It discusses budgeting for mobile devices, supporting teachers and students, managing and evaluating the use of tablets, and demonstrates various apps that can be used to support teaching and learning.
Zurich's Future, History, Now - The Classroom of 2018Matt Britland
The document discusses the future of technology in classrooms in 2018. It predicts that classrooms will become paperless and technology will be integrated into every part of the school. Students will each have their own mobile device and will be able to learn from anywhere through access to cloud services and resources. Schools will need fast, robust internet connections and will move resources to the cloud, becoming less reliant on specific software or file storage. The classroom experience will change, allowing for more flexible, collaborative, and global learning opportunities through technology.
Developing an effective e-safety policyMatt Britland
This document discusses developing an effective e-safety policy for a school. It addresses e-safety basics like how to deliver e-safety training to students and teachers, what topics to cover, and running sessions for parents. It also discusses creating an e-safety policy document covering technology use, risk assessment, training, and governance. Finally, it discusses developing a bring your own device (BYOD) policy addressing infrastructure, allowed devices, filtering, data storage, and integrating the BYOD policy with the e-safety policy.
iPad in Education - Evaluation and Report 2012 - 2013Matt Britland
This document summarizes an iPad trial conducted at KGS school from November 2012 to February 2013. 11 different projects were implemented across various subject areas to evaluate the impact of iPads on teaching and learning. Student and teacher evaluations found that the majority felt iPads enhanced engagement and the learning process. While computers remain effective, iPads provided new opportunities for creative lessons and flexible learning. The trial met its aims of exploring iPad's role in education and found they can engage students, encourage new teaching methods, and help prepare students for future technology use when integrated thoughtfully into the classroom.
A Guide to Creating a Creative Computing Lesson that Engages StudentsMatt Britland
This document provides a step-by-step guide for delivering engaging computing lessons that include creative activities. It recommends fully planning lessons with clear learning outcomes and differentiated activities. It suggests incorporating literacy, numeracy, offline activities, applications, and interactive websites. The guide also discusses allowing student independence, addressing common mistakes, monitoring progress through assessments, and providing resources to support learning.
This document provides information about a training course on using iPads and mobile devices in education. It discusses budgeting for mobile devices, supporting teachers and students, managing and evaluating the use of tablets, and demonstrates various apps that can be used to support teaching and learning.
Zurich's Future, History, Now - The Classroom of 2018Matt Britland
The document discusses the future of technology in classrooms in 2018. It predicts that classrooms will become paperless and technology will be integrated into every part of the school. Students will each have their own mobile device and will be able to learn from anywhere through access to cloud services and resources. Schools will need fast, robust internet connections and will move resources to the cloud, becoming less reliant on specific software or file storage. The classroom experience will change, allowing for more flexible, collaborative, and global learning opportunities through technology.
Developing an effective e-safety policyMatt Britland
This document discusses developing an effective e-safety policy for a school. It addresses e-safety basics like how to deliver e-safety training to students and teachers, what topics to cover, and running sessions for parents. It also discusses creating an e-safety policy document covering technology use, risk assessment, training, and governance. Finally, it discusses developing a bring your own device (BYOD) policy addressing infrastructure, allowed devices, filtering, data storage, and integrating the BYOD policy with the e-safety policy.
iPad in Education - Evaluation and Report 2012 - 2013Matt Britland
This document summarizes an iPad trial conducted at KGS school from November 2012 to February 2013. 11 different projects were implemented across various subject areas to evaluate the impact of iPads on teaching and learning. Student and teacher evaluations found that the majority felt iPads enhanced engagement and the learning process. While computers remain effective, iPads provided new opportunities for creative lessons and flexible learning. The trial met its aims of exploring iPad's role in education and found they can engage students, encourage new teaching methods, and help prepare students for future technology use when integrated thoughtfully into the classroom.
