Scheme of Work Spreadsheet Modelling · Scheme of Work – Spreadsheet Modelling Key Stage: KS3...

Scheme of Work – Spreadsheet Modelling

Key Stage: KS3 Year: 8 Duration: 6 Lessons

AIM: In this unit pupils focus on:

Covering the principles of creating and formatting basic spreadsheets to produce and use simple computer models. It is suitable for pupils who have a basic knowledge of spreadsheets including cell references, simple formulae and formatting, although these topics are revised in the first lesson, making it also suitable for pupils new to spreadsheets.

The unit is centred around creating a financial model for a TV show. Pupils start by looking at diverse types of model and then use basic spreadsheet techniques to create and format a simple financial model to calculate the expected income from viewers’ voting. The model is then extended to include sales from merchandising, with the introduction of “what if” scenarios.

Finally the pupils create a seating plan, book seats and calculate income from seat sales. Spreadsheet features covered include SUM, MAX, IF and COUNTIF functions, cell naming for absolute referencing, conditional formatting, validation, charting and simple macros.

Prior Learning

The tasks in this unit assume that most pupils will have some experience of creating basic spreadsheets from Key Stage 2.

Pupils’ knowledge and experience is assessed during the first lesson of this unit so that teachers can adapt subsequent lessons accordingly.

Success Criteria

At the end of this Unit all pupils should be able to:

Give examples of how computer models are used in the real world

Format a simple spreadsheet model

Use simple formulae and functions

Name cells in a spreadsheet model

Use a simple spreadsheet model to explore different “what if” scenarios

Create a basic pie chart to display results

Most pupils will be able to:

Explain what is meant by a financial model

Explain the advantages of naming cells in a spreadsheet model

Format, construct and manipulate a simple spreadsheet model using formulae

Use conditional functions in calculations

Use conditional formatting

Use a spreadsheet model to predict and test the outcomes for different scenarios

Some pupils will be able to:

Pedagogical Notes Students should be given the opportunity to:

Work independently

Work in pairs

Work in groups

Research

Ask questions

Discuss issues around the topics

Justify the formatting they have used in a spreadsheet model

Present information from a spreadsheet model in a variety of formats

Create a macro and assign it to a button on the spreadsheet

Customise a chart to present information effectively

Evaluate the effectiveness of a computer model

Assessment Opportunities


Pupils will create an Assessment Portfolio showing their final spreadsheet. They will also answer questions on spreadsheet modelling and complete a self-assessment.

In class AfL

Homework

Identified gaps from prior learning

Learning Skills (Partially covered in this unit)

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.

Cross Curricular Links:

Mathematics – Problem solving, computational abstractions and modelling of real world problems

SMSC / British Values links:

Key Questions:

Unit Jigsaw:

Key Words: Pupils will be able to understand and use words relating to:

Model, simulation, cell, row, column, format, decimal, integer, currency, formula, relative reference, absolute reference, validation, macro, pie chart.

Marking: Book are to be marked with feedback every week.

Unit tests to be marked and areas for development identified.

Students will regularly self and peer mark

Learning Cycle & Week

Skills to be taught / learnt Learning Activities with resources Differentiation Homework

L1-1

1.1 Understand what is meant by the term computer model, and compare different types of model

1.2 Understand that spreadsheets can be used to build financial models

1.3 Revise spreadsheet basics: entering text, numbers and formulae

1.4 Use relative and absolute referencing

1.5 Format cells, insert a graphic

During this lesson the pupils will consider different types of computer models and build on a previously created financial model.

More able students are to be given extension tasks to enable them to take their code further. Less able students can view numerous tutorials to give them additional support.

Complete sheets 1 & 2 in spreadsheet homework booklet

L1-2

1.6 Create a financial model to predict the profit on the sale of merchandise

1.7 Make the model as realistic as possible based on known sales figures and prices

1.8 Consider ways of increasing profit to meet a given target

In this lesson pupils will discuss the idea of what merchandise is. What are their favourite groups or artists and what merchandise have they purchased? They will gather ideas about the products that StarCo might sell to increase their profits and promote the TNBT UK show.

L1-3

1.9 Use a spreadsheet to model outcomes

2.0 Use functions including Max, Min and If

2.1 Name a cell

2.2 Sort data into different sequences

2.3 Try out different ‘What if’ scenarios to achieve a goal

2.4 Display the formulae in a spreadsheet

In this lesson pupils learn how to experiment with different scenarios to try and reach the target profit. Is it realistic, or will they have to tell TBNT to revise their target?


