GRD 7 - 0860 Computing Scheme of Work - Stage 8 - v1 - tcm143-635635
GRD 7 - 0860 Computing Scheme of Work - Stage 8 - v1 - tcm143-635635
GRD 7 - 0860 Computing Scheme of Work - Stage 8 - v1 - tcm143-635635
Version 1.0
© UCLES 2021
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Contents
Introduction.................................................................................................................................................................................................................................4
Long-term plan....................................................................................................................................................................................................................... 4
Sample lesson plans.............................................................................................................................................................................................................. 5
Other support for teaching Cambridge Lower Secondary Computing Stage 8...................................................................................................................... 5
Resources for the activities in this scheme of work................................................................................................................................................................6
Websites................................................................................................................................................................................................................................. 6
Approaches to teaching Cambridge Lower Secondary Computing Stage 8.......................................................................................................................... 6
Unit 8.1 Algorithms and data...................................................................................................................................................................................................... 7
Unit 8.2 Networks..................................................................................................................................................................................................................... 24
Unit 8.3 Programming.............................................................................................................................................................................................................. 35
Unit 8.4 Modelling and databases............................................................................................................................................................................................ 55
Unit 8.5 Computer systems...................................................................................................................................................................................................... 67
Unit 8.6 End of stage projects.................................................................................................................................................................................................. 86
Sample lesson 1.......................................................................................................................................................................................................................94
Sample lesson 2.......................................................................................................................................................................................................................96
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Lower Secondary Computing Stage 8.
It contains:
● suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
● at least one suggested teaching activity for each learning objective
● suggested projects at the end of the stage that will consolidate learning from across the stage
● a list of subject-specific language that will be useful for your learners
● additional support for the programming content, including example code that can be used with your learners
● sample lesson plans.
You do not need to use the ideas in this scheme of work to teach Cambridge Lower Secondary Computing Stage 8. It is designed to indicate the types of
activities you might use, and the intended depth and breadth of each learning objective. You may choose to use other activities with a similar level of
difficulty in order to suit your local context and the resources that you have available. You may also choose to adapt the suggested activities and the
projects so that they can be embedded within the teaching of other subjects.
The accompanying teacher guide for Cambridge Lower Secondary Computing will support you to plan and deliver lessons using effective teaching and
learning approaches. You can use this scheme of work as a starting point for your planning, adapting it to suit the requirements of your school and needs
of your learners.
Long-term plan
This long-term plan shows the units in this scheme of work and a suggestion of how long to spend teaching each one. The suggested teaching time is
based on learners having about 2 hours of teaching per week for Cambridge Lower Secondary Computing at Stage 8. You can adapt the time, units and
order of the units based on the requirements of your school and the needs of your learners.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Other suggested resources for individual units and/or activities are described in the rest of this document. You can swap these for other resources that are
available in your school.
Websites
There are many excellent online resources suitable for teaching Cambridge Lower Secondary Computing. Since these are updated frequently, and many
are only available in some countries, we recommend that you and your colleagues identify and share resources that you have found to be effective for
your learners.
To develop their broader digital and computing skills, we recommend that you provide learners with opportunities to use a range of devices, such as
desktop computers, laptops and tablets.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Outline of unit:
In this unit, learners will extend their experience of following algorithms when they are presented as flowcharts. They will also be introduced to the concept
of pseudocode and its purpose in designing algorithms. This will include developing an understanding of the principles of pseudocode and of following
pseudocode algorithms that include conditional statements.
Learners will also be introduced to the concept of searching algorithms and to the reasons why these are required. They will gain practical experience of
using a linear search.
Learners will also extend their understanding of the computational thinking concept of decomposition, and its role in reducing problems into smaller
problems that can be solved independently of each other.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Language:
● algorithm
● flowchart
● pseudocode
● construct
● conditional statement
● searching algorithm
● linear search
● decomposition / decompose
● constant
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
value1 = INPUT
value2 = INPUT
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
value1 ← ReadLineFromUser
value2 ← ReadLineFromUser
Printout value1 + value2
Now give each pair a list of constructs and ask them to identify a A valid pseudocode statement for ‘input’ could be
number of different ways that they can be written. For example, input, enter, read from user, type data,
ask the pairs to write pseudocode commands to either input or read line, read line from user.
output an item of data.
