Algorithms Whole Class; What is an PPT, Does our life mimic SEN: Simple How can we control the flow Visual check of algorithm? (mind map on worksheet, a flowchart? instructions given of information? equipment (a) understand 3 board) Flowol to complete (computer and algorithms (written in program, flowchart personal pseudocode or flow Give examples of instructions belongings) diagram), explain what algorithms using a G&T: Complex resource they do, and correct or flowchart (Flowol) scenarios given Check complete them whiteboard, Pair Work; mix and G&T: Research lighting, (b) produce algorithms match real world the use of in pseudocode or flow windows, examples (resource) pseudocode and diagrams to solve ventilation, problems recreate a tripping Give scenario/ problem, flowchart using hazards, need to recreate pseudocode correct seating algorithms using flow position for charts computer use Programming Explain the principles of PPT, Are computers SEN: Reinforce How many languages can a Languages machine code language worksheet, smarter than keywords and computer understand? 4 very low level (binary A3 paper humans? explanations – (c) explain the What is the need for high and hex) (group work), difference between Can computers G&T: Research and low level languages IDE interface high level code and Assembly language understand more into how assembly within a computer? – resource machine code low level than humans? languages are used and what (d) explain the need High level Python, – they are used for for translators to Java, C++ convert high level code and why to machine code Use diagram ‘Our brain (e) describe the to the to explain characteristics of an CPU’ assembler, a compiler the process and an interpreter (f) describe common Group Work; Create a tools and facilities diagram which shows a available in an software problem integrated journey (use diagram development ‘ObttC’) environment (IDE): editors, error Whole Class; what is a diagnostics, run-time translator? environment,
3 Algorithms (a) understand algorithms (written in pseudocode or flow diagram), explain what they do, and correct or complete them (b) produce algorithms in pseudocode or flow diagrams to solve problems Whole Class; What is an algorithm? (mind map on board) Give examples of algorithms using a flowchart (Flowol) Pair Work; mix and match real world examples (resource) Give scenario/ problem, need to recreate algorithms using flow charts PPT, worksheet, Flowol program, instructions resource Does our life mimic a flowchart? SEN: Simple instructions given to complete flowchart G&T: Complex scenarios given G&T: Research the use of pseudocode and recreate a flowchart using pseudocode How can we control the flow of information? Visual check of equipment (computer and personal belongings) Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use 4 Programming Languages (c) explain the difference between high level code and machine code (d) explain the need for translators to convert high level code to machine code (e) describe the characteristics of an assembler, a compiler and an interpreter (f) describe common tools and facilities available in an integrated development environment (IDE): editors, error diagnostics, run-time environment, Explain the principles of machine code language – very low level (binary and hex) Assembly language – low level High level – Python, Java, C++ Use diagram ‘Our brain to the CPU’ to explain the process Group Work; Create a diagram which shows a software problem journey (use diagram ‘ObttC’) Whole Class; what is a translator? PPT, worksheet, A3 paper (group work), IDE interface resource Are computers smarter than humans? Can computers understand more than humans? SEN: Reinforce keywords and explanations G&T: Research into how assembly languages are used and what they are used for and why How many languages can a computer understand? What is the need for high and low level languages within a computer?
GCSE-Computing-2015-17-SoW.docx