Thunks

Computational Thinking Resources

A series of short clips on BBC Bitesize to support pupils in understanding the fundamentals of Computational thinking.  Featured clips are on Abstraction, Algorithms, Decomposition, Evaluating Solutions, Pattern Recognition, Searching Algorithms and Sorting Algorithms. Suitable for use at key stage 3 or 4.  Click here

Organising your google drive

Some coding to try after your Yr 7 exam

Hour of Code 1 Play Lab

Hour of Code 2 Infinity Play Lab

Hour of Code 3 Starwars

Hour of Code 4 Minecraft

Hour of Code 5 Flappy Birds

Diamond Hunt Year 7 Lesson one Flowcharts

DEVELOPMENT:
Task 1

Students are introduced to the ‘Diamond Hunt’ tasks and told what they will need to do. Show class game and read out the task requirements. Using the ‘Diamond Hunt booklet’ class are asked to write a list of the program requirements in their evidence document.

Task 2

Class are shown flowchart symbols and are asked to use the ‘drag and drop’ flowchart activities.

Flowchart symbols

Drag and Drop Activity Symbols

Drag and Drop Activity Alarm

Task 3

Class can practice creating flowcharts as a class, in pairs or groups. Students can make flowcharts for making a cup of tea for example or any other activity.

Web Exam Top Tips

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Website Exam Evaluation

The magic formula for passing the web exam was the web exam evaluation? 

Might be overkill, but it's 6 marks you could easily be getting! 

Click here for help

Where are the marks feedback from exams taken in 2015?

Although in the main students made a valid justification for their choice of colour scheme, once again, only a minority of students made valid justifications for a range of design decisions. Students need to be encouraged to evaluate the effectiveness of the final product and justify their design decisions in relation to the intended audience and purpose. 

Students should also suggest possible improvements to their website and explain how these enhancements would improve the outcome. Too often, students were still describing what they had done in the exam and listing the client’s requirements that they had not met as future improvements. 

In general, very few students included references to audience and purpose in their evaluations and it is clear that students require considerably more support and guidance if they are going to be able to meet the Level 3 assessment criteria for this assessment strand.