| Unit No. & Title |
Duration (weeks) |
Notes |
| 7.1
Using ICT: Creating
a presentation about themselves |
6 |
This unit gets the students to develop a presentation
about themselves continually
considering 'fitness for purpose'. Students are shown
a 'bad' presentation and using the discussion as to
why it is poor gets them to understand what makes a
good presentation. They then plan their presentation.
Features are introduced slowly: one lesson is spent
thinking about appropriate images, one on text and
one on sound. Finally the presentation is adapted for
a different audience. It is recommended that this is
delivered as the first unit in Year 7.
|
| 7.2
Using data and information sources |
3 |
Lesson 1 is almost completely away from the computers.
Students are asked to consider where different types
of information can be found, sample size and who to
ask. Evaluating questions. Lesson 2 involves searching
a Web site and then narrowing down a search. Lesson
3 gets students to recognise that all information is
not accurate and can mislead. Comparing information
sources and the need to acknowledge information sources.
|
| 7.3
Making a leaflet: A poster & a 3 page leaflet
about the school |
6 |
Students are introduced to the concept
of corporate image, logos and discuss what makes a good
leaflet. After making their own logo they capture suitable
images using scanner and digital camera. These images
are then manipulated to make them more suitable. |
| 7.4
Modelling: School disco |
5 |
Students are introduced to spreadsheets
and general vocabulary. The concept of a model is introduced
and students use a model to solve 'what if' questions.
A model of a school disco is developed over 2 lessons
with students considering how it could be made more realistic.
Finally a report is created to present the costs of the
disco to the headteacher. |
| 7.5
Data Handling: Travel to
school |
6 |
Students are given a set of data and asked
to consider its accuracy, reliability and bias. Suitable
and unsuitable graphs are then generated. Hypotheses
are then developed about methods of students travel to
school at different ages. A questionnaire is designed
with questions suitably framed and how they could be
answered. Local and national data are compared. A data
handling system is then created to answer a key question.
Data is entered, checked and tested. Conclusions are
then drawn and related to the original question. |
| 7.6
Control |
5 |
This unit can be taught using a downloadable
version of Data Harvests Flowol -
highly recommended. It introduces the pupils to planning
the order of instructions in full English before using
more precise language and then flowchart language. Flowchart
shapes are learnt. The need for repetition (eg at a zebra crossing) is considered and the subsequent
use of a loop. Corresponding states (eg at
a set of traffic lights) are introduced and this then
moves onto inputs and state tables (eg a
lighthouse) |
| 8.1
Public Information Systems |
5 |
The unit starts by revising datalogging,
sensors and graphical data representation. The need for
different types of information for different audiences
is discussed and from that a plan as to what data will
be required and what information will be produced. Live
weather data is found on the internet using a web query
and this is used to create an information system. The
system is the developed so that it better meets the needs
of the user. |
| 8.2
Publishing on the Web |
8 |
Uses html, a word processor and FrontPage
to create a simple page so that the size of the files
and simplicity of use can be considered. A Web site for
a specific audience is then designed and created. The
advantages of use of style sheets are considered and
introduced. |
| 8.3
Information: reliability, validity and bias |
4 |
The unit starts distinguishing between
fact and opinion and then whetherinformation is accurate
and reliable. The reliability of Web sites is considered
in relation to URLs, endorsements and how recently updated.
Complex searches using AND, OR and NOT are introduced
with the students acting as a database and then a Web site
and schools own choice CDROM are interrogated. Key words
are identified in a document and then full-text searches
are done. Search engines are evaluated. Advanced search
facilities on internet are used and the use of synonyms
and precise strings introduced. Students then have to
find information for a report and decide if it was reliable
and which were the most useful sources of information. |
| 8.4
Modelling: Developing a mobile phone model |
5 |
The students develop a model to calculate
best value tariff for a given number of minutes used
per month. They also look at a real 'black box' model
on the internet. They learn how and why to use the function
'goal seek' instead of trial and improvement.Students
also encounter issues to do with the graphical representation
of data. Random number generation is used. Simulations
and models are investigated. |
| 8.5
ICT Systems |
9 |
In this unit the students create three
mini systems which are each produced using the system
life cyclel. The unit is based on creating a feasability
study of growing plants toraise money for a charity.
The three mini systems are: modelling the cost and profit
of growing the plants, creating a control system for
a greenhouse, marketing the product. It is recommended
that this unit is delivered as the final one in Year
8. |
| 9.1 Case study - Theme
Park |
10 |
In this case study pupils plan and create a control
system for a theme park water ride, including appropriate
safety features. After the systems have been developed,
tested and refined, they need to be included in a presentation
to the park manager.
|
| 9.2 - Creating a large
database |
10 |
This case study involves the creation
of a large database about pupils from another school
(if possible). However, in order to give pupils the opportunity
to plan for themselves, they create a questionnaire and
database of their own to answer hypotheses generated
individually. After this the whole class uses a shared
database to carry out research, giving them the chance
to develop complex searches when interrogating a large
database. |
| 9.3 Case Study - School
Production |
14 |
Pupils are given the job of developing
a finance and ticketing system for a school drama production.
The aim is to produce a system for use by year 10. It
involves creating ways of calculating outgoings, deciding
on ticket prices in order to make a small profit, recording
ticket sales and tracking income, and creating tickets.
The work includes creating publicity material in appropriate
formats for pupil and adult audiences. Activities allow
for collecting user feedback and making a final presentation
about the system. |
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