A Practical Guide to Teaching Computing and ICT in the Secondary School

Appendix A Planning templates EXAMPLE OF MEDIUM-TERM UNIT PLAN TEMPLATE Class: M/F: No. of weeks/hours: Scheme of work/syllabus reference: Unit/topic: Using ICT No. in class: Comments/prior knowledge: SEN: Aims: At the end of this unit: 1 most pupils will: 2 some pupils will not have made so much progress and will: 3 some pupils will have progressed further and will: Language/literacy: pupils will understand, use and spell correctly: Health and safety issues: Lesson/wb: Activities: Outcomes: Resources needed: 1 2 3 4 138

APPENDIX A EXAMPLE OF MEDIUM-TERM UNIT PLAN Class: 7 B No. of weeks/hours: 4 hours/weeks Scheme of work/syllabus reference: Unit/topic: QCA unit 1 Using ICT No. in class: 22 M/F: 12/10 SEN: 0 Comments/prior knowledge: First unit: need to establish prior knowledge. Some will have done multimedia at KS2 Aims: At the end of this unit: 1 most pupils will: use slideshow presentation software to organise, refine and present a presentation, with images, sound and text. 2 some pupils will not have made so much progress and will: produce a shorter presentation, with images, sound and text 3 some pupils will have progressed further and will: have done the presentation, matched it to audience, used buttons and done some in French. Language/literacy: pupils will understand, use and spell correctly: log on/off, multimedia, plagiarism, button, hyperlink Health and safety issues: Use of whiteboard and projector. Fix cables. Lesson/wb: Activities: Outcomes: Resources needed: 1 13 Sept 1 See demo of 1 Improved Whiteboard, software, how knowledge on slideshow to insert text, software presentation graphics and software, blank sound 2 Storyboard paper, pencils, rulers 2 Plan presentation (storyboard) 2 20 Sept Begin slides, save Draft set of slides Network, with sensible presentation names, save software, drafts microphones, speakers, scanner, digital camera 3 27 Sept 1 Finish 1 Finished As above Printer presentation presentation Paper 2 Print as 2 Annotated annotated handouts handout 3 Plan presentation 4 3 Oct Make Presentation Presentation presentation software, whiteboard 139

APPENDIX A EXAMPLE LESSON PLAN TEMPLATE 1 Class: Date: Time: No. in class: Identify least Venue: M/F: able: Identify most able: Other: Theme of module: Theme of lesson: SOW/NC ref. and level: Prior learning/notes/errors and misconceptions from last lesson: Anticipated errors and misconceptions to address this lesson: Aims (expected learning outcomes) for lesson: LEAST ABLE PUPILS: ALL OTHER MOST SOME PUPILS: MOST ABLE PUPILS: PUPILS: PUPILS: Targeted cross-curricular content, e.g. Literacy, Numeracy, Citizenship, SMSC, study skills, thinking skills, key skills, economic awareness, other subject: Keywords and literacy support: Methods of differentiation: e.g. open-ended tasks, increased levels of difficulty, differentiated input, differentiated tasks, teacher support/intervention, class assistant support/intervention, peer support/collaboration, streaming, setting, friendship groups, mixed ability groups, IEP strategies: Assessment method for aims and outcomes, e.g. Recording methods, e.g. mark Q&A, written task, test, homework, observation, book, printout, observation notes, printout: Q&A notes, report: TIMINGS: TEACHER PUPIL ACTIVITY RESOURCES: ASSESSMENT: ACTIVITY (including Intro: differentiation): Development: Plenary: EXTENSION/HOMEWORK: TTA Standards: 140

EXAMPLE LESSON PLAN TEMPLATE 2 (Lesson plan): Qualification title: Group ID: Tutor: Topic: No. in class: SEN: Support: Date: Time: Theme of lesson: Theme of module: Standards Learning objective(s): Learning outcomes: Cross-curricular IDENTIFIED þ Literacy: Numeracy: Information Working with Citizenship: SMSC: Listening/ Technology: others: Differentiation: KEY SKILLS: thinking skills: TIME: ACTIVITY: LEARNING & RESOURCES: ASSESSMENT: TEACHING METHOD: Extension: Standards: Evaluation: Outcomes: General issues: Next lesson:

