GRD 6 - 0860 Computing Scheme of Work Stage 7 v2 - tcm143-635634

Scheme of Work
Cambridge Lower Secondary

Computing 0860
Stage 7
This Cambridge Scheme of Work is for use with the Cambridge Lower Secondary
Computing Curriculum Framework published in September 2021
for first teaching in September 2022.
Version 2.0
© UCLES 2021
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University
of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However,
we cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents
Introduction
Long-term plan 4
Sample lesson plans 5
Other support for teaching Cambridge Lower Secondary Computing Stage 7 5
Resources for the activities in this scheme of work 5
Websites 6
Approaches to teaching Cambridge Lower Secondary Computing Stage 7 6
Unit 7.1 Algorithms, flowcharts and sub-routines 7
Unit 7.2 Networks 26
Unit 7.3 Programming and system development 37
Unit 7.4 Modelling and databases 59
Unit 7.5 Computer systems 75
Unit 7.6 End of Stage Projects 97
Sample lesson 1 23
Sample lesson 2 24
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Cambridge Lower Secondary Computing (0860) Stage 7 Scheme of Work
Introduction
This document is a scheme of work created by Cambridge Assessment International Education for Cambridge Lower Secondary Computing Stage 7.
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 7. 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 45 hours of teaching for Cambridge Lower Secondary Computing Stage 7. You can adapt the time, units and order of the units based on the
requirements of your school and the needs of your learners.
Unit Suggested teaching time

Unit 7.1 Algorithms, flowcharts and sub-routines 7.5 hours
Unit 7.2 Networks 5 hours
Unit 7.3 Programming and system development 10 hours
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Unit Suggested teaching time

Unit 7.4 Modelling and databases 7.5 hours
Unit 7.5 Computer systems 7.5 hours
Unit 7.6 End of stage projects 7.5 hours
Total 45 hours
Sample lesson plans

You will find two sample lesson plans at the end of this scheme of work. They are designed to illustrate how the suggested activities in this document can
be turned into lessons. They are written in more detail than you would use for your own lesson plans. The Cambridge Lower Secondary Computing
Teacher Guide has information on creating lesson plans.
Other support for teaching Cambridge Lower Secondary Computing Stage 7

Cambridge Lower Secondary centres receive access to a range of resources when they register. The Cambridge Lower Secondary support site at
https://lowersecondary.cambridgeinternational.org is a password-protected website that is the source of the majority of Cambridge-produced
resources for the programme. Ask the Cambridge Coordinator or Exams Officer in your school if you do not already have a login for this support site.
Included on this support site are:

● the Cambridge Lower Secondary Computing Curriculum Framework, which contains the learning objectives that provide a structure for your
teaching and learning
● grids showing the progression of learning objectives across stages
● the Cambridge Lower Secondary Computing Teacher Guide, which will help you to implement Cambridge Lower Secondary Computing in your
school
● templates for planning
● worksheets for short teacher-training activities that link to the teacher guide
● assessment guidance (to support classroom assessment)
● links to online communities of Cambridge Lower Secondary teachers.
Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
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● paper, pens and pencils for learners to use

● digital devices, such as desktop/laptop computers, handheld devices and other hardware such as video and audio recording equipment
● software that will enable learners to:
o create and save digital artefacts
o communicate online
o digitally search for information.
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.
Approaches to teaching Cambridge Lower Secondary Computing Stage 7

Cambridge Lower Secondary Computing can be used flexibly as a standalone subject, integrated within other subjects or used as the basis for activities
outside of the formal curriculum. During your planning you will need to decide which approach, or mix of approaches, will enable you to address each
learning objective most effectively. The activities in this scheme of work are based on Computing being taught as a standalone subject but they can be
adapted to suit an integrated approach. For example, learners can apply programming skills through activities in other subjects.
To develop their broader digital and computing skills, it is recommended that you provide learners with opportunities to use a range of devices, such as
desktop computers, laptops and tablets.
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Unit 7.1 Algorithms, flowcharts and sub-routines
Outline of unit:
In this first unit of Lower Secondary Computing, learners will recall and extend their understanding of flowcharts and algorithms. They will:
● continue to follow and understand algorithms that are represented as flowcharts
● begin making changes and corrections to flowcharts
● follow flowcharts that make use of selection
● create flowcharts of their own that use sequence and selection.
Learners’ current knowledge of selection statements will be extended and they will understand how these are used in flowcharts to control the flow of
algorithms. Mathematical operators within flowcharts will also be introduced and learners will evaluate expressions that make use of these symbols to
determine if they are ‘true’ or ‘false’.
The use of sub-routines in flowcharts will also be introduced. Learners will identify the shapes that are used to represent sub-routines, and will follow and
correct flowcharts that have sub-routines. As learners use sub-routines, they will see how pattern recognition can be used to identify where sub-routines
are appropriate.
Recommended prior knowledge:

Learners should have the following prior knowledge:
● how to follow and understand algorithms that are presented as flowcharts
● understand the symbols that are used in flowcharts, including start, stop, process, procedure (sub-routine), decision and the connector
● predict the outcomes of flowcharts
● know that a sub-routine can be used multiple times in an algorithm, and across different algorithms
● use arithmetic (+, -, *, /) operators in algorithms
● use comparison (>, <, >=, <=) operators in mathematical contexts
● how to follow, understand, edit and correct a branching algorithm.
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Language:
● flowchart
● selection
● logical operator
● IF, THEN, ELSE
● pattern recognition
● sequence
● sub-routine
● calling a sub-routine
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Learning objectives Suggested teaching activities and resources Additional notes

7CT.01 Follow, Introduce this unit by placing learners into pairs and giving them a series of Learners should be familiar with
understand, edit and flowchart algorithms to follow. These flowcharts should make use of input, flowcharts and be able to follow and
correct algorithms that are output and sequence and could: understand them. If learners are not
presented as flowcharts. familiar, then first introduce the flowchart
● describe actions for learners to follow, for example asking them to
perform movement actions: symbols, and provide flowcharts for
learners to follow that gradually increase
in length and complexity. If you have
access, the Cambridge Primary
Computing Scheme of Work for Stage 6
will help with this.
Correcting flowcharts will only require

input, output and sequence at this
stage, because selection and iteration
have not been introduced. The
complexity of the algorithms can be
slowly increased, by first giving practical
actions for learners to follow and identify
where it tells them to do the wrong
action. For example, an incorrect
instruction could be a turn in the wrong
direction when moving to a particular
destination in the classroom.
The ‘Start’ and ‘Stop’ instructions can be

● describe mathematical steps, for example asking users to input numbers
represented in a flowchart by either an
and produce a mathematical outcome:
oval shape or a rectangle with curved
corners. Both are used in this document
to illustrate this.
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Ask the pairs to follow and discuss each flowchart and, after making a range of
appropriate inputs, to predict the output of each one.
Ask specific pairs to share their observations and predictions with the class and
discuss any differing views. Then ask:
Why might you change an algorithm?
Elicit answers such as if:
● it contains an error, or ‘bug’
● it needs to do something extra
● its purpose has changed
● it is being adapted from a flowchart used for another task.
Explain that learners will edit flowcharts because of reasons such as these.
Display a flowchart that has an error in it. At this stage do not tell learners what
the flowchart is supposed to do. For example:
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In pairs, ask learners to write a description of what they think the flowchart does.
Hold a class discussion to agree that this flowchart takes two numbers, then
subtracts the second input from the first and outputs the result.
Then explain that the flowchart was not supposed to do that, it was supposed to
multiply the two numbers together. In pairs, ask learners to find the error based
on this new information, and to agree the change that is needed. Elicit that the
instruction in the rectangle should read either:
result = number 1 * number 2
or
result = number 1 x number 2.
Ask:
What is the purpose of the rectangle symbol in a flowchart?
Elicit that this shape represents a process, or the processing work that is needed
within the algorithm that the flowchart represents.
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Provide pairs with a further mathematical flowchart that contains an error that is
not related to the arithmetic operator. For example:
In this example, learners should identify that the algorithm does not produce an
output as it is asked to calculate the ‘average’ but then output the ‘result’. The
result has not been defined for the algorithm to know what the output should be.
Agree that one of either the ‘Average’ or the ‘Result’ needs to be changed so that
it matches the other.
Now give learners a description of the purpose of a flowchart, for example:
This flowchart needs your name, age and favourite colour as input, and to
output a message that uses all three of these.
Give each pair a copy of the flowchart for this task, for example:
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Ask the pairs to read through the algorithm and to discuss:

● whether it contains an error?
● if so, what the error is and where it occurs?
● suggestions on how to fix it.
Bring the class together and elicit that the colour is not taken as an input so this
is an error. Ask a learner to suggest how this error can be fixed and that an extra
input is required for ‘INPUT colour’ and that this should come before the
OUTPUT box.
Provide learners with a description of an algorithm and a flowchart that meets the
following description:
The algorithm should take three numbers as input, add them together
and output the result.
For example:
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Ask learners to follow the flowchart to see how it works.

Now explain that an additional feature is needed within the algorithm. It now
needs to output a message that includes the sum within the output, for example
"1 + 2 + 2 = 5". Ask each pair to join another, to form groups of four, and ask
them to discuss how they would change the flowchart to meet this new
requirement. Explain that they need to create a new version of the flowchart with
this amendment included.
Select groups to present their flowchart and to explain how they changed it.
Now Put learners into different pairs and give each pair one of three different
flowcharts. Ask each learner to read the flowchart to find out what it does, before
discussing it with their partner to come to an agreed understanding of its
purpose. Give each pair a written description of a change, or addition, that needs
to be made to their algorithm. Examples of algorithm descriptions, and changes,
include:
● a flowchart that asks for a user's favourite colour, now also needs to ask
for their favourite TV show
● a flowchart that tells a user to move in a square, now needs to tell them
to move in a rectangle instead
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● a flowchart that asks a user for their pet’s name, now needs to ask them
for the type of animal before asking its name.
Ask pairs to edit their flowcharts so that they meet the new requirements. Where
possible, ask each pair to join up with others that have been given other
algorithms, to form groups of six. Each pair should then demonstrate their
'before' and 'after' flowcharts to their groups and describe the changes that they
made.
Resources:
● Series of flowchart algorithms and written descriptions of required
changes or additions.
7CT.04 Understand and Introduce this activity by displaying a statement that uses 'IF' and asking learners Learners should have used branching
use selection statements, to follow the instruction. algorithms and IF, THEN, ELSE
limited to IF, THEN, statements in previous stages, possibly
For example:
ELSE, presented as when programming in Scratch. Ask
flowcharts. IF your favourite colour is red stand up, otherwise sit on the floor.
them to refer back to this experience,
7CT.05 Predict the Select a learner to explain why they performed a particular action, for example: and to recall using examples of these
outcome of flowcharts Why did you stand up?, statements in their own programs, as
that use selection. this helps them link their understanding.
or
7CT.09 Select and use
appropriate comparison Why did you sit on the floor?
operators in algorithms, Ask:
limited to <,>, <=, >=, ==
(equal to) and != (not Where have you seen IF in computing previously?
equal to).
Scratch is the recommended
Learners will most likely recall prior programming activities in Scratch or in
another block- or text-based programming language. If the majority of the class programming language for the
have experience of using Scratch, display the following blocks: Cambridge Primary Computing
curriculum.
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Now ask:
What does the word ‘select’ mean?
Support the class to agree that the word relates to the choice of one or more options,
or outcomes. Also agree that the words ‘IF’, ‘THEN’ and ‘ELSE’ are commands that
give choice of one or more options or outcomes and therefore require a selection to
be made.
Display a flowchart that uses selection, limited to equals at this stage. For
example:
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Give learners different sets of data to follow the flowchart with, for example:
● 10 and 10
● 5 and 2
● 99 and 32
Select a learner for each set of data to identify the output from the algorithm, and
to explain their answer.
Support the class to agree an explanation of the structure of selection in a
flowchart. For example:
● a diamond-shaped box is used
● the diamond has two data flow arrows coming from it, labelled ‘true’, or
‘yes’, and ‘false’, or ‘no’
● the word ‘IF’ starts the question. Explain that the word ‘IS’ can also be
used here, for example ‘IS number 1 > number 2?’
● the question (condition) must have a true (yes) or false (no) result only –
there can only be two options, not three or four
● if the question or selection is true, the true data flow is followed. Support
learners to understand that this is when the ‘IF’ and ‘THEN’ are used in
the selection
● if the question, or selection, is false, the false data flow is followed. This is
the ‘ELSE’ in the selection.
In pairs, give learners a printed flowchart that uses selection. Ask them to
annotate the flowchart by identifying its parts, for example:
● the question
● the ‘true’ data flow
● the ‘false’ data flow.
Give each pair a set of data to input into an algorithm, or ask them to follow the
instructions in that algorithm, to identify the output.
Give learners a worksheet with a series of questions that make use of logical Learners should be familiar with <, >, <=
operators, including: and >= from Mathematics, but this may
● > (greater than) need recapping. Learners commonly
● < (less than) confuse > with <. It may be appropriate
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● >= (greater than) to discuss how these are taught with the
● <= (less than) Mathematics department in your school
● == (equal to) to ensure consistency.
● != (not equal to).
Learners may need support to
The worksheet could be presented as a set of ‘yes or no’ or ‘true or false’ understand the use of == and != as
questions, for example: these will differ to what they are used to
● Is 4 > 5? Answer false/no from Mathematics. Explain that == and
● Is 3 <= 3? Answer true/yes != are operators that are particular to
● Is 19 != 19? Answer false/no algorithms and programming.
Ask learners to compare their answers with a partner, to identify any differences
and to decide on the correct answer.
Review each question in turn, asking learners to vote on whether each is true or
false. This could be done by raising hands, selecting individuals to answer,
moving to different areas of the room, etc. Ask one learner to explain why they
are correct for each question.
Display a flowchart that uses one of the logical operators, with outputs that the
learners can action. For example:
● IF their age < 12 THEN they put their hands in the air, ELSE sit on their
hands
● IF their favourite colour is not purple, THEN they stand up, ELSE they sit
on the floor
● IF their birthday is >= a specific date (such as May 1st) THEN they clap
their hands, ELSE they do nothing.
Challenge learners by giving them
Provide learners with a series of flowcharts that make use of selection
statements with a range of logical operators. Also provide data to input into the flowcharts with multiple selection
flowcharts. Ask learners to identify what the output will be for the different sets of statements. For example if the result
data. For example, the minimum height requirement for a fairground ride, where from one is true, then a second
the algorithm compares the input height with the requirement and outputs selection statement is run.
whether the user is allowed to use the ride, or not.
Ask learners to create an infographic that summarises selection and logical
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operators in flowcharts. They can use a suitable flowchart of their own creation
as the centre piece of their document as they should include at least one
example flowchart.
Resources:
● Printed flowcharts that use selection and sets of data to input
● Worksheets with a series of questions that make use of logical operators.
7CT.02 Know how to Give learners cards that contain the boxes of a flowchart that has been divided
create algorithms using into its individual steps. In pairs, give learners a description of what the flowchart
flowchart symbols. should do and ask them to put the flowchart symbols in the correct order and
draw the data flows between them. For example:
appropriate constructs in ● This flowchart should display a welcome message to a user and then
algorithms written as take their age as input. It should output a message telling the user if they
flowcharts, limited to qualify for a discount that is given to those under the age of 18, or not.
sequence and selection.
or
● This flowchart should ask the user if they enjoy playing computer games,
and, if they do like them, ask for their favourite game. If they do not like
computer games, then the flowchart should suggest an introductory
game for the user to play.
Ask two pairs to form a group of four and swap their flowcharts. They should
then follow the other pairs’ flowcharts and tell them if they work, or if there are
any errors.
Give learners some example statements that need to be rewritten so that they
can be put into a selection box within a flowchart. The original statements should
have multiple possible answers but can be rewritten as TRUE or FALSE. Ask
learners to rephrase the statements so they only have a true or false answer.
For example:
● Which number is larger, 2 or 3?
At the moment the possible answers are 2, or 3. These are not true or
false.
Solution: Is 2 > 3?
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● How many words did the user input?
This could be any value.
Solution: Did the user enter more than one word? A second selection
can then ask: Did the user enter more than two words? etc.
Learners should be familiar with using