While all of these examples are valid pseudocode,
Ask the pairs for their answers and create a list of the valid Cambridge have created pseudocode guides in support
possibilities, identifying examples that would be appropriate in of the IGCSE, AS Levels and A levels in Computer
pseudocode because they clearly demonstrate that data is input Science. You can view these pseudocode guides on,
and because they are concise. and download them from, the Cambridge International
School Support Hub. Find them under the ‘teaching and
Display a pseudocode algorithm and ask learners to follow it to learning’ section for each of the Computer Science
identify the output for a given input. An example algorithm could syllabuses.
be:
INPUT name
INPUT favouriteColour
INPUT favouriteFood
OUTPUT "Hello ", name, " your favourite
food is ", favouriteFood, " and your
favourite colour is ", favouriteColour
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● prepared sequences of steps that are presented as
structured statements
● prepared sequences presented as pseudocode.
8CT.02 Follow flowcharts Gather learners’ existing knowledge and understanding of
and pseudocode conditional statements by asking:
algorithms that use What is selection?
conditional statements. Elicit that selection is an instruction within an algorithm where a
decision is made about whether to run a piece of code or not.
Then ask:
How is selection usually written in programming?
Elicit that it is usually written as a question, or a comparison, that
results in ‘true’ or ‘false’.
Ask:
What are the key words used in conditional statements in
programming?
Answer: IF, THEN, ELSE
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask the pairs to follow the algorithms, with different input data,
and identify the outputs.
Display an example of pseudocode, to suit Python, for an IF This pseudocode is one way of presenting IF THEN
statement. For example: ELSE statements. There are other ways such as:
if condition: IF condition THEN
Code to run if true Code to run if true
else: ELSE
Code to run if false Code to run if false
ENDIF
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask the pairs to follow the algorithms, using different sets of data,
and to work out what they do. They should also identify the three
different parts of the condition statement in each program. These
are:
● the condition
● the code that is run when the condition is true
● the code that is run when the condition is false.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● prepared flowcharts that include conditional statements
● prepared pseudocode that includes conditional
statements.
8CT.07 Predict the Put learners into pairs and give them a copy of a flowchart. Ask
outcome of algorithms and them to read the algorithm and its steps. An example flowchart
test that they meet those might be:
outcomes.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Provide two values for input, such as 4 and 2. Ask the pairs to
predict what the output will be without using the flowchart. Ask
them to then use the algorithm and check if their answer is
correct. They should predict that the output is 2. Repeat this with
different values.
Repeat this process with different algorithms in different formats, Example algorithms:
for example: Output a message depending on the age of the user:
● pseudocode age = input("Enter your age")
● written as a list of instructions if age < 18:
● an actual program. print("You are a child")
The algorithms could: else:
● output a message depending on the age of the user print("You are an adult")
● output a grade depending on the mark entered
● represent a calculator Output a grade depending on the mark entered:
● represent a computer game where the character moves
and speaks different phrases depending on the input.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Now put learners into pairs. If possible, they should have the
opportunity to work with a partner that they haven’t yet worked
with during this activity.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● prepared tasks, scenarios and problems for learners to
decompose.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask the pairs to share their algorithms and to explain how they
identified, declared and used the constants. During these
discussions, check individual learner’s understanding of
constants by asking questions such as:
What is a constant?
Answer: A space in memory that stores a value that
cannot be changed while the program is running.
Why do you use a constant instead of a variable?
Answer: To avoid accidental changes. To allow you to
change the value once so it updates it everywhere that it
is used.
Resources:
● prepared algorithm descriptions that require constants.
8CT.04 Explain the need Introduce this activity by asking learners to consider the following
for searching algorithms. questions:
When did you have to search for something?
8CT.05 Describe and use
What were you trying to find?
linear searches.
How did you search?
Hold a class discussion to gather a range of responses. Learners
should describe the different times they may have searched and
how they approached it, such as:
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Outline of unit:
In this unit, learners will further develop their understanding of networks by exploring the following network types: PAN, LAN and WAN. They will also
extend their knowledge of methods of data transmission by examining the differences between wired and wireless connections, as well as by exploring
different types of wired connection. Learners will also explore how to check data transmission for errors, and will begin to look at specific software that can
be used to detect and remove threats to a system.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Language:
● binary (number)
● personal area network (PAN)
● local area network (LAN)
● wide area network (WAN)
● transmission
● copper cable
● fibre optic cable
● bandwidth
● switch / router / wireless access point
● echo check
● firewall
● virus / antivirus
● spyware / antispyware
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask learners to identify the different times that they have connected
two or more devices together. Examples might include:
● to send data to a printer
● to watch smartphone content on a larger screen
● to connect to the school network.
Create a list of learners’ suggestions and categorise these into
examples of PAN, LAN or WAN.
