I have used this unit of work during primary liaison and transition in the past. I would deliver the first lesson to the primary students in their school and then they would work on their presentations and they would finish it off on induction days or when they started in September. I then assessed it using the grid to gauge a baseline on ICT presentation skills. However, this resource could be used for cover work for a few lessons in Y7 or at primary level. There are two powerpoints included: the first one outlines the task and provides an example from Zorg the Alien. There is also an ideas worksheet that the students use during that lesson to identify content before they go anywhere near the computers. The second powerpoint then covers the printing and annotation of their presentations. There is an assessment grid that you can adapt for your own brand of KS3 assessment in the brave new world of life-after-levels!

Ten pseudocode and python programming challenges that are laid out like an exam question (with a suggested pseudocode and python solution for each question). The challenges build in difficulty as pupils progress through them. The first 4 are based on selection statements, next 3 on iteration, 2 on array/lists and the final one on subroutines. Some guidance is provided to the pupils on the front sheet to indicate the pseudocode keywords and programming structures. These are primarily aimed at GCSE Computer Science pupils.

This is an 18 lesson unit of work around Microbits, combining programming using the online microbit interface and electronic components. The components I used were sourced from http://microbit-accessories.co.uk but you could make your own or source from elsewhere as well. Helpsheets are provided for each of the electronic components. The students each have a workbook for the whole unit divided into sections that can be easily marked by the teacher, with opportunity/space for student reflection and response. Students start off learning about microbit theory, i.e. safe handling (static) and polarity, inputs, outputs and programming structures IF statements and loops. They then need to design the “next big thing” - a device that solves a problem, using the microbit. They will need to produce a design brief and circuit diagram. Once they have built it, there is a lesson on gathering user feedback and evaluation. At the end of the unit, they have the opportunity to create a business pitch for their new device. This is a great end to the unit as each student/group gets to share their creation to the rest of the class, with prizes for the best entries (at teacher’s discretion!) The course mainly links towards the D&T criteria (with reference to the relevant criteria at the end of each powerpoint) but could be used in Computing as well.

This 14-lesson unit of work takes students through the process of creating their own game in Scratch. They start by considering what makes a game successful and then move on to learn gaming concepts like sprite movement, animation, collision detection and variables using Scratch. The lessons directly link to Scratch game resources I have placed in the Barney Game Studio on the Scratch website (http://scratch.mit.edu/studios/1977310/). At the end of their unit, there is a lesson on user testing where they will get the opportunity to peer assess the games they create. They can also create an instruction manual for their game, evaluating the forms and conventions of such documents and using desktop publishing software to create their own.