Hold a class discussion to elicit the requirements for drawing an accurate
flowchart. Use the valid suggestions to create a checklist that the class can refer flowchart symbols, but when creating
to when creating flowcharts of their own. For example: their own they may benefit from a
checklist that explains the symbols and
● it must always have a start and a stop
their purpose, as well as example
● all inputs and outputs must be in a parallelogram
flowcharts.
● all processes must be in a rectangle
● a selection must only have true/yes or false/no as answers
● a selection must be in a diamond
● all boxes apart from selection should have one arrow going in, and one
arrow going out
● selection must have two arrows going out, labelled as true/yes and
false/no
● every box must join to another box
● data flows must have arrows to show which way to work through the
flowchart.
Flowcharts should start and end with either an oval, or a rectangle with curved
corners.
Learners should start with sequence

Put learners into different pairs and give each pair a description of a different
flowchart. Ask the pairs to create a flowchart for the description, and to use the flowcharts, and gradually increase the
requirements checklist to make sure their flowchart is structurally correct. complexity to selection. Some learners
may be able to use multiple selection
Ask the pairs to join with another pair and swap their flowcharts and descriptions.
statements and may require extension
Each pair should check the flowchart against the description to determine if it is
tasks that allow them to use these.
correct and against the requirements checklist to make sure it is structurally
accurate. If any errors are found, the two sets of pairs should work as a group to
identify how to fix these.
Ask learners to create a poster that has instructions about creating an accurate
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flowchart. This should include the purpose of the different shapes, at least one
example flowchart that they have created themselves, and list each of the
agreed requirements for an accurate flowchart.
Resources:
● cards depicting the boxes of a flowchart
● flowchart descriptions
7CT.07 Follow, Display the word ‘sub-routine’ and ask learners to write down everything they Learners that have followed the
understand, edit and know about this word. Once they have created their own list, ask each learner to Cambridge Primary Computing
correct algorithms that share with a partner so that they can benefit from each other’s understanding. curriculum will have used sub-routines
use sub-routines. in Stage 6, most likely in block-based
Hold a class discussion to consider the following questions:
7CT.06 Explain the programming.
What is a sub-routine?
importance of pattern
Answer: An independent or separate algorithm, that has a name, and
recognition when
can be called from other parts of an algorithm.
designing solutions to
tasks. What does a sub-routine do?
Answer: It runs its steps and then returns control to the algorithm that
called it.
When are sub-routines used?
Answer: When the same series of steps might need to run more than
once, including at different times within an algorithm or within different
algorithms.
Why are sub-routines helpful in algorithms?
Answer: Instead of writing the same steps multiple times, you can write
them once and then call them multiple times.
There are multiple symbols that can be

Display the following flowchart symbol:
used for a sub-routine, the one given
here is the one used as standard.
The identifier (name) for the sub-routine

needs to be the same when it is called,
and when It is defined.
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Elicit that this is the symbol for a sub-routine and, through discussion, support
learners to understand that this symbol is used both in the sub-routine to start it, An understanding of parameters is not
and to call it from another algorithm. required; parameters are data values
Display an example flowchart that contains one or more sub-routines that are that are sent to sub-routines from
called from the main flowchart. These should start with short sub-routines that another part of the program.
might only perform one action, and are only called once, and then this can
develop into scenarios where more than one sub-routine is called.
For example: In this example flowchart, ‘Stop’ is used
at the end of each sub-routine. ‘Return’
can also be used at the end of a
sub-routine in the context that the end of
the the routine returns to the main
algorithm. This should not be confused
with a function that ‘returns’ a value.
Ask learners to follow the flowchart and identify the output.

Repeat this process with different flowcharts, introducing sub-routines that are
called multiple times, and some that use selection, for example:
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Explain that learners are now going to change a flowchart. Display the action that
the flowchart (with its sub-routine) originally did, and what it needs to do now. For
example, for the first sub-routine flowchart given above:
● the flowchart output ‘Hello’ and ‘Goodbye’
● the flowchart now needs to output ‘Hello Hello’ and ‘Goodbye Goodbye’
In pairs, ask learners to edit the flowchart to perform the new actions.
For the second flowchart given, this could be:
● The flowchart needs to be changed so that if the value is more than 20 it
subtracts 10 from the number and then outputs it.
Display a flowchart that includes at least one sub-routine, and has an error in it,
but do not tell learners the purpose of the flowchart. For example, where the ‘IF’
statement in the main flowchart is incorrect:
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Ask the learners to discuss this flowchart in their pairs and to make notes about
what it does. Now display the following and ask learners to consider each point
in turn and either agree or disagree that the flowchart meets these expectations:
● this flowchart should output “Hello”
● it should ask the user to “enter a number”
● if the number is less than 0 then the sub-routine Minus should run
● if the number is 0 or more then the sub-routine Positive should run
The learners should identify that the selection statement is incorrect, it should be
‘IF number < 0’.
Repeat this process with a range of flowcharts, introduce different errors that
include:
● the incorrect sub-routines being called
● sub-routines being called with the wrong identifier (name)
● sub-routines called in the wrong order
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Discuss the following questions as a class:

What is a pattern?
Answer: A repeating sequence of data, values, text, images or signs
How do you recognise a pattern in numbers? In text? In an image?
Answer: Look at the numbers and see if the same sequence of numbers
occurs more than once. Look at the text and see if the same words or
letters appear multiple times in the same order. Look at an image and see
if the same colours, shapes, pixels appear in a sequence.
Is there a link between sub-routines and patterns?
Lead learners in a discussion about the connections between
sub-routines and patterns. This includes that the repetition first needs to
be identified using pattern recognition.
Display an algorithm that has the same processes multiple times, for example:
● Output "Enter the first number"
● Take a number as input, add 20 to the number and output this
● Output "Enter the second number"
● Output "Enter the third number"
Ask learners to identify the pattern, which is the repeated elements. In this
example the repeated elements are the input, add 20, and output. Ask:
How can a sub-routine be used in this algorithm?
Answer: Put the repeated elements in a subroutine and then call these
from the main algorithm. For example, the instruction ‘Take a number as
input, add 20 to the number and output this’ is repeated so can be a
sub-routine.
Ask learners to revisit their poster about flowcharts and to add information about
the rules for sub-routines and how these are structured in flowcharts. They
should include information about:
● the purpose of sub-routines
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● the shape used
● how to follow an algorithm that has a sub-routine.
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Unit 7.2 Networks
Outline of unit:
In this unit, learners will extend their understanding of networks and data transmission. They will:
● explore specific examples of wireless data transmission to identify the range and bandwidth
● explore how websites are accessed through the use of URLs and IP addresses, and how these are translated
● extend their understanding of network security to include:
o how encryption is used to protect data transmissions
o how to check whether a website is secure.
Learners will revisit the differences between wired and wireless transmissions, and how all computers that are connected to a network have an IP address.

Learners should be supported to recall the following prior knowledge during this unit:
● that devices can transfer data wirelessly using radio waves, including wi-fi and cellular networks
● how bandwidth affects network performance
● the reasons why data needs to be kept secure during transmission
● where and why encryption is used in a digital system.
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Language:
● IP address
● URL (uniform resource locator)
● DNS (domain name service or server)
● Bluetooth®
● 2.4GHz wi-fi and 5GHz wi-fi
● 3G, 4G and 5G cellular networks
● encryption
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7DC.01 Explain the use of IP To introduce this unit, ask learners to write as many web addresses as Learners should be familiar with the term
addresses and URLs. they can. They should limit their list to one address for each server, or webserver. A server is a computer
organisation. For example, if listing the website for the school, learners that performs one or more tasks that other
7DC.02 Explain how DNS
should only include the actual page that they are most interested in. computers can request from it. The server
enables users to access
receives the request, performs the required
websites.
Ask each learner to count how many addresses they have written and process, and then sends the result on.
find out who has the most. Ask learners to retain copies of their list as
they will use it again later in the unit. They should also be familiar with IP addresses,
but these can be introduced as a numerical
Explain that these web addresses are actually known as URLs. address that is used to uniquely identify a
Display the term ‘URL’ and explain that it stands for Uniform Resource device on a network. IP addresses are used to
Locator but that the abreviation is used in most circumstances. Also identify the destination of data when it is
explain that these are human-friendly addresses for the web servers transferred, so that it reaches its correct
where the webpages are stored. Each web server may have many destination.
URLs because it might store many websites, for lots of different
businesses or other organisations, but they all point to the same Learners do not need to know the format of an
server. IP address, or how the protocol actually works,
at this stage. It may however be helpful to
Support learners to recall their prior knowledge of IP addresses. For display an example IP to help them to
example: understand the concept.
What does IP stand for?
Answer: Internet protocol At this stage, networks and the internet do not
What are IP addresses assigned to? need to be differentiated, although learners may
Answer: devices that need to connect to a network already understand the internet as being a
What is the purpose of an IP address? network of networks. Some devices on
Answer: to give devices an address so that data can be networks will not have IP addresses because of
transferred to them. how the network is designed. This is most likely
to apply where a local network is not connected
Explain that each web server has an IP address. This is the address to the internet but, if the local network then
that other devices use to send their requests for accessing webpages. connects to the internet, that network's router
A server is likely to only have one IP address. will have an IP address.
29

In pairs, ask learners to discuss the following question:
If you enter a URL into a web browser, how does it know the IP
address for the web server?
Ask the pairs to share their ideas with the class and support them to
understand that the requesting devices will use a directory of URLs
which also contains their IP addresses.
Display the term ‘DNS’. In pairs, ask learners to research what DNS DNS is referred to as either being a ‘domain
means and how it works. Support them to explain that DNS is the name server’ or ‘domain name service’. Either
Domain Name System, or address directory, of the internet. It allows is acceptable. It is also often referred to as a
web browsers to connect with websites. DNS server.
Describe the DNS process of converting a URL to an IP for example:

● the user enters a URL into the web browser
● the web browser sends the URL to the DNS
● the DNS looks for the URL in its database, to find its IP
● the DNS sends IP back to the web browser.
The web browser then sends a request to the IP address for the
webpage.
Ask learners to draw a diagram to explain the relationship between
URL and IP addresses. This can be presented as a flow diagram,
rather than a flowchart, and should include an image of a user's
computer, a DNS server, and a web server, along with annotations that
explain how these interract. It may be helpful to display the process
that has been described above while learners work.
Ask learners to display their completed diagrams and allow the class
to ask questions that arise from any differences that they notice
between theirs and other diagrams.
7DC.03 Know the differences Ask learners to work in pairs to write a list of the devices that they use
between Bluetooth®, wi-fi to connect to a network wirelessly. Ask different learners to name one
30

and cellular networks, of the items that they have listed. Create a class list that includes all of
including the different the valid suggestions and continue until nobody has further devices to
generations of cellular add. The list should include: laptops, mobile phones, printers,
networks (4G, 5G). televisions, headphones, speakers and tablets.
Ask:
What do you call the wireless connections you use?
Learners are most likely to identify wi-fi and Bluetooth but not be
aware of the different forms that these can take.
In groups of three, give learners three cards with one of the following
printed on each one:
● wi-fi 2.4GHz
● wi-fi 5GHz
● Bluetooth
Ask each group member to take one of the cards and to research the
range and speed of their given method of wireless connectivity. They
should write each measure clearly on their card. They should then join
the other members of their group and place the cards into an
ascending order of range. If possible they should take a photograph of
their cards in order. The correct order for range is:
● Bluetooth – 10m
● wi-fi 5GHz – 12–30m
● wi-fi 2.4GHz – 26–92m
The groups should then place the cards into ascending order of speed
and again take a photograph if possible. The correct order for speed
is:
● Bluetooth – 1–3Mbps
● wi-fi 2.4GHz – 450–600Mbps
● wi-fi 5GHz – 1300MBps
31