L1-4

2.5 Create a seat booking system for a live show

2.6 Use a validation rule to ensure that only valid data can be entered

2.7 Use conditional formatting to show which seats have been booked

2.8 Use a Countif function in calculations of seat sales

In this lesson pupils learn to review a model of a simple seating plan for the StarCo Big Top. The schools must come up with a seat booking system which allows for different categories of seat and different discounts for students and children. Winning schools will be expected to sell tickets for their event and TNBT will let them keep 25% of profits sales.

L1-5

2.9 Create a macro to reset all seats to unbooked

3.0 Assign the macro to a button

3.1 Create and customise a pie chart to show the number of seats remainin

In this lesson pupils learn how to add a macro to their spreadsheet and create charts. .


L1-6

Assessment Test the spreadsheets and complete the

assessment portfolio.

Assessments Peer feedback Individual target setting and review of RAG rating on Unit plans

Scheme of Work – Database Handling


AIM: In this unit pupils focus on:

This unit covers essential theory of databases in order to prepare pupils for GCSEs in either Computing or ICT. Supporting the basic theory, this unit has a practical focus, covering the creation and use of a single-table database and/or a simple relational database involving two tables in a one- to-many relationship using MS Access.

In subsequent lessons pupils will create a flat-file or two-table relational database of their own, using suitable field types and adding in appropriate validations. They will create an input form, queries, a report and a front end menu for their application.

Prior Learning

The tasks in this unit assume that most pupils will have some experience of creating basic databases from Key Stage 2.


Success Criteria

At the end of this Unit all pupils should be able to:

Give examples of databases used by organisations which are accessible to the public via the Internet

Create a database table using several fields with different data types

State the purpose of a primary key in a database

Create a basic input form to input data

Query the database using more than one criterion to find answers to user queries

Create a basic report with suitable headings

Create a front-end application menu with buttons linking to a form and a report


Add features to an input form to make it more user-friendly

Fully customise their input forms and reports


Create the relationship between two linked tables

Create a complex query which uses two tables in a relational database

Pedagogical Notes

Students should be given the opportunity to:

Work independently

Work in pairs

Work in groups

Research

Ask questions


Create a report which uses data from linked tables

Edit a report structure and add subtotals and/or a total to the report



Pupils will create an Assessment Portfolio showing their final database. They will also answer questions on database handling and complete a self-assessment.

In class AfL

Homework



Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.


Mathematics – Problem solving, computational abstractions and modelling of real world problems


Key Questions:

Unit Jigsaw:

Key Words: Pupils will be able to understand and use words relating to: Flat-file database, relational database, table, column, record, field, query, parameter, criterion, criteria, primary key, linked tables






L1-1

1.1 Understand what a database is and why it is useful in many different applications

1.2 Learn what is meant by a flat file database, record, field

1.3 Enter data into a database in datasheet view

1.4 Create queries using multiple criteria to answer questions relating to a given flat file database

1.5 Use different operators such as >=, BETWEEN, AND, OR, NOT and the wildcard * in queries

During this lesson students will recall their prior knowledge from year 7 about databases. They will recap on what a database is and how they are used. They will use queries to search a database.


Complete sheets 1 & 2 in database homework booklet

L1-2

1.7 Design a database with one or two tables

1.8 Create the database structure

1.9 Use suitable field types including numbers and text

2.0 Add validations and validation text to at least one field

2.1 Add records to the table and test the validations

In this lesson pupils will design either a flat file or relational database. They will add validation rules and add records to the table to ensure the rules work.

L1-3

2.2 Note examples of queries on websites

2.3 Use complex criteria to select records

2.4 Create a parameterised query

2.5 Sort the data on one or more fields

2.6 Choose which fields to display in the Results table

2.7 Add a calculated field

In this lesson pupils learn how to experiment with queries to get more information the more criteria they use.


L1-4

2.8 Discuss examples of forms on websites

2.9 Create a new form from a table or query

3.0 Make the form user-friendly by adding help text, combo boxes, etc

3.1 Sort and navigate tables using a form

3.2 Find, enter, modify and delete records using a form

In this lesson pupils learn why using forms in a database is important. They learn how to design a functional form which allows them to add records to their database.

L1-5

3.3 Create a report based on a query

3.4 Edit the layout of the report

3.5 Create a consistent design

In this lesson pupils learn how to create reports from queries they have created.


L1-6

Assessment Test the database and complete the

assessment portfolio.