Optimus Education: Deliver and Assess Outstanding Progress in Secondary Compu...Matt Britland
This document advertises and provides information about the "Deliver & Assess Outstanding Progress in Secondary Computing" conference. The one-day conference will provide attendees with practical programming skills, robust assessment frameworks, and schemes of work aligned with the new computing curriculum. Speakers will cover topics like visual basics, Java, Python coding, assessment criteria, and delivering engaging computing lessons. The conference aims to equip teachers with the skills needed to successfully deliver the new computing curriculum at KS3 and KS4.
This document provides an overview of how iPads can be used in early childhood education. It discusses the Australian Curriculum's focus on information and communication technology skills and suggests iPads help embed this content across learning areas. Several apps are recommended for teachers, including Flick for sharing content between devices, Pic Collage and Screenchomp for creating and annotating videos and photos, and Book Creator and Creative Book Builder for making interactive books. The document aims to help teachers at various stages of integrating iPads into their practice select useful apps.
This document discusses several types of educational technology tools and resources that can be used to support teaching and learning, including websites, portals, blogs, and applications. Websites provide useful information and supplemental resources like games and videos to enhance learning. Portals act as a single access point to various information sources and applications. Blogs are repositories that curate educational tools, materials, and resources organized by subject area. The document emphasizes having an open mindset to continuously learn about evolving digital tools and how to effectively integrate them into lesson design to improve teaching practice.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
The document discusses using technology tools like Google Docs, Jing, podcasting, and social media to increase engagement, collaboration, and learning for students and teachers. It provides examples of how administrators can use screencasting, video, and audio podcasts to communicate with stakeholders. Interactive whiteboards, netbooks, and e-readers are presented as technologies that can enhance classroom learning when combined with effective teaching strategies.
This book will explore 16 websites that the educators can use to help students to learn via online. Lets make the learning and teaching according to their ways!
Recommendations to students & parents staff versiontimcarrell
The document provides recommendations and guidelines for student computer use at school and at home:
- Computers should be used in common areas, not bedrooms, and stopped at least an hour before bed. Multi-tasking is discouraged.
- Parents should monitor student accounts on social media and be able to access passwords. All social media posts should be appropriate.
- Teachers should use separate, professional social media accounts and not connect with students on personal accounts.
- Students should use Firefox for school and Chrome separately for personal use to avoid account confusion.
Using technology for teaching and learning in theqhambrite
This document discusses how teachers can use technology to help meet the needs of diverse students and enhance differentiated instruction. It notes that 96% of classrooms have students with learning disabilities, creating a need for varied teaching methods. Technology can help teachers efficiently cover content and keep special needs students engaged by minimizing slower pacing. The document then describes several apps and tools, like Google Docs, Calendars, and Talk that allow collaboration, organization, and live lectures. It also discusses LiveBinders and SlideShare for presenting information online in an engaging way. The conclusion reinforces that technology provides innovative solutions for teachers and varied, supportive learning for all students.
This document provides tips and tools for effective online teaching. It discusses that online education relies on internet interaction and distribution of class materials. It recommends various online lesson planners, assignment tools, e-content preparation tools, and assessment tools. The document lists tips for online teaching such as being prepared, practicing technology skills, effective communication, professional appearance, recording lectures, providing interactive activities, showing your face on camera, and appreciating students. The overall message is that online teaching requires utilizing the right tools and platforms, effective communication, and creating an engaging experience for students.
The document summarizes various online tools that can be used for teaching. It describes the purpose and key features of tools for social networking, organization, file storage, presenting ideas, creating multimedia content, communicating with students, building websites, mapping ideas, and sharing files. Popular tools mentioned include Edmodo, Evernote, Dropbox, Google Apps, Remind101, Weebly, VoiceThread, and SlideShare.
This document summarizes a professional development workshop for high school math teachers that incorporated mobile learning elements. The workshop was delivered online over eight weeks and included exploring math apps, submitting a final lesson plan using technology, and discussions on an online forum. Teachers were introduced to recommended apps and mobile resources and encouraged to try activities on iPads in their classrooms. The workshop demonstrated how to make online courses accessible and engaging on mobile devices.