APPENDIX A EXAMPLE LESSON PLAN TEMPLATE 3 Class: Date: Ability range: No. in the class: Week: Time: No. SEN/IEP: Curriculum ref.: Topic: Cross- Prior learning: curricular links: Aims: Objectives: All pupils Most pupils Some pupils Key concepts / vocabulary: Differentiation: By open-ended By differentiated By increasing levels Mixed ability tasks input/tasks of difficulty Streaming Teacher support/ Classroom assistant Peer support/ intervention collaboration Setting Friendship groups Assessment: Purpose – Formative Summative diagnostic Method: Question / answer Written task Written test Observation Recording: Mark book Report School data Observation notes Pupil / parent Risk assessment: Pupils to enter and exit room in an orderly manner. Awareness of trailing cables. No bags in the classroom. Main pupil activity Homework Standards addressed: Class teacher signature if discussed. Time: Learning/Pupils’ Teacher activity: Learning outcomes activity: and assessment: Issues from the previous week: 142

APPENDIX A KS3 EXAMPLE LESSON PLAN Class: Y8 Date: Time: No. in class: 24 Identify least Venue: M/F: able: 0/24 G1 Identify most able: G5 Other: Theme of module: control Theme of lesson: sensing and SOW/NC ref. and monitoring control and level: unit 7.6 level 4/5 Prior learning/notes/errors and misconceptions from last lesson: Pupils missed a week owing to pastoral session, likely to be lively this lesson Anticipated errors and misconceptions to address this lesson: Entering the web address incorrectly and then assuming site does not work Aims (expected learning outcomes) for lesson: LEAST ABLE ALL OTHER MOST PUPILS: SOME PUPILS: MOST ABLE PUPILS: G1 PUPILS: Will Will use guide Will use guide PUPILS: G5, and G2 will use guide to to answer to answer possibly G7 use guide to answer questions on questions on will use guide answer questions on sensors and worksheet to answer questions on sensors and control with with relevant questions on sensors and control with relevant additional info worksheet control, with relevant additional info from websites, with relevant teacher additional from websites, working additional info support. info from working independently. from websites, websites, independently. Use the working with teacher Use answers different independently. support. to help word- sources to Use synthesis process a synthesise of answers to report. answers to help word- help word- process an process an accurate and accurate and appropriate appropriate report. They report. will be able to justify their conclusions. Targeted cross-curricular content, e.g. Literacy, Numeracy, Citizenship, SMSC, study skills, thinking skills, key skills, economic awareness, other subject: Literacy (reports). Social and economic awareness. Keywords and literacy support: Sensors, control, system flowchart, automation Methods of differentiation: e.g. open-ended tasks, increased levels of difficulty, differentiated input, differentiated tasks, teacher support/intervention, class assistant support/intervention, peer support/collaboration, streaming, setting, friendship groups, mixed ability groups, IEP strategies: Learning styles (VAK) and differentiated input 143

APPENDIX A Assessment method for aims and outcomes, Recording methods, e.g. mark book, e.g. Q&A, written task, test, homework, printout, observation notes, Q&A notes, observation, printout: report: Printouts and written tasks/worksheet Mark book TIMINGS: TEACHER PUPIL ACTIVITY RESOURCES: ASSESSMENT: 5 mins ACTIVITY Intro: (including Music watch differentiation): PowerPoint Informal 5 mins Bring in class to observations, calming music, AK sit, listen Sense and Q&A use hook-up and do control brain gym exercises worksheet exercises A listen to Development: objectives Clearly state the objectives. V watch Into sense and PowerPoint control, discuss during what pupils discussion. believe it is, use example of greenhouse to demo how sensors detect temp. and humidity. 5 mins Give pupils A listen to instructions for instructions. worksheet task, explain only to use websites provided and not misuse Internet. Check understanding. Monitor and support pupils, target weaker pupils throughout. Record progress in mark book. 144

APPENDIX A 30 mins V, K Answer Internet, Answers, the questions, pre-defined reports using websites websites, mark to expand book answers. Some will then word-process a report, including relevant images and print. 15 mins Plenary: VA use Keywords, Written notes Put pupils into keywords to coloured pens predetermined inform groups of 4 (6 discussion, groups). Give listen to others. each group one question to brainstorm and feedback. EXTENSION/HOMEWORK: use the ‘funderstanding’ website to control a roller coaster TTA Standards: 3.2.2, 3.3.8 145