Elicit that a network can vary in size, from two devices that are
connected to each other, to the millions of devices that are connected
to the internet. Explain that, due to their different functions, there are
different types of network, including PAN, LAN and WAN. Introduce
these as follows:
● PAN is a personal area network. This is usually two devices (or
a small number) in close proximity connected for a specific
purpose, for example connecting a mobile phone to a
television to view images, or connecting a laptop to a printer.
● LAN is a local area network. This is multiple devices
connected over a small geographical area (usually defined as
a single building or under a mile). The hardware (infrastructure)
is owned by the network owner so it does not use external
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● a list of network examples
8DC.02 Describe the uses Ask learners to find out three facts about copper cables and three
and characteristics of copper facts about fibre optic cables. They can use textbooks and the World
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask individual learners the following questions and use support from
the whole class to agree the final answers:
Give two examples of wired connections.
Answer: fibre optic and copper
Which transmits data faster?
Answer: fibre optic
Which is cheaper to install and maintain?
Answer: copper
Which is easier to manoeuvre and bend around obstacles?
Answer: copper
Ask learners to make notes about the uses of copper and fibre optic
cables that are mentioned during the class discussion. The notes
should include descriptions of each type of cable. It would also be
helpful if learners could include a photographic image of each type of
cable.
Resources:
● samples or photographs of copper and fibre optic cables.
8DC.03 Describe the Introduce this activity by asking the following questions: Most learners should have some experience of
advantages and How do you connect to a wired network? wireless or wired networks. If learners’
disadvantages of wired and Answer: by plugging in a cable; the user may also need to log experience at home is more often with wi-fi, it
wireless networks, including in to a network would be beneficial to demonstrate how to
performance and security How do you connect to a wireless network? connect a computer to a wired network. This
aspects. Answer: connect the wi-fi on the computer to the router, using will support them to understand any constraints,
the wireless access point, and enter the password for example that the cable needs to be the
correct length, and the lack of portability.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Display a scenario, for example a police station that stores data about
criminals. Ask learners to write a proposal which recommends why the
organisation, person or company should install a firewall and antivirus
and antispyware software. Learners should give reasons for their
recommended security measure. Repeat this with different scenarios
so that a range of ideas can be discussed by the class.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Outline of unit:
In this unit, learners will extend their understanding of conditional (or selection) statements by implementing IF statements in a text-based programming
language. They will use the conditional Boolean operators AND, OR and NOT within programming, and link this to their existing understanding of logic
gates. Learners will also extend their understanding of data types to include the Boolean data type, linking to the Boolean operators being used in
selection.
Learners will explore what is meant by library programs and their purpose in programming. They will use a library function and import it into a text-based
program. They will also develop programs using an iterative process to design their own test plans for a given problem, and then use this to test a program
with a range of data.
Learners will also continue to explore programming physical devices through the interaction of two (or more) devices.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Language:
● program library
● Boolean
● data type
● library function
● conditional statement
● selection statement
● Boolean operators
● iterative process
● indent / indentation
● flag
● testing / test plan
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Demonstrate how to import the library and how to use its function. Regardless of which library you use, random
Then set each pair a series of problems that will enable them to or math, learners will benefit from a short
experience using the library for themselves. For example: explanation of the other as this will help them to
● generate a random number between 1 and 10 visualise what different libraries can do.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
value = True
if not value:
print("False")
else:
print("True")
Put learners into pairs and give them a series of programs to write that
use the conditional statements if and else and progress to
conditional statements AND, OR and NOT. For example:
1. Take a number as input from the user and check whether it is
greater than 10. Repeat by checking if it is less than 10.
Answer:
numberInput = int(input("Enter a number"))
if numberInput > 10:
print("Greater than 10")
else:
print("Less than or equal to 10")
2. Ask the user a question and output whether their answer was
correct.
Answer:
answer = int(input("What is 2 * 2?"))
if answer == 4:
print("Correct")
else:
print("Incorrect")
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
5. Take two numbers as input from the user and output the
number which is larger.
Answer:
first = int(input("Enter a number"))
second = int(input("Enter a number"))
if first > second:
print(first)
else:
print(second)
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
7. Ask the user to enter two test results. If either test result is
greater than 90, tell them that they passed.
Answer:
result1 = int(input("Enter result 1"))
result2 = int(input("Enter result 2"))
if result1 > 90 or result2 > 90:
print("Pass")
8. Ask the user to enter two test results. If both results are greater
than 90, tell them that they passed with distinction.
Answer:
result1 = int(input("Enter result 1"))
result2 = int(input("Enter result 2"))
if result1 > 90 and result2 > 90:
print("Distinction")
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● coloured cards for two colours, for example blue and orange.