Effective use of im using technology in teachingJames Paglinawan
The document discusses effective uses of technology in teaching, including computer-assisted instruction, web-based instruction, and use of audio/video. It emphasizes using technology to supplement teaching and engage millennial students, while avoiding overloading slides with text or relying too heavily on presentation software. The final pages provide tips for integrating multimedia, online discussions, and instructional methods into classroom lessons.
15 Effective Tips for Schools Using Google Apps for EducationDatto
Get the latest Google Apps for Education best practice advice. In this deck, Backupify shares tips and tricks directly from the source - successful teachers using Google Apps in the classroom on a daily basis.
Teachers should incorporate familiar technology into the classroom, collaborate with other teachers on technology use, and work with students to model technology use. They should view technology as one tool among many, provide opportunities for students to explore technology playfully, and use it to document classroom activities and share work through pictures and slideshows rather than focusing only on drills.
The document discusses selecting web resources for early learning and provides examples of sites that meet certain criteria. It examines things to look for, such as curriculum-based content, simple interfaces, and plans for slow loading. Examples are given of sites that teach patterns, music, communication, research skills, and more. Guidelines are presented for digital citizenship, technology operations, and teacher resources. The document emphasizes using technology to support learning through creativity, collaboration, problem-solving and discovery.
The document discusses revisions made to the UK's ICT curriculum. It notes that ministers requested amendments including shortening aims, increasing emphasis on computer science and programming, and strengthening links to mathematics. Experts helped implement the changes. The Royal Academy of Engineering and BCS provided additional advice to amplify computer science in the curriculum. The revised curriculum focuses on computer science fundamentals and digital literacy. It outlines learning objectives and expectations for key stages 1 through 2. The rest of the document covers pedagogical approaches and characteristics of good teaching practice for ICT.
The document summarizes a presentation given at the AUA Development Conference in Birmingham in 2013. The presentation aimed to help administrators understand digital literacies needed in their roles, how AUA and Jisc support developing these skills, and identify priorities for enhancing digital literacies in the workplace. Attendees participated in activities like drawing a digitally literate administrator and discussing actions their workplaces could take to improve digital skills. Resources from AUA and Jisc on digital literacies were also presented.
Optimus Education: Deliver and Assess Outstanding Progress in Secondary Compu...Matt Britland
This document advertises and provides information about the "Deliver & Assess Outstanding Progress in Secondary Computing" conference. The one-day conference will provide attendees with practical programming skills, robust assessment frameworks, and schemes of work aligned with the new computing curriculum. Speakers will cover topics like visual basics, Java, Python coding, assessment criteria, and delivering engaging computing lessons. The conference aims to equip teachers with the skills needed to successfully deliver the new computing curriculum at KS3 and KS4.
This document provides an overview of how iPads can be used in early childhood education. It discusses the Australian Curriculum's focus on information and communication technology skills and suggests iPads help embed this content across learning areas. Several apps are recommended for teachers, including Flick for sharing content between devices, Pic Collage and Screenchomp for creating and annotating videos and photos, and Book Creator and Creative Book Builder for making interactive books. The document aims to help teachers at various stages of integrating iPads into their practice select useful apps.
This document discusses several types of educational technology tools and resources that can be used to support teaching and learning, including websites, portals, blogs, and applications. Websites provide useful information and supplemental resources like games and videos to enhance learning. Portals act as a single access point to various information sources and applications. Blogs are repositories that curate educational tools, materials, and resources organized by subject area. The document emphasizes having an open mindset to continuously learn about evolving digital tools and how to effectively integrate them into lesson design to improve teaching practice.