Assessments Peer feedback Individual target setting and review of RAG rating on Unit plans

Scheme of Work - Animation

Key Stage: KS3 Year: 8 Duration: 6 lessons

AIM: In this unit, pupils will learn how animations are created and use a variety of drawing and animation techniques including tweening and motion paths in order to plan, create and export a multi-layered animation into a format that can be played as a standalone file or as a moving image within a web page. The unit includes theory on frame rates and the effect on file size. Pupils are encouraged to analyse existing animated advertisements before planning and creating their own to deliver effective messages to a specific audience. ActionScript is also introduced to add interactivity to their advertising banners. The unit is assessed by means of an Assessment Portfolio. All accompanying animations have been created in Flash CC.

Prior Learning

No prior knowledge of animation is required. However, there are numerous tutorials available for those who require a little additional support.

Success Criteria

At the end of this Unit all pupils should be able to: • Create a simple animation using simple drawing and frame-by-frame techniques • Explain how frame rate and speed affect the smoothness of the animation • Create an animation that carries a simple message Most pupils will be able to: • Use multiple layers • Use tweening and frame-by-frame techniques • Create an animation that carries an effective message • Add sound effects Some pupils will be able to: • Use a wide selection of drawing and animation techniques to create an animation that is suitable for a specific audience and purpose

Pedagogical Notes

Students should be given the opportunity to: • Work independently • Work in pairs • Work in groups • Research • Ask questions • Discuss issues around the topics


AFL in every lesson:

Pupils will write and run a program and submit the code and screenshots of the program running in an Assessment Portfolio.

In class AfL

Homework


Learning Skills

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users

Cross Curricular Links: English - Helping to develop Explain and Describe techniques Mathematics – Problem solving.


Key Questions: What is Animation? What is a key frame? How does it work? What uses animation?

Unit Jigsaw:

Key Words: Graphics: Stroke, fill, layer, background, rotate, skew, distort, vector, raster, bitmap Animation: Frame, frame-by-frame, frame rate, keyframe, tweening, animation, storyboard, symbol, motion tweening, motion path, morphing (shape tweening), stage, timeline

Marking: Book are to be marked with feedback every week. Unit tests to be marked and areas for development identified. Students will regularly self and peer mark


Skills to be taught / learnt Learning Activities with

resources Differenation Homework

L6-1

1.1 Use Flash drawing tools to draw, add, subtract and distort shapes 1.2 Animate a shape using frame-by-frame techniques 1.3 Understand the role that frame rate and keyframes play in speed and smoothness of animation 1.4 Create a shape tween

Students will create a series of shapes in Flash and learn how to make these shapes move.

More able students are to be given extension tasks to enable them to take their understanding further. Less able students will be given structured sheets to help them understand.

Students to complete pages 1 & 2 in homework booklet.

L6-2

1.5 Import graphics to the library 1.6 Make use of symbols and instances 1.7 Create a simple motion tween 1.8 Animate a symbol along a motion path 1.9 Animate within symbols

Students will import images into their animations and learn how to motion tween between them, creating more interesting animations.


L6-3

2.0 Animate text 2.1 Create an interactive button 2.2 Understand how ActionScript can make an animation interactive

Students will introduce text and buttons to their animations.



L6-4

2.4 Identify techniques used in animations 2.5 Plan a simple animation for a specific purpose (e.g. advert/web banner against bullying, smoking or similar) 2.6 Create a storyboard showing techniques and timings

Students will begin to plan how to make an animation using storyboards. The plans will include techniques to be used and the timings needed for the animation to be effective.


L6-5

Assessment

Students will be given a client brief and asked to make an animation that meets all the needs. They will need to use all of the skills and techniques they have learnt to ensure that it works properly.



L6-6

Assessment Students are to continue making their animation and publish it.

Scheme of Work – Graphics


AIM: In this unit Students focus on: how bitmap and vector images are represented and stored by the computer. There is also opportunity for pupils to practise skills in

design, photo-editing and image manipulation using a suitable graphics package.

Prior Learning Pupils may have previously covered binary representation of text, and binary to decimal conversion in other units which would help to reinforce their understanding of how image data can be represented

Success Criteria

At the end of this Unit all Students should be able to:

Explain that bitmap images are made up of individual pixels.

Explain that in the case of a vector graphic, properties such as position, fill, stroke colour and dimensions are stored.

Create and manipulate a simple group of objects to form a logo design.

Change the saturation, brightness and contrast in an image.

Add text to a graphic.

Use a graphics package to create an artwork; for example, a movie poster


Describe the characteristics of bitmap and vector graphics, state the advantages of each and give examples of situations in which each would be appropriate.

Use fonts consistently and carefully to convey a particular message or image.

Use white space effectively

Use layers in the creation of an artwork

Pedagogical Notes


Work independently

Work in pairs

Work in groups

Research

Ask questions



Use the advanced facilities of a graphics package, for example to manipulate, cut out, and alter images.

