Mr Britland's Open Source KS3 Computing Curriculum

Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.

Information

Author

Matt Britland
www.mattbritland.com
matt@realiselearning.com
@mattbritland

Director Realise Learning
Director of ICT at The Lady Eleanor Holles School
Blogger and Education Advisor for The Guardian Teacher Network
Copyright

This book is released under a Creative Commons BYNCSA 3.0 licence
(http://creativecommons.org/licenses/byncsa/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. If you make changes, share them with the community by sharing the Google
Document with ictcomputingsubmit@gmail.com

Remix Introduction

Remixed By:

Remix Summary:

Give a short summary of what you have changed from the original document. This will make it
easy for people to identify if they would like to use your version in any way.


Contents
Strands KS3
Aims
How to use this booklet
Software and Websites Used

Year 7

[1] Learning Blog
[2] Office documents and the Cloud
[3] Stay Safe Online
[4] Visual Programming: Kodu
[5] How a Computer Works/Computing History
[6] My App

Year 8

[1] How does the internet work?
[2] Graphic Design: Magazine Covers
[3] Visual Programming: Kodu Project
[4] The Web: HTML5 and CSS3

Year 9

[1] Your Digital World
[2] Graphic Design: Album Covers
[4] Algorithms and Google
[5] Programming: Raspberry Pi and Python

Resources

Year 7/1st Year
Year 8/2nd Year
Year 9/3rd Year
YouTube Channel


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
• 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
• 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
• 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
• 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

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
• Download the presentations or copy them over to your Google Drive
• If you make changes, share the document on Google Drive with
ictcomputingsubmit@gmail.com

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
ThingLink Stay Safe Online Free
Screenr Visual Programming: Kodu Free/Paid
Smore How a Computer
Works/Computing History
Free / Paid
Appshed My App Free/Paid
SnapGuide 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

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

Presentation

Click below for the presentation and resources used in class:
Learning Blog


(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)


• 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?

c. Which do you prefer and why?

Presentation


Office Documents and the Cloud

[3] Stay Safe Online


• To understand the importance of acting appropriately online
• To learn how to protect yourself online
• To learn the age of criminal responsibility
• To learn how to create interactive images
Learning Outcomes:

• Several online interactive images using ThingLink
• 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 1116 part of the site
b. Make notes on Social Networking and Cyberbullying
c. Choose two other sections to research
2. Research should be detailed and contain advice on how young people can protect
themselves online
3. Create several online interactive images using ThingLink about staying safe online. Use the
prompts below:
a. It is aimed at 1113 year olds
b. It can have tags that include text, other images, videos and links
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 interactive images?
iii. What don’t you like about it?
iv. What would you do to improve?

Presentation



Staying Safe Online

[4] Visual Programming: Kodu


• 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)

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. Try to turn it into a racing game, adventure game or shooter.
4. Produce a screencast documentation or that includes:
a. Well presented evidence of your game
b. Annotated screenshot explaining your code or narrated screencast
a. Ask your friends what they think of your game
ii. What do you like about your game?

Presentation


Visual Programming: Kodu

Example Screenshots


[5] How a Computer Works/Computing History


• 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 BernersLee 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

Tasks:

1. Using what you have learnt in lessons and research from internet, create several
publications on www.smore.com. You should try and 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. Ada Lovelace
l. Tim BernersLee
m. The four generation of computers
a. Ask your friends what they think of your publications
ii. What do you like about your publications?


Presentation


How Computers Work/Computing History


[6] My App


• 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 24 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
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


My App


Year 8
[1] How does the internet work?


• 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 guides using SnapGuide 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 SnapGuide, create a set of online guides explaining how the internet works, based on
your notes and resources from the presentation
3. OR Instead of SnapGuide, 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
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?

Presentation

How does the Internet Work?

[2] Graphic Design: Magazine Covers


• 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

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. Investigate the legal implications of using images from the internet. Some advice here.
c. Create your own magazine cover in Adobe Fireworks or Photoshop using the skills
taught in class.
a. Ask your friends what they think of your magazine covers
ii. What do you like about your cover?

Presentation

Graphic Design: Magazine Covers


[3] Visual Programming: Kodu Project


• 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

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
a. Ask your friends what they think of your game
ii. What do you like about your game?


Presentation


Visual Programming: Kodu Project

[4] The Web: HTML5 and CSS3


• 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
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


Year 9
[1] Your Digital World


• 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

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
b. How will you distill the information so it can be used in your presentation?
c. Use video and images when appropriate


a. Ask your friends what they think of your digital poster
ii. What do you like about your digital poster?

Presentation


Your Digital World

[2] Graphic Design: Album Covers


• 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

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. Investigate and take into account the legal implications of using images from the internet.
Some advice here.
b. Video tutorials can be found on YouTube or the school intranet.

a. Ask your friends what they think of your album covers
ii. What do you like about your cover?


Presentation


Graphic Design Album Covers



(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)

• 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?
c. Which do you prefer and why?


Presentation


Office Documents and the Cloud

[4] Algorithms and Google


• 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 video, 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.
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?


Presentation


Google and Algorithms

[5] Programming: Raspberry Pi and Python


• 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
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?


Presentation


Programming: Raspberry Pi and Python


Resources

Year 7/1st Year

Link to Google Docs folder
Year 8/2nd Year

Year 9/3rd Year

YouTube Channel

Links to the YouTube channel


Mr Britland's Open Source KS3 Computing Curriculum

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