Computer Science

In Module 1, students are introduced to the powerful programming language, Python. This module serves as a foundation for their coding journey and expands upon the knowledge acquired in Year 7. Students develop procedural knowledge by learning about various fundamental concepts in Python programming.

They explore the concept of input in Python, which allows users to interact with the program by providing data or values. Students also learn about strings and variables, understanding how to manipulate text and assign values to variables. These concepts build upon their understanding of data types and programming logic from the previous year.

Module 2 builds upon the programming knowledge gained in Module 1, further enhancing students’ procedural skills in Python. They delve into numbers and arithmetic operations, exploring different mathematical calculations and how to perform them using Python.

Students also learn about selection, which involves making decisions in a program based on certain conditions. They discover the concept of iteration, which allows them to execute a block of code repeatedly, and specifically focus on while loops as a control structure. These concepts enable students to write more complex and dynamic programs, expanding their problem-solving capabilities.

The knowledge gained in this module establishes a strong foundation in Python programming and prepares students for more advanced topics in coding.

Module 3 introduces students to the fascinating world of data representation. It expands upon the knowledge of computational thinking and data manipulation gained in Year 7, deepening their understanding of how data is stored, communicated, and converted between different forms.

Students develop both declarative and procedural knowledge in this module. They explore different representations used to store and communicate data, emphasizing the importance of units and conversion between units, such as kilo to mega. They also learn about binary digits (bits) and how they relate to familiar symbols like digits or letters. Students further explore the process of converting decimal numbers to binary, expanding their understanding of number systems and their representations.

The knowledge gained in this module strengthens students’ analytical skills and prepares them for further exploration in data manipulation and representation.

Module 4 delves into the captivating realm of image representation. Building upon the graphics knowledge gained in Year 7, students deepen their understanding of how images are represented digitally and how they can be manipulated programmatically.

Students develop procedural knowledge by exploring the concept of pixels, which form the building blocks of digital images. They learn to program microbits using selection to display dots on the microbit’s LED display, representing numbers or simulating the dots on the faces of real dice based on random numbers generated. Additionally, students gain hands-on experience in programming a watch, converting decimal numbers into binary representations.

This module further enhances students’ computational thinking skills and reinforces their understanding of the relationship between code and visual representation.

Module 5 focuses on data manipulation and the practical application of spreadsheet tools such as Microsoft Excel. It expands upon the knowledge of data manipulation methods and office tools gained in Year 7, providing students with valuable skills for data analysis and decision-making.

Students develop both declarative and procedural knowledge in this module. They learn various data manipulation methods in spreadsheets, including importing data from external sources such as files or the internet. Students explore formulae for performing mathematical operations and decision-making functions such as IF statements and SUMIF, enabling them to analyze and manipulate data effectively.

The module also introduces the concept of big data, raising awareness of the vast amounts of data available and the importance of data analysis in various fields.

The knowledge gained in this module strengthens students’ data literacy skills and equips them with essential tools for handling and analyzing data in practical scenarios.

Module 6 delves into the realm of spreadsheet modelling, equipping students with valuable skills in data analysis, interpretation, and presentation. This module builds upon the knowledge gained in Year 7, expanding students’ understanding of spreadsheets and their application in real-world scenarios.

Through this module, students develop procedural knowledge in creating and utilizing spreadsheets as powerful tools for data analysis. They learn to design and create dashboards, which are interactive visual displays that provide insights into complex data sets. Students explore techniques for collecting, presenting, and interpreting data effectively, using appropriate presentation methods such as graphs and charts.

Furthermore, students gain insights into drawing conclusions based on the data they analyze. They understand how to use appropriate presentation features in spreadsheets to enhance the visual representation of data, including dynamic charts and graphs that can adapt to changes in the underlying data.

By engaging with spreadsheet modelling, students strengthen their analytical skills, critical thinking abilities, and data literacy. They learn to effectively communicate and present information using spreadsheets, preparing them for future academic and professional endeavours where data analysis and visualization are essential.

The knowledge acquired in this module complements the skills developed in previous modules, such as data manipulation, computational thinking, and graphical representation, providing students with a well-rounded understanding of the practical applications of computer science.

Building upon the foundational knowledge of e-safety gained in Year 7, Module 1 delves deeper into the realm of cybersecurity. Students explore various aspects of cybersecurity to understand the importance of protecting digital assets and information. This module equips them with both declarative and procedural knowledge to navigate the digital landscape securely.

