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Information
Author
Matt Britland
www.mattbritland.com
matt@realiselearning.com
@mattbritland
Director Realise Learning
Director of ICT at The Lady Eleanor Holles School
Blogger and Education Advisor for The Guardian Teacher Network
Copyright
This book is released under a Creative Commons BYNCSA 3.0 licence
(http://creativecommons.org/licenses/byncsa/3.0/)
You are free:
to Share — to copy, distribute and transmit the work
to Remix — to adapt the work
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise
Learning. If you make changes, share them with the community by sharing the Google
Document with ictcomputingsubmit@gmail.com
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Remix Introduction
Remixed By:
Remix Summary:
Give a short summary of what you have changed from the original document. This will make it
easy for people to identify if they would like to use your version in any way.
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
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Contents
Strands KS3
Aims
How to use this booklet
Software and Websites Used
Year 7
[1] Learning Blog
[2] Office documents and the Cloud
[3] Stay Safe Online
[4] Visual Programming: Kodu
[5] How a Computer Works/Computing History
[6] My App
Year 8
[1] How does the internet work?
[2] Graphic Design: Magazine Covers
[3] Visual Programming: Kodu Project
[4] The Web: HTML5 and CSS3
Year 9
[1] Your Digital World
[2] Graphic Design: Album Covers
[3] Office documents and the Cloud
[4] Algorithms and Google
[5] Programming: Raspberry Pi and Python
Resources
Year 7/1st Year
Year 8/2nd Year
Year 9/3rd Year
YouTube Channel
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Strands - KS3
Digital Literacy
Our students should learn
• What the cloud is and how to utilise cloud services
• To be proficient in using a range of digital online/offline applications
• How to transfer skills from one application to another
• How to use search engines effectively
• How to identify accurate information in the digital world
• To use blogs, social networks and other online digital tools
Digital Citizenship
Our students should learn
• To be responsible when using social networks, technology and other online tools
• To understand the possible dangers they can face online
• To learn how to deal with situation they may encounter online
• To understand the impact ICT has on the world around them
• The positive and negative effects of ICT on their lives
• To learn how to use privacy setting on social networks
Digital Creativity
Our students should learn
• The importance of evaluating existing digital content
• To consider audience and purpose when designing and creating digital products
• How to effectively combine text and images to produce effective digital products
• To learn how to effectively edit, repurpose and combine digital elements.
• The importance of self and peer evaluation
• To be effective when working independently as well as when collaborating with team
Computing
Our students should learn
• To be able to create interactive games by using a visual programming language
• To learn a textual programming language and related computational terminology
• To learn about the hardware components inside a computer/tablet/smartphone
• To learn what an operating system is and why it is used
• To understand the history of Computer Science, as well as key figures in history
• To understand what an algorithm is and why they are used
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• To have a basic understanding how search engines work
• To learn what local area networks are
• To have a basic understanding of how the internet works
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Aims
● The aim of my curriculum is to develop confident digital citizens who understand the
power of their digital world. It uses accessible, challenging and engaging projects that
empower students and promotes the productive use of ICT.
● I want students to feel able to ‘tinker’ with technology, to understand how it works and
how to make it work for them; they should feel in control.
● All students should have the opportunity to write their own programs, produce their own
Apps or create professional quality digital products.
● Students should feel safe when using technology and the web. They must learn what
their rights and responsibilities are, as well as how legislation such as The Protection
from Harassment Act and The Computer Misuse Act can affects them.
● Finally, our young people must understand how to utilise the power of the cloud.
Understand what services are available and that the cloud can be a powerful
collaborative tool.
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Year 7
[1] Learning Blog
Learning Objectives:
• To understand what a Blog is
• To learn how to set up a blog
• To learn how create posts and manage your blog
• To understand the importance of self evaluation
Learning Outcomes:
• Your own personalised blog with regular updates
Tasks:
1. Log on to your chosen blog hosting site (Edublogs, Wordpress, Blogger, etc)
2. Create a student account
3. Using what you have learnt in class
a. Set up your blog
b. Choose a theme
c. Create your first post
4. Every week you must add at least one new entry. You can use the following prompts
a. What work have you done? You could post some.
b. What have you done this week?
c. What did you find easy or hard?
d. What have you learnt?
e. How could you improve?
f. What will you do next week.