8P.02 Identify and describe Introduce this activity by asking: Learners should already be familiar with
data types in text-based What is a data type in programming? Integer, Real and String in Computing. If they
programs, including Integer, Answer: data that is put into categories, so the program knows are not, introduce these as:
Real and Boolean. what is expected ● Integer stores whole numbers
What data types do you already know? ● Real stores decimal numbers
8P.05 Know how to develop
Answer: Integer, Real and String ● String stores characters that can include
text-based programs using
letters, symbols and numbers that cannot
data types, including Integer, What is the difference between an Integer and a Real number?
be used mathematically.
Real, String and Boolean. Answer: an Integer is a whole number, a Real number is a
Learners may encounter slightly different
decimal number
definitions of Integer and Real in Mathematics,
What is a string? but should understand the definitions above for
Answer: one or more characters that can include letters, Computing.
symbols and numbers that are not used in mathematics
calculations, such as telephone numbers or credit card
numbers.
Introduce the concept of a Boolean data type as ‘true’ or ‘false’ We usually spell ‘Boolean’ with a capital B.
because it can only be one of two values. Demonstrate this by saying Explain that this is because it is named after a
a statement such as person: George Boole.
‘10 is less than 11’
and agreeing that this is ‘true’.
Ask:
What else in programming only has two values?
Answer: binary is 1 or 0
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Put learners into pairs and give them a set of programs that will
require the use of data of different data types. For example:
1. Ask the user a series of questions that require answers as In Python, for True and False to be recognised
integers, reals and strings. Store whether they answered each as Boolean they need to be True or False.
question correctly in a different variable as True for correct, This is case sensitive.
and False for incorrect.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
if result == True:
print("Yes you entered True")
else:
print("Oh no, you did not enter True")
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Conclude by asking:
What is the difference between a String and a Boolean data
type?
Support learners to recall that Boolean is only ‘true’ or ‘false’, while a
String can be any combination of characters.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Put learners into pairs and give them a description of a program that
takes a user’s grades or marks in a range of subjects and then outputs
which subjects they should continue to study. For example, high
scores in Maths and Computing could create an output recommending
that the user continues to study Maths and Computing.
Ask the pairs to discuss, plan and then create their program. Tell them
that they must use the ‘discuss, plan, create’ cycle iteratively until their
program is complete.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask pairs to share their completed test table with another pair and to
add any further tests that they think are appropriate. The pairs should
then test the program and complete the ‘Actual result’ column.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● test table template
● learners’ programs from earlier activities.
8P.11 Know how to develop Check learners’ prior experience of using programmable devices, and Learners may have used beebots and
programs that allow two or support them to recall this experience, by asking: micro:bits in earlier stages. For example, they
more physical devices to What devices do you know how to program? may have given directional instruction to a
interact. What commands can you remember for these devices? movable device or may have programmed
What can you make these devices do? simple traffic -control systems.
Ask learners to access programs they have previously written for the
devices and to discuss in pairs what each line of code does and how it If no example programs are available, give
works. learners an example such as the following,
which uses MakeCode:
Hold a class discussion on the interaction of devices in the 'real world'
by asking:
What devices do you know that interact?
Support learners to suggest examples such as:
● computer to printer
● laptop to mobile phone
● thermostat to heating.
Ask:
How do devices communicate? What do they send?
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Demonstrate how to make two or more devices interact. This will The function and methods will depend on the
depend on the devices that you use, but common methods include: devices used. Some devices may need a
● detecting the movement of another device, for example one physical connection (cable) between them;
device stops moving when another device lights up others may use sensors to detect each other;
● receiving and responding to a signal from another device, for while others may use wi-fi or Bluetooth to send
example a device flashes a light when another device tells it to. messages to each other. Set tasks appropriate
Show learners how to program the device to: for the devices that you are using.
● send a message or signal to another device
● receive a message of signal from another device
● use a sensor to record the action or signal from another
device.
For two devices to interact, learners will need to program both devices
individually.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Put learners into pairs or groups and give them a problem that they
need to create a program to solve. Example problems for micro:bits
could be:
● Device 1 needs to send device 2 a maths question. Device 2
needs to calculate the answer and send it back. Device 1
needs to tell device 2 whether it is correct or not.
● Similar to the problem above, but device 2 outputs the
question, then the user has to input the answer which is sent
back to device 1.
● Device 1 sends signals to device 2 telling it how to move. For
example, the user could input the command to move forward
on device 1; device 1 sends a message to device 2, which then
moves forward.
● Two devices need to move around an area. When they sense
each other nearby, they turn towards each other and flash a
message.
Hold a class discussion to review the learning from this activity. Ask
the following questions to support the discussion:
How did you test your program?
How did you connect your devices?