12 easy ways to use technology in the classroom even for technophobic teachersAdam M Smith
Click the link to know how you can use technology in your classroom. http://www.teachhub.com/12-easy-ways-use-technology-your-classroom-even-technophobic-teachers
The document discusses using technology tools like Google Docs, Jing, podcasting, and social media to increase engagement, collaboration, and learning for students and teachers. It provides examples of how administrators can use screencasting, video, and audio podcasts to communicate with stakeholders. Interactive whiteboards, netbooks, and e-readers are presented as technologies that can enhance classroom learning when combined with effective teaching strategies.
This book will explore 16 websites that the educators can use to help students to learn via online. Lets make the learning and teaching according to their ways!
Recommendations to students & parents staff versiontimcarrell
The document provides recommendations and guidelines for student computer use at school and at home:
- Computers should be used in common areas, not bedrooms, and stopped at least an hour before bed. Multi-tasking is discouraged.
- Parents should monitor student accounts on social media and be able to access passwords. All social media posts should be appropriate.
- Teachers should use separate, professional social media accounts and not connect with students on personal accounts.
- Students should use Firefox for school and Chrome separately for personal use to avoid account confusion.
Using technology for teaching and learning in theqhambrite
This document discusses how teachers can use technology to help meet the needs of diverse students and enhance differentiated instruction. It notes that 96% of classrooms have students with learning disabilities, creating a need for varied teaching methods. Technology can help teachers efficiently cover content and keep special needs students engaged by minimizing slower pacing. The document then describes several apps and tools, like Google Docs, Calendars, and Talk that allow collaboration, organization, and live lectures. It also discusses LiveBinders and SlideShare for presenting information online in an engaging way. The conclusion reinforces that technology provides innovative solutions for teachers and varied, supportive learning for all students.
This document provides tips and tools for effective online teaching. It discusses that online education relies on internet interaction and distribution of class materials. It recommends various online lesson planners, assignment tools, e-content preparation tools, and assessment tools. The document lists tips for online teaching such as being prepared, practicing technology skills, effective communication, professional appearance, recording lectures, providing interactive activities, showing your face on camera, and appreciating students. The overall message is that online teaching requires utilizing the right tools and platforms, effective communication, and creating an engaging experience for students.
The document summarizes various online tools that can be used for teaching. It describes the purpose and key features of tools for social networking, organization, file storage, presenting ideas, creating multimedia content, communicating with students, building websites, mapping ideas, and sharing files. Popular tools mentioned include Edmodo, Evernote, Dropbox, Google Apps, Remind101, Weebly, VoiceThread, and SlideShare.
This document summarizes a professional development workshop for high school math teachers that incorporated mobile learning elements. The workshop was delivered online over eight weeks and included exploring math apps, submitting a final lesson plan using technology, and discussions on an online forum. Teachers were introduced to recommended apps and mobile resources and encouraged to try activities on iPads in their classrooms. The workshop demonstrated how to make online courses accessible and engaging on mobile devices.
Effective use of im using technology in teachingJames Paglinawan
The document discusses effective uses of technology in teaching, including computer-assisted instruction, web-based instruction, and use of audio/video. It emphasizes using technology to supplement teaching and engage millennial students, while avoiding overloading slides with text or relying too heavily on presentation software. The final pages provide tips for integrating multimedia, online discussions, and instructional methods into classroom lessons.
15 Effective Tips for Schools Using Google Apps for EducationDatto
Get the latest Google Apps for Education best practice advice. In this deck, Backupify shares tips and tricks directly from the source - successful teachers using Google Apps in the classroom on a daily basis.
Teachers should incorporate familiar technology into the classroom, collaborate with other teachers on technology use, and work with students to model technology use. They should view technology as one tool among many, provide opportunities for students to explore technology playfully, and use it to document classroom activities and share work through pictures and slideshows rather than focusing only on drills.
The document discusses selecting web resources for early learning and provides examples of sites that meet certain criteria. It examines things to look for, such as curriculum-based content, simple interfaces, and plans for slow loading. Examples are given of sites that teach patterns, music, communication, research skills, and more. Guidelines are presented for digital citizenship, technology operations, and teacher resources. The document emphasizes using technology to support learning through creativity, collaboration, problem-solving and discovery.