APPENDIX A KS4 EXAMPLE LESSON PLAN (COURSEWORK) Class: Y10 Date: Time: No. in class: 21 Identify least vocational Venue: M/F: able: 10/11 B1 Identify most able: G2, G3 & B5 Other: Theme of module: Vocational Theme of lesson: unit 3, SOW/NC ref. coursework Hardware & software; unit 7, and level: units multimedia 3 & 7 pass/ merit Prior learning/notes/errors and misconceptions from last lesson: B1, G4, B7, B9, G11 still finishing unit 3, others have begun unit 7 Anticipated errors and misconceptions to address this lesson: Some are simply copying and pasting images from Internet, rather than saving to folder then inserting image. Will remind them to use folders Aims (expected learning outcomes) for lesson: LEAST ABLE ALL OTHER MOST PUPILS: SOME PUPILS: MOST ABLE PUPILS: B1, PUPILS: B7, B9, Start unit 7. Making PUPILS: G2, G3, G4 to G11 to Working progress on B5 to make complete complete unit independently unit 7. significant unit 3 at 3 and start for the Working progress on pass level. unit 7. majority of independently unit 7. Working time at pass for the Working independently level. majority of independently for some of time at merit at merit level. time at pass level. level. Targeted cross-curricular content, e.g. Literacy, Numeracy, Citizenship, SMSC, study skills, thinking skills, key skills, economic awareness, other subject: Literacy – writing for a specific audience. Key skills, communication with peers. Thinking skills. Economic awareness, ICT in industry. Keywords and literacy support: Graphics, hardware, software, Internet, research, evaluation, screen shot Methods of differentiation: e.g. open-ended tasks, increased levels of difficulty, differentiated input, differentiated tasks, teacher support/intervention, class assistant support/intervention, peer support/collaboration, streaming, setting, friendship groups, mixed ability groups, IEP strategies: Differentiated support through guides and teacher intervention. Peer support. Assessment method for aims and outcomes, Recording methods, e.g. mark book, printout, observation notes, Q&A e.g. Q&A, written task, test, homework, notes, report: observation, printout: Planned Q&A, teacher notes 146

APPENDIX A TIMINGS: TEACHER PUPIL ACTIVITY RESOURCES: ASSESSMENT: ACTIVITY Intro: (including differentiation): 10 mins Register. Share Get folders, log Register, PCs Q&A lesson on. projector objectives. Demo on using Interact with folders for demo Q & A. images. 36 mins Development: Working Targeted Q&A Monitoring through unit class, tasks, with facilitation of support of coursework, guides. supporting pupils. 9 mins Plenary: Respond to Planned Q&A Q&A on using Q &A. images, considering Pack up. technical issues, appropriateness of images and copyright laws. Supervised ending. EXTENSION/HOMEWORK: Extension: next unit tasks available. TTA Standards: 2.1 d, 3.3.2d Awareness of pathways of progression 147

APPENDIX A POST-16 EXAMPLE LESSON PLAN Class: 12Y Date: Time: 60mins No. in Identify least able: Venue: class: 11 G1 M/F: Identify most able: 7/4 B3 and G5 Other: Theme of module: Multimedia Theme of lesson: Evaluating SOW/NC ref. and websites level: AVCE Unit 3.7 Prior learning/notes/errors and misconceptions from last lesson: Majority have undertaken GCSE ICT examination in KS4. All have been engaged in initial discussion on their experiences of using the Internet Anticipated errors and misconceptions to address this lesson: Not evaluating all features of a website, particularly design and content and ease of use. Lack of understanding of the needs of target audience Aims (expected learning outcomes) for lesson: LEAST ABLE ALL OTHER MOST PUPILS: SOME MOST ABLE PUPILS: B3 and PUPILS: Determine PUPILS: PUPILS: G1. G5. Determine suitable criteria Determine some criteria for for the suitable criteria the evaluation evaluation of a for the of a website. website. Use evaluation of a Use a these criteria in website. Use standardised conjunction these criteria to list to undertake with a undertake a meaningful standardised meaningful evaluation of a list to undertake evaluation of a website. meaningful variety of evaluation of websites, and more than one begin to apply website. these findings to the design of their own website. Targeted cross-curricular content, e.g. Literacy, Numeracy, Citizenship, SMSC, study skills, thinking skills, key skills, economic awareness, other subject: Thinking skills and economic and social awareness Keywords and literacy support: Navigation, bias, fitness for purpose, target audience, design features, credibility and validity, accuracy, reliability Methods of differentiation: e.g. open-ended tasks, increased levels of difficulty, differentiated input, differentiated tasks, teacher support/intervention, class assistant support/intervention, peer support/collaboration, streaming, setting, friendship groups, mixed ability groups, IEP strategies: Group work, peer support and appropriate teacher intervention Assessment method for aims and outcomes, e.g. Recording methods, e.g. mark book, Q&A, written task, test, homework, observation, printout, observation notes, Q&A printout: notes, report: Q&A and feedback from students Observational notes 148

