Washington Hills High School

Schemes of Work
Form 3
COMPUTER SCIENCE
Term 1 2023

Mr Ndumeya. l
 TOPICS TO BE COVERED:

1. Databases
2. Algorithm design and problem solving
3. Programming

Syllabus Aims

The aims are to develop:

 help learners by making it clear the knowledge they are trying to build.
 give you lots of ideas about how they can present learners with new information without teacher talk or videos.
 Try more active methods which get your learners motivated and practising new skills provide your more able learners with further
challenge beyond the basic content of the course.
 Innovation and independent learning are the basis of these activities.

week Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
ending

13/01/23 Databases Teacher leads a review of a range Overview of database issues:

 of databases (manual, printed, www.teachict.com/gcse_compu
Define a single-table database electronic). Refer back to data ting/ocr/databases/concepts/mi
from given data storage types (Unit 7); identify structure of niweb/index.htm Databases and
requirements. each record, data type of each data capture:
• Choose and specify suitable field, field size, and record size. www.bbc.co.uk/schools/gcsebite
data types. Issues of coding data should also size/ict/databases/2databasesre
be discussed. v1.shtml Review of data types:
www.teachict.com/gcse_new/da
Assess learners’ understanding ta_info_knowledge/data_types/
with a quiz or similar activity. A miniweb/index.htm
pre-prepared set of questions can Laptop
be used, or groups of learners IGCSE Computer Science 2 nd
could produce their own Edition
questions to test others. (I) Class Projector
brainstorm to identify appropriate Microsoft Access, OpenOffice
contexts for learners’ own Base Videos to support first-time
database design, relevant to their use of the software can be found
experience and interests e.g. at (Access): www.teach-
school register, clubs, library, ict.com/videohome.htm or
video hire, stock in small shop. (Base)
Learners select a context, identify
fields, calculate field lengths, data
types in each field, consider
coding and validation for each
field. (I) Learners create a sample
database in a sensible context;
each learner needs to add about
20 records (enough to search
later), so a data identification/
collection exercise

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
Learners look at database Information on record structure
Choose a suitable primary key examples again; identify primary and key fields:
20/01/23 for a database table. key in each case by class www.bbc.co.uk/schools/gcsebite
Perform a query-by-example discussion. Quiz/short questions size/dida/using_ict/databasesrev
from given search criteria. to identify key fields in five sample 2.shtml Data organisation:
databases, of increasing difficulty. www.igcseict.info/theory/5/dbas
(I) Learners identify primary key in e/index.html
their own databases. (I)
Information on record structure Laptop
and key fields: IGCSE Computer Science 2 nd
Teacher leads a discussion of Edition
query structure and strategies. Projector
Learners carry out examples of Microsoft Access, OpenOffice
querying using specimen Base Videos to support first-time
databases. Learners write and use of the software can be found
carry out searches on their own at (Access): www.teach-
databases. This is then repeated ict.com/videohome.htm or
using other learners’ databases (Base)
and they can give constructive
criticism of other learners’ work.
(I) Common issues can be drawn
together by the teacher in a class
session. In groups or pairs learners
carry out searches using search
engines.

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
 Class brainstorms a non-computer An introduction to algorithmic
problem solving – structure system to show that it is thinking:
27/03/23 diagrams, algorithms and comprised of sub-systems. (W) http://raptor.martincarlisle.com/
flowcharts Learners analyse a relevant and Introduction%20to%
appropriate system to identify 20Algorithmic%20Thinking.doc
• show understanding that sub-systems, and to sub-divide PowerPoint presentation on
every computer system is made these. This could be the academic flowcharts and program design:
up of subsystems, which in turn or personnel structure of a http://staffweb.itsligo.ie/staff/b
are made up of further sub- school/college, a department mulligan/Lectures/CS
systems store, a large company, etc. French/French08.ppt Some self-
Structure diagrams can be used to checking flowchart exercises,
document this with outline structure and
• use top-down design, available operations:
structure diagrams, flowcharts, www.cimt.plymouth.ac.uk/proje
library routines and subroutines Learners are introduced to the cts/mepres/book8/bk
need for algorithms in developing 8i1/bk8_1i2.htm
software solutions. In pairs they
• work out the purpose of a can identify the sequence of Laptop
given algorithm operations required to carry out a IGCSE Computer Science 2 nd
simple multi-stage everyday Edition
process such as making a cup of Projector
tea/coffee, preparing a meal,
filling a car with fuel at a service
station, etc. (P)/(I)