How did you make sure that the devices communicated? Did
they communicate by cable, wi-fi or Bluetooth?
How did they know what to do?
Did you encounter any problems or errors in the development?
What were they? How did you correct them?
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● micro:bits
● example code, using Make Code
● problems for learners to solve.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Outline of unit:
In this unit, learners will further develop their practical experience of spreadsheets and databases. They will use spreadsheets as a model to explore
‘what-if’ scenarios, by changing values and determining the effect of each change. They will link this to models and simulations, where they can explore
real-life simulations, including their purpose and function.
Learners will use database software to create a data capture form and format it appropriately. They will also analyse a pre-existing database to determine
its suitability. They will begin to learn about validation and will implement validation rules in a database.
Language:
● database
● model
● simulator / simulation
● data capture form
● data validation
● what-if
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Put learners into pairs and ask them to explore the simulator and The selection of simulations to demonstrate may
identify: be limited by access, but a visual simulation will be
● the features of the simulation, for example the options that more relevant and engaging for learners than a
are available numerical example, such as a financial forecasting
● the inputs that the user can make system.
● the content that is output.
Invite them to share their observations and support them to identify
any features that they might have missed.
Provide each pair with a scenario, such as a theme park that wants A theme park is a park that features various
to install a new ride. Explain that the theme park owners have attractions and rides for children, such as roller
gathered a lot of information about its customer base, its costs and coasters.
its income, and now want to maximise the profit that they receive
from the new ride. Learners may also like to play with the following
simulator during this activity:
Ask the pairs to create a list of data that they could include in a https://www.funderstanding.com/educators/coaster/
simulation that would help the theme park to model the outcomes for
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask the pairs to produce an infographic that identifies the data that
the owners of the theme park would need to consider when deciding
which new ride to install.
Resources:
● simulations for learners to investigate
● a scenario for a simulation, such as that for a new ride at a
theme park.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Once each pair has a complete set of answers, ask them to share
these as part of a class discussion. Model their answers on a
displayed version of the spreadsheet to demonstrate whether the
answers are correct. Correct any misunderstandings.
Demonstrate how to use an in-built spreadsheet function, such as In MS Excel, Goal Seek can be found on the Data
Goal Seek in MS Excel, to model what-if scenarios. Give the pairs a tab by clicking the ‘What-If Analysis’ function. You
different spreadsheet and a new set of questions to answer. Ask may need to experiment with this before the
them to use the Goal Seek function to find the solutions that will activity.
achieve the goals.
Resources:
● example data model, presented as a spreadsheet
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Put learners into pairs and give them a set of data and a new
scenario for them to use that data with. For example:
Data is required to identify the supermarket products
that sold in the highest quantity during January. The
provided data includes the product name, the sale
price, the quantity sold and the three-month period,
such as ‘Jan-Mar’, in which each sale took place.
Ask the pairs to evaluate the suitability of the data by identifying the
positive items, but also any missing or incomplete items of data.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Resources:
● prepared data set for learners to evaluate
● descriptions of other data scenarios.
8MD.02 Design appropriate Explore learners’ existing knowledge of data capture forms by In this activity, learners do not have to know the
forms, including data asking: names of the different validation rules, but they
validation, to collect data What are data capture forms? should be able to identify that:
for given purposes. Answer: paper-based or electronic documents that a user ● data must be entered (presence check)
completes with data ● value must be within a set range of values
8MD.05 Know how to add
Why do we need data capture forms? (range check)
validation rules to a
Answer: to collect data in a structured format ● data must have a set length (length check).
database structure.
What are the features of a well-designed data capture form?
Answers will include: suitable layout; clear instructions;
appropriate format (colour, font); restricting response types
Display the word ‘validation’ and ask learners what they think it
means. Learners may benefit from considering the word ‘valid’ first.
Extend this discussion by asking them to consider ‘data validation’.
Elicit that data validation is a method to check that data is
reasonable.
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Cambridge Lower Secondary Computing (0860) Stage 8 Scheme of Work
Ask learners, in their pairs, to create a form for the database with the
validation rules installed. They should share their database with
another pair and evaluate each other’s forms by identifying the
features that they like and one area that could be improved. The
pairs should then implement any changes they feel are necessary
based on this feedback and what they have seen in the other pair’s
database and form.
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Ask:
How can you evaluate a database?
What elements would you look at when assessing its
suitability?
Support learners to focus on the following in their responses:
● comparing the data requirements with the data collected, for
example checking that all the required data has been
collected
● checking what validation rules have been put in place to limit
the data that is collected
● considering the structure and format of the form in terms of
how user-friendly it is for the person who is completing it and
its overall purpose
● deciding whether the queries return the required data.