The document discusses revisions made to the UK's ICT curriculum. It notes that ministers requested amendments including shortening aims, increasing emphasis on computer science and programming, and strengthening links to mathematics. Experts helped implement the changes. The Royal Academy of Engineering and BCS provided additional advice to amplify computer science in the curriculum. The revised curriculum focuses on computer science fundamentals and digital literacy. It outlines learning objectives and expectations for key stages 1 through 2. The rest of the document covers pedagogical approaches and characteristics of good teaching practice for ICT.
The document summarizes a presentation given at the AUA Development Conference in Birmingham in 2013. The presentation aimed to help administrators understand digital literacies needed in their roles, how AUA and Jisc support developing these skills, and identify priorities for enhancing digital literacies in the workplace. Attendees participated in activities like drawing a digitally literate administrator and discussing actions their workplaces could take to improve digital skills. Resources from AUA and Jisc on digital literacies were also presented.
The document provides an overview of the computing curriculum in England, including aims, key stages, and learning objectives. At key stage 1, students will learn about algorithms, basic programming, data storage and retrieval, and online safety. At key stage 2, they will design and write programs, use logical reasoning, understand computer networks and the internet, use search engines effectively, and collect/analyze data. At key stage 3, topics include computational modeling, algorithms, programming languages, Boolean logic, computer systems, and data representation.
Jimmy Edwards is a teacher at saltash.net community school, an 11-18 mixed comprehensive school with 1337 students located in Cornwall, England. He discusses using innovative technologies like the Microsoft KINECT motion sensor in the classroom to make learning more fun, inclusive, and accessible for students. Some ways the school uses technology include monitoring animal behavior via livestreams, completing homework on social media, and broadcasting to millions in Indonesia. Edwards focuses on how to download the free KINECT SDK and use the sensor in the classroom to benefit student collaboration, motivation, and motor skill development, particularly for students with special needs.
The document provides information on developing digital employability skills programmes that integrate functional skills. It outlines workshop objectives to develop practitioner knowledge around creating innovative learning programmes for employability and functional skills that identify the skills learners need and how they are applied in seeking employment. It will identify digital tools used in the workplace and how they can deliver learning and develop digital and functional skills, including safe use of technology and online social responsibilities. Tips are provided on creating an online presence for job seeking and using digital skills to put functional skills into practice through online activities and projects.
The presentation provides an overview of integrating technology applications and game-based learning in teaching and learning. It discusses using digital platforms like Facebook, Twitter, and LinkedIn to join professional learning communities. Examples of apps that can be used for different subjects like Virtual Tee for life sciences, Space 4D for social sciences, and Kahoot for quizzes are presented. The objectives are to help teachers upgrade their skills and use technology tools to produce employable graduates with 21st century skills. Challenges of using technology in schools and recommendations for teachers to improve are also highlighted.
This document summarizes 10 trends in technology and education identified by CORE over the past 7 years. Each trend is explained and its drivers, impacts, examples, and implications are discussed. The trends include personalization, user control, virtual learning, smart web, data engagement, 3D thinking, and citizenship in a technology-enabled world. The document aims to monitor these trends over time and help educators understand how technology is changing teaching and learning.
QuickStart Computing Scotland - subject knowledge for Primary teachersGeorgeMilliken2
QuickStart Computing can help primary teachers to pick up the necessary subject knowledge for computing science.
Author: Miles Berry
Adjusted for Scotland: Bill Sargent
Consultants: Yvonne Walker, Graham Hastings
Promoting and modeling digital citizenship and responsibility no wfE Robertson
This document provides an overview of a professional development session on promoting and modeling digital citizenship and responsibility. The session introduces the ISTE standard on digital citizenship, demonstrates technology tools that can help address the standard like Storybird and Voki, and discusses resources on the topic like the digital citizenship elements framework. Participants are encouraged to integrate digital citizenship into their regular lessons using online resources and web 2.0 tools, and examples are provided like having students create an internet safety pledge using Corkboard and Volki.