5. Feel free to share your blog with your friends
a. Ask your peers to leave comments on your posts
b. They could help you evaluate your work to help you improve
Presentation
Click below for the presentation and resources used in class:
Learning Blog
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Learning Outcomes:
• A PDF user guide to using Google Docs
• A document evaluating the pros and cons of both local and cloud office applications
Tasks:
1. Create a Google account if you do not already have one (You should have one from when
you set up your blog)
2. During lessons you will be taught how to use and manage Google Docs in detail. Using this
information create a user guide in an application of your choice. It could be a cloud or local
application.
3. Your user guide should use screenshots to show how to do the following:
a. Create folders
b. Create documents
c. Collaborate using the tools in Google Docs
d. Share documents
e. Manage documents and folders
4. Once you have finished your guide, PDF it ready for distribution
a. This could be used later if you forget something
b. You could send it to someone who does not know how to use Google Docs
5. Evaluation
a. What are the pros and cons of using Google Docs?
b. What are the pros and cons of using local office application?
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c. Which do you prefer and why?
Presentation
Click below for the presentation and resources used in class:
Office Documents and the Cloud
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Learning Outcomes:
• Several online interactive images using ThingLink
• An evaluation using feedback from your peers
Tasks:
1. Use www.thinkuknow.co.uk to do some research:
a. Access the what can go wrong section in the 1116 part of the site
b. Make notes on Social Networking and Cyberbullying
c. Choose two other sections to research
2. Research should be detailed and contain advice on how young people can protect
themselves online
3. Create several online interactive images using ThingLink about staying safe online. Use the
prompts below:
a. It is aimed at 1113 year olds
b. It can have tags that include text, other images, videos and links
c. Will offer young people advice on staying safe online,
d. Include details of who young people can get in touch with if they need confidential advice
4. Evaluate your work
a. Ask your friends what they think of your kiosk
b. Fully evaluate your work using your own opinion and feedback
i. What do your friends think?
ii. What do you like about your interactive images?
iii. What don’t you like about it?
iv. What would you do to improve?
Presentation
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Click below for the presentation and resources used in class:
Staying Safe Online
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changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Learning Outcomes:
• You will produce a game in Kodu
• Computer game screencast or documentation (dependent on available technology)
• An evaluation using feedback from your peers
Tasks:
1. Using the video tutorials and what you have been taught in class, create a world that contains
(minimum):
a. Basic terrain
b. Hills/mountains
c. Water
d. Trees
2. Create a game that (minimum):
a. Allows a user to control a character
b. Create characters that follow a path
c. Create a game that allows the user to score points
d. Allows the user to collect items
3. Once you have met the minimum requirements above try to make your game more
complicated. Try to turn it into a racing game, adventure game or shooter.
4. Produce a screencast documentation or that includes:
a. Well presented evidence of your game
b. Annotated screenshot explaining your code or narrated screencast
5. Evaluate your work
a. Ask your friends what they think of your game
b. Fully evaluate your work using your own opinion and feedback
i. What do your friends think?
ii. What do you like about your game?
iii. What don’t you like about it?
iv. What would you do to improve?
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
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Presentation
Click below for the presentation and resources used in class:
Visual Programming: Kodu
Example Screenshots
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Learning Outcomes:
• A collection of informative digital publications
• A multiple choice quiz
• An evaluation using feedback from your peers
Tasks:
1. Using what you have learnt in lessons and research from internet, create several
publications on www.smore.com. You should try and cover the following:
a. Drives
b. Monitor
c. CPU
d. RAM/ROM
e. Motherboards
f. Inputs/outputs
g. Touch Screens
h. Operating systems
i. Other software
j. Alan Turing
k. Ada Lovelace
l. Tim BernersLee
m. The four generation of computers
2. Evaluate your work
a. Ask your friends what they think of your publications
b. Fully evaluate your work using your own opinion and feedback
i. What do your friends think?
ii. What do you like about your publications?
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iii. What don’t you like about it?
iv. What would you do to improve?
Presentation
Click below for the presentation and resources used in class:
How Computers Work/Computing History
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[6] My App
Learning Objectives:
• To understand what is meant by an App
• To learn about the technology used by Apps
• To learn about different mobile technologies
• To develop teamwork and collaboration skills
• To learn how to use basic tools in Adobe Fireworks
• To learn how to use AppShed to create web Apps
Learning Outcomes:
• A document outlining technology found in smartphones, tablets and Apps
• A completed App that works on a tablet or smartphone
• An evaluation
Tasks:
1. Get into a group of 24 people
2. In your group create a document explaining the following technology and how it is used in
smartphone and tablet Apps
a. AR
b. Camera
c. Location technology
d. Microphone
e. Accessories
3. In your group which sort of App you would like from the list:
a. Movie App
b. Tourist App
c. Music App
d. Cookery App
e. Fashion App
f. Video games App
4. Allocate roles in your group and create your App on AppShed. You will need people to do the
following:
a. Create graphics and icons
b. Putting the App together
c. Creating/finding content
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d. Testing
5. Create your App
6. Group Evaluation
a. Using feedback from your peers and your own opinion say what you liked and did not like
about your presentation.
b. How well did you work as a group?
i. Good points
ii. Bad points
iii. How could you have worked better?