Put learners into pairs and give them a ready-built database and a Use several databases for this task, so that pairs
description of its purpose. The database should include: can evaluate different databases. The system
● one table including validation rules should be designed with some areas for
● a form improvement, for example queries that do not have
● at least one query. appropriate criteria, fields without validation rules,
some required data that is not included.
An example of a description could be:
This is a database about superheroes and their
powers. It needs to identify the most appropriate
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Example fields and data types for this scenario could be:
Ask the pairs to evaluate the suitability of the database by identifying Some learners may benefit from a tick-list of points
the appropriate features and ways that it can be improved. They to check for in the database.
should present their findings by ‘walking through’ the database and
responding to questions and comments from the rest of the class. As
learners give their presentations, ask:
What were the positive features you identified in the
database, and why?
Which areas of the database did you look at, and why?
How did you decide on the improvements that were needed?
What were these improvements and why were they needed?
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Outline of unit:
In this unit, learners will further explore hardware and software. This will include understanding the purpose of operating systems and utility programs, as
well as primary memory.
Learners will also gain practical experience of converting binary numbers to denary, and denary to binary. They will also investigate the use of artificial
intelligence (AI) in robotics and in autonomous programming.
Language:
● operating system
● processor
● utility programs
● software
● ASCII
● decipher
● encode / encoded
● character set
● compression
● truth table
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Resources:
● the logos of well known operating systems.
8CS.05 Know how to convert Ask learners to write all the different combinations of bits that can be The answers are:
binary to denary, and denary stored using: ● 2 bits: 00, 01, 10, 11
to binary. ● 2 bits ● 3 bits: 000, 001, 010, 011, 100, 101, 110,
● 3 bits. 111.
Write the correct answers on the board and keep increasing the
number of bits until learners can identify that there is a pattern, in that
the number of possibilities keeps doubling each time, because:
● 2 bits has 4 possibilities
● 3 bits has 8 possibilities
● 4 bits has 16 possibilities
● 5 bits has 32 possibilities.
Display a table for 4 binary digits, with the values in the header row,
for example:
Link the numbers in the header row to the doubling values that
learners have identified. Explain that binary numbers are written from
right to left.
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Then ask learners to look at the numbers above the 1s, from right to
left, and to add them. Their answer should be:
1+2=3
Put learners into pairs and ask them to create a ‘how to’ guide for
converting binary to denary, and denary to binary. This can be done
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Resources:
● tables for 4-bit and 6-bit binary numbers.
8CS.03 Describe how ASCII Give learners a list of ASCII codes that correspond to letters, for Use the standard ASCII character set, but note
is used to represent example: that this covers some characters that learners
characters. may not understand, such as other keyboard
keys. Limit the table to the characters that they
recognise.
Give learners a message that has been encoded using this list. Write
the message as a sequence of two-digit ASCII codes, for example
67658483.
Ask learners to decipher this message. (67658483 is ‘CATS’.)
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Ask learners to write their own encoded message using ASCII, then
put learners into pairs and ask them to swap codes with their partner
and to decipher each other’s message.
Explain that a character set such as ASCII is a list of all the
characters, including letters, numbers and symbols, that a computer
can use. Explain that each character has a unique binary number. For
example, when the letter ‘k’ is typed, the computer will store the binary
code (01001011) for that letter rather than the letter itself.
Ask learners to use the ASCII character set to write another message,
this time using upper-case and lower-case letters and including some
punctuation. They should then pass this to another learner to decipher.
Ask:
What form of data does a computer store?
Elicit that computers store data in binary, or 1s and 0s.
Why do you think computers have specific ASCII numbers for
characters?
Elicit that this is so each character can have its own number. Then
ask:
How do you think the character number corresponds to binary?
Support learners to understand that the computer will convert each
ASCII number into binary.
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Support learners to make notes about their learning during this activity.
Help them structure their notes by asking:
What is ASCII?
Answer: A set of codes to represent characters in a computer
How is each character stored in the computer?
Answer: As a unique binary number
How many bits does standard ASCII have per character?
Answer: 7
How does the number of bits affect the number of characters?
Answer: More bits allows for more characters
Resources:
● an ASCII character set for lower case letters
● an ASCII character set for lower case and upper case letters
and common punctuation.
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Put learners into small groups and ask them to generate a list of ten
examples when compression might be useful. Ask each group for an
answer. When giving their answer, the groups should identify which of
the above two reasons for compression is most applicable. Generate a
list of all the reasons for compression that are shared by the class.
Examples might include:
● sending homework files to the teacher
● uploading images to social media
● freeing up cloud storage space
● storing media such as songs and videos.