Ask the groups for their answers and display one of the correct
photographs for each measure. Hold a class discussion to address
any differences in the order.
Lead a discussion on why the different methods of wireless

transmission are used. For example:
Why is 5GHz wi-fi better than 2.4?
Answer: It can transmit more data per second
Why is 2.5GHz wi-fi better than 5?
Answer: The devices work when further apart
When is Bluetooth used?
Answer: When devices are very close to each other.
Ask:
What is a cellular network?
From their prior learning, the class should recall that a cellular network Learners may be familiar with the different wi-fi
allows mobile, or cell phones to connect with each other. They should frequencies from use at home and so will be
also recall that a network is divided into areas and that each area is a interested to understand the differences
cell. Data is transmitted wirelessly between these cells. Devices, such between them. This understanding is not a
as a mobile phone, connect to the cell they are closest to. Data is requirement at this stage, however.
transferred between the cells to the the destination.
Ask: Learners may need support in understanding
Have you seen any 'cells' or mobile phone towers? the speed of transmission. This is usually
Where are these towers located? measured in Mbps (megabits per second),
where 1 megabit is 1,000,000 (million) 1s or 0s
Introduce learners to the three most commonly used types of network: being transmitted each second.
3G, 4G and 5G. Differentiate between 3G meaning 3rd generation, and
Three gigabytes per second. Learners do not need an in-depth
understanding of the process, but it will benefit
them to understand how data moves between
32

In pairs, ask learners to conduct research to find the difference in cell towers to a mobile device, so they can
transmission speed between 3G, 4G and 5G: understand that this transmission can be in
● 3G = 3.1 Mbps different forms.
● 4G = 100 Mbps
● 5G = 20 Gbps (20,000 Mbps)
In their pairs, learners should also research each generation of mobile Learners should be able to find lots of useful
network. They should produce an infographic which includes the information about the generations of mobile
launch date of each network and a summary of its capabilities. The network on the World Wide Web.
summary should explain how each generation was an improvement on
its predecessor.
Working individually, ask learners to create a summary of the different

forms of wireless data transmission including the use, range and
speed of the different methods based on their understanding of this
activity. They should include information about wi-fi, Bluetooth and
generations 3 to 5 of mobile networks.
Resources:
● Sets of 3 cards with one of the following printed on each one:
o wi-fi 2.4GHz
o wi-fi 5GHz
o Bluetooth
7DC.04 Outline why errors Ask learners to pass a message through the other learners in the
occur in data transmission. class to a final learner who has to repeat the message back to the
class. They can write or speak the message to each other. Ask
learners to attempt to stop the message getting to its destination in its
exact form by changing part of the message. Each learner must try
and write or say something different to others.
Discuss what learners did, for example:
33

● changed the message
● removed part of the message
● added something new to the message
● passed it to the wrong person.
Explain that there are lots of reasons why errors can happen when At this stage learners do not need to
transmitting data. Display the following list: understand how these errors affect the data but
● interference from other electrical devices some learners may want to know that
● objects in the way interference can change the electrical voltage
● a fault in the transmission media, such as a damaged cable from 1 to 0.
● interference from signals from other transmissions.
In pairs, ask learners to produce an infographic about errors in data

transmission. They must include a description of the reasons given
above, so learners should research why these affect the transmission.
They should find one more reason why errors may occur in data
transmission and discuss with the class why these affect the data
transmission.
Give learners a message that is encrypted using a simple Caesar Learners should have encountered the Caesar
7DC.06 Explain how to check
cipher, for example: cipher in an earlier stage, but this knowledge is
whether a website is secure.
zixmtkodji hdszn pk yvov nj do xviijo wz piyzmnojjy not required to decipher the message. Specific
7DC.05 Explain the use of Also provide the cipher that was used, for example: encryption algorithms do not need to be learned
encryption to keep data for this activity.
secure during data
transmission.
34
Explain that the letters in the left column of the table are the the
correct version of the message and that those on the right are the
encrypted version.
35

Ask learners to decrypt the message and then to discuss their
completed version with a partner. Then show them the deciphered
message:
encryption mixes up data so it cannot be understood
Hold a class discussion to consider the following questions:

What is encryption?
Answer: Writing a message using a code so that it cannot be
understood without the code
Why is encryption used?
Answer: When secret messages are being sent or when you
do not want someone else to access the data or message.
Explain that encryption can be used when transmitting data between

computers, both wired and wirelessly. This will ensure that, if someone
else intercepts or receives the message, they will only see the jumbled
up message and will not be able to decipher or understand it.
In groups of four, ask learners to discuss the following questions:

What type of data should be encrypted when it is transmitted
over the internet?
What is a secure website?
Ask each group to share details of their discussion with the class.
Their observations should include that any personal or private data
should be encrypted, for example:
● when purchasing items, using personal financial and address
details
● when logging onto websites using passwords
● when a business is using a digital platform to discuss
confidential information about new products.
The groups should also conclude that a secure website means the
data that is transmitted to and from it is encrypted.
36
Ask learners if they know what to check to ensure a website is secure.

Display an example of a secure website, for example a shopping site
or a bank website and identify the features that confirm that the
website is secure. For example:
● a padlock before the URL (or after, depending on your
browser); show learners that when you click on this it displays
the information confirming the security
● the URL starts with https:// instead of http:// (the 's' stands for
secure
Remind learners that, at the start of this unit, they made a list of URLs.
If these lists are still available, ask learners to open some websites
and identify if they are secure, or not. Alternatively learners should
visit websites that they use regularly. Before starting, remind them to
consider whether each website is suitable for viewing on a school
computer. Discuss the findings by asking:
How did you check if the website was secure?
Did you find any websites that were not secure?
Ask learners to work individually to create a visual presentation that

explains encryption to younger children. The presentation should
include screenshots and explain how to check whether a website is
secure. Ask them to include examples of websites that are secure and
that are not secure. The presentation should also explain to younger
learners the implications of adding personal information to insecure
sites. Remind them to include websites that are appropriate for
younger children.
Resources:
● a message written in a Caesar cipher and the code used
● a secure website for display.
37
38
Unit 7.3 Programming and system development
Outline of unit:
In this unit, learners will be introduced to programming using a text-based language (Python). This will extend their understanding of programming using a
block-based language (Scratch) and they will explore the similarities and differences between these two types of language.
Learners will explore how to:

● create and run a text-based program
● output data and messages
● take text input from the user
● store data in variables
● use arithmetic operators.
Learners will be introduced to data types and the importance of defining data types in a program, and will explore what happens if data is the wrong data
type.
They will extend their understanding and experience of software development. They will understand the importance of planning, and how to structure
testing through the use of a test plan. Learners will also continue to make use of physical computing devices, by creating a program to allow multiple
inputs and outputs.
Additional time has been allocated to the teaching of this unit so learners can experiment with simple text-based programs and create solutions based
upon their understanding of the content. We recommend that learners create their own guide to text-based programming as they work though this unit.
They should:
● write the guide
● follow and check the instructions they write
● make changes based upon their observations
● share their guide with other learners and reflect on the feedback that they receive.
39

Learners should know how to:
● develop block-based programs using data types Integer, Character and String
● develop block-based programs with combined concepts and constructs across multiple objects and that meet set criteria
● develop programs with a variable modified using arithmetic operators
● follow a project plan to develop a program
● define and use criteria to evaluate a program
● test a program using a range of data
● develop a program for a physical computing device to generate an output based on a range of inputs, including the use of a variable.
They should also understand the role of prototypes when designing programs.
Language:
● text-based program
● Python
● Integer
● Real, float
● String
● Character
● variable
● data type
● *, /, +, -
● project plan
● test plan
● error
● syntax error
● logic error
● IDE (integrated development environment)
● debug
40

7P.02 Know how to develop Display a program that is written in Python, for example: Python is the recommended text-based
text-based programs that use print("Hello world!") programming language for the Cambridge
input and output. name = input("What is your name?") Lower Secondary Computing curriculum. Other
print("Hello ", name) text-based programming languages include
7P.04 Know how to use
In pairs, ask learners to read the code and look at what each part VB.NET and Java, which learners may use
variables in text-based
means. later in their education. At this stage these
programs.
should be in console mode, which is purely text
Hold a class discussion to consider the following questions: input and output. The tasks will then need
What does the program do? altering to fit the language and IDE used. An
Answer: It outputs ‘Hello world!’, asks a user to enter their IDE is an Integrated Development Environment.
name, then says ‘Hello and name’
What do you think 'print' means?
Answer: It is the instruction to output what is in the brackets
What do you think 'input' means?
Answer: It is the instruction to wait for the text a user enters
and to then make use of this
Why is some text in speech marks and some not?
Answer: Speech marks indicate that the exact text will be
used when the program is run. No speech marks means that
the content of that memory space is used
What is the purpose of 'name'?
Answer: This is a variable to store the name the user inputs.
Learners may recall variables from earlier stages but will cover this
again later in this activity.
Introduce learners to Python as a text-based programming language, IDLE and PyCharm are only two examples of
and show them a program written in an IDE, for example IDLE or many possible IDEs that could be used.
PyCharm. Ask: Learners will need instructions according to the
What is the difference between this program and a Scratch (or IDE chosen.
block-based) program?
Answer: There are no blocks, you have type everything, you Information about how to select an appropriate
cannot fit pieces of code together, you have to decide what fits IDE is included in the Cambridge Lower
41

where. There is no list of code that you can choose from, there Secondary Computing Teacher Guide. The
is no visual display for images or text to be displayed. Teacher Guide is downloadable from the
Cambridge Lower Secondary support site.
Demonstrate how to write a program that outputs a message using
print statements, and then how to run the program. In IDLE, you press
F5, or Run -> Run Module.
Put learners into pairs and display, or give a copy, of the program you The messages that are used in these programs
have demonstrated. For example: can be tailored according to your learner's
print("This is my first message") interests, or to a specific message that you
print("This is my second message") wish to share.
print("This is my last message")
Ask pairs to take turns to reproduce this program, by typing it into the
IDE, and to run it for themselves. If they discover errors, or if their
program does not run, the pairs will need to carefully compare their
program with the program you are displaying.
Ask the pairs to experiment with the program by: Some learners can be given specific
● changing the text that is output instructions to follow and told what text to add.
● removing one or more lines of output This will avoid time spent deciding what to
● adding more lines of output. change.
Ask the pairs to create a list of what they now know about outputting in Use this as an opportunity to discuss important
Python. Ask each pair to share one item from their lists. Continue until text-based programming features such as
all of the key features of the code have been identified, for example: case-sensitivity, the difference between
● there is a ‘print’ command word different brackets, putting code on new lines,
● ‘print’ is written in lowercase etc.
● the output message is in speech marks
● after ‘print’ there is an open bracket
● at the end of the message there is a closed bracket
● each print statement is on a new line
42

Display the word ‘variables’ and ask learners what they can recall Variables may have been covered in an earlier
about them and how they were used in Scratch. Elicit answers such stage with Scratch. If not, these can be
as: introduced using boxes. Give each box a name,
● a variable is used to store data and ask learners to:
● the value in the variable can change ● put data into a box by writing on a piece of
● a variable has a name (identifier) paper and putting that into the box or
● you can access data from a variable. ● get data out of a box, by opening the box,
Overall, learners should be supported to understand that a variable is taking the piece of paper and reading what
a memory location within a program that stores particular values, such is written on it.
as the name, age or score of a user. The values can change each time Each box can only contain one piece of paper
the program is run or while the program is running. at a time.
Model how to store data in a variable, for example:

MyName = "Jamelia"
MyAge = 12
In this case, the variables are called ‘MyName’ and ‘MyAge’.
Taking the ‘MyName’ variable as an example, discuss that when the
program is run this time, the data stored will be “Jamelia” but that this
could change the next time the program is run.
Explain that there are some reserved words that cannot be used.
These are words used by the program, for example we cannot name a
variable ‘print’, because this is a command word in Python.
Give learners a program that includes data stored in variables, and

outputs them, for example:
MyName = "Fabrizio"
MyAge = 13
print("Hello", MyName)
print("You are", MyAge, "years old")
In pairs ask learners to explore this code. If possible, give them a
printout of the original code, so that if they delete sections they can
43

refer back to the original version. Ask the pairs to explore the code
and find the answers to the following questions:
What is the name of the two variables?
Answer: MyName and MyAge
What data is stored in MyName?
Answer: "Fabrizio"
Change the program so the name stored is "Wasim" instead.
What change did you make?
Answer: Deleted “Fabrizio” and wrote “Wasim”
How many output statements are in the program?
Answer: Two
What happens if you remove the speech marks, " ", from a
print statement?
Answer: An error occurs.
What is the purpose of the comma in the print statements?
Answer: It joins text with a variable so that in can be output
Change the program so that “Wasim” is actually “15”. What
change did you make?
Answer: We removed ‘13’ and put ‘15’.
Add an extra variable to store Wasim's favourite colour. Output
this colour in a message, for example “Your favourite colour is
purple”. What changes did you make?
Answer: A new variable was created and given a name, for
example MyColour. “purple” was stored in this variable. A
new print statement was added with the text "Your favourite
colour is" and then a comma, and then the variable name.
What happens if you change “Wasim” to “wasim”?
Answer: “wasim” is output
Discuss the answers and explain the function of each piece of code.
Give learners a program that uses input, for example:

MyName = input("Enter your name")
44

MyAge = input("Enter your age")
print("Hello", MyName)
print("You are," MyAge, "years old")
Put the learners into different pairs and ask them to explore this new
code. Again, give them a printout of the original code, so that if they
delete sections, they can refer to the original. Ask the pairs to find
answers to the following questions:
What is the command word for input?
Answer: input
What is the text in the brackets after input?
Answer: The output
What happens to the data that a user enters?
Answer: It is stored in the variable
What happens if the user inputs a number instead of a name?
Answer: That number is output
What happens if you input a colour instead of an age?
Answer: That colour is output
Add an extra variable to store the colour that a user is asked to
enter. Output the answer in a message. For example, “Your
favourite colour is purple”. What changes did you make?
Answer: A new variable is input with a name such as
MyColour. An input statement is also created that outputs
"Enter your favourite colour". A new print statement with text
"Your favourite colour is" and then a comma, and then the
variable name is also created.
Discuss the answers and explain the function of each piece of code.
Give learners the description of a program to write. They should work

individually and then compare their code with a partner. For example:
● Output a message to welcome the user to the program. Ask
the user to enter the current weather, such as ‘sunny’ or
‘cloudy’. Output a message that uses the weather that is now
45

stored in the variable, for example: "Today it is sunny". The
example code is:
print("Welcome to the weather program")
Weather = input("What is the weather
like today?")
print("Today it is", Weather)
● Store a number in a variable. Ask a user to guess the number
stored in the program. Output a message that tells the user
what their guess was, and the stored number. For example:
number = 10
guess = input("Guess what the number
is?")
print("Your number was", guess, "and the
actual number is", number)
In pairs, ask learners to test each other's programs.
Ask learners to create a programming guide to output variables and

input in Python. This should include example code, and the format of
the code. They can choose their own software for creating this guide
but it should be created in a format that can be edited as their
understanding increases.
Resources:
● printouts of original code for the program that includes data
stored in variables.
7P.05 Know how to develop Display the following questions and ask the learners to calculate the Learners that have worked with Scratch in the
text-based programs that use answers: past will be familiar with / and *. If learners do
different arithmetic operators, ● 10 + 3 not have this experience, then these could
including +, -, *, /. ● 20 / 4 initially be replaced with the mathematical
● 15 - 9 divide and multiply symbols, with / and * being
● 5*5 introduced part way through the activity.
Ask learners what each mathematical operator means.
46
In pairs, give learners a program that uses an arithmetic operator, for

example:
Number1 = 10
Number2 = 20
Result = Number1 + Number2
print(Result)
Give pairs a list of tasks to complete by editing the program. For
example:
● change the operator to subtraction
● change the operator to division
● change the operator to multiplication
● add the two values, then multiply by 2
● create a third variable and store the number 30 in it
● add all three values together and output the result
● subtract two values from a third value and output the result
● multiply all three values together and output the result
● add the three values then multiply the total by 10
Display the following question:

What is the difference between (1 + 2) * 2 and 1 + (2 * 2)?
Elicit that the first will give the answer 6, and the second will give the
answer 5. Explain that the brackets used in programming act in the
same way because they identify which operations are performed first.
Give learners a new program, for example:

First = 1
Second = 2
Third = 2
Final = (First + Second) * Third
print(Final)
47

Ask them to change the position of the brackets in the statement and
to identify the difference between the values output.
Learners should add information about the use of arithmetic operators

in text-based languages to the programming guide that they started at
the end of the last activity. Before they start, discuss the possibility of
putting this new content into a new section, which is given a clear
heading. Learners may find it helpful to also create a contents page or
navigation list, depending on the software that they have chosen to
use.
7P.01 Identify and describe In pairs, give learners a series of approximately 20 to 30 cards, each
data types in text-based with a different piece of data displayed on it. For example:
programs, including Integer, ● 10
Real and String. ● blue
● 205
7P.03 Know how to develop
● 0.3
text-based programs using
● horse
data types, including Integer,
Ask pairs to discuss their data and to sort it into whatever groups they
Real and String.
see fit. Ask each pair to describe their groupings and agree a final
grouping as a class. Display this final grouping so that all learners can
see the agreed version.
Support learners to understand that programs can store data of All integer values can be stored as Real values.
different types. Group the displayed data according to Integer, Real However, to simplify for learners, differentiate
and String without explaining these data types. Ask: between 10 and 10.0 where 10 is an Integer
How would you describe these groups? and 10.0 is Real, even though the decimal is 0
Support the class to identify that one of the groups contains words, it is still present.
one contains whole numbers, one contains decimal numbers.
Now explain that these three groups are String (text), Integer (whole
numbers) and Real (decimal numbers).
48

Display one piece of data at a time and ask learners to vote whether
they are String, Integer or Real. Ask learners the reasons for their
choice.
Explain that when writing programs, a programmer usually has to state

what type of data a variable is going to store. For example, if a
variable is going to store a name, then it should be stated in the
program it is going to be a string. It will however be important for
learners to understand that Python does not require this, however.
Python will allow different data types to override a variable.
Explain that strings are surrounded by speech marks, that tell the
computer to output the information between the speech marks
only. For example:
● print(Value1) will output the content of Value1
● print("Value1") will output the word "Value1"
In pairs, ask learners to write the following code and then run it to see
what it does:
1. Number = 10 * "Bob"
print(Number)
2. Result = "a" + "b"
print(Result)
3. Result = 10 - 20.5
print(Result)
4. Result = 0.3 + 0.8
print(Result)
5. Result = 0.3 + "hello"
print(Result)
6. Result = 3 / "hi"
print(Result)
49

7. Result = 3 * "1"
print(Result)
8. Result = 3 * 1
print (Result)
When they run the code, the pairs should observe the following:
1. Bob will output 10 times
2. "ab" is output
3. -10.5 is output
4. 1.1 is output
5. Error
6. Error
7. 111
8. 3
Ask learners what they now know about different data types. Elicit
answers such as:
● you cannot divide an Integer by a String
● you cannot add a string to an Integer or Real
● you can add, subtract, multiply and divide Integer and Real
numbers
● you can multiply an Integer by a String and output that String a
number of times
● when you add two Strings they join together.
Explain that, when a user enters a value in Python, it automatically Learners do not need to understand casting at
stores as a String. Therefore, if you enter a number, it will not be this stage (converting data of one type to
stored as a number, unless you tell Python to do this. another), but they do need to know how to do
this if working in Python when data is input.
Show learners how to store the data input as an Integer. For example: Python will automatically store all data as a
Number = int(input("Enter a number")) string, so if you input a number, such as ‘1’, it
50

'int' stands for Integer, and the data in the brackets will be stored as an will store it as "1" and this means you cannot do
Integer if the data is intended to be a number rather than a word. mathematical calculations. Any data that needs
to be read from a user as a number needs to be
Explain that a Real number in Python is known as a ‘float’ and give an cast as an integer (int()) or as a real number
example: (float()).
Number = float(input("Enter a number"))
Any value entered will be stored as a real number.
In Python, the command for converting to a String is ‘str’, for example:

Number = str(input("Enter a number"))
Any value entered will be stored as a String.
Give learners a program that should take a number as input but does
not store it as a number, for example:
Number1 = input("Enter a number")
Number2 = input("Enter a second number")
print(Number1 + Number2)
Ask them to run the code first, then identify where the data should be
turned into an Integer, add the code and then test the program. For
example:
Number1 = int(input("Enter a number"))
Number2 = int (input("Enter a second
number"))
print(Number1 + Number2)
Ask learners to add the information about the different data types to
their programming guide.
7P.09 Understand how errors Display a program, written in Python, that contains syntax errors and Learners may need syntax support, for example
can be introduced into ask learners to find the errors, for example: a guide to writing in Python because they may
programs. Animal = INPUT("Enter the name of an animal") not yet know all of the syntax from memory. You
Colour = input(Enter a colour) could develop this support, in the form of a
output("I've never seen a" Colour Animal) guide, with learners as the unit develops.
51
7P.10 Know how to Learners should identify that: Learners do not need to know the name of the
systematically identify ● the first ‘INPUT’ should be lower case different types of error, but do need to
and debug errors in ● the second input should have speech marks, “ “, around the understand that there are different types. If the
text-based programs. Enter a colour names are not used, then they could be
● the comand word in the final line should be print rather than referred to as follows:
output ● syntax: not using the correct Python
● in the ‘print’ command, the output text and the two variables words
need to be separated with a comma, ‘,’. ● logic: making the program do something
The correct program should be: it should not do.
Animal = input("Enter the name of an animal")
Colour = input("Enter a colour")
print("I've never seen a", Colour, Animal)
Ask:
What did you do to find these errors?
How did you work through the program?
Explain that these were all syntax errors, which occur where the code
written does not match Python's code rules. For example, the keyword
(input, print, etc.) is incorrect. For reference later in this activity,
write on the board how learners found the errors.
Display a program, written in Python, that contains a logic error and

ask learners to find that error. For example, the following program
should add together the two numbers that are input, and output the
total.
Number1 = input("Enter a number")
Number2 = input("Enter another number")
Total = Number1 + Number1
print(Total)
The learners should identify that the calculation adds Number1 to
Number 1 and not to Number 2. Ask:
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What did you do to find this error?
How did you work through the program?
For reference later in this activity, write on the board how learners
found this error.
Explain that this second error is an example of a logic error. Ask

learners to write down the term ‘logic error’. When a logic error is
present, the program will run but it does not do what it is supposed to.
Refer to the notes on the board and discuss the approaches that
learners took to find the errors. For example:
● look at each line of code, one at a time
● check the words used were correct
● check that each mathematical symbol, or operator, was correct
● check that the correct variables are used
● check that speech marks were used where needed.
Explain the importance of working through a program systematically to
find a problem. Using a systematic approach, such as checking each
line one-by-one, helps to make sure all parts of the program are
checked. This is different from skipping to a mathematical operation
and ignoring all other areas, because the error can occur anywhere in
the program, and there might be several errors.
In pairs, give learners the description of a program, and the program

code that contains both syntax and logic errors. For example:
Description:
This program should take a number from a user. Then
calculate and output the times table for that number, for
example if 2 is input, it should output:
2*2=2
2*2=4
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2*3=6
….
2 * 12 = 24
Code with errors:
Number = input("Enter the times table you
want to view")
Value = Number * 1
print (Number, " * 1 =", Value)
Value = Number * 2
Value = Number * 3
print (Number, " * 1 =" Value)
Value = Number * 4
Value = Number * 5
Value = Number * 6
Value = Number * 7
Value = Number * 8
Value == Number * 9
print (Number, " * 1 =", Value
Value = Number * 10
Value = Number * 11
Value = Number + 20
Working code (with the corrections highlighted in yellow):
54

Number = int(input("Enter the times table you
want to view"))
Value = Number * 1
Value = Number * 2
Value = Number * 3
Value = Number * 4
Value = Number * 5
Value = Number * 6
Value = Number * 7
Value = Number * 8
Value = Number * 9
Value = Number * 10
Value = Number * 11
Value = Number * 12
Ask learners to create a checklist of errors that they identify during this
activity, including the process or processes that they used for finding
them. They should add this to their programming guide and add
further errors in the future. The checklist should include the types of
error that can occur and examples of what they look like.
55
Resources:
● prepared code, with errors.
7P.07 Explain the Introduce this activity by asking the following questions: In Cambridge Primary Computing, learners may
purpose of project What is a project plan? have used project plans as a list of tasks that
plans for software What do you find in a project plan? are completed in order to solve a problem.
development projects. Elicit answers such as a project plan identifies: They did not cover scheduling and the role of
● the inputs, outputs and processes different individuals within the broader project.
● the tasks to be completed They should now consider these aspects in
● which person will do each task Lower Secondary.
● the timescales for tasks
● the order to do tasks.
In groups of four, give learners a description of a program that needs This program should be large, and the
to be developed. For example: description vague, so that learners can identify
A computer game starts with a user in a room that they need to that they do not have enough information to
escape from. When they move out of one room, they move into start.
a second and again need to find their way out. There should be
at least 10 rooms that the user needs to escape from.
Ask the groups to identify what else they need to know before they
can start writing the program.
Ask each group to share a summary of their discussions and support

them to identify that planning a program will support the development
team to identify:
● the requirements of the task
● the information that is missing
● how the task can be broken down into sub-tasks
● which person will work on each task
● the order in which sub-tasks need to be completed
● which sub-tasks can and cannot overlap
56