APPENDIX A TIMINGS TEACHER PUPIL ACTIVITY RESOURCES: ASSESSMENT: ACTIVITY Intro: (including differentiation): 2 mins Registration. Register Share lesson Whiteboard objectives. 1 min Introduce In groups (at PowerPoint Feedback starter activity. least 3 per group). Identify good and bad points of exemplar websites. 7 mins Monitor Flip chart discussion. 5 mins Manage Group feedback. feedback. 5 mins Development: Discuss list. Interactive Q&A Introduce whiteboard standardised Criteria list on list of criteria. shared area 5 mins Reinforce the Respond to concepts of targeted fitness for questions. purpose and needs of target audience. 3 mins Provide list of Investigate Internet access sites for pupils sites. C3 and C5 to evaluate. to identify and evaluate additional sites. 22 mins Plenary: Participate in Interactive Observational Manage debate whiteboard notes discussion about finds. C1 to scribe findings on Smart Board and save in shared area EXTENSION/HOMEWORK: Begin to apply findings to the design of own website TTA Standards: 2.1d Awareness of pathways of progression 3.2.4 Differentiation 3.3.2d Teach competently 149

Appendix B Examples of simple peer- and self-assessment tools PEER-ASSESSMENT Y7 Group presentations – feedback sheet Group 1 23456 Readable font Y Images Y Animation N Sound Y Colour Y Comment Liked the colour, but sound did not match the images. SELF-ASSESSMENT Group Yes/no Explain Are my fonts clear and readable? Yes Are the images suitable for the Y They are in Arial size 24. audience? Have I used animation? N My audience is Y6, so I have Have I used sound? Y used cartoons. Are the colour combinations suitable? Y 150

Index abstract, 14, 48, 98, 110, 111, 114, 115 Birmingham Grid for Learning, 74, 89 abstract thinking, 98, 110 Bishop, C., 102, 103 abstraction, 93, 95, 98, 100, 103, 105, 118 Black, P. and Wiliam, D., 75, 89 Accredited Skills for Industry (ASFI), 9 blogs, 12, 21, 38, 82, 87, 123, 127 acronyms, 75 Bloxham, S., 88, 89 actuators, 112, 113 boolean, 19, 20, 114, 115, 118, 125, 127 additional educational needs (AEN), 53 Bricklin, D., 111 affordances, 21 British Computer Society, 9, 10, 13, 61, 97 aims, 54, 105, 118, 127, 138, 139, 140, 142, 143, British Education and Training Technology 144, 146, 148 (BETT), 12 algorithms, 20, 34, 35, 36, 96, 98, 99, 101, 102, Bundy, A., 111 business information technology, 8, 9 103, 104, 105, 113, 115, 116, 118 capability, 7, 8, 73, 77, 85, 118, 128, 130 alphanumeric, 125 Capel, S., Leask, M. and Turner, T., 1, 52, 54, analogies, 14, 48, 113, 115, 124 analogue to digital convertor (ADC), 113 55, 56, 74, 86, 89 annotations, 61 career, 7, 8, 12, 49, 67, 118, 128, 132 assessment, 1, 2, 5, 7, 10, 24, 48, 52, 55, 70, 71, cell reference, 124 central government, 12 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 85, Child, D., 60, 69, 131 86, 88, 89, 121, 123, 140, 141, 142, 144, 146, classroom environment, 2, 59, 66 147, 148, 150 classroom management, 49 Assessment for Learning (AFL), 70, 71, 72, climatologists, 109 75, 80 closed loop, 112, 113 Assessment Reform Group, 75 closed questions, 80 assignments, 15, 66, 87 Colossus, 130 attainment, 71, 80, 85, 86 common mistakes, 5, 53 audit, 8, 10, 24 community of practice, 9 autonomous, 55, 120 compartmentalisation, 98 Babbage, Charles, 99, 129 complex problems, 103 Bagge, P., 102, 103 computational thinking, 2, 34, 54, 77, 93, 95, Baker, J. and Sugden, S., 111, 116 barriers, 9, 67, 68 96, 97, 98, 99, 100, 101, 102, 103, 104, 109, baseline, 72, 73 111, 114, 115, 118, 119, 120, 128, 132, 134, BBC micro, 115, 117, 130 137 becta, 120, 126 computer architecture, 11, 29, 115, 135 benchmarks, 76 computer science, 1, 8, 9, 15, 22, 23, 24, 97, Berners Lee, Timothy, 130 103, 105, 114, 115, 118, 120, 128, 137 binary, 19, 31, 118 computer virus, 14 151