Show learners a high-resolution photograph, then demonstrate storing You could use graphics software for this activity.
it in different formats, ranging from 24-bit colour down to 4-bit colour Another example that can be used instead of
and then monochrome. Support them to identify the differences
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Each time the image is saved, demonstrate the difference in the file
size that results from changing the number of colours in the image.
Support learners to understand that there is a balance between quality
and file size.
Show learners an example of compression, for example a 16-bit Examples are not required at this stage, but it
image made of pixels of colour. When the file is saved, instead of can help learners to visualise what is meant by
storing the colour of each pixel in the image in turn, the computer can compression.
store the colour with the number of times that it occurs in a sequence.
In the example:
instead of storing ‘Black Black Black Black Black Black’, the computer This is called ‘run-length encoding’.
can store ‘Black 6’. Learners should understand that this is a simple
version of compression and that it takes less space to store than when
each item of the same data is stored repeatedly. Elicit that this
example would continue with ‘Red 5’ and then ‘Yellow 5’.
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Put learners into pairs and support them as they complete a truth table
for each of the gates, identifying the 1s as ‘true’ and the 0s as ‘false’.
Learners may find it easier to use the words ‘true’ and ‘false’ rather
than 1s and 0s at this stage. The answers will be:
AND gate:
OR gate:
NOT gate:
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Give learners a set of truth tables, some that are correct and some
that are incorrect. Ask learners, working in their pairs, to identify which
are correct, and to change any that are incorrect. They should only
change the ‘Output’ column.
Recap the learning by giving learners a fast-paced quiz. Explain that
you are going to ask the questions quickly so that learners can
experience thinking like a computer. The questions could include:
What is the output of 1 AND 1? Answer: 1
What is the output of 0 AND 0? Answer: 0
What is the output of NOT 1? Answer: 0
What is the output of 1 OR 0? Answer: 1
What is the output of 1 OR 1? Answer: 1
Resources:
● correct and incorrect truth tables.
8CS.07 Understand the roles Ask learners to recall what is meant by ‘memory’ and ‘secondary
of primary memory, RAM and storage’ and the role of a processor:
ROM. What does a processor do in a computer?
Answer: it takes instructions and executes them
What is memory in a computer?
Answer: hardware where data is stored temporarily or
permanently
What is the purpose of secondary memory?
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Ask learners to complete their own copy of the table. Then learners
should join in pairs to compare their answers and add any further
details. Put pairs of learners together and ask them to again swap,
compare and add to their answers. Gather their final ideas and create
a class document that captures all the valid ideas.
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Display the term ‘augmented reality’ and define it as the view a user
has when a computer-generated image is displayed on a view of the
user’s real world.
Put learners into small groups and give them a different context from
either education or entertainment. Examples from entertainment could
be from a range of areas, such as games, films, advertising or
communications.
Ask the groups to find at least two different examples of systems that Possible answers:
use augmented reality in their given area and to include a description ● education – to show 3D models of objects
of its functions and purpose. Collate the groups’ ideas and hold a that learners are learning about; to give
discussion on how augmented reality can be used and why it can be learners experiences of places they
used. Link the discussion to learners’ own experiences where cannot visit in person (such as exploring
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Resources:
● an augmented reality enabled device/platform.
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Outline of unit:
This final unit provides you with three projects to offer your learners. These are:
● Project 1: Virtual-world simulator
● Project 2: Representing data
● Project 3: Iterative quiz design
The projects have been designed to consolidate and build on learning that has already been covered in the previous units. The project descriptions give
you guidance about:
● what you should expect learners to do independently, as individuals or within pairs or groups
● how you can support learners during each project
● what outcomes are expected to support you in your teacher assessments.
The total number of hours for all the projects may be greater than the hours you have available and it is unlikely that you will have time to complete them
all. You can select the ones that are most relevant for your learners and that you can fit into the teaching time you have remaining for Stage 8. You can
also edit and change the projects, including giving learners more time or less time for each project.
You can also use the projects as templates for developing your own projects which consolidate learners’ skills and build on other aspects of the curriculum.
Although the projects have been provided in this final unit, you can use them wherever you feel it is appropriate to do so throughout the year.
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The simulation should allow users to select where to visit, and then to explore and interact with the them spending a long time deciding which site
environment. It should also include some data, and other facts that explain the historic significance of to use.
the site.
The groups need to develop a proposal for the system that identifies the key features of the simulation,
including:
● the different ways the user can interact with the system, including some that involve movement
around the site and others that involve numeric data; for example, a simulator that helps the
user to decide the best time to make a physical visit.