Presentation
Click below for the presentation and resources used in class:
My App
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Year 8
[1] How does the internet work?
Learning Objectives:
• To understand what the internet is
• To learn the basics of how the internet works
• To understand the difference between the internet and a LAN
Learning Outcomes:
• A brief document containing notes from some research
• A set of informative interactive guides using SnapGuide or an online/local presentation
• An evaluation
Tasks:
1. Using what you have learnt in class and the resources from the presentation, make some
brief notes on the basics of how the internet works
2. Using SnapGuide, create a set of online guides explaining how the internet works, based on
your notes and resources from the presentation
3. OR Instead of SnapGuide, you could create an online or local presentation using a
service/software of your choice
4. Add to this, your explanation of why LANs (local area networks) are different to the internet.
Try to include:
a. What is a LAN
b. What are the various topologies
5. Evaluate your work
a. What did you learn?
b. Did you enjoy the project? Why?
c. How would you change the way you worked?
d. Anything else you would like to say about this project?
Presentation
Click below for the presentation and resources used in class:
How does the Internet Work?
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Learning Outcomes:
• A document containing your research on existing magazine covers.
• A completed magazine cover
• An evaluation using feedback from your peers
Tasks:
1. Using a search engine of your choice do some research on what existing magazine covers
look like.
a. Create a document and add a selection of magazine covers to it.
b. Investigate the legal implications of using images from the internet. Some advice here.
c. Create your own magazine cover in Adobe Fireworks or Photoshop using the skills
taught in class.
2. Evaluate your work
a. Ask your friends what they think of your magazine covers
b. Fully evaluate your work using your own opinion and feedback
i. What do your friends think?
ii. What do you like about your cover?
iii. What don’t you like about it?
iv. What would you do to improve?
Presentation
Click below for the presentation and resources used in class:
Graphic Design: Magazine Covers
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changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Learning Outcomes:
• To produce a brief plan of your game. (characters, world, plot, code required)
• A completed game, based on your chosen theme
• An evaluation using feedback from your peers
Tasks:
1. Choose one of the following theme for your game:
a. An air combat game
b. A racing game
c. An adventure game
d. A puzzle game
2. Create a brief plan for your game.
a. What is your game called?
b. Who are the characters?
c. What will your world look like?
d. What will the user have to do? (purpose of the game)
3. Create your game in Kodu, based on your plan
4. Evaluate your work
a. Ask your friends what they think of your game
b. Fully evaluate your work using your own opinion and feedback
i. What do your friends think?
ii. What do you like about your game?
iii. What don’t you like about it?
iv. What would you do to improve?
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Presentation
Click below for the presentation and resources used in class:
Visual Programming: Kodu Project
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Learning Outcomes:
• To create a CodeAvengers profile using HTML5
• To create a company website using HTML5 and CSS3
• Digital Badges
• A point score based on progress in interactive lessons
Tasks:
1. Sign up to CodeAvengers.com
2. Work through Level 1 which includes up to 7 hours of interactive lessons
3. Help the students around you and support others
4. Evaluate your work
a. What did you think of CodeAvenger?
b. What did you enjoy about coding your websites? Why?
c. What did you not enjoy? Why?
d. Would you like to continue in your own time?
Website:
www.codeavengers.com
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Year 9
[1] Your Digital World
Learning Objectives:
• To understand how to protect your data/identity online
• To learn about data protection and security technologies
• To understand your rights and responsibilities in a digital world
• To learn how privacy settings work on a variety of social networks
• To develop your evaluation skills
Learning Outcomes:
• A research document
• An informative online presentation using slide.es
• An evaluation using feedback from your peers
Tasks:
1. Create a research document on digital safety using:
a. What you have learnt in lessons
b. The Thinkuknow website
i. What are your rights and responsibilities in a digital world?
ii. How can you use social networks safely and responsibly?
i. What should you avoid doing?
ii. Use the demonstration by your teacher to show how to use the privacy settings on a
variety of social networks
2. Your own research on:
a. PIN numbers
b. Legislation
c. Biometric scanners
d. Encryption
e. Forensic Computing
3. Create an informative online presentation using slide.es,
a. You must decide which information you will cover in your digital poster
b. How will you distill the information so it can be used in your presentation?
c. Use video and images when appropriate
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4. Evaluate your work
a. Ask your friends what they think of your digital poster
b. Fully evaluate your work using your own opinion and feedback
i. What do your friends think?
ii. What do you like about your digital poster?
iii. What don’t you like about it?
iv. What would you do to improve?