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Individual
week Comments Comments
ending
 Teacher presents a simple flowchart
to show: • flow of control/ data • An introduction to algorithmic
03/02/23 • explain standard methods of explanation of terminator, thinking:
solution input/output, process and decision http://raptor.martincarlisle.com/In
boxes • use of formal or informal troduction%20to% 20Algorithmic
, suggest and apply suitable test variable names and mapping of values %20Thinking.doc PowerPoint
data (The text in italics may have (e.g. x ← 3 means the value 3 is presentation on flowcharts and
already been taught in Unit 4 – written as the new value stored in the program design:
memory location labelled x, x ← y http://staffweb.itsligo.ie/staff/bmu
means the value stored in the lligan/Lectures/CS
memory location labelled y is copied French/French08.ppt Some self-
to the memory location labelled x) • checking flowchart exercises, with
use of conventional mathematical outline structure and available
operators (+, -, *, /). (W) Learners operations:
carry out analysis of prepared www.cimt.plymouth.ac.uk/projects
flowcharts to work out purpose. The /mepres/book8/bk
difficulty/ complexity of the flowchart 8i1/bk8_1i2.htm
can be increased to make it more
challenging where necessary. (G)/(I) Laptop
Brainstorm to consider the limits for IGCSE Computer Science 2nd
input data in any system; identify Edition
possible different types of input data Projector
(normal,

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending

• revision and practical applications (e.g. car registrations, An introduction to algorithmic

10/02/23 application) test marks, learner names, thinking:
temperatures, salaries) (W) and http://raptor.martincarlisle.com/
• understand the need for learners identify possible Introduction%20to%
validation and verification validation rules.(G)/(I) Teacher 20Algorithmic%20Thinking.doc
checks to be made on input adds those that the class has not PowerPoint presentation on
data (validation could include identified (need to cover range flowcharts and program design:
range checks, length checks, checks, length checks, type checks http://staffweb.itsligo.ie/staff/b
and check digits). (W) Teacher mulligan/Lectures/CS
type checks and check digits)
demonstrates introduction of French/French08.ppt Some self-
validation checks with decision checking flowchart exercises,
• use trace tables to find the
boxes in a sample flowchart; with outline structure and
value of variables at each
learners add validation to existing available operations:
stage in an algorithm
flowcharts. (W) Calculation of www.cimt.plymouth.ac.uk/proje
check digits using ISBN (for cts/mepres/book8/bk
• identify errors in given example) by teacher 8i1/bk8_1i2.htm
algorithms and suggest ways demonstration and learner
of removing these errors completion of a selection Laptop
provided. (I) Brainstorm the IGCSE Computer Science 2 nd
importance of verification when Edition
data is transferred between media Projector
(design flowchart for double entry
of e.g. password).(W) Teacher
demonstrates design and
completion of trace table for dry
runs of a simple flowchart.

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
Learners should perform An introduction to algorithmic
• produce an algorithm for a practical exercises to thinking:
17/02/23 given problem (either in the demonstrate solution design http://raptor.martincarlisle.com/
form of pseudocode or such as: (G)/(I) • finding the Introduction%20to%
flowchart) average of a set of input 20Algorithmic%20Thinking.doc
numbers finding largest and PowerPoint presentation on
• comment on the effectiveness smallest numbers in a set of flowcharts and program design:
of a given solution input numbers calculating the http://staffweb.itsligo.ie/staff/b
- frequency distribution of ranges mulligan/Lectures/CS F.ppt Some
of numbers in a set of input self-checking flowchart exercises,
numbers (e.g. when a series of with outline structure and
temperatures T are input, how available operations:
many are in each of the www.cimt.plymouth.ac.uk/proje
cts/mepres/book8/bk
8i1/bk8_1i2.htm
These could be followed by
case studies and questions. For Laptop
example, an automatic IGCSE Computer Science 2 nd
Edition
supermarket stock control
Projector
system for calculating stock
levels and automatically re-
ordering items. (G)/(I)
Extension work: Learners
answer more complex questions
on the case study.