● how they will make the program consistent and not repetitive.
For example, the tasks for escaping each room should not be
repetitive
● how long they have to complete each section of the program.
Split each group into pairs of learners. Tell the pairs that they have
been asked to write a program for a company. The customer wants
them to start work on the development right away and do not want to
include a planning phase. Ask the pairs to write a speech or
presentation to explain to this company why they need a project plan
before they can start the development.
7P.08 Know how to apply Introduce this activity by asking: Learners should have prior experience of
test plans. Why do you need to test a program that you have written? evaluating different systems and should
Answer: To make sure it produces the expected outputs for a understand the requirements of evaluation. If
range of inputs and so that it does not crash. they do not, then introduce evaluations by
How should you test the program? giving them simpler items to evaluate, or
Answer: Input a range of data and see if it gives the expected software they are familiar with to begin to
result identify the advantages and disadvantages.
How should you record the results of your tests?
Answer: This will be speculative, eliciting answers such as There are no set criteria to use when
writing each test and its results. Learners will then be prepared evaluating. You need to tailor the focus items to
to recognise the need for a test plan. the software development project being
evaluated. For example, some systems may
Display an example test plan, such as: not have hardware elements to evaluate, others
may not have Graphical User Interfaces (GUI).
57
Ask learners to work in pairs to identify what the different columns in

the plan mean, and what content should go in each column.
Give learners a program and a test plan that identifies the data to test
the program with, for example:
Kilometers = int(input("Enter the number of
kilometers"))
Metres = Kilometers * 1000
print(Kilometers, "km =", Metres, "m")
Miles = int(input("Enter the number of
miles"))
Metres = Miles * 1609.34
print(Miles,"miles =",Metres,"m")
58
Ask learners to individually use the test plan to test the program and
record the results in the ‘Actual result’ column.
Discuss the learning from this activity by asking the following

questions:
What is a test plan?
Answer: A table or document that identifies the different tests
that need to be carried out to ensure that a program will run as
expected
What does a test plan contain?
Answer: The part of the program being tested, the data being
input, the expected result, the actual result
Why should a test plan be used when testing a program?
Answer: To systematically record that the program has been
tested by creating a structured plan for the test. Someone else
can then easily check that all possibilities have been tested.
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Resources:
● example test plans.
7P.11 Know how to Ask learners to write all of the code they have used for a particular The chosen device will depend on the
develop programs for programmable device, such as the micro:bit. For example, can they equipment that is available. This could be
a physical computing remember how they made the device produce a visual output? Ask limited to a sole micro:bit, or the addition of
device to generate learners for their code and write these on the board to create a other peripherals or systems.
multiple outputs, collective list.
based on multiple This activity assumes that learners have prior
inputs. Recap key programming terminology and link how these function in a experience of programming physical devices. If
micro:bit, and in Scratch. Also link to where the constructs and they do not, then show them how to create the
terminology are appropriate to text-based programming. This should program and how to transfer the program to the
include: device. This should start with outputting
● input different images, then responding to button
● output presses, or movements. Finally introduce
● variables selection, for example an output based upon a
● arithmetic operations particular input.
● selection.
This is an opportunity for learners to understand that each If needed, give learners a cheat-sheet with the
programming language does the same thing but in a different way. code and its function before they start their own
programs, especially if this has not been
In pairs, give each pair a micro:bit program that involves multiple covered for a while.
inputs and outputs. An example that could be used here has been
included as Appendix 1 at the end of this scheme of work. These tasks will need to be tailored to your
learner's experience and the devices you have
Ask the learners to examine the program and identify: available. At this stage the problems should
● the inputs allow for:
● the outputs ● different inputs, for example more than
● which outputs match which inputs. one button, or a button and a movement
● different outputs, for example if a
Give the pairs a description of a problem to program on the device. specific set of inputs or values is
For example: reached then there is one output, if
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Program a race where two players compete to press a button another is reached then a different value
on the device as many times as possible in 10 seconds. Each is output.
player must click their button (A or B) as fast as they can. The
program must determine and output who presses their button
the most.
Support learners to understand that this task will require a variable for
each button that counts the number of times it has been pressed.
Ask the pairs to present their completed code to the class and discuss
any differences between the different code. Use the discussion as an
opportunity to address any misunderstanding.
Resources:
● example micro:bit code, from appendix 1
● micro:bits, and other peripherals if they are available.
61
Unit 7.4 Modelling and databases
Outline of unit:
In this unit, learners will develop their understanding of data software, including spreadsheets and databases. They will explore the purpose of conditional
formatting and understand how to apply this to cells in a spreadsheet.
Learners will also consider database tables and the need for a unique identifier in each table. By doing this, they will be able to identify the field that is
most appropriate to be the primary key in a table.
Learners will extend their understanding of searching for data by implementing searches in databases, that involves a single table and a single criterion.
They will also explore real-life systems and be introduced to the use of simulations to model real-life systems. They will have an opportunity to observe
models and examine their purpose in a range of different scenarios.

Learners’ prior knowledge of data software should include knowing how to:
● design an appropriate form to capture continuous data for a given purpose
● create a spreadsheet that includes a combination of features, including cell referencing, arithmetic operators and functions (sum, average)
● design and create a single table database, including data attributes and data types, for a given purpose
● use phrase searching to find information in databases.
Learners should also know that data is used to solve problems within a range of industries, including health, manufacture and retail.
62
Language:
● model, simulation
● data capture form
● condition, conditional formatting
● primary key
● field
● query
● criteria
● ‘>’, ‘<’, ‘>=’ and ‘<=’.
63

To introduce this unit, ask learners to explain their understanding of
7MD.01 Know that there are
the word ‘simulate’. Support the class to understand that to simulate
many systems that can be
something means to imitate a real-life situation.
used to model real-life
systems, such as simulators.
Display the words ‘simulator’ and ‘model’. Ask learners to discuss in
7MD.07 Know that data is pairs what these words mean. Ask different pairs to share their
used to model scenarios answers, or to build on answers that have already been provided.
within a range of industries, Some learners may refer to physical models that they created in
including health, manufacture Primary Art & Design lessons, so explain that models do not always
and retail. need to be physical. Support the class to arrive at the following
definitions:
Model: a computer system that represents a system
Simulator: a computer system that imitates a real-life situation.
Show a video of a simulator, for example:

● a trainee pilot learning to fly an aeroplane
● a natural disaster simulator that explains the likely impacts of
an earthquake
● a mechanical or physically moving robot that is used to
simulate something, such as human reactions.
Display the following questions while learners watch the video and ask
them to write their responses:
What did the user input into the simulation?
How did the user interact with the simulation?
What did the simulation output?
Why is a simulation for this scenario better than the 'real
thing'?
Lead a discussion into the key features of the simulations, to include At this stage the features do not need to be
● the method of user input, such as typing, clicking options or discussed in depth. Learners do not need to
using specific controls know how the systems work, only their
purpose.
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● what the user did, for example did they set it running and then
leave it, or did they have to constantly interact with the
simulation?
● the outputs of the simulation. For example, is it an image, a
video, or did it make something move?
● the reasons for the simulation, for example:
o in scenarios like the flight simulator, it is safer to use a
simulator than to use real-life practice, particularly for
new pilots
o a range of extreme events can be tested that may not
regularly happen in real life, such as flying into a
hurricane or to check the capacity of the response to an
event such as an earthquake.
In groups of four, give each group a different scenario that can be If needed, give learners resources to use, for
modelled for a specific industry. For example: example links to videos, or images of some of
● Health – where a simulator models the application of a these models to explore.
medicine and its effects, and considers it costs.
● Manufacture – where a simulator models different changes in Learners are not expected to be accurate in the
process to see if it improves productivity and profit margins. data they identify for their scenario. They only
● Retail – where the impact of changing shopping trends, need to understand that data is accessed, used
changing prices, advertising, the opening or closing of stores and output.
and even a model of the impact of weather helps businesses to
understand their potential impact on profits.
Ask the groups to discuss how to model or simulate this scenario and
to identify some of the data that needs to be input and output.
Ask learners to present their scenario and the data that can be used.
Ensure that all three industries are covered across the class so that
learners can make notes about the use of data in healthcare, retail
and manufacturing.
Resources:
65

● video of a simulator, for example a flight simulator, a natural
disaster simulator, or a robot.
7MD.03 Know how to write Give each learner a spreadsheet that includes a cell that has Learners should have prior experience of using
rules to apply conditional conditional formatting. For example: spreadsheets. If they do not, then start this
formatting to cells. ● if the number is less than 0 the cell is green activity by introducing them to functions of a
● if it is 0 or 1 it is orange spreadsheet including the use of cell references
● if it is 2 or more it is red. and basic formulae. Include adding the content
Lock the spreadsheet so that learners can only enter data into the one of two cells together and subtracting the
cell. Ask them to enter different numbers and to investigate what the content of one from the other.
spreadsheet does. Ask:
What happens when you enter a number? Lock the other cells to prevent learners from
Elicit that the background colour of the cell changes on most being distracted or attempting to add additional
occasions when a different number is entered. features to their spreadsheet.
When did the colour or format change?
How many different colours or formats are there? Answers will be dependent on the spreadsheet
Why is it useful for the colour to change in this way? software used.
Introduce learners to conditional formatting by explaining that rules There are multiple ways of accessing the
can be set to change the format of a cell depending on the data that it menus, and the selections. There are also
contains. Ask different ways of setting the rules. One example
What can you change in the format of a cell? of accessing the menus is shown here, but this
Answer: Learners should recall from their prior experience of can be adapted to fit your software and
spreadsheets that cells can be formatted to add a border, use preferences.
a particular style and size of font, make content appear in bold
or be underlined, etc. If needed, recap the mathematical operators
‘greater than’ and ‘less than’ during this activity.
Show learners how to edit a conditional format that has been set to a Give statements and ask learners to evaluate
spreadsheet. In MS Excel this is done by: them. For example:
● clicking on the cell to be formatted Is 10 > 5?
● selecting ‘Conditional Formatting’ from the Home menu Is 10 between 0 and 11?
● selecting ‘Highlight Cells Rules’
66

● selecting the appropriate option.
as shown below:
A box will appear for that rule, such as:
67

Enter the value or cell reference in the first box. In this case, the value
the cell is checked to see if it is ‘greater than’, then choose a format
from the drop down.
Alternatively, or where multiple rules are needed for one cell, follow
this process in MS Excel:
● select ‘More Rules’, or ‘New Rule’
● choose the relevant options from the drop down boxes
● in the right-hand box fill in the value or the cell reference to
compare the cell's data to:
To amend a rule, choose ‘Manage Rules’ from the menu.

This will display all of the rules and allow you to select ‘New Rule’ to
make an additional rule, or click on a rule and then ‘Edit Rule’ to
change it, or ‘Delete Rule’ to remove it.
68
Using the same spreadsheet that learners explored at the start of the
activity, provide a list of changes required, for example:
● when the number is less than 0 the font should be bold
● when the number is 1 or 2 the font colour should be red.
As they finish, ask learners to swap computers with a partner and test
each other's conditional formatting to make sure it meets all
requirements. Ask the pairs to discuss any differing outcomes and
approaches, and to agree a final answer.
Now provide learners with a new spreadsheet that performs a

calculation and identifies the conditional formatting required, for
example:
● it calculates how much money has been made from online
sales in a week:
o if it is more than $100 the cell is green,
o if it is $100 or less the cell is orange
● it calculates how much profit has been made from ticket sales
o if it is more than 0 the cell is yellow
o if it is 0 the cell is red
● it calculates a gymnast’s average score from three events
o if the average is more than 5 the cell is blue
o if it is 5 or less the cell is yellow
69

● it asks the user some mathematical questions and does the
following based on the answers
o if each answer is correct that cell is green
o if each answer is incorrect that cell is red.
Ask learners to create an infographic about the use of conditional

formatting in a spreadsheet. They should explain:
● what it does
● its purpose, with at least two examples
● how to use conditional formatting in their chosen spreadsheet
software, including screenshots.
Resources:
● prepared spreadsheet that includes conditional formatting to
change the cell colour depending on the data that is entered.
7MD.04 Understand the Display a database table that is pre-populated with data, where there This activity introduces learners to the use of a
purpose of a primary key. is no primary key, and no field that can be used as a primary key. As primary key in database software. A primary
an example, the table below shows the first name, second name and key can be defined as:
7MD.05 Select appropriate
tutor group of some learners in a school: a key in a relational database that is
fields to be the primary key.
unique for each data record and allows
the data for each record to be identified
across different data sheets.
Learners should have experience of designing

a single table in a database. If not, or if different
database software is to be used, introduce
them to databases that include:
Explain that this is just a small sample of data, the school has 1500
● fields
students so there will be 1500 individual records in this database in
● records
total. Ask:
● tables
If I want to search for one specific learner's information, which
● data type
field should I use?
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Suggest some answers and elicit why these will not work, for example: Give learners experience of using the software
● First name – this is not unique, if I enter ‘Kim’ I'm going to find to enter data and to explore the tables.
the information for everybody called Kim
● Second name – this is not unique, if I enter ‘Chen’ I'm going to The data used to begin with should clearly
find all those with that second name demonstrate that there are individual fields that
● Tutor group – this is not unique, if I enter ‘11A’ I'm going to contain the same data, but for different rows.
select all students in tutor group 11A. For example, different learners with the same
Explain this is why a primary key is introduced to a table. Display the first name. Then introduce tables with fields that
term ‘primary key’ and define it as: have duplicates, but where the data does not
a field that is unique for each record. show this. For example, use a table where
there are not two customers with the same
Explain that a primary key cannot be repeated, so two learners should name, but learners need to consider that, in a
not have the same primary key value. This is important because the large database, the reality will be that two
primary key allows the user to uniquely identify each record so that, in entirely different records could contain some of
this example, two learners with the same name (Kim Chen) can be the same data. It might be helpful to ask the
identified individually. class to suggest scenarios of where this could
Demonstrate how an additional field can be added to the table to act occur.
as the primary key, for example a student ID:
Learners do not need to know how to set a
primary key in database software, only
understand why it is required, and to be able to
identify a field that could be the key. An
extension could allow learners to set a primary
key in your chosen database software, for
example in a database table that has been
created, or worked with previously.
Display a database table that is populated and has a primary key field,
but do not tell learners which field represents the primary key. Ask
them to discuss in pairs which field is the primary key. For example:
71
In their pairs, ask learners to look at this table and discuss these
questions:
Which field should be the primary key?
Answer: Chocolate code
Why should this field be the primary key?
Answer: No two bars have the same code
Why is the ‘Name’ field not the primary key?
Answer: Two chocolates have the same name, e.g. Milk
Why is the ‘Size’ field not the primary key?
Answer: Two sizes can be the same, e.g. 200
Why is ‘Quantity in stock’ field not the primary key?
Answer: Two items may have the same quantity in stock. They
do not in this example but learners need to consider this.
Ask pairs for their responses to each question and allow the rest of the
class to challenge these answers or to elaborate on the initial
response.
Give each pair a description of a database table, but not the data. For
example:
● a library has a database to store the title, author and genre of
each book
● a sports club has a database to store the name, date and times
of the exercise classes it runs.
Ask learners to identify an appropriate primary key for each table.
Elicit that:
72