INDEX Computing at School (CAS), 9, 13, 17, 96, 97, exemplar(s), 10, 15, 16, 54, 61, 82, 122 101, 103, 110, 117 expectations, 15, 56, 61, 67, 85, 88, 122 experiential learning, 110 computing classroom, 59, 60, 61, 67 expert systems, 41, 97 computing teachers, 10, 12, 13, 23, 66 extrinsic motivation, 60 confidentiality, 82 feed forward, 77 configuration, 15, 44, 65 feedback, ix, 13, 27, 50, 58, 70, 71, 72, 75, 76, constructivism, 110 context(s), 5, 13, 15, 20, 51, 52, 55, 73, 88, 95, 77, 78, 82, 85, 87, 88, 89, 112, 113, 121, 145, 148 149, 150 96, 98, 100, 102, 105, 108, 109, 112, 113, flow diagrams, 20 114, 115, 116, 119, 120, 129, 131, 134, 135 flowchart(s), 99, 101, 103, 107, 109, 143 control, 11, 14, 15, 18, 19, 20, 36, 37, 45, 60, 93, formative, 73, 75, 80, 86, 121, 114, 142 108, 112, 113, 114, 117, 143, 144, 145 formulae, 20, 123, 124 convert, 112, 113 Frost, A., 132, 136 copyright, 11, 19, 21, 42, 61, 126, 147 functions, 18, 20, 34, 111, 114, 116, 118, 123, Creative Commons Licensing, 21 124 coursework, 5, 15, 16, 48, 49, 56, 60, 62, 146, futurologists, 132 147 gaming, 98, 103, 110, 111, 116, 133 creativity, 55, 93, 96, 98, 109, 116, 118, 128, garbage in garbage out (GIGO), 111, 125, 132 137 generalisation, 93, 95, 98, 100, 103 criteria-based assessment model, 76 globalisation, 135 Computer Science Teachers Association Goldsborough, R., 132, 136 (CSTA), 97 hardware, 8, 15, 18, 19, 20, 29, 53, 68, 69, 104, data analytics, 98 120, 121, 146 data protection, 11, 42 hazards, 61 database(s), 16, 19, 31, 32, 119, 125, 126, 127, health and safety issues, 60 131 Her Majesty’s Inspectors (HMI), 71 debugging, 99, 102, 116 high-level code, 20 decomposition, 93, 95, 96, 98, 99, 103 higher-order thinking, 80 deconstruction, 99 holistic, 15, 71, 98 design & technology (D & T), 121 Hramiak, A. and Hudson, T., 86, 89 desk top publishing (DTP), 121, 122 HTML, 20, 36, 116 desktop, 27, 110, 130 Hu, C., 98, 103 diagnostic, 75, 80, 82, 142 human–computer interfaces (HCI), 18 differentiate, 55, 140, 142, 143, 146, 148 humanities, 97, 98 digital to analogue convertor (DAC), 113 hypertext language, 131 early adopter, 13 hypothalamus, 113 Education Show, 12 hypothesise, 98, 100 Edwards, A. D., ix, 110, 117, 131, 132, 136 hypothesising, 99 effort, 12, 49, 72, 77, 82, 86 impact of computing on society, 11 Elliot, P., 49, 57 incremental learning, 101, 111, 113 emerging technologies, 69 independent learning, 55, 76 engineering, 96, 97, 114, 132 individual education plan (IEP), 55 English as an additional language (EAL), information and communication 53 technology (ICT), 9, 10, 11, 12, 15, 19, 21, ENIAC, 130, 136 22, 23, 45, 46, 55, 68, 71, 72, 75, 87, 89, 93, e-portfolios, 21 97, 119, 120, 121, 123, 126, 127, 137, 138, errors, 21, 55, 99, 102, 140, 143, 146, 148 139, 146, 148 e-safety, 21, 38, 61, 123, 131 information technology (IT), 1, 8, 15, 24, e-skills uk, 120, 126 103, 105, 118, 120, 128, 132, 137, 141 European Pedagogical ICT Licence innovation, 13, 103, 116 (EPICT), 9 input and output devices, 18, 61, 113 examination boards, 8, 15 examination bodies, 10, 12, 15, 16 examination papers, 15 152

