Computer) Programming) inKeyStage3) （计算机编程)inKeyStage3)）.pdfVIP

Computer Programming inKeyStage3 September 2009 Editor: John Woollard, School of Education, University of Southampton Contributors: Liz Crane, Head of ICT, Oaklands Roman Catholic School, Waterlooville, Hampshire Roger Davies, Director of ICT, Queen Elizabeth School, Kirkby Lonsdale, Cumbria Claire Johnson, Head of ICT, Westgate School, Winchester, Hampshire David Kinsella, Head of ICT, The Nelson Thomlinson School, Wigton, Cumbria Dan Marshall, ICT and computing teacher, Crofton School, Hampshire Emma Wright, Head of ICT Computer Science, Harvey Grammar School, Folkestone, Kent Other contributions made from the CAS working group: Roger Broadie, Roger Boyle, Luke Church, Paul Curzon, Roger Davies Nick Efford, Mandy Honeyman, Simon Humphreys, Michael Kölling, Jack Lang, Thomas Ng, Simon Peyton -Jones, Aaron Sloman, John Woollard and Emma Wright. Please address all queries to CPinKS3@.uk An electronic version is available at: .uk/index.php?id=cpinks3 Sample teaching unit – computer programming 2/44 Sample teaching unit – computer programming Introduction This document illustrates how the yearly objectives from the Framework for teaching ICT capability: Years 7, 8 and 9 can be grouped together and taught in a way that promotes and utilises knowledge and understanding of computing. Programming is a core activity of computing because it enables the user to access and release the potential of the computer they are using. Computer programming can be likened to playing chess - although there is a relatively small set of simple rules, it is the strategic and sustained application of those rules that can create interesting games between children or intellectual fights between grand masters. The same with programming, the first applications of the rules can produce the interesting results, fun play on graphics, numbers or words. But, there is no boundary preventing the learner moving all the way to being the grand master of computer programs