Create a series of two or more posters in the same style, using a combination of layered images and fonts effectively to convey a message.


Students’ knowledge and experience is assessed during the first lesson of this unit so that teachers can adapt subsequent lessons accordingly.

In class AfL

Homework



Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary. Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users. Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability


English – literacy Maths – Numeracy Art - Creative


Key Questions:

Unit Jigsaw:

Key Words: Students will be able to understand and use words relating to: Vector, bitmap, properties, scalable, analogous, complementary and monochromatic colour schemes, pixel, bit, byte, dpi, gradient fill effects, saturation, brightness, contrast, resolution, layer, white space






L5-1

Introduction to vector graphics

1.1 Understand the characteristics of a vector graphic and how it is stored

1.2 Experiment with analogous, complementary and monochromatic colour schemes

1.3. Create and manipulate a simple group of objects to form a logo design

1.4 Understand that text characters are vector-based

During this lesson students will learn about the two different types of graphics. They will focus on Vector images, what they are and how they are created. They will look at colour schemes and manipulate images to create a simple logo.


Complete sheets 1 in homework booklet

L5-2

Bitmap Graphics

1.5 Understand how a bitmap graphic is made up of individual pixels

1.6 Understand that the number of bits per pixel determines the number of available colours for an image

In this lesson students will learn about bitmap images. They will look at how they are created and the differences between vector and bitmap images. They will then manipulate both Vector and bitmap images and look at the differences.

Complete sheets 2 in homework booklet

1.7 Compare the different characteristics, strengths and uses of vector and bitmap images

1.8 Manipulate vector and bitmap images

L5-3

Conveying meaning through images

1.9 Understand how fonts, colours and images convey meaning

2.0 Understand the importance of resolution when selecting or printing an image

2.1 Learn how to use and manipulate layers to create a final image

2.2 Create and save a graphic in a format that preserves the layers

In this lesson students learn how different fonts and colours can mean different things. They will also look at how an image properties can affect how an image can be used and displayed.

Complete sheet 3 in homework booklet

L5-4

Effects and enhancements

2.3 To learn how to change the saturation, brightness and contrast in an image

2.4 To learn the importance of white space in a poster or advertisement

In this lesson students learn about saturation, brightness and contrast affect how an image can look. They will also investigate what white space is and why this is important in advertising.


L5-5

Adding text to a graphic image

2.5 Use care and attention when selecting a font to get a particular message across

2.6 Understand the importance of consistency in font selection

2.7 Understand that using too many different fonts dilutes the message and looks messy

In this lesson students will learn how to add text to an image. They will learn how using the correct font will portray the correct message. They will also begin to create their final poster.


L5-6

Assessment Assessments Peer feedback

Scheme of Work – Audacity


AIM: In this unit Students focus on:

How sound is digitized and stored on computers. They will learn basic sound editing techniques and how to add sound effects and mix tracks. Ways of creating different sound effects (the job of a “Foley artist”) are described. Pupils will undertake a creative project to analyse, plan, record and edit a short sound file. This could take the form of a radio advertisement or short podcast. Assessment will be by means of an Assessment Portfolio, to include a description, critical review and evidence of an advertisement planned and recorded by the pupil, and a self-evaluation.

Prior Learning Pupils should be aware that computers work digitally and use numbers rather than analogue data.

Success Criteria


Explain how sound is digitized

Use input and output devices to record and play sounds

Select suitable materials for a project

Use basic editing techniques to produce a sound file

Work collaboratively to give and receive feedback on work done by others


Select appropriate material for a specific audience

Combine speech, music and sound effects from various sources into one end product

Use more sophisticated editing techniques

Explain how their product meets the given brief


Plan and create a project with the minimum of assistance

Pedagogical Notes


Work independently

Work in pairs

Work in groups

Research

Ask questions


Include a range of suitable techniques and effects to produce an effective product that meets specification



In class AfL

Homework



Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits.

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users.

Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.


English – literacy Music – sound manipulation Science – sound waves


Key Questions:

Unit Jigsaw:

Key Words: Students will be able to understand and use words relating to: Vocabulary associated with sound editing, such as: trim, effects, noise, pitch, envelope, ducking, import, export, mono, stereo, audio track, time shift Vocabulary associated with sound storage, such as:

sampling, frequency, amplitude, wavelength, sound wave, sampling frequency, digital, bitrate, diegetic and non-diegetic sound

Marking:

Book are to be marked with feedback every week.