Students develop declarative knowledge about social engineering, types of hacking, and malware attacks. They learn about the techniques used by attackers to manipulate individuals and gain unauthorized access to systems. Additionally, students gain an understanding of cloud security and storage, recognizing the benefits and risks associated with cloud computing.

The knowledge acquired in this module strengthens students’ awareness of online threats and empowers them to make informed decisions to protect themselves and others in the digital realm.

Module 2 focuses on computer systems, expanding upon the knowledge gained in Year 8. Students delve into the intricate components that make up a computer system, developing both declarative and procedural knowledge.

They learn about the elements of a computer system, including the CPU (Central Processing Unit), which serves as the brain of the computer. Students also gain an understanding of binary, the fundamental language of computers, and learn binary addition to comprehend how computers perform calculations.

Furthermore, students explore different storage devices and their significance in data storage and retrieval. They also examine convergence and emerging technologies, recognizing the impact of technological advancements on computer systems and society.

The knowledge gained in this module enhances students’ understanding of how computer systems function, providing them with a solid foundation for further exploration in computer science.

Module 3 delves into the realm of algorithms and logic, building upon the knowledge of computational thinking and programming gained in Year 8. Students develop declarative and procedural knowledge to effectively solve problems and create efficient solutions through algorithmic thinking.

They learn the process of writing algorithms, step-by-step instructions to solve a specific problem. Students also gain practical experience in converting algorithms into Python code, applying their knowledge of Python programming from previous modules.

Furthermore, students explore binary logic, understanding the logical operations involved in computing and decision-making. They also delve into the concept of decomposition, which involves breaking down complex problems into smaller, more manageable parts.

The knowledge gained in this module enhances students’ logical thinking skills and equips them with problem-solving strategies applicable to various fields of computer science.

Module 4 focuses on advanced Python programming skills, specifically tailored for the GCSE Computer Science OCR J277 syllabus. Building upon the foundational Python knowledge gained in Year 8, students develop both declarative and procedural knowledge to tackle more complex programming tasks.

They consolidate their understanding of the basics of Python, including data types, variables, and control structures. Students also dive into advanced topics such as loops and lists, mastering their usage to manipulate data effectively. They learn about procedures and functions, understanding their role in code organization and reusability.

The knowledge gained in this module prepares students for the challenges of the GCSE Computer Science exam, providing them with a strong foundation in Python programming and problem-solving.

Module 5 explores the user interface (UI) design of websites, expanding upon the knowledge gained in Year 7. Students delve into the world of human-computer interaction and develop declarative knowledge about different types of interfaces and the factors influencing their choice.

They also explore the hardware and software influences on UI design, recognizing the importance of user-centered design principles. By understanding the principles of effective design, students gain insights into creating interfaces that are intuitive, accessible, and aesthetically pleasing.

The knowledge acquired in this module enables students to critically evaluate existing websites and make informed design decisions

In Module 1, students delve into the foundational concepts of programming and languages. Building upon the knowledge gained in previous years, they develop both declarative and procedural knowledge to understand the core components of programming.

Students acquire declarative knowledge about variables and data types, learning how to declare and manipulate different types of data in their programs. They explore program flow, including sequencing, iteration, and selection, to control the execution of their code effectively.

Additionally, students gain an understanding of operations and string manipulation. They learn about arithmetic, relational, and Boolean operators, as well as techniques to manipulate strings.

Furthermore, students dive into the world of arrays, understanding the concept of dimensional arrays and visualizing a 2D array. They explore how arrays can be used to store and process structured data efficiently.

The knowledge gained in this module builds a strong foundation in programming fundamentals, enabling students to write well-structured code and solve problems systematically.

Module 2 focuses on algorithms, expanding upon the computational thinking and algorithmic skills developed in previous years. Students further develop both declarative and procedural knowledge to design and analyze algorithms.

They reinforce their understanding of computational thinking concepts such as abstraction, decomposition, and algorithms. Students learn to write algorithms using flowcharts and pseudocode, effectively capturing the step-by-step instructions for solving a problem.

Furthermore, students explore search algorithms, including linear search and the binary search algorithm. They also delve into sorting algorithms, with a particular focus on the bubble sort, insertion sort, and merge sort algorithms.

The knowledge gained in this module enhances students’ problem-solving abilities and algorithmic reasoning, preparing them to develop efficient solutions to complex computational problems.

Building upon the understanding of data representation from previous years, Module 3 delves into the intricacies of binary units, hexadecimal, character encoding, images, sound, and compression. Students develop declarative knowledge about various data representation concepts and techniques.