● the library would need a book ID, or a book code, or ISBN
number
● the sports club would need to create a unique ID number or
name for each class.
In pairs, ask each learner to explain to the other what a primary key is
and why it is important that a database table has one.
To end this activity, and to check learners’ understanding of primary

keys, ask them to create a database record that includes their:
● full name
● date of birth
● responses to three questions, such as favourite sport, film and
school lesson.
Ask learners to create a primary key for their personal record based
on a format that is agreed in advance. Collate this data into a single
database and hold a class investigation to check whether the format of
the primary key is appropriate and does not create any duplicates.
Duplicates can occur in certain scenarios, for example if two learners
have the same initials and the same birthday.
7MD.06 Know how to search Show the contents of a database table and a search written as a Learners only need to use a single table at this
pre-existing databases using sentence, for example: stage, although a database can have multiple
a single criterion, such as tables.
<,>.
Learners may benefit from a recap of
mathematical comparisons including the
difference between greater than, >, and less
than, <.
What is the name of the chocolate with the code W1?
Answer: White
73

What are the chocolate codes of the items that have > 20 in
stock?
Answer: W1 and MK2
How many items are in stock for the item with code D3?
Answer: 18
What are the names of the items that have <=10 in stock?
Answer: White
Demonstrate how to create a query in your chosen database software.

This should include one criterion and a single table. In MS Access this
can be done as follows:
● First select Query Design
● Select the table name and click ok.

● Select the fields that you want to display:
74
● In the criteria enter =value, >value, <value, >=value, <=value in

the field that the criteria apply to, for example:
● Then save the query with a sensible name and click Run!
In pairs, give learners a pre-created database that has one table and These tables should include at least 20 rows of
is populated with data. Also provide a list of queries for the pairs to data. The test scores table needs to include
discuss and create. For example: student ID, first name, last name, tutor group,
● A database of students and the marks they received in a test score. The stock table needs to include stock
o Query: The first name of all students who scored over ID, item name, category, number in stock.
50
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o Query: The tutor group of all students who scored less
than 20
o Query: The score of the student with the student code
"123ABC"
● A database of stock in a shop
o Query: The name of all items that have 0 in stock
o Query: The number of items in stock that have the
category "fruit".
Once the pairs have created their queries, ask them to join with
another pair to compare their queries and the results they gained. The
groups should identify if there are any differences and, if so, to identify
which is correct.
Ask learners to create a guide on how to create a query in a database,

including an example and the different comparisons that can be used.
Encourage them to include step-by-step screenshots in their guide.
Resources:
● prepared data table
● prepared database
7MD.02 Evaluate the Give each learner a printed data capture form to complete, for This data capture form should include some
effectiveness of data capture example a questionnaire. This document should contain several positive points, and also areas that can be
forms. questions, including: improved. At this stage it is appropriate to make
● multiple-choice questions with clear answers, such as favourite these errors obvious, so that learners can
colour where some colours are listed and there is an ‘other’ identify them easily as they complete the form.
option for those that are not in the list
● multiple-choice questions where there may not be a choice for
everyone. For example, the question ‘What is your favourite
hobby?’ can only allow cricket, reading or gardening to be
selected but contain no ‘other’ option.
Some questions should include clear instructions for the user, while
others contain no instructions. Instructions can include ‘please select
76

one of the following options’. Some elements of the form should be
well laid out, with others appearing out of order.
Add the following two questions as the last to be answered in the

questionnaire:
What are the good features of this questionnaire?
How would you improve this questionnaire?
Include space for learners to provide written responses to these.
Put learners into groups of four and ask them to discuss their answers
and observations of each question.
Display the questionnaire on screen and ask the class to explain the
improvements for each question. Explain that learners have just
evaluated a data capture form.
In their groups, ask learners to rewrite the questionnaire to implement

the improvements that they identified.
Ask them to develop a list of criteria for evaluating a data capture This list can be developed into an evaluation
form. Elicit ideas such as: form or table if appropriate, for learners to use
● the instructions are clear as a checklist where they tick if the criteria are
● the form contains an appropriate title met and write a comment if they are not met.
● the font style, size and colour are appropriate and consistent
● there are no spelling, grammar or formatting errors
● where there are multiple choices, there is an 'other' option, or
all possibilities are clearly given
● the number of options that should be selected is clearly
explained
● sufficient space is provided for each answer
● the sections are in a logical order.
77

Now give each group a different data capture form and ask them to
evaluate this using the list of criteria. The groups should then present
their data capture form and their evaluation. Ask:
Did the evaluation criteria cover all the points that you noted
about the data capture form?
If not, which new criteria would you like to add?
Resources:
● prepared data capture forms, including errors, inconsistency
and examples of poor instruction.
78
Unit 7.5 Computer Systems
Outline of unit:
In this unit, learners will explore how computers store and represent data in binary. They will:
● consider how binary numbers can be used to represent a range of data including how a bitmap image is stored in binary
● explore how computers are created using logic gates and circuits
● evaluate Boolean logic statements including AND, OR and NOT.
Learners will also explore automation and artificial intelligence by investigating how autonomous systems work within specific industries. They will begin to
consider how artificial intelligence systems collect data and make decisions to produce outputs from this data.
Learners will also extend their prior understanding of hardware and software, by exploring the differences between application and system software. They
will evaluate computer systems and devices to identify the positive features and possible improvements.

Learners should know:
● how to select hardware and software components, while considering a range of factors such as functionality, cost, speed and aesthetics
● the functions of application and system software
● that computers represent data in binary (0, 1)
● that analogue data must be digitised (converted into a numerical form) for processing by a computer
● that Artificial Intelligence (AI) is a simulation of human intelligence within computer systems
● that AI is used within common productivity software, limited to predictive text or speech to text
● that robots can work autonomously
● the benefits of using robotics in industry, such as in car manufacture or food production.
79
Language:
● application software, system software
● binary
● image, pixel, colour depth
● logic gates
● logic circuit
● Boolean logic
● logical AND, logical OR, logical NOT
● artificial intelligence (AI)
● automation
● image recognition
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7CS.02 Understand the Introduce this unit by asking:
difference between What software do you have on your computer?
application software and What does each piece of software do?
system software. Collate learners’ answers on the board. They are likely to suggest
brand names, such as Google Chrome, Microsoft Edge, MS Word,
etc. Group these into generic names such as web browsers, computer
games, operating systems.
Also support learners to identify software that may not be obvious,

such as firewalls, anti-virus, operating systems, and other system
software that they may use on their laptops, mobile phones, etc. Elicit
that this software may not be obvious because it tends to perform
background functions and is not something that is actively engaged
with by the user.
In pairs, give learners cards containing the generic names of the Tailor this list according to your learners and the
software identified. This software should include, but not be limited to: software they are familiar with.
● operating system
● spreadsheets Where learners have little experience of system
● database software, either:
● web browser ● identify a small selection and demonstrate
● security software these to learners, or
● games software ● put learners into groups to research some
● graphics software of this software, such as device drivers and
● text processing software disk formatters.
● programming software
● disk formatter Learners do not need to understand how the
● device drivers. software works, only the difference between the
Ask pairs to place their cards into two groups to identify which types.
software:
● helps a computer to run effectively, efficiently and safely
● allows users to perform a task that they want, or need, to do.
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Review each software type in turn and ask how the pairs sorted the
cards. You can use a voting system, for example one member of each
pair raise their hand if they placed the ‘operating system’ card in to the
‘helps the computer to run…’ category.
Through this discussion and voting activity, elicit the following

answers:
● Helps a computer to run effectively, efficiently and safely:
operating system
security software
disk formatter
device drivers
● Allows users to perform a task that they want/need to:
spreadsheets
database
web browser
games software
graphics software
text processing software
programming software
Use these examples to explain the difference between system

software and application software. You can also use these definitions:
System software: This allows users to communicate with the
computer, and helps make sure the computer runs efficiently
and safely.
Application software: This allows users to perform a useful
task, such as browsing the internet by using a web browser.
Ask learners to create an infographic about system and application

software, including a description and examples of each.
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Resources:
● cards containing the names of different examples of application
software and system software.
7CS.04 Understand that a Display a binary number, for example:
binary number can represent 10011011
different data, such as Ask learners to discuss what this binary number represents or means.
numbers, characters, images, Elicit suggestions such as:
and sounds. ● a number
● a letter
● a colour
● a symbol
At this stage, learners’ suggestions should be hypothetical as this is
an opportunity for them to consider that a binary number can
represent a range of different things within a computer system,
depending on the program that is reading it.
Explain that a binary number is a code, and by using the combination

of 1s and 0s you can encode anything you want to, you just need a
key to identify what each combination of 1s and 0s represents.
Give learners a table with binary numbers and characters in, for These tables and keys do not need to be
example: accurate. For example they do not need to
contain the correct binary code for each
character. The intention is that learners can see
how one binary number represents different
items depending on its context.
The binary numbers should be kept short, to

4-bits, so that learners can easily identify the
differences between each one.
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Ask learners to work in pairs to answer a range of questions about the
information that is contained in the table above. These questions could
include:
What does the binary code 0011 represent?
Answer: 'b'
Answer: 'g'
What does the binary code 0010 0101 0100 represent?
Answer: ‘bed’
Now give each pair a different key and explain that binary is also used
to represent numbers within computer systems. For example:
Give each pair a new set of questions, this time asking them to identify
different numbers. The questions could include calculations that
involve two of the numbers.
Provide a third key and explain that binary is also used to represent
colours within computer systems.
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Give each pair a new set of questions, this time asking them to identify
different colours, or the binary number that represents that colour.
Summarise the learning from this activity by discussing the following

question:
What can a binary number represent?
Elicit answers such as letters, numbers, colours, sounds. Learners
should understand that anything can be represented but it must be
cross referenced with a numerical key.
Resources:
● prepared binary keys for letters, numbers and colours.
7CS.03 Describe how Introduce this activity by supporting learners to recall that binary
analogue images are numbers are used by computers to represent every input, output and
digitised. item that is processed within a system.
Display the following words and ask learners to discuss what they Learners should have some existing knowledge
mean: of these terms, for example from screen
● pixel information about a television or mobile phone,
● colour depth but may have little understanding of what they
● resolution. actually mean in terms of an image. The terms
Ask learners for their answers and agree the following definitions: are not required as definitions but help learners
● a pixel is a single square or circle of one colour in an image understand how images are stored.
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● colour depth is the number of colours an image can use. You can expand or reduce this grid or give them
Colours can also relate to tones within the broadly recognised a pre-coloured image to convert to binary, and
primary, secondary and tertiary colour palettes vice versa, as required for your learners.
● resolution is the number of pixels wide and high, or the
number of pixels per cm, or dpi (dots per inch). When discussing dpi, it may be helpful to
explain to learners that 1 inch = 2.54cm.
Give learners a grid of five squares by five squares, for example:
Ask them to use a single colour to shade in some of the boxes to

make a pattern. Explain that they must colour in whole boxes or leave
them uncoloured.
Now explain that learners are going to write a message to a partner

that tells them to draw the same image. They need to write a 1 for
every square they have coloured, and a 0 for every square they have
not coloured, in order. For the following grid:
the binary message would be:

1000001000001000001000001
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Ask learners to write their message on a piece of paper and pass it to
a partner, who must recreate their image. Ask learners to compare
their images to see if they are accurate.
Repeat this process, this time using more colours, for example: The number of colours depends on the learners
● black and their understanding. Limit each pixel to
● white 2-bits, a maximum of four colours.
● red.
This time each box needs two numbers. Learners need to make a key It is important that learners understand that
to pass to their partner, for example: leaving a square blank (most likely white)
means it is actually coloured white and
therefore counts as one of the colours.
Some learners will benefit from being given set

Learners should: colours and the key for each, as opposed to
● colour in the boxes to create a pattern or image generating their own.
● create the key
● write a message Advanced learners may want to consider larger
● give it to a partner to recreate. images and more colours. To introduce 3-bits
In this example, learners may find it helpful to place a space between per pixel, learners can use up to eight colours.
each 2-bit number and two spaces between each row.
You can repeat this process with more colours and by increasing the
number of bits.
Display the words that were discussed earlier in the activity:

● pixel
● colour depth
● resolution
Ask learners to reconsider these terms with their new understanding.
Ask learners to discuss in pairs:

● What part of the grid is a pixel?
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● How were the colours stored for the pixels?
● Why did you need a key?
● When did you need to increase the number of bits for each
colour?
Ask the pairs for their answers and explain that this is how a bitmap
image is represented by a computer:
● the image is divided into many individual coloured squares or
dots named pixels
● each pixel has one colour
● each colour has a binary number
● the image is stored by writing all the binary numbers of each
pixel in order.
Ask learners:
● How does a computer know which binary number represents
each colour?
Answer: It has a key stored, and it looks up the binary number
in the table to find the correct colour
Display the following image:
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Ask:
How many different colours can you see in this image?
Support learners to conclude that it is impossible to count each colour
as each shade will need its own binary reference.
Now display the following version of the same image:
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Draw attention to a particular feature on the image, such as the

elephant’s back, and agree that it is much easier to define each colour
on this version but the image is of a lower quality. Explain that this is
256-bit image, which means that are still over a million different
colours in this version.
Finally display the following version:
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Ask:
How many colours can you see in this version of the image?
Learners should conclude that there are just two colours here, black
and white, and that the colours can therefore be coded using single
digit binary numbers, for example:
0 – black
1 – white
Expand this version of the image as far as possible and support
learners to understand that, despite only containing two colours, the
image still contains more pixels that it is possible to count. The
number of pixels is still the same as in the original version, it is only
the selection of colour that has changed.
Ask learners to consider this information in the context of the number

of images that they have stored on their personal devices and to
appreciate the processing that the computer needs to do to display or
transfer those images.
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Ask learners to work in pairs to create a 'guide to binary' using

presentation software and content from the last two activities. The
guide should clearly answer the following questions:
What is a binary number?
What data can a binary number represent?
How is an image represented by a computer?
Resources:
● prepared grids
● different resolution versions of the same photo.
7CS.05 Know that computers Ask learners to work in pairs to ask each other questions that only
are made up of logic gates have a ‘yes’ or ‘no’ answer. Ask the pairs to share some of their
that are represented by questions with the class and for the class to challenge whether there is
Boolean logic. only a ‘yes’ or ‘no’ answer. Support the class to understand the
importance of how a question is asked and to ask a carefully planned
7CT.03 Follow and sequence of questions so that all of the required information can be
understand the logic of AND, obtained.
OR, NOT.
Ask:
7CS.06 Understand the role
of logic gates in circuits, Within Computing, what do you know that only has two
including AND, OR and NOT. options?
Answers include: on or off, true or false and binary numbers
that are only 1 or 0
Why do computers use binary?
Answer: learners may have different answers to this, for
example electricity flowing or not flowing, or a switch being on
or off.
Support learners to understand that computers are made of switches, At this stage learners may find it easier to see
or gates. Explain that these gates are either open or closed and switches as either letting electricity through (1)
change the flow of electricity. It is the amount of electricity that is or stopping it (0).
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allowed through that determines if it is a 1 or a 0.
Explain that a computer is made up of millions of logic gates. The Learners do not need to know the logic gate
gates have different rules to determine outputs. Depending on the symbols, or be able to interpret or draw logic
input, a different output maybe produced. By combining gates, inputs circuits at this stage. These are introduced in
can control outputs. Stage 9. However, learners should visualise
and know what is meant by a logic circuit.
Display the logic gate symbols for AND, OR and NOT. For example:
There is opportunity to link this with selection

Explain that:
statements (or branching statements from
● each gate has its own symbol earlier stages). Learners can revisit previous
● each gate has one or two inputs, and one output work and identify if they have made use of any
● the first gate, AND, takes the two inputs and outputs ‘true’ if
of these Boolean logic statements, for example
both meet the condition
they may have used an IF statement during
● the OR gate takes the two inputs and outputs ‘true’ if one of
these meets the condition their work on flowcharts in Unit 1.
● the NOT gate takes the input signal and reverses it.
This is slightly different from how OR is used in
everyday use. There is a logic gate XOR which
Display a diagram of a logic circuit that uses the three gates so that means exclusive or, so
learners can see how a logic circuit is created using all three gates. ● true XOR true results in false
For example: ● true XOR false = true
● false XOR true = true
● false XOR false = false.
Learners do not need to know this gate and its
function, but if they query the difference
between OR as a gate and in everyday
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language, then this may help explain the
difference.
Use a deck of playing cards or print outs and ask each learner to pick
one card. Display an instruction on the board that uses AND, OR or
NOT for learners to follow, for example:
If your card is red AND the number is less than 3, sit on the
floor, otherwise stand up. If your card is black OR it is a 3, hop
on one leg, otherwise spin around, etc.
Repeat this with different statements that require learners to do an
action based on their card.
Put learners into groups and give them cards to represent the three Learners do not need to know truth tables and
Boolean operators AND, OR and NOT. Ask them to discuss what how these work at this stage. However, some
these words mean, using their own understanding of the English learners may find these beneficial to visualise
words, and the actions they performed based on the statements. The the gates.
groups should identify that:
● AND means both, for example ‘I would like the banana and the
apple’
● OR means one or, the other. ‘Would you like the banana or the
apple?’ Learners may not consider both as possibilities. For
example, in the statement ‘I would like the banana or the
banana’, learners may think they can have the banana, or they
can have the apple. According to the logical operator OR they
can also have both (see truth tables in notes section).
● NOT means the reverse, I would not like the banana means
they do not want the input if that input is banana.
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Explain that these three gates can be used to create circuits in

computers, and depending on the inputs and the gates used, the
output is controlled.
In their groups, give learners a series of Boolean logic statements and
ask them to find if the result will be true or false for each one. For
example:
true AND true
Answer: true
true AND false
Answer: false
false OR false
Answer: false
false OR true
Answer: true
NOT false
Answer: true
Now challenge each group to write down every possibility for AND, OR
and NOT that they can think of as a Boolean statement such as those
above. The groups should identify that there four possibilities for AND
and OR, and two possibilities for NOT, as follows:
true AND true = true
true AND false = false
false AND true = false
false AND false = false
true OR true = true

true OR false = true
false OR true = true
false OR false = false
NOT true = false

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NOT false = true
Ask learners to create an infographic about logic gates and Boolean

logic that includes:
● why computers are made of logic gates
● what is meant by Boolean logic
● an explanation of the Boolean logic of AND, OR and NOT.
Give learners a Boolean logic quiz by displaying statements such as:
true AND true = ?
true OR false = ?
NOT false =?
Ask learners to vote on the answer, using an electronic voting system,
by raising hands, moving to specific areas of the room, or standing up,
etc.
Resources:
● the AND, OR and NOT logic gates for display
● a prepared logic circuit containing all three gates
● cards to represent AND, OR and NOT
● prepared statements for a Boolean logic quiz.
7CS.01 Evaluate the design Display an image of a specific computer, such as a mobile phone or a
of digital devices and smart watch. Ask learners to discuss what they like about the
systems. computer, and how they can improve it. Encourage them to consider
the physical design of the device and, if applicable, their experiences
of using similar devices.
Ask learners for their responses, write a list of the possible

improvements and group the responses into categories, for example:
● aesthetics (what it looks like)
● the hardware it uses, such as its input and output components,
including touch screens, sensors, on or off buttons, etc.
● the size
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● the type of screen or interface (is it touchscreen, is it icons, or
text-based).
Based on the groupings above, ask the class to vote on which is the
strongest category for this device and which is the weakest. Ask
conflicting learners to justify their choices and support the class to
conclude that differing opinions can be valid. Explain that learners
have just evaluated the design of that computer device.
Put the learners into groups and give each group a different device or Any device or system can be used, but include
system, for example: those familiar to learners and some they have
● a trackball mouse never seen or used before. Some may require
● a tablet simulations for example watching videos about
● a barcode scanner a device or system, such as a self-driving car.
● a website that requires users to log on, such as an education
site that includes quizzes Not all features are relevant to all devices, and
● a printer some learners may want to consider additional
● a school reporting system (with limited access). features depending on their system. Encourage
learners to go beyond the table by giving them
Ask the groups to evaluate the devices or systems and complete this additional rows to add their own features that
table: they want to evaluate.
Speed, memory and processor are dependent

on the device or system identified, for example
a school reporting system may not have a
relevant memory or processor speed because
they are dependent on the device used to
access the system, rather than system itself.
Adjust the table for the different systems or
devices groups are given.
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Ask each group to present their device or system with their evaluation.
Encourage the other learners to ask questions, for example about how
the device works, why they would make an improvement, etc. At the
end of the presentations ask each group for a short response to the
question:
Could everybody use this device if they had access to it?
Offer prompts such as:
What if they had sight issues?
What if they had issues with their motor skills?
Resources:
● prepared evaluation sheet
● devices and systems that can be evaluated.
7CS.07 Know that Artificial Display the words 'artificial intelligence' on the board and ask learners Learners should have already encountered
Intelligence (AI) allows to create a mind map of everything they already know about AI. artificial intelligence in earlier stages. If they
computers to take information have not, then they can still carry out the first
from their surroundings to Ask each learner, in turn, for one piece of information they have activity to identify what they do know. Then
produce outputs based on included and add it to a shared version of the mind map. Continue introduce them to AI as the simulation of human
how they are able to process adding to this map until there are no more valid observations that the behaviour within a computer system, along with
that information. class want to add. some examples such as predictive text and
natural language interfaces.
7CS.08 Explain the use of
Elicit definitions of artificial intelligence, as well as examples of its
automation in at least two
application such as natural language interface, predictive text and
industries, such as health,
other popular applications, such as self-driving cars.
manufacture or advertising.
7CS.09 Explain a range of Display an input-process-output (IPO) diagram, for example:
applications of AI, including in
image recognition and in
computer games.
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Explain that all computer systems have input, process and output.
Give learners an example, such as a web browser. Ask learners:
What is input into the web browser?
Answer: a URL or text to search, such as a search term
What does the web browser do?
Answer: It requests and then interprets the webpage
What is the output?
Answer: The text and images on the webpage.
Explain that AI systems also use an IPO, but that they often take in
data automatically, without the need for a human to enter that data.
Ask:
What can a computer record, or take as input, without a human
entering data?
Elicit answers such as temperature, images of the environment,
sound, movement, light levels, etc.
Explain that artificial intelligence takes values from these sensors or

inputs, decides what to do and then creates an output, all without the
help of a human because AI systems are automated. Provide an
example, such as a self-driving car. The main benefit of these cars is
that a human passenger needs to do nothing during the journey. So
the AI system within the car must make intelligent decisions, including:
● the best route to its destination
● the speed of travel
● when to stop.
Show a video of an automated system, for example in manufacture.

Ask learners to identify:
● the data the system takes as input
● how the system records the data
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● the decisions the computer makes
● the movements the machines make.
Put learners into groups and give each group a specific area of Learners are not expected to have intricate
automation from: knowledge of these areas but should be able to
● monitoring patients in a hospital speculate what these computer systems can
● deciding which adverts to display to a website visitor do.
● manufacturing a car.
Ask the groups to identify how these systems can be automated, so Ask learners to research these areas but care
that they run without human interaction. Ask the groups to identify needs to be taken on the resources used
potential inputs, processes and outputs for each system. because many are very complex and too
high-level for this stage.
Possible answers are:
● Monitoring patients in a hospital
o record heart rate, temperature, etc.
o compare these to expected data and check if they are
out of the healthy range
o output an alert if needed, change medication
automatically
● Deciding which adverts to display to a website visitor
o record user preferences, what users have clicked on
previously
o compare to what that 'type' of person usually wants to
see advertised
o display adverts for that 'type' of person
● Manufacturing a car
o measure size of elements, position of pieces
o decide what component, arm or motor to move and by
how much
o move the component, arm or motor to build the car
Show learners a video of a computer game where the player is

competing against multiple computer-controlled characters that
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respond to the player's movements. For example, PAC-MAN, which
has several online versions that learners can play, or gameplay videos
that they can watch on video sharing platforms.
Ask:
Do the computer characters always make the same moves?
How do they decide what to do?
If the player makes a different move, how does the computer
character know what to do?
Discuss possibilities such as the program stores a list of possible
moves and selects which one to make based on the move that was
made by the human player. Explain that the system can also store
what the player did last time and then train itself to block that same
move in the future.
Put learners into pairs and give each a different application of artificial Learners do not need to have an understanding
intelligence, including image recognition and computer games, for of what the computer systems does, but they
example: should know how to solve the problem as a
● recognise faces to log on to a computer person, and from this can begin to identify
● a computer program that can play chess possibilities for the computer programs.
● other first-person computer games where the user is
competing against computer-controlled characters
● a program that identifies people in a crowd
● a self-driving car that identifies road signs.
Ask the pairs to identify:

● What is the purpose of the program?
● What inputs does the program take?
● What does the program need to decide?
● What is the output?
Ask the pairs for their answers and lead a discussion into the different
applications of artificial intelligence.
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Ask learners to create a poster about artificial intelligence including
how it makes use of input, process, output, and possible applications.
They can include images to represent different applications and a
diagram to explain the ‘input-process-output’ decisions that the system
will make.
Resources:
● input-process-output (IPO) diagram
● videos of an automated manufacturing process and of AI within
a video game.
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Unit 7.6 End of Stage Projects
Outline of unit:
This final unit provides you with five projects to offer your learners. These are:
Project 1: Flowchart ‘how-to’ guide
Project 2: Scratch to Python
Project 3: Artificial Intelligence
The projects have been designed to consolidate and build on learning already covered in the previous units. They have also been designed to 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. There is no expectation to teach all of the projects. You
are able to choose the ones that are most relevant for your learners and that you can fit into the teaching time you have remaining for Stage 7.
You can also edit and change the projects, including giving learners more time or less time for each project. You can also use the suggested projects as
templates for developing ideas of your own. Whichever projects you use, they should consolidate the learning and could build on other aspects of your
curriculum.
While the projects have been provided in this final unit, you are able to use the projects throughout the year where you feel appropriate.
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Project title Flowchart ‘how-to’ guide
Learning objectives Project overview Resources required