Promoting and Modeling Digital Citizenship and ResponsibilityE Robertson
This document provides an overview of a professional development session on promoting and modeling digital citizenship and responsibility. The session introduces the ISTE technology standard on this topic, demonstrates relevant tech tools, and provides support materials and resources. It discusses digital citizenship elements like access, commerce, literacy, etiquette, rights and responsibilities, security, health and wellness, law, and communication. Examples are given of how teachers can integrate these elements into regular lessons using websites and Web 2.0 tools like StoryBird, Voki, warning sign generators, and Animoto. Attendees are encouraged to develop their own technology-infused lessons and activities.
Future of Technology in Education and How Can Pakistan Take Advantage.anusha khan
Have described what sorts of technologies can actually make difference to how students learn and the entire education process. Also, have shared one single mistake people make while adapting technology.
Digital Capability Training for University Staff Developing a FrameworkGood Things Foundation
This is the Powerpoint presentation by Vicki McGarvey and Julie Adams, Staffordshire University, from our TeachMeet event with CILIP ILG in Leeds on Wednesday 10 February 2016.
This document discusses effective technology integration at Manor Lakes P-12 College. It begins with an agenda for a meeting on the topic, including discussing the college's eLearning strategy and levels of technology integration. It then provides information on the growth of the college's 1:1 device program and introduces concepts like the SAMR model for technology integration. The remainder of the document focuses on developing eLearning integration capabilities at the college, with sections devoted to how students can capture, create, communicate, collaborate, and connect through the use of technology to support teaching and learning. It emphasizes that technology must be integrated effectively for a school to evolve, and provides ideas for staff on moving forward with integration.
The document provides an agenda and details for a lead user training on web 2.0 tools and Ultranet. The morning session will cover exploring and learning how to implement various web 2.0 tools in the classroom. The afternoon session will focus on using Ultranet for learning tasks, student assessments and reporting. A list of web 2.0 tools and their uses are also provided to explore during a sandpit time.
Integrating technologies and digital literacy in ESOLNell Eckersley
This document provides an overview of a presentation on integrating technology and digital literacy for ESOL learners. The presentation covers reasons for including technology in teaching, guidelines for planning technology integration, examples of social media tools like QR codes, Twitter, Facebook and Pinterest, and a process for creating a technology integration action plan. Attendees are guided through an assessment of basic computer skills and shown various online resources for developing students' digital literacy.
Kpeters.continual professional development plankkgmom03
Kim Peters has created a 5-year continual professional development plan focused on improving her skills with classroom technology. Over the past 3 years, she has earned her Classroom Technology Endorsement through courses covering topics like the use of internet tools, technology operations, and digital media creation. Her plan outlines goals in areas like facilitating student learning with technology, developing digital lessons and assessments, modeling digital skills, promoting digital citizenship, and engaging in professional growth. She aims to achieve proficiency with tools like smart boards, online collaboration, data analysis programs, and staying current by maintaining ISTE membership and attending conferences.
ICT in Practice Technology and Education Online Magazine Issue 8Yasemin Allsop
ICT in Practice is an online education and technology magazine. It contains articles about mobile learning, game based learning, digital literacy, computing, coding and much more. The magazine is non-profit and created by educators from around the world.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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. ..............................................................[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. 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. 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. 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. 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. • 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. 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. 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. 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
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. 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. [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. Click below for the presentation and resources used in class:
Staying Safe Online
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. 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
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. 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. [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. 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. 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?
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
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?
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. 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. 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. [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. Presentation
Click below for the presentation and resources used in class:
Graphic Design - Album Covers
Example Student Work
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. c. Which do you prefer and why?
Presentation
Click below for the presentation and resources used in class:
Office Documents and the Cloud
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?
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. Presentation
Click below for the presentation and resources used in class:
Programming: Raspberry Pi and Python
Photos from the Classroom
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