L5-1

Digitizing sound

1.1 To identify different sound file types

1.2 To record and delete sounds in Audacity

1.3 To apply effects to recordings

1.4 To understand the process of converting analogue sound waves to digital format

During this lesson students will learn how sound is composed of soundwaves, which can be digitized by sampling. How the frequency/bitrate of sampling affects quality and file size. They will also learn that digital files can be copied without quality loss and can be manipulated to apply effects.


Complete sheets 1 & 2 in homework booklet

L5-2

Working with sound effects

1.5 To understand job roles in sound editing

1.6 To understand the use of sound effects

1.7 To understand stereo effects

1.8 To be able to edit a sound file – trim, move/remove sections, working with multiple tracks

In this lesson students will learn about the job roles available in the sound editing sector and what these jobs involve. They will listen to sound & stereo effects and investigate how these can be used effectively. They will be using editing techniques to edit a sound file.

L5-3

Listening and planning

1.9 To identify different elements used in a radio advertisement

2.0 To explain how the advert is suitable for audience and purpose

2.1 To plan an advertisement

2.2 To produce a storyboard from an advertisement

In this lesson students learn about the elements needed to make an effective radio advert. They will learn how adverts are created for a specific reason and are developed to meet a client brief. They will begin planning their own radio advert using storyboards.


L5-4

Creating an advertisement

2.3 To edit a sound envelope

2.4 To assemble sound files into a radio advert

2.5 To apply effects to enhance your work

2.6 To ensure it is suitable for audience and purpose

In this lesson students will begin to assemble their radio advert. Analysing and editing sound files and using voice recording to ensure that the advert meets the clients brief.

L5-5

Finishing and exporting

2.7 To be aware of different sound file types and choose an appropriate type to export to

2.8 To understand the difference between lossy and lossless compression

2.9 To understand why a project must be exported

3.0 To create and use a testing plan

In this lesson students will learn about exporting their radio advert using the correct file format. They will learn the difference between lossy and lossless compression and how these can affect the sound quality of the advert.


L5-6


Scheme of Work – First Steps in Small Basic


AIM: In this unit Students focus on:

This unit is an introduction to programming in a textual language designed to make programming easy and approachable for beginners. It starts by introducing Turtle graphics, leading into the use of variables and For…EndFor loops. Simple programs using the Text window are used to introduce input, output and selection. Pupils will get used to these programming statements while having fun writing a quiz program, producing coloured graphics and making a simple screensaver.

Prior Learning No previous knowledge of programming is required.

Success Criteria


Write and run programs in Small Basic using For…EndFor loops, variables, input output and selection statements

Create a simple quiz game

Identify and correct syntax errors in a program


Use a While…EndWhile loop in a program

Find and correct logic errors in a program

Use the graphics window to draw different shapes in random colours


Use variables effectively to create repeating patterns

Add scoring to their quiz game

Create an effective screensaver which runs until the user stops it

Pedagogical Notes


Work independently

Work in pairs

Work in groups

Research

Ask questions




In class AfL

Homework



Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits.

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users.

Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.


English – literacy Maths – Problem solving


Key Questions:

Unit Jigsaw:

Key Words: Students will be able to understand and use words relating to:

Syntax, programming environment, Intellisense, graphics window, variable, loop, selection, random number






L6-1

Introducing the Turtle

1.1 Explore the parts of the Small Basic window

1.2 Learn how to write and run a simple Small Basic program using turtle graphics

1.3 Use Intellisense to type programs faster

1.4 Save a program

During this lesson students will learn look at the small basic program and discover the different elements and how they work. They will create a simple program and execute this to see how programming works. They will be introduced to intellisense and shown how much quicker it is to create a program.



L6-2

Using a For loop

1.5 To use a For..EndFor loop to repeat a series of instructions several times

1.6 To draw different shapes using a For..EndFor loop

In this lesson students will learn about the for loop and see how using this command makes creating shapes faster.

L6-3

The Text Window

1.7 To display and enter text in the Text window

1.8 To use variables in a program

In this lesson students learn about the text window and how it works within the small basic program. They will add text that displays on screen. They will also learn about variables and how they work within a computer program.


L6-4

Using Variables

1.9 To use variables in a program

2.0 To draw different shapes using turtle graphics

In this lesson students will begin to insert variables into their code to see how they work. They will also recall all of the skills they have used and draw different shapes.

L5-5

Conditions & Branching

2.1 To use selection statements If…Then and If…Then…Else to choose which statements will be performed

In this lesson students will learn about adding in conditions to their programs. They will learn how users can have options within a computer program and how these works.


L5-6


Scheme of Work Spreadsheet Modelling · Scheme of Work – Spreadsheet Modelling Key Stage: KS3...

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