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Curriculum
Subject
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Year 7 Computing
Curriculum Content
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The Year 7 Scheme of Work follows the theme of ‘Secret Agents’. They learn to organise their digital work, use computers safely, undertake visual programming and modelling projects and examine eCommunication.
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Organising Digital Work and Keeping Safe Online
| Lesson number |
Indicative content | Homework |
|---|---|---|
| 1 | Logging-on; designing suitable folder structures; creating folder structures. | Creating a password vault. |
| 2 | Understanding and working with different file types; creating folder structures for a particular purpose. | Organising your home computer file structures. |
| 3 | Introducing viruses; preparing and presenting a chat show sketch about the dangers of viruses; learning review. | Working with an adult at home to ensure you are protected against viruses. Preparing to set-up an email account. |
| 4 | Demonstrating an understanding of privacy settings; setting up and using an e-mail account. | Researching viruses. |
| 5 | Exploring your schools blogging service, including uploading and downloading. | None for this lesson. |
| 6 | Analyse and experiment with text based logo formatting features; create a Secret Agent logo; provide feedback via a blog. | Research ID cards. |
| 7 | Design then make a Secret Agent identity badge; print and wear the badge; provide verbal feedback. | None for this lesson. |
| 8 | E-Safety research; Mission Rebuild assessment task to rebuild a presentation based on the scheme’s content; presenting your work. | None for this lesson. |
[/et_pb_tab][et_pb_tab title=”Unit 2″]
eCommunication, Audience & Purpose
| Lesson number |
Indicative content | Homework |
|---|---|---|
| 1 | Understanding audience and purpose; analysing and improving a presentation. | None for this lesson. |
| 2 | Understanding pixelation; manipulating images; experimenting with saving images in different formats. | Sourcing images for a presentation. |
| 3 | Providing feedback on homework; introducing and understanding the purpose of the slide master; adding slide transitions and slide animations in a presentation. | Obtaining a satellite view of your school. |
| 4 | Planning and building a virtual tour presentation; getting feedback and making improvements. | Find or record an appropriate sound file. |
| 5 | How to sort slides; learning about copyright; inserting sound files into a presentation. | None for this lesson. |
| 6 | Review of a ‘poor presentation’; Start creating Mission America presentation. | Gather suitable media files for a presentation. |
| 7 | Continue with Mission America; give feedback to another student on their presentation; produce your own evaluation report. | None for this lesson. |
[/et_pb_tab][et_pb_tab title=”Unit 3″]
Visual Programming
| Lesson number |
Indicative content | Homework |
|---|---|---|
| 1 | Introducing control systems including; inputs and outputs challenge using Scratch; simple introduction to flowcharts, input, output, and selection; extension task – manipulating outputs in Scratch. | Downloading and investigating Scratch. |
| 2 | Experimenting with the scratch user interface; using the keyboard to make sprites move based on a flowchart; animating sprite costumes; consolidation exercise. | Investigating coordinates. |
| 3 | Plotting precise locations on a grid; using flowcharts to move sprites using given coordinates; using x and y coordinates to accurately move sprites. | None for this lesson. |
| 4 | Building a two player game; making sprites move with the arrow keys; getting sprites to interact with each other; using interactions to keep score. | Playing games on the Scratch website to get ideas. |
| 5 | Design your Mission Escape simulation game. | Produce an introduction for your report. |
| 6 | Produce a report about the unit; introduction; design; build; evaluation write up. | None for this lesson. |
[/et_pb_tab][et_pb_tab title=”Unit 4″]
Modelling
| Lesson number |
Indicative content | Homework |
|---|---|---|
| 1 | Introduction to modelling; spreadsheet basics (including reading task); using a calculator to model what-if analysis; comparison with an equivalent spreadsheet model; make your own test questions. | Investigating the advantages and disadvantages of spreadsheets. |
| 2 | Working with basic formulae; building more complex formulae; inserting rows and columns; changing spreadsheet rules. | Complete the Incomplete Help Guide. |
| 3 | Experimenting with formatting features of a spreadsheet; reformatting a spreadsheet and adding formulae; evaluating another pupil’s work. | Investigating formatting features. |
| 4 | Identifying formatting features; designing, building and testing a flight cost calculator spreadsheet; designing an equipment cost calculator. | None for this lesson. |
| 5 | Manually producing graphs; interpreting profits using a data table; interpreting data from a graph; producing graphs and interpreting their findings. | Development cycle. |
| 6 | Mission Headquarters – desiging and building a speadsheet for a purpose, plus extension. | None for this lesson. |
[/et_pb_tab][et_pb_tab title=”Unit 5″]
Exploring Data
| Lesson number |
Indicative content | Homework |
|---|---|---|
| 1 | Finding errors in a paper based database; deciding on errors in a database and correcting them. | None for this lesson. |
| 2 | Collect and enter data from a data collection form; design database tables for a given purpose; specifying data types for database designs. | Designing database tables. |
| 3 | Building database tables and forms; building a table based on a text file. | Database queries worksheet. |
| 4 | Querying a paper based database; querying a large electronic database; building your own database queries according to a user’s specification. | None for this lesson. |
| 5 | Identifying the purpose of different input and output devices; choosing input and output devices for different scenarios; identify the costs of different components and devices. | None for this lesson. |
| 6 | Complete the mission : Extreme Power assessment. | Bring an example of a user guide to the next lesson. |
| 7 | Working out the common features of different user guides; produce a user guide. | None for this lesson. |
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