Presentation
Click below for the presentation and resources used in class:
Your Digital World
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Learning Outcomes:
• A document containing your research on existing album covers.
• A completed album cover
◦ Back cover
◦ Inside sleeve
• An evaluation using feedback from your peers
Tasks:
1. Using a search engine of your choice do some research on what existing album covers look
like.
a. Create a document and add a selection of album covers to it. Some you like and some
you don’t.
b. Annotate your research and evaluate your covers. What do you like about them? What
don’t you like about them?
2. Create your own album covers in Fireworks or Photoshop using the skills taught in class.
a. Investigate and take into account the legal implications of using images from the internet.
Some advice here.
b. Video tutorials can be found on YouTube or the school intranet.
3. Evaluate your work
a. Ask your friends what they think of your album covers
b. Fully evaluate your work using your own opinion and feedback
i. What do your friends think?
ii. What do you like about your cover?
iii. What don’t you like about it?
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
iv. What would you do to improve?
Presentation
Click below for the presentation and resources used in class:
Graphic Design Album Covers
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Learning Outcomes:
• A PDF user guide to using Google Docs
• A document evaluating the pros and cons of both local and cloud office applications
Tasks:
1. Create a Google account if you do not already have one (You should have one from when
you set up your blog)
2. During lessons you will be taught how to use and manage Google Docs in detail. Using this
information create a user guide in an application of your choice. It could be a cloud or local
application.
3. Your user guide should use screenshots to show how to do the following:
a. Create folders
b. Create documents
c. Collaborate using the tools in Google Docs
d. Share documents
e. Manage documents and folders
4. Once you have finished your guide, PDF it ready for distribution
a. This could be used later if you forget something
b. You could send it to someone who does not know how to use Google Docs
5. Evaluation
a. What are the pros and cons of using Google Docs?
b. What are the pros and cons of using local office application?
c. Which do you prefer and why?
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Presentation
Click below for the presentation and resources used in class:
Office Documents and the Cloud
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Learning Outcomes:
• Two bespoke algorithms for everyday life
• A video showing the ‘bubble sort’ algorithm in action
• A audio podcast explaining how Google search works
Tasks:
1. Using what you have learnt about algorithms in class create two of your own.
a. Use PowerPoint or another piece of software that will let you insert flow chart symbols
b. The algorithms could be:
i. How to get to school
ii. How to create a recipe
iii. How to complete a level or section of a level in a computer game
iv. How to work a piece of technology
2. Using the video, practice how to complete the ‘bubble sort’ algorithm
3. When you are confident get into a group and film the activity being completed. The video
should be suitable for other people to watch and understand how the algorithm works
a. If you cannot film it, take some photos and annotate them
4. To accompany the video create some written instructions that others can follow
5. Using the Google resource ‘How Search Engines Work’
a. Use AudioBoo to create an audio podcast using your own words to explain how Google
search engine works.
6. Evaluate your work
a. What did you learn?
b. Did you know what algorithms were before this project?
c. How would you change the way you worked?
d. Anything else you would like to say about this project?
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Presentation
Click below for the presentation and resources used in class:
Google and Algorithms
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Learning Outcomes:
• To be able to understand Python code
• To be able to write code and solve predetermined problems
• A multiple choice test
Tasks:
1. In a group set up the Raspberry and attach all the peripherals
a. Did you enjoy setting it up and making it work?
b. Do you understand what you can do with it?
c. Why do you think it costs so little to produce?
d. Would you get one for home?
2. Using An Introduction to Python by Mark Clarkson, work through the booklet
a. Help those around you
b. Talk and discuss what you are learning with your friends and teacher
c. Try working through some of the problems at the back of the booklet
3. Evaluate your work
a. Did you enjoy programming?
b. Explain your answer
c. Are there any other languages you would like to learn?
d. How would you change the way you worked?
e. Anything else you would like to say about this project?
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Presentation
Click below for the presentation and resources used in class:
Programming: Raspberry Pi and Python
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.
Resources
YouTube Channel
Links to the YouTube channel
Please can you attribute this booklet and all its content to Matt Britland, Director of Realise Learning. Share
changes with the community by sharing the Google Document with ictcomputingsubmit@gmail.com.