● the inputs that the user can make
● the decisions that the system can make based on the user input; for example, the simulator
may suggest a particular part of the site based on a preference or age that is input by the user
● the outputs from the system
● the data that will be gathered, stored and analysed in the system.
The proposal will also need to include some designs for one site that can be visited, for example an
outline of the objects that will be displayed, where the user can move, what they can interact with.
Finally, the proposal should include a description of how the simulation can be used in specific areas,
such as how it can be used in education or in entertainment.
Expected output
A curated portfolio of documents that explains the system and allows the reader to select and focus on each aspect of the design in the order that they
choose.
The proposal should include a clear description of the inputs, outputs, data requirements, the use of augmented reality and the decisions that the system
will make based on the inputs from the user. It will also include a description of how the simulation can be used in different situations; this could be
presented as an advertisement.
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The document must be interactive so that the user can select the order in which they complete tasks. It
must also include questions and activities where the user can test their understanding at the end of
each section.
As part of their planning, learners will need to describe the structure of their presentation, including the
decisions that the software will make based on the inputs from the user. This plan can be presented as
a diagram.
Expected output
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This project could also be linked to Project 3: Iterative quiz design, where the groups could add a ten-question quiz that tests users on everything they
know about binary and denary conversions and ASCII.
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The quiz must contain at least ten questions, including at least one multiple-choice question where
users have to select from given options and at least one question where users have to enter their
answer.
The user should get 1 point for each correct answer. Their total is calculated and, depending on the Care will be needed to make sure that the
result, a different message should be output; for example, ‘Well done! You got all the questions correct’ output messages are appropriate.
and ‘Nearly there! Only one wrong’. Before the user begins the quiz, it should welcome them and ask
them to enter their name. At the end of the quiz, the user’s name and score should be displayed as
part of a ‘high score’ table.
Before learners start work, they need to decompose the problem into smaller component parts. They Learners can show the decomposition as a
need to create an algorithm to describe the solution for each sub-problem. The group then need to diagram or as a list of the component parts.
work together to code their solution. If different group members work on different
sub-problems, learners who create the
Learners should design a test table to identify how the quiz will be tested with a range of data. They algorithm for the solution could then work on a
need to then use the test table to test the quiz and to document the results. different problem when coding. They can
collaborate when they discuss the algorithms
and support each other. This approach would
also give learners opportunities to evaluate the
algorithms and identify and fix bugs.
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Expected output
Decomposition of the problem.
An algorithm for each sub-problem.
A quiz with at least ten questions.
A completed test plan.
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Sample lesson 1
CLASS:
DATE:
Learning objectives 8CT.06 Understand and use rules using AND, OR and NOT to create logic
within algorithms.
8P.06 Know how to develop text-based programs which use rules involving
AND, OR and NOT.
Lesson focus / Learners will know how to develop programs using AND, OR and NOT in Python.
success criteria
Prior knowledge / Know how to develop text-based programs with conditional statements.
previous learning
Plan
Lesson Planned activities Notes
Introduction Display a statement that uses AND, OR in an instruction, for Adapt the statement to suit
example: your class to make sure
IF you like playing computer games AND you have that some learners do
no siblings each action.
Sit on the floor
ELSE
Stand up
ENDIF
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Support a discussion about the difference between AND Emphasise that AND
and OR. Link this to the use of AND and OR in logic gates. means both sides of the
Support the discussion by asking questions, such as: expression must be true,
What does the word AND mean? and OR means one or
What do you do if one side of an AND expression is both sides can be true.
true and the other is false? You may need to recap the
Extend the discussion to include NOT. structure of conditional
(selection) statements
Model the format of using AND, OR and NOT in IF prior to introducing AND,
statements in Python. Include several examples of each, OR.
asking learners what the potential outcomes would be.
Ask learners to work in pairs to write programs to solve Adapt the problems to suit
problems. The programs should use AND and OR. These the pairs. Some pairs may
should be gradually increasing in difficulty and be extended find it beneficial to practise
to include NOT. The pairs need to test their programs single-criterion selection
before swapping them with another pair for further testing statements first, and then
and for feedback. move onto AND, OR.
Other pairs may be able to
consider more than two
criteria.
End/Close/ Ask pairs to evaluate their programs by identifying:
Reflection/ ● which programs met the given criteria
Summary ● how they approached the problem(s)
● the errors that they overcame
● the errors which require further support and practise.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
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Sample lesson 2
CLASS:
DATE:
Learning objectives 8CS.05 Know how to convert binary to denary, and denary to binary.
Plan
Lesson Planned activities Notes
Introduction Write the combinations of 2-digit binary numbers on a
board, namely 00 01 10 11.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next, based on learners’ understanding of this lesson?
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