INDEX input sensors, 112, 117 moderation, 5, 70, 72, 73, 74, 79, 88 interaction(s), 59, 60, 112 moodle, 9 interactive whiteboards, 15, 21 motivation, 60, 69, 86, 110 interface(s), 109, 110, 111, 112, 114 MSWLogo, 11, 17 International Society for Technology in Mullins, R., 115 multimedia, 8, 11, 21, 35, 36, 50, 114, 139, 146, Education (ISTE), 97 intrinsic motivation, 60 148 ipsative, 75 Mycroft, A., 115 journalism, 98 NAACE, 13, 17 keywords, 61, 140, 143, 145, 146, 148 National Curriculum (NC), 1, 10, 17, 24, 52, knowledge, skills and understanding, 1, 7, 55, 71, 93, 96, 97, 103, 105, 118, 140, 143, 8, 10, 11, 12, 13, 22, 23, 24, 25, 27, 28, 29, 146, 148 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, network(s), 8, 10, 11, 13, 14, 15, 16, 19, 20, 43, 42, 43, 44, 45, 46, 51, 55, 56, 75, 85, 93, 44, 51, 52, 61, 62, 68, 123, 126, 131, 139 120, 122, 125 Network of Teaching Excellence, 9 numeracy, 55, 140, 141, 143, 146, 148 Lang, P., 61, 69, 115 objectives, 5, 51, 52, 54, 70, 75, 77, 78, 141, layout, 5, 25, 55, 59, 63, 64, 65, 121 142, 144, 147, 149 learning activities, 9, 52 learning and teaching, 1, 2, 5, 9, 49, 51, 52, Office for Standards in Education (OFSTED), 71, 72, 97, 120 55, 59, 60, 113, 116, 120, 121 learning goals, 75 Ofqual, 9 learning outcomes, 75, 77, 78, 140, 141, 142, Olson, K., 132 open loop, 112, 113 146, 143, 148 open questioning, 80 learning styles, 55 open-source, 9, 11, 18 legislation, 11, 42 operating systems (OS), 18, 41 lesson in the back pocket, 68 ozone, 63 lesson plan(s), 50, 51, 54, 55, 56, 85, 140, 141, paired work, 55, 66, 67 Papert, S., 97, 114, 115, 116 142, 143, 146, 148 Pascal, B., 129 literacy, 55, 93, 120, 134, 138, 139, 140, 141, pattern recognition, 93, 95, 98, 99, 100, 103, 143, 146, 148 111 logical thinking, 95, 96 pedagogical content knowledge, 9, 14 Longman, D., 121, 126 pedagogy, 7, 13, 69 long-term plan, 51, 52, 53, 54, 55 peer and self-review, 72 loops, 20, 101, 113, 116 peripheral vision, 66 Loveless, A., 121, 126 peripherals, 29, 61 machine code, 20, 35 Piaget, J. B., 114 marking scheme, 15 placement(s), 8, 9, 12, 13, 25, 26, 27, 28, 29, 30, Maslow, A. H., 60, 69 mathematics, 14, 96, 98, 114, 123, 124, 137 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, medicine, 98 43, 44, 45, 46, 50 medium-term plan, 52, 53, 54, 56, 139 planning, 1, 2, 5, 24, 49, 51, 52, 53, 54, 56, 70, mentor, 1, 14, 18, 47, 55 71, 72, 74, 76, 78, 79, 80, 86, 134, 138 metaphor(s), 48, 115, 125 portfolio, 86 microprocessor, 108, 112, 113, 134 praise, 60, 72 miniaturisation, 130 prior experience, 11, 51, 53 misconceptions, 2, 8, 14, 16, 55, 75, 93, 111, prior learning, 53, 55, 140, 142, 143, 146, 148 problem-solving, 45, 96, 98, 101, 118, 128 119, 121, 123, 124, 125, 126, 140, 143, 146, procedures, 14, 20, 24, 41, 69, 96, 102, 114, 148 116, 118 mobile technology, 21, 66 programme of study (POS), 10, 15, 17, 24, 86, modelling, 16, 20, 37, 51, 52, 93, 100, 108, 109, 96, 97, 102, 103, 105, 113, 114, 118, 120, 110, 111, 112, 117, 123, 124, 132 127, 137 models, 20, 86, 108, 110, 111, 124 153