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
Teacher introduces concepts of flowcharts and program design:
declare and use variables and constants and variables; http://staffweb.itsligo.ie/staff/b
24/02/23 constants • understand and use brainstorm to identify basic data mulligan/Lectures/CS F.ppt Some
basic data types: Integer, Real, types. (W) Learners obtain self-checking flowchart exercises,
Char, String, Boolean definitions of each type from web with outline structure and
research. (P)/(I) Teacher explains available operations:
• understand and use the role of pseudocode as a step www.cimt.plymouth.ac.uk/proje
pseudocode for assignment between informal problem-solving cts/mepres/book8/bk
using ← or use of flowcharts and the 8i1/bk8_1i2.htm
formal approach of a
• pseudocode using the programming language. Laptop
following commands: INPUT IGCSE Computer Science 2 nd
and OUTPUT (e.g. READ Using a simple algorithm, Edition
and PRINT) totalling (e.g. represented as a paragraph of Projector
Sum ← Sum + Number) English or as a flowchart, learners
counting (e.g. Count ← Count convert this to pseudocode.
+ 1) Simple examples could be
numerical problems such addition,
subtraction, multiplication,
• understand and use division; more challenging
pseudocode using the examples could be set in the real
following conditional world, such as the use of an ATM.
(G) Class brainstorm to revise use
statements: IF … THEN …
of variable names, assignment
ELSE … ENDIF CASE OF
commands (←) and arithmetic
… OTHERWISE …
operators (+, -, *, /);
ENDCAS

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
Introduction of FOR … TO … NEXT www.cimt.plymouth.ac.uk/
understand and use pseudocode loop command by teacher. (W) projects/mepres/book8/bk
31/02/23 using the following loop Learners use this (for example) to 8i1/bk8_1i2.htm
structures: FOR … TO … NEXT input specific number of items to
REPEAT … UNTIL WHILE … DO … calculate the average. Stress the Laptop
ENDWHILE • declare the size of need to initialise variables before IGCSE Computer Science 2 nd
onedimensional arrays; for the loop and to output results Edition
example: A[1:n] • show after exiting the loop. (G)/(I) Projector
understanding of the use of a Teacher leads an introduction to
variable as an index in an array • arrays, explaining how to declare
read values into an array using a the size of one-dimensional
FOR … TO … NEXT loop arrays; for example: A[1:n]; the
use of index variables in arrays;
reading values into an array using
a FOR … TO … NEXT loop to
increment the index variable. (W)
Learners amend the previous task
to read a set of data into an array
and calculate the average. (G)
Teacher introduces REPEAT …
UNTIL and WHILE … DO …
ENDWHILE loops, explaining
difference of bottom-testing and
top-testing. (W) Learners identify
which type of loop is most
appropriate for about six

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
Teacher introduces learners to www.cimt.plymouth.ac.uk/
show understanding of the need different types of programming projects/mepres/book8/bk
07/03/23 for both high-level and low-level languages by considering: 8i1/bk8_1i2.htm
languages
• historical origins of computer Laptop
show understanding of the need programming in machine-specific IGCSE Computer Science 2 nd
for assemblers when translating types of language (machine Edition
programs written in assembly language and assembly language) Projector
language
• the characteristics of these
• show understanding of the languages
need for compilers when
translating programs written in a • the need for an assembler
high-level language • show translation program for assembly
understanding of the use of language
interpreters with high level
language • why they are still used for
certain applications

Learners research the

characteristics of high-level
languages; the need for compiler
and/or interpreter translation
programs for these languages;
why they are preferred for many
applications

Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
End of term examination Learners writing their end of Questions papers
Begins year examination Pens
14/03/23
Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
End of term examination Learners writing their end of Questions papers
In progress year examination Pens
21/03/23
Week and Work planned and objectives Teacher / Pupil Activities Media and Reference General Comments Individual Comments
week
ending
End of term examination Reports filling Reports card
End
14/03/23