They explore binary units and numbers, understanding the conversion between binary and decimal. Students also delve into hexadecimal representation, recognizing its significance in computer systems.

Furthermore, students gain insights into character encoding, including the ASCII character set and UNICODE. They explore how images are represented digitally, considering factors such as resolution, color depth, and metadata. Additionally, students explore sound representation, including the concepts of sampling, sample rate, and bit rate.

The module also covers compression techniques, distinguishing between lossy and lossless compression and exploring methods such as run-length encoding and dictionary coding.

The knowledge acquired in this module provides students with a deeper understanding of data representation, enabling them to manipulate and interpret digital information effectively.

Module 4 focuses on system architecture, expanding upon the knowledge of computer systems from previous years. Students develop both declarative and procedural knowledge about the architecture of the CPU, memory, storage, and related concepts.

They explore the function of the CPU, including the FDE (Fetch-Decode-Execute) cycle, the control unit, and the arithmetic and logic unit. Students also delve into the Von Neumann architecture, understanding its role in modern computer systems.

Furthermore, students gain insights into different types of memory, including primary storage (RAM) and secondary storage (e.g., ROM, flash memory). They learn about storage technologies and their performance characteristics.

The knowledge gained in this module enhances students’ understanding of system architecture, providing them with a solid foundation to comprehend the inner workings of computer systems.

Module 5 delves into computer networks, connections, and protocols, building upon the knowledge of computer networks from previous years. Students develop both declarative and procedural knowledge to understand the intricacies of network communication.

They explore different types of networks, including local area networks (LANs) and wide area networks (WANs). Students understand the advantages and disadvantages of LANs, the role of networking devices such as hubs, switches, routers, and wireless access points, and various network topologies.

Furthermore, students delve into internet communication, learning about data transfer media, cables (e.g., Ethernet and fiber optic), IP addressing, MAC addressing, and protocols such as TCP/IP. They also gain insights into world wide web protocols, including FTP, POP, IMAP, and SMTP.

The knowledge acquired in this module deepens students’ understanding of computer networks, enabling them to comprehend the complexities of network communication and connectivity.

In Module 6, students explore system software, focusing on operating systems and utility software. Building upon previous knowledge, students develop declarative and procedural knowledge to understand the functioning of system software.

They explore operating systems, including the kernel, memory management, peripheral management, and user interface. Students learn about different types of utility software, such as encryption software, formatting software, defragmentation software, data compression software, and backup software.

The module also emphasizes the importance of ethical, legal, cultural, and environmental considerations in the field of computer science. Students delve into the impact of technology on the environment, erosion of privacy, the digital divide, mobile technology, social media, health issues, and the influence of technology on culture. They also learn about relevant legislation and its implications.

The knowledge gained in this module provides students with a comprehensive understanding of system software, empowering them to effectively manage and utilize computer systems while considering ethical and legal implications.

Overall, the curriculum in Year 10 builds upon the foundational knowledge acquired in previous years, further deepening students’ understanding of computer science concepts and skills. The modules are designed to reinforce and expand upon declarative and procedural knowledge, preparing students for advanced concepts and practical applications in the field of computer science.

In Module 1, Year 11 students expand their programming skills by learning additional techniques and concepts. They reinforce their declarative and procedural knowledge in the following areas:

File Handling: Students learn how to open, create, read, and close files. They understand the importance of proper file handling techniques in order to manipulate data effectively.

Structured Query Language (SQL): Students delve into SQL and learn how to create tables, select data, use the WHERE clause for filtering, update data, insert new data, and delete data. They gain an understanding of how SQL can be used to interact with databases.

Procedures and Functions: Students explore the concepts of subroutines, variable scope, parameter passing, and the use of functions to create modular and reusable code. They also learn how to pass and return multiple values or arguments.

Defensive Design: Students focus on input sanitization and validation techniques to ensure data integrity and security. They learn about common security threats, such as SQL injections, and explore strategies for preventing them. Additionally, they understand the importance of code maintainability, documentation, and proper formatting practices.

In Module 2, Year 11 students further develop their programming and logic skills. They consolidate their knowledge from previous years while exploring new topics:

Testing: Students learn about iterative testing and final testing approaches to identify and resolve program errors. They gain an understanding of different types of errors, including syntax errors, logic errors, and runtime errors. Strategies such as black box testing and white box testing, as well as test plans, dry runs, and trace tables, are covered. They also explore acceptance testing, alpha testing, and beta testing.

Translators & IDEs: Students gain knowledge about different types of translators, such as compilers and interpreters, and understand their role in converting code into executable programs. They also explore integrated development environments (IDEs) and their features that enhance the programming experience.

Computational Logic: Students deepen their understanding of binary logic operations, including the NOT, AND, and OR operations. They learn how to construct truth tables and explore binary logic circuit expressions.

In Module 3, students revisit computer networks with a focus on system security. They consolidate their knowledge from previous years and explore advanced concepts:

System Security: Students learn about various threats and attack methods, including viruses, spyware, phishing, denial of service attacks, and data interception. They understand the importance of implementing security measures such as antivirus software, firewalls, user access levels, passwords, and encryption. Concepts like penetration testing, network forensics, and network policies are also covered.

Recall of Iteration: Throughout the modules, students are expected to recall and apply their knowledge of iteration, which was taught in previous years.

In Modules 4 and 5, students engage in comprehensive revision and exam preparation. They consolidate and recall all the knowledge and skills they have acquired throughout Year 10 and 11 in preparation for their Computer Science J277 exam. This includes revisiting programming concepts, computer system architecture, data representation, computer networks, and system software.

By revisiting and reinforcing the concepts and techniques taught in Year 10 and 11, students are well-prepared to demonstrate their understanding and skills in the final exam.

• 3.1. Analysis of the problem (10 marks)
• Recall Paper 2

• 3.2 Design of the solution (15 marks)
• Recall Paper 2

• 3.3 Developing the solution (25 marks)
• Recall Paper 1

• 3.4 Evaluation (20 marks)
• Recall Paper 1

Exam

Comp 1: 

• Structure and Function of Processor
• 1.1.2 Types of processor
• 1.1.3 Input, output and storage

Comp 2: 

• 2.2.1 Programming techniques

Comp 1: 

• 1.2.1 Systems Software
• 1.2.2 Applications Generation
• 1.2.3 Software Development
• 1.2.4 Types of Programming Language

Comp 2: 

• 2.3.1 Algorithms

Comp 1: 

• 1.3.1 Compression, Encryption and Hashing

Comp 2: 

• 2.1.1 Thinking abstractly
• 2.1.2 Thinking ahead

Comp 1: 

• 1.3.1 Compression, Encryption and Hashing

Comp 2: 

• 2.1.3 Thinking procedurally
• 2.1.4 Thinking logically
• 2.1.5 Thinking concurrently

Comp 1: 

• 1.3.1 Compression, Encryption and Hashing

Introduction to Project Mocks

Paper 1 – 1.5 System Software Operating systems, Utilities etc

• Operating Systems (The Kernel, Memory Management, Peripheral Management, The User Interface)
• Utility Software (Encryption Software, Formatting Software, Defragmentation Software, Data Compression Software, Backup Software)

Paper 1 – 6.1 Ethical, legal, cultural and environmental impact

• Issues and legislation
• Issues and Impacts (Technology and the Environment, Erosion of Privacy, The Digital Divide, Mobile Technology, Social Media, Health Issues, Changing our Cultures, Legislation)

Recall Paper 1

Paper 2 – 2.2.3 

Logic gates

• Structured Query Language (CREATE-ing a Table, SELECT-ing Data, The WHERE Clause, The UPDATE Statement, The INSERT Statement, The DELETE Statement)
• Defensive Design (Input Sanitisation and Validation, SQL Injections, Whitelist VS Blacklist, Authentication, Maintainability, Comments, Indentation, Formatting)
• Testing (Iterative Testing, Final Testing, Program Errors, Syntax Errors, Logic Errors, Run-Time Errors, Overflow Error, Stack Overflow Error, Testing Strategies – Black Box Testing, White Box Testing, Test Plans,  Dry Runs and Trace Tables, Acceptance Testing, Alpha Testing, Beta Testing)

Translators & IDE’s

• Computational Logic (Logic, Binary logic, Invert or NOT operation, The AND operation, The OR operation, Truth Tables, Binary Logic Circuits, Binary Logic Circuit Expressions)

Paper 1 Recall

Paper 2 Recall

Paper 2 – 2.2 Programming Fundamentals and Languages

• Variables & Data Types (Outputs, Inputs, Variables, Data Types)
• Program Flow (Sequencing, iteration, selection)
• Operations & String Manipulation (Arithmetic Operators, Relational Operators, Boolean Operators, String Manipulation)

Paper 2 – 2.1 Algorithms

• Computational thinking (Abstraction, Decomposition, Algorithms)
• Writing Algorithms (Flowcharts, Pseudocode)
• Search Algorithms (Linear Search, The Binary Search Algorithm)
• The Bubble Sort Algorithm (Sort Algorithms, The Bubble Sort Algorithm)
• The Insertion Sort Algorithm 
• The Merge Sort Algorithm

• Memory (Primary storage – RAM, Types of RAM, ROM, Flash Memory, Virtual Memory, Cache Memory)
• Storage (Secondary storage – Storage Technologies, Performance)
• Paper 1 – 1.2.3 Data Rep Units
• Binary Units & Numbers (What is binary number, Binary units, Binary to denary, Denary to binary, addition of binary, binary shifts)
• Hexadecimal (Representing Numbers in Hexadecimal, Hexadecimal into Denary, Denary into Hexadecimal, binary into hex)
• Characters (ASCII Character Set, UNICODE)
• Images (Bitmaps, Dots Per Inch (DPI) / Resolution, Colour Depth, Metadata)
• Sound (Analogue vs Digital, Sampling, Sample Rate, Bit Rate)
• Compression (Lossy Compression. Lossless Compression, Run Length Encoding, Dictionary Coding)

Paper 1 – 1.3 Computer networks, connections and protocols

• Local Area Networks (Advantages & Disadvantages of LAN, A Hub or a Switch, A Router, WAP – Wireless Access Point, Peer-to-Peer, Client Server, Network Topologies – Mesh, Star)
• Wide Area Networks (Internet, Web Hosting, DNS, How does DNS work, IP Address, ISP, URL, Virtual Networks and LANs, Virtual Private Networks and WANs)

Paper 1 – 1.3 Computer networks, connections and protocols

• System Security (Threats / Attack Methods, Viruses, Spyware, Adware, Pharming, Scareware, Ransomware, Rootkits, Phishing, People threats, Brute Force Attacks, Denial of Service Attacks, Data Interception and Theft, SQL Injections, Poor Network Policies, Identification and Prevention, Penetration Testing, Network Forensics, Network Policies, Anti-Virus Software, Anti-Spyware Software, Firewalls, User Access Levels, Passwords, Encryption),

The TCP/IP Protocol, World Wide Web Protocols, FTP – File Transfer Protocol, POP – Post Office Protocol, IMAP – Internet Message Access Protocol, SMTP – Simple Mail Transfer Protocol, The Layers of a Network)

Paper 1 – 1.1 System Architecture. 

• Architecture of the CPU
• The Function of the CPU (FDE Cycle, The Control Unit, Immediate Access Store (Cache), Arithmetic and Logic Unit)
• The Von Neumann Architecture 
• CPU Characteristics (Clock Speed, Overclocking, The Cache, CPU Cores, Embedded Systems)

Arrays (Dimensional & Visualising a 2D Array)

• File Handling (Opening / Creating a File (in order to write to it, Closing the File, Reading a file, end a file)
• Procedures and Functions (Subroutines, Variable Scope and Subroutines, Parameter Passing, Functions, Passing and Returning more than one value/argument)

Online Communication

Students will apply their knowledge of digital literacy and create an infographic using non verbal communication with information gathered.

ATL: Communication

• Communication skills – Use a variety of media to communicate with a range of audiences.

Assessment Criteria:

• A: Inquiring and analysing – i,ii,iii
• Knowledge Test

Computer Systems

Students will apply understanding of computer systems in year 8  and create a communication system for an emergency service using a micro:bit

ATL: Thinking

• Critical-thinking skills – Practise observing carefully in order to recognize problems.
• Creative-thinking skills – Apply existing knowledge to generate new ideas, products or process

Assessment Criteria: 

• B: Developing ideas – i, ii.

Network and Cybersecurity

Students will continue with the design of a communication system for an emergency service using a micro:bit identifying security issues

ATL: Thinking

• Transfer skills – Combine knowledge, understanding and skills to create products or solutions.

Assessment Criteria:

• C:Creating the solution – i, ii.
• D: Evaluating – i, ii

User Interface (Interactive Media)

Students will explore using digital animation to create an interactive multimedia product for a small fashion business

ATL: Research

• Information literacy skills – Make connections between various sources of information

Assessment Criteria:

• A: Inquiring and analysing – iii, iv
• B: Developing ideas – ii, iii. iv

Programming: Website development

Students will continue with the theme of sustainability in fashion designing a website HTML and CSS

ATL: Thinking

• Creative-thinking skills – Apply existing knowledge to generate new ideas, products or process
• Transfer skills – Combine knowledge, understanding and skills to create products or solutions.

Assessment Criteria:

• C:Creating the solution – i, ii. iii. iv. v.

Data Presentation and 3D printing

Students will gain an understanding of promoting fashion products created through 3D printing.(Using Tinkercad)

ATL: Research

• Reflection skills – Identify strengths and weaknesses of personal learning strategies

Assessment Criteria: A,B,C,D

Online Communication

Students will understand how to use google sheets, why data is important and how to protect your personal information online.

ATL: Communication

Communication skills – Use a variety of media to communicate with a range of audiences.

Assessment Criteria:

• A: Inquiring and analysing – i,ii,iii
• Knowledge Test

Computer Systems

Students will apply understanding of computer systems in year 7 and create a control system to design and build a micro:bit-based smart farming system that helps address food security issues related to SDG 2 – Zero Hunger.

ATL: Thinking

• Critical-thinking skills – Practise observing carefully in order to recognize problems
• Creative-thinking skills – Apply existing knowledge to generate new ideas, products or process

Assessment Criteria: 

• B: Developing ideas – i, ii.

Network and Cybersecurity

Students will continue with the design of a control system incorporating how networks work and integrating Security features within their system

ATL:Thinking

• Transfer skills – Combine knowledge, understanding and skills to create products or solutions.

Assessment Criteria:

• C:Creating the solution – i, ii. 
• D: Evaluating – i, ii

Game Development

Students will explore the mechanics of game development by redesigning a 2D retro game using GDevelop 5

ATL: Research

• Information literacy skills – Make connections between various sources of information

Assessment Criteria:

• A: Inquiring and analysing – iii, iv
• B: Developing ideas – ii, iii. iv

Programming: GDevelop

Students will continue with the theme of sustainability by creating the game idea

ATL: Thinking

• Creative-thinking skills – Apply existing knowledge to generate new ideas, products or process
• Transfer skills – Combine knowledge, understanding and skills to create products or solutions.

Assessment Criteria:

C:Creating the solution – i, ii. iii. iv. v.

Programming: Python

Students will explore the use of text based programming and reflect on the skills which supports the a users need by creating a solution to a problem (Selection and Iteration Programming construct)

ATL: Research

• Reflection skills – Identify strengths and weaknesses of personal learning strategies

Assessment Criteria: A,B,C,D

Online Communication

Students will understand how to navigate through Google Suites, School Network and how to stay safe online.

ATL: Communication

• Communication skills – Use a variety of media to communicate with a range of audiences.

Assessment Criteria:

• Knowledge Test

Computer Systems

Students will apply understanding of computer parts by understanding the use of computer systems. Students will explore computer systems, implementing the need for solutions, and identify research requirements for problem-solving.

ATL: Thinking

• Critical-thinking skills – Practise observing carefully in order to recognize problems.
• Creative-thinking skills – Apply existing knowledge to generate new ideas, products or process

Assessment Criteria: 

• A: Inquiring and analysing – i,ii,iii
• B: Developing ideas – i,ii

Network and Cybersecurity

Students will continue with the design of a computer system incorporating how networks work and integrating Security features within their app.

ATL: Thinking

• Transfer skills – Combine knowledge, understanding and skills to create products or solutions.

Assessment Criteria:

• C:Creating the solution – ii. ,iii. 
• D: Evaluating – i 

Game Design

Students will explore the mechanics of game design developing an idea for a game educating communities of sustainability in the ocean through the use of storytelling and graphics

ATL: Research

• Information literacy skills – Make connections between various sources of information

Assessment Criteria:

• A: Inquiring and analysing – iii, iv
• B: Developing ideas – iii

Programming: Scratch

Students will continue with the theme of sustainability by creating the game idea

ATL: Thinking

• Creative-thinking skills – Apply existing knowledge to generate new ideas, products or process
• Transfer skills – Combine knowledge, understanding and skills to create products or solutions.

Assessment Criteria:

• B: Developing ideas – i
• C: Creating the solution – ii. iii. iv. v.

Programming:Python

Students will explore the use of text based programming and reflect on the skills which supports the users needs by creating a simple calculator for a maths students in Year 4 (Sequencing, Selection Programming construct)

ATL: Research

• Reflection skills – Identify strengths and weaknesses of personal learning strategies

Assessment Criteria: A,B,C,D