INDEX programming, 11, 12, 13, 20, 34, 35, 93, 107, subproblems, 99, 100 108, 111, 114, 115, 116, 117, 118, 137 subprograms, 99 summative, 71, 82, 86, 142 project(s), 12, 15, 16, 49, 56, 62, 63, 66, 77, 78, symbols, 103, 107, 124 86, 105, 109, 127 systems analysis, 15, 19, 45 target-setting, 72, 80, 54 pseudo code, 20, 115, 116 teacher-centred, 63 pupil records, 85 Teachers TV, 13, 17 questioning, 48, 80 teamwork, 67, 86 Raspberry Pi, 13, 115, 134 technician(s), 14, 15 rate of pace of change, 129 Technology, Entertainment and Design real world, 28, 67, 93, 95, 96, 100, 102, 103, (TED), 13 110, 118, 119, 120, 121, 122, 123, 125 template(s), 2, 27, 52, 53, 55, 56, 135, 138, 141, real-world applications, 95, 96, 119 recomposed, 99 142 relational database, 16, 32 testing, 19, 45, 99, 102, 124 reliability, 11, 20, 148 thermoregulation, 113 repetition, 101 TIBS, 75 risk, 98, 109, 133, 142 Tiensuu, A., 98, 104 routines, 15 tracking system, 72 Royal Society of London, 97 traffic lights, 82 SACK, 78 transitions, 54, 55, 58 scaffolded learning, 111, 113 UNESCO, 131 scaffolding, 101 unit of work, 28, 78 scheme of work (SOW), 52, 53, 54, 93, 120, Upton, E., 115 validity, 11, 20, 110, 148 140, 143, 146, 148 verbal feedback, 70, 77 Schmidt, E., 97, 104 video, 11, 21, 102, 123, 127 sciences, 97, 132 virtual games, 110, 113 scratch, 11, 17, 114, 117 virtual learning environments (VLE), 9, 21, selection, 20, 67, 101, 102, 116 short-term plan, 51, 52 87 Shulman, L., 13, 14, 16 virtual or augmented reality, 133 signal(s), 36, 112, 113 visualisation, 54 simulation(s), 2, 51, 93, 101, 108, 109, 110, 114, visualise, 54 voice, 29, 63, 63 119, 132 wall displays, 61 social media, 13, 21, 135 WALT, 75 socialisation, 67 wasp, 60, 63 software, 8, 9, 11, 12, 13, 15, 16, 17, 18, 21, 22, Watkins and Mortimore, 7, 16 weather, 60, 62, 100, 109, 111 37, 39, 41, 45, 53, 58, 61, 69, 104, 109, 111, web 2.0, 21, 122 120, 121, 123, 127, 139, 146 welfare, 5, 59, 60, 62, 63 special educational needs (SEN), 5, 53, 138, whole-class teaching, 64, 65 139, 141, 142 wikis, 21, 123 specification(s), 10, 14, 15, 18, 48 WILF, 75 spreadsheet(s), 14, 16, 20, 33, 34, 44, 51, 52, Wing, J., 97, 104 85, 111, 119, 123, 124, 125, 127 working in pairs, 67 standardisation, 72 working wall, 61 Stephens and Crawley, 54, 57 workplace practices, 11 storyboarding, 110, 122 Wozniak, S., 51 subdivisions, 99 writing frame, 87 subject knowledge, 7, 8, 9, 10, 11, 13, 18, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 53 154