TOPIC 1: COMPUTATIONAL THINKING
Introduction to programming
LESSON PLAN FOR Y10-01-CT1
Lesson Specification Details Resources
content
CT1 1.2.1 Learning outcomes Lesson slides
1.2.3
define the term 'program’
1.2.5 identify types of programs used every Python IDE
6.1.5 day (e.g. PyCharm,
6.2.1 identify Python as a programming Thonny, IDLE,
language etc.)
access an integrated development
environment
Lesson
load and run a Python program
activities
change a Python program
save a Python program
use arithmetic operators and BIDMAS
layout code to be readable and
maintainable
correct errors in programs
use variables in algorithms and
programs.
Lesson plan
Explain that computers are deterministic
– they only do as they are instructed.
Explain that programs are used to give
these instructions. Ask the students to
think about programs they use regularly.
What does a program look like? Explain
that all programs are created by people
using code. There are many ways to
write code. Ask the students to name any
programming languages they know.
Explain that the class will be learning to
program using the language Python 3.
Introduce the Integrated Development
Environment (IDE) you want the students
to use – explain that there are different
ones, but that they will be using the one
that you have chosen. Explain that IDEs
provide tools to help write programs.
Demonstrate using the interpreter for
your IDE. Ask students to complete
Activities 1 and 2.
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TOPIC 1: COMPUTATIONAL THINKING
Introduction to programming
Lesson Specification Details Resources
content
Calculations: explain that the most
common operation a person might want a
computer to do is to perform a
calculation.
Review the list of arithmetic operators.
Make sure you show the translation of
the more familiar mathematical symbols
(×, ÷, yx) to the language syntax. If you
have time, demonstrate each one
(particularly the less familiar ones %, //,
**) and ask students to predict what each
will produce.
Explain that Python uses BIDMAS. Tie
this concept to what the class has
learned in mathematics. Ask students to
complete Activity 3.
Worked example: Surface of a cube.
Point out the importance of using a
sensible name to label information,
explain that this is a ‘variable’.
Explain that the simple calculation that
students have performed (sideLength ×
sideLength × 6) can be written as code in
Python. Demonstrate this, if you have the
time. Ask students to complete Activity 4.
Allow plenty of time for this activity, as
students are likely to make mistakes
using their IDEs.
Wrap up.
Homework
See homework document.
© Pearson Education Ltd 2020. Copying permitted for purchasing institution only. This material is not copyright free.
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