Big Picture Curriculum Planning -

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1 Big Picture Curriculum Planning - Year 7 Project Title / Unit HTML Term 2 The Big Picture Previous Learning Students will be aware of webpages and how to create a webpage using WYSIWYG software. This is the first of two Programming languages the students are going to study. They will be looking at how HTML in a basic form can make any given What are we trying to achieve? (curriculum aims) Coverage links to spec / NC (current learning) Knowledge Skills Students are learning different HTML tags and how to structure a page using HTML. Students are learning design skills in terms of creating a simple Key Questions to investigate & Misconceptions Is everything we read on the internet true? Understanding Exploring the intended audience of a webpage and how to adapt it to meet the needs of the audience. Continuity and Progression Future learning This can be built on in terms of web design and textbased programming. Attitudes and Values What we will assess (and how) Assessment Tasks How well are we achieving our aims? (impact, assessment and accountability measures) End of Topic assessment based on the created Suggested Methodology

2 SCHEME OF WORK FCAT Term Planning - Lesson by lesson/section of time Topic Title or Question: Intended learning: Know what we mean by HTML; Understand how a webpage is structured using HTML; Be able to use the Head and Body tag appropriately. Know the different tags used for text; Understand when to use the tags for setting a paragraph and line break; Be able to format a piece of text using appropriate text tags. Know some different text tags used for formatting; Understand what the codes are for colours; Be able to format a piece of text using appropriate colour tags. Know what some different tags used for images; Understand how a picture is measured in pixels; Be able to add appropriate images to our Opportunities and activities to demonstrate learning including literacy, numeracy, SMSC and key resources: Describe what we mean by HTML; Explain how a webpage is structured using HTML; Use the Head and Body tag appropriately. Describe the different tags used for text; Explain when to use the tags for setting a paragraph and line break; Format a piece of text using appropriate text tags. Describe some different text tags used for formatting; Explain what the codes are for colours; Format a piece of text using appropriate colour tags. Describe some different tags used for images; Explain how a picture is measured in pixels; Add appropriate images to our Differentiation: Enrichment or/and H/W activities:

3 Know what some of the different tags used for linking pages are; Understand why we would want a link within the same page; Be able to add a range of links to our Know what some of the different tags used for changing colours from the default colour; Understand how to wrap text around an image; Be able to change the colour of the text, links and background. Describe some of the different tags used for linking pages; Explain why we would want a link within the same page; Add a range of links to our Describe some of the different tags used for changing colours from the default colour; Explain how to wrap text around an image; Change the colour of the text, links and background.

4 () Big Picture Curriculum Planning - Year 7 Project Title / Unit 7.1 Computer Systems Term 1a What are we trying to achieve? The Big Picture Previous Learning Students are introduced to the concept of a computer system. Distinguishing between a general purpose, dedicated an embedded system. OCR GCSE curriculum 1.1 Embedded systems, purpose of a CPU 1.7 Purpose of systems software Key Questions to investigate & Misconceptions Continuity and Progression Future learning What we will assess (and how) Assessment Tasks The hardware and software components that make up a computer systems and the peripherals that aid with the input and output of data. What is a computer system? What is an embedded system? What are computer components? What are peripherals? What is software? Students will develop understanding of computer systems and components throughout phase 3 with a focus on deeper understanding of hardware, software, storage particularly in unit 7.6, 8.1 and Memory Knowledge Skills Understanding Attitudes and Values How well are we achieving our aims? (impact, assessment and accountability measures) Students will work towards good, better and best (differentiated learning objectives) each lesson which provides them with a learning journey for each session. Progress demonstrated by recording prior knowledge at the start of each session and updating their learning journey during mini-consolidation activities throughout the lesson. Milestones assessment criteria maps out overall unit intended leaning outcomes so students have a holistic view of their learning per term. Suggested Methodology q I can explain what a computer system is using the system lifecycle diagram and compare the different categories of computer systems. q I can explain what hardware is giving examples of the main components and their function. q I can explain the term peripheral and how it is different to hardware, giving examples of input and output devices. q I can explain what systems and application software is and explain the role of the operating system. Students will develop their understanding of key exam command verbs and how to respond to these effectively. The role of hardware and software in a computer system. An understanding of how the computer components relate to the human body components in terms of functionality. A deeper / clearer understanding of the technology they use as part of their daily lives. The ability to understand how the technology works rather than being just a consumer of technology. Milestones to be used to record progress made during each session. Students have clear, individual targets for learning and can clearly see the steps required to achieve their targets. End of unit assessment in line with milestone criteria, in formal written exam format, with GCSE style questions to prepare students for formal exams in KS4.

5 () SCHEME OF WORK Term Planning Introduction to Computer Systems Intended learning: What is a computer system? What are the main components in a computer system? What do peripherals do? What is software? Assessment Opportunities and activities to demonstrate learning including literacy, numeracy, SMSC and key resources: 7.1 PowerPoint presentation includes learning activities, assessment material and resources to develop/embed literacy/numeracy skills and SMSC awareness. 7.1 Workbook also available which may be used for students to record evidence of learning. Differentiation: GOOD: I can define a computer system and explain the stages all computer systems follow. BETTER: I can name the 3 categories of computer systems and explain the difference. BEST: I can accurately define an embedded system and give examples. GOOD: I can define the term component and name 3 components that make up a computer system. BETTER: I can compare the 6 main computer components to human body components. BEST: I can describe the role of each computer component, including how it is similar to a human component. GOOD: I can define the term peripheral. BETTER: I can classify peripherals into INPUT and OUTPUT. BEST: I can describe how peripherals help with the two stages of the computer system cycle. GOOD: I can define the term software. BETTER: I can describe the difference between systems software and application software. BEST: I can explain what an operating system is and name the four main functions. Differentiated assessment to allow students to demonstrate their understanding of the unit. Enrichment or/and H/W activities: Logic puzzles. Homework quizzes set online (Sam learning) to consolidate learning in lesson. (Can be made available offline also) Kahoot quizzes for each lesson.