7CT.01 Follow, understand, In this project, learners will develop a guide on how to follow, edit and Software to create flowchart guide, e.g. word
edit and correct algorithms create flowcharts. processor, presentation software
that are presented as
flowcharts. Learners should work in groups of at least six during this project and,
once the sub-tasks have been defined, they should work in pairs on
7CT.02 Know how to create
their allocated tasks.
algorithms using flowchart
symbols.
7CT.03 Follow and
understand the logic of AND,
OR, NOT.
7CT.04 Understand and use
selection statements, limited
to IF, THEN, ELSE,
presented as flowcharts.
7CT.05 Predict the outcome
of flowcharts that use
selection.
appropriate constructs in
algorithms written as a
flowchart, limited to sequence
and selection
appropriate comparison
operators in algorithms,
limited to <,>, <=, >=, ==
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(equal to) and != (not equal
to).
7P.07 Explain the purpose of
project plans for software
development projects.
Project details Teacher guidance

Hold a class discussion to create a list of everything that learners know about flowcharts. Allow an
extended period of time for this discussion so that learners can conclude that they have made a
significant amount of progress in their understanding.
Elicit that much of this understanding has been developed during their Stage 7 studies. Learners who
have also followed the Cambridge Primary Computing curriculum would also have followed and
corrected flowcharts during Stage 6.
Explain that you would like the class to help you to prepare for your teaching of flowcharts to the next
year’s Stage 7 Computing class. They will provide this help by producing guides that explain how to
follow, understand, identify and correct errors in flowcharts. The guide should also explain how to
create new flowcharts design a solution to a problem.
Put the learners into groups of up to six. Ask the groups to create a plan for their flowchart guide. They The flowchart items should include:
should start by identifying the content that they will include, for example: ● start/stop
● a description of the purpose and/or benefits of a flowchart ● data flows
● an explanation of the different flowchart actions and symbols, including examples ● input
● activities for the reader, starting with algorithms to follow and predict the output, before moving ● output
on to creating, editing and correcting flowcharts. The guide will need to include a valid solution ● processes (mathematical operators)
to each of the tasks that are included. ● selection
● logical comparisons
● Boolean operators
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The groups should refer to the list that was created as a class, at the start of this project, during this ● sub-routines.
discussion. Encourage them to ask for support with anything from that list that they do not fully
understand.
Once the groups have created a list of all of the content that they are going to include, they should
begin to plan:
● the format of their guide, such as a text processed document, an audio, visual presentation or a
video with visual props
● the structure of the flowchart guide, for example will they include a table to describe each
shape or will they use each new shape as the starting point for each section?
Ask the groups to share their plans. Add any new content ideas to the class list of what the guide will
need to include. Ask the other groups to add anything they have missed to their own list.
Support the groups to recall their knowledge of project plans to decide what they need to consider
when planning this project. This discussion should also include the importance of planning.
Ask the groups to plan how they are going to split their task so that each group member has a defined
role and so that each section of the guide can be completed effectively. They should also agree the
‘rules’ that they will all follow to ensure that their guide is consistent, such as the structure of each
section. As part of this discussion, they will find it helpful to create or select their flowchart symbols so
that they are all using the same ones in their examples.
Each group member, or pair of members, should work on their allocated part of the guide. The groups
should meet regularly to check progress and to peer assess their work in progress.
Once each group has a complete draft of their guide, they should swap with another to peer-assesss
the guides.
The groups could follow an evaluation checklist when doing this. This checklist could include the
following prompts:
● does the guide include all of the required flowchart shapes/symbols?
● does it include instructions on how to follow, edit, correct and create a flowchart?
● does it include suitable examples/.
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● does it include tasks for the user, with appropriate model answers?
● is in an appropriate format so that it can be easily followed by somebody who has never
worked with flowcharts before?
Allow time for the groups to make changes to their guides, based upon the feedback that they receive.
Expected output
A how-to guide for flowcharts
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Project title Scratch to Python

7P.02 Know how to develop In this project, learners will work in pairs to create a guide to the Scratch
text-based programs that use similarities and differences between Python and Scratch, or between Python IDE
input and output. Python and another block-based programming language that they may Software to create the guide, or a printer to
be familiar with. print examples of code for a physical document.
text-based programs using
data types, including Integer,
Real, and String.
7P.04 Know how to use
variables in text-based
programs.
text-based programs that use
different arithmetic operators,
including +, -, *, /.

Ask learners to work in pairs to identify the Python code that they have learned in Stage 7. The comparison could also include programs
Ask the pairs for the examples and create a class list of the different code that they know in Python. written in other languages, where appropriate.
Ask them to then revisit Scratch, or an equivalent, to find the equivalent coding blocks, for example The code at this stage should include:
how do they create a variable in Scratch? How is this done differently in Python? ● input
● output
● variables
● mathematical operations.
108
In their pairs, learners need to create a comparison of Scratch and Python. This can be in any
appropriate format, such as a presentation, text-processed document, inforgraphic or a physical
poster. The resulting document needs to include:
● a description of each programming feature
● an example of the syntax in Python
● an example of the syntax in Scratch
● a comparison, i.e. the differences and similarities of each.
The pairs should challenge themselves to include everything that they know how to do in Python. They
could also suggest up to three things that they recall from Scratch that they are not yet able to do in
Python. They don’t need to research how to do these, they should just create the acknowledgement
that there is still much to learn. They may identify certain things such as controlling animated
characters that they are unlikely to ever do within a school Computing curriculum.
Expected output
A guidance document (physical or electronic) of the similarities and differences between Python and Scratch.
109
Project title Artificial Intelligence

7CS.07 Know that Artificial In this project, learners produce a large poster giving information Internet and books to use for research.
Intelligence (AI) allows about an application of artificial intelligence. Their audience will be A1 or A2 paper.
computers to take information those who may use examples of AI but who have no knowledge of the Printer to print images.
from their surroundings to concept and its applications. Other physical items such as glue, scissors,
produce outputs based on etc.
how they are able to process
that information.
7CS.09 Explain a range of
applications of AI, including in
image recognition and in
computer games

Put learners into groups of three. Applications should be those learners are likely
to be familiar with and that they will find
Give each group a different application of artificial intelligence, for example: engaging.
● self-driving cars
● computer game characters
● board game-playing systems
● smart home devices
The groups need to investigate the application and create a physical poster detailing the following: This could be done electronically if required.
● image(s) of the application
● a description of the purpose of the application Learners may find it helpful to discuss the
● key features of artificial intelligence and how these apply to this application concept of ethics at the start of this project and
● examples that explain specific uses of AI within the application
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● benefits of the use of AI in this application, for example the accessibility provided by driverless some of the broad ethical considerations
cars or the reduction of repetitiveness in gameplay around AI.
● the drawbacks, for example the risks that could be associated with driverless cars or the
danger that a game character could become too ‘intelligent’ and therefore impossible to beat
● some ideas about the data that the system will take in, what it will do with that data, and what
will be output.
The document could be A1 or A2 size. Each group should present their poster to the rest of the class
to describe their application. They should also respond to questions.
The posters could be combined to create a display that explains a range of AI applications.
Expected output
A document explaining their application
111
Sample lesson 1
CLASS:
DATE:
Learning objectives 7CT.02 Know how to create algorithms using flowchart symbols.
7CT.08 Select and use appropriate constructs in algorithms written as flowcharts,
limited to sequence and selection.
Lesson focus / Learners begin to create basic flowcharts of their own.
success criteria Some learners may include selection within their flowcharts.
Prior knowledge / Learners should be familiar with using flowchart symbols, but when creating their
previous learning own they may benefit from a checklist that explains the symbols and their
purpose, as well as example flowcharts.
Plan
Lesson Planned activities Notes
Introduction In pairs, give learners a description of what the flowchart Provide each pair with
should do and ask them to put the flowchart symbols in the sets of cards depicting the
correct order and draw the data flows between them. For relevant flowchart
example: symbols.
This flowchart should display a welcome message to a
user and then take their age as input. It should output a
message telling the user if they qualify for a discount
that is given to those under the age of 18, or not.
Ask two pairs to form a group of four and swap their
flowcharts. They should then follow the other pairs’
flowcharts and tell them if they work, or if there are any
errors.
Main activities
Hold a class discussion to elicit the requirements for
drawing an accurate flowchart. Use the valid suggestions to
create a checklist that the class can refer to when creating
flowcharts of their own. For example:
● it must always have a start and a stop
● all inputs and outputs must be in a parallelogram
● all processes must be in a rectangle
● a selection must only have true/yes or false/no as
answers
● a selection must be in a diamond
● all boxes apart from selection should have one
arrow going in, and one arrow going out
● selection must have two arrows going out, labelled
as true/yes and false/no
● every box must join to another box
● data flows must have arrows to show which way to
work through the flowchart.
Flowcharts should start and end with either an oval, or a
rectangle with curved corners.
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Put learners into different pairs and give each pair a

description of a different flowchart. Ask the pairs to create a
flowchart for the description, and to use the requirements
checklist to make sure their flowchart is structurally correct.
Ask the pairs to join with another pair and swap their
flowcharts and descriptions. Each pair should check the
flowchart against the description to determine if it is correct
and against the requirements checklist to make sure it is
structurally accurate. If any errors are found, the two sets of
pairs should work as a group to identify how to fix these.
End/Close/ Ask learners to create a poster that has instructions about

Reflection/ creating an accurate flowchart. This should include the
Summary purpose of the different shapes, at least one example
flowchart that they have created themselves, and list each
of the agreed requirements for an accurate flowchart.
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?
113
Sample lesson 2
CLASS:
DATE:
Learning objectives 7CS.04 Understand that a binary number can represent different data, such as
numbers, characters, images, and sounds.
Lesson focus / Learners will understand how computers use binary numbers and keys to process
success criteria a range of different types of data.
Prior knowledge / Learners should already know that computers use binary to represent data.
previous learning
Plan
Lesson Planned activities Notes
Introduction Display a binary number, for example:
10011011
Ask learners to discuss what this binary number represents
or means. Elicit suggestions such as:
● a number
● a letter
● a colour
● a symbol
At this stage, learners’ suggestions should be hypothetical
as this is an opportunity for them to consider that a binary
number can represent a range of different things within a
computer system, depending on the program that is reading
it.
Explain that a binary number is a code, and by using the

combination of 1s and 0s you can encode anything you
want to, you just need a key to identify what each
combination of 1s and 0s represents.
Main activities Give learners a table with binary numbers and characters The binary numbers
in, for example: should be kept short, for
example 4-bits.
Ask them to work in pairs to answer a range of questions

about the information that is contained in the table above.
These questions could include:
114

Answer: 'b'
Answer: 'g'
What does the binary code 0010 0101 0100
represent?
Answer: ‘bed’
Now give each pair a different key and explain that binary is
also used to represent numbers within computer systems.
For example:
Give each pair a new set of questions, this time asking

them to identify different numbers. The questions could
include calculations that involve two of the numbers.
Provide a third key and explain that binary is also used to

represent colours within computer systems.
Give each pair a new set of questions, this time asking

them to identify different colours, or the binary number that
represents that colour.
End/Close/ Summarise the learning from this activity by discussing the

Reflection/ following question:
Summary What can a binary number represent?
Elicit answers such as letters, numbers, colours, sounds.
Learners should understand that anything can be
represented but it must be cross referenced with a
numerical key.
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?
115
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?
116
Appendix 1 – MakeCode script for use in unit 7.3
117
118
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: info@cambridgeinternational.org www.cambridgeinternational.org
© UCLES September 2021

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Scheme of Work

Cambridge Lower Secondary

Unit Suggested teaching time

Unit Suggested teaching time

Sample lesson plans

Other support for teaching Cambridge Lower Secondary Computing Stage 7

Included on this support site are:

Resources for the activities in this scheme of work

● paper, pens and pencils for learners to use

Approaches to teaching Cambridge Lower Secondary Computing Stage 7

Unit 7.1 Algorithms, flowcharts and sub-routines

Recommended prior knowledge:

Learning objectives Suggested teaching activities and resources Additional notes

Correcting flowcharts will only require

The ‘Start’ and ‘Stop’ instructions can be

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Ask the pairs to read through the algorithm and to discuss:

Learning objectives Suggested teaching activities and resources Additional notes

Ask learners to follow the flowchart to see how it works.

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learners should be familiar with using

Learners should start with sequence

Learning objectives Suggested teaching activities and resources Additional notes

There are multiple symbols that can be

The identifier (name) for the sub-routine

Learning objectives Suggested teaching activities and resources Additional notes

Ask learners to follow the flowchart and identify the output.

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Discuss the following questions as a class:

Learning objectives Suggested teaching activities and resources Additional notes

Unit 7.2 Networks

Recommended prior knowledge:

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Describe the DNS process of converting a URL to an IP for example:

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Lead a discussion on why the different methods of wireless

Learning objectives Suggested teaching activities and resources Additional notes

Working individually, ask learners to create a summary of the different

Discuss what learners did, for example:

Learning objectives Suggested teaching activities and resources Additional notes

In pairs, ask learners to produce an infographic about errors in data

Learning objectives Suggested teaching activities and resources Additional notes

Learning objectives Suggested teaching activities and resources Additional notes

Hold a class discussion to consider the following questions:

Explain that encryption can be used when transmitting data between

In groups of four, ask learners to discuss the following questions:

Learning objectives Suggested teaching activities and resources Additional notes

Ask learners if they know what to check to ensure a website is secure.

Ask learners to work individually to create a visual presentation that

Unit 7.3 Programming and system development

Learners will explore how to: