Computing

Subject Guide
 Computing Subject Guide 1

Contents
I see learners equipped
2 Curriculum at a glance
4 Assessment framework with the skills they need
6 Lesson plans and worksheets
8 Resources in a rapidly evolving
digital world
The Oxford International Curriculum is What does the Oxford International
a new approach to teaching and Computing Curriculum offer you?
learning focused on wellbeing, which
• Integrated curriculum materials, continuous
places joy at the heart of the curriculum professional development, assessment and
and develops the skills your learners world-class resources
need for their future academic, personal • A trustworthy and flexible route to equip all
and career success. learners with the lifelong skills they need to
fully engage with the digital world
Computing is one of six subjects that make up • A practical framework, designed to be
the curriculum, part of a coherent and holistic adaptable as technology changes, and to be
approach that ensures continuity and progression flexible between communities where different
across every student’s educational journey. types of technology are in everyday use.

Four strands encompass the full spectrum of skills

and understanding to prepare students for future
employment and participation in the digital world,
whether or not they are destined to become
digital specialists:

• Programming and computational thinking

• Using software for creativity and productivity
• The nature of technology
• Digital literacy

[Link]
2 Oxford International Curriculum Computing Subject Guide 3

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 4 Oxford International Curriculum Computing Subject Guide 5

Assessment framework Aligned to the requirements

of the computer science
examination syllabus, 3.1b: Create a program that produces varied outputs in response to user inputs

including OxfordAQA’s Developing: The student assembles some program components in

International GCSEs, AS sequence.

and A-levels. Secure: The student makes a simple working program with inputs

YEAR THREE
Year 3 End of year tests and and outputs.
practical project papers Extended: The student makes several versions of a program that work in

Introduction help teachers assess different ways.

students’ achievement
3.1c: Find and correct the errors in a program so it works the way they want
In Year 3, students can draw on developing literacy and numeracy skills to support over the course of any
their use of computers, so they can make more progress and take on bigger full year. Developing: The student finds and removes at least one error from
Built-in projects
challenges. a program.
consolidate and reflect
Secure: The student removes all errors from a program, which then
Learning outcomes can be delivered in any order. Typically, one well-developed upon learning at the
works correctly.
computing activity could provide evidence to confirm achievement against multiple end of each topic
Extended: The student describes how they found and fixed errors in
outcomes. Students will learn to use computers to find and correct errors, to send and of study.
a program.
receive messages and to carry out calculations.

3.2a: Use software to improve the appearance of a document that includes text
Learning outcomes and images
Developing: The student enters text into software such as a word-processing
These learning outcomes set out a programme of study in computing for Year 3.
application.
During the year, every student will:
Secure: The student uses software tools to format, reorganize and
3.1a: Describe a simple plan for a program that changes inputs into outputs
correct a document.
3.1b: Create a program that produces varied outputs in response to user inputs
Extended: The student produces several versions of a document by varying
3.1c: Find and correct the errors in a program so it works the way they want
formatting features.
3.2a: Use software to improve the appearance of a document that includes text
and images 3.2b: Use software to enter number data and make calculations
3.2b: Use software to enter number data and make calculations Developing: The student enters number values into a software application
3.3a: Describe a range of familiar digital devices such as a spreadsheet.
3.3b: Describe tasks where computers can be helpful Secure: The student enters formulas to produce a calculated result.
3.4a: Use technology to send and receive messages Extended: The student explains or shows the meaning of calculated results.
3.4b: Describe the parts of a message
3.3a: Describe a range of familiar digital devices
3.4c: Explain how to respond to an unsuitable communication
Developing: The student names or indicates some digital devices such as
tablets, smartphones and laptops.
Assessment criteria
Secure: The student describes the features and uses of familiar digital
The assessment criteria allow the teacher to assess the level of achievement of devices.
each student.
Extended: The student evaluates and compares familiar digital devices (for
example, for usability or portability).
3.1a: Describe a simple plan for a program that changes inputs into outputs
Developing: The student writes a description of what they want a program 3.3b: Describe tasks where computers can be helpful
to do.
Developing: The student identifies at least one task where the computer
Secure: The student makes a written plan of three or four short steps in has helped.
a correct sequence.
Secure: The student describes a range of tasks where computers
The student makes a plan that includes inputs and outputs.
can help.
Extended: The student plans a program with several different inputs.
Extended: The student explains the types of task where a computer may be
helpful or less helpful.
9 © Oxford University Press 2020

Sample from Computing Assessment Framework, Year 3

8 © Oxford University Press 2020

[Link]
6 Oxford International Curriculum Computing Subject Guide 7

Lesson plans and worksheets

Introductory activity
YEAR 7, Term 2, Unit 3: Programming
• Ask students to describe a situation in their daily lives where they make a choice
Week 1, Lesson 1: Using selection in a program between actions. What makes them choose one of the actions? For example: I miss the bus,
Learning outcome: 7.1c so I walk to school.
• Before starting to teach ‘if’ statements in Python, you may want to revise how relational
Context operators are used in logical tests. Explain that:
• In this lesson, students learn how to use conditional (‘if’) statements in a Python program. ▪ these are relational operators: =, ≠, <, >, >=, <=.
If students have previously studied Scratch (for example, by working through the Oxford ▪ relational operators are used to test if a statement is true or false; for
International Primary Student Books), you could use Scratch programs alongside Python example, 4 = 2 + 2 is true; 6 > 12 is false (because 6 < 12)
to illustrate the teaching points in this lesson. Transferring skills from a familiar language • Work through some logical tests together and say whether they are true or false. For
to a new context may help students’ learning. example: 2 > 9 is false. 3 < 9 is true.
• Finally, introduce the worksheet to the class. Explain to students that they are going to use it
• Example programs to support this lesson are in chapter 4 of the Oxford International
Introductory activity to help them work through the program tasks in this lesson.
YEAR 1, Term 2, Unit 4: Programming Lower Secondary Computing Student Book 7.
• Get children to play the Scratch game from Term 1, Week 10. This should be a brief session • You can choose activities from this lesson plan to suit the length of your Computing Main activity
Week 5, Lesson 1: How to start Scratch to remind children of the game and how to use the Scratch website. lesson. Most lessons will be between 45 minutes and an hour. In the first part of the lesson:
Learning outcome: 1.1c • Then ask: Who is Scratch? What other sprite is in the game? How does Scratch talk to us?
• Explain that in Python, an ‘if’ statement is used when we need to make a decision in a
How do we make Scratch move?
Context program. An ‘if’ statement is carried out when the logical test is true.
Main activity • Show students the syntax of an ‘if’ statement in Python – include the Python relational
• In this unit, children build on the skills and knowledge they learned in Unit 2: operators.
Computational thinking. In Unit 2, children learned how to start and control an existing • Make sure that the pre-prepared Scratch program is loaded on children’s computers, ready Equipment
for them to use. It is important that the start block is not connected to the main program • Supervise students as they complete parts 1 to 3 of the activity in the worksheet.
program. In this unit, they will make changes to an existing program. Computers with Python installed (if you
• Before the lesson, prepare a Scratch program – use the example on the worksheet or block, although it should be available in the work area so that children can add it to the
program. have the Teacher’s Guide, it has In the second part of the lesson:
create your own. Make sure the program is loaded on children’s computers, ready for information on how to download and • Explain that an ‘if… else’ statement in Python tells us what to do if the logical test is false.
• If you want to give children an extra challenge, add some additional blocks to the work area
them to use. install Python); simple Python program • Show students the syntax of an ‘if… else’ statement in Python.
so that children have to choose the right block during the activity.
• Children may complete this lesson in pairs or small groups. Reinforce the learning in • First, explain that a program is made of blocks – shapes that fit together. Each block makes showing ‘if’ and ‘if… else’ statements. • Supervise students as they complete part 4 of the activity in the worksheet.
Term 1, Week 2 about working safely and courteously when sharing computer equipment. the computer do something.
• Example programs to support this lesson are in chapter 4 of the Oxford International • On the whiteboard, show children what the start block looks like and how to move a block. Lesson summary Additional task
Primary Computing Student Book 1. Explain that the start block needs to be in the right place before the program can start.
Computing
In this lesson, students learn to use • Ask students to change the program so that the two values are input by the user.
• You can choose activities from this lesson plan to suit the length of your Computing • Then, ask children to practise moving the start block around the screen – from corner to conditional structures in Python
lesson. Most lessons will be between 45 minutes and an hour. corner of the work area, for example. Learning review
using ‘if’ and ‘if… else’ statements.
• Ask children to click the green flag. What happens? Does Scratch start to move? • Use an ‘if… else’ statement when you need to make a decision in a program. An ‘if…else’
• Explain that children need to drag the block to the right place and let go of the mouse
pointer. This is called drag and drop. Allow children to practise dragging the start block to
The Python program tasks
Joy of Learning statement must contain a logical test.
• If the logical test is true, the ‘if’ part is carried out. If the logical test is false, the ‘else’ part is
Equipment
A computer with a web browser, so
the top of the program block so that it attaches to the program. Ask them to click the green
flag again and say what happens. for this lesson Global Skills Projects
• 7.1.a: Evaluate possible
carried out.

Differentiation
Additional tasks solutions
children can use the Scratch website; Conditional
example Scratch program (from Term 1,
Main activity • If students find hands-on programming tasks challenging, work with them on part 4 in a
• Children who complete the main task early should choose and set a new backdrop for statements let you break-out group while the other students do the task individually or in pairs.
Week 9 and 10; also see worksheet); the program. 1 The code below gives values to two variables: number1 and number2. It then prints a make choices in Extension task
whiteboard. • Encourage children to choose a backdrop that reminds them of a place they like to visit. Ask
them to talk about the places they like to visit.
Computing message to the user on screen. a program.
• Ask students to write a Python program where the user enters two integer numbers. The
Lesson summary a What is the message printed on screen? program should output a message that tells the user which is the larger of the numbers.
Learning review b What does the user have to type to add number1 and number2 together?
In this lesson, children learn that a
program is a list of instructions. • A program is a list of instructions that tell Scratch and other sprites what to do. c What is the result of adding number1 and number2 together?
They learn that they can add new
instructions to a program to change
•
•
•
Programming
A Scratch program is made up of blocks. Each block is an instruction for Scratch.
Blocks are moved by dragging and dropping them to a new place.
Every Scratch program needs a start block.
number1 = 70
what it does. number2 = 80
Differentiation Example program answer =© Oxford
input (“Do
University you
Press 2020; want tosheet
This resource add? Y/N”)
may have been changed from the original. © Oxford University Press 2020; This resource sheet may have been changed from the original.
Joy of Learning
• Some children may need extra practice
In this to develop
lesson, their drag
children and drop skills.
explore Reset the
a pre-written program. Here is one example you
Global Skills Projects activity so that they can repeat the steps in the main activity to develop their mouse skills. 2 The code below uses an ‘if’ statement.
• 1.1b: Ask questions could use.
You can change a What is the condition in the ‘if’ statement?
about causes and Extension tasks
Scratch programs to • Set up the initial screen (Figure 1). Children drag and drop the ‘When b What happens if the condition is true?
consequences
do new things.
• Ask children to write or say what you did in the lesson. What change did they make?
clicked’ block into position to complete the program. c What is the variable ‘result’ used for? YEAR 7, Term 2, Unit 3: Programming
Wellbeing What happened when they made the change?
• 1.4c: Name the natural You are in control! • The completed program is in Figure 2.
• Ask children to change the number in the ‘Move x steps’ block. What happens if they If answer == “Y”:
settings they enjoy make the number bigger? What happens if they make the number smaller? Note: the
visiting result = number1 + number2
default value of the block is 10. Values of 5 and 20 will make noticeable changes in the way
print (result)
Scratch behaves.
© Oxford University Press 2020; This resource sheet may have been changed from the original. © Oxford University Press 2020; This resource sheet may have been changed from the original.
3 Use the code above to write a program that:
• gives values to two variables
• asks the user if they want to add the values together
• adds the values and prints the result if the user enters “Y”.
YEAR 1, Term 2, Unit 4: Programming 4 Add an ‘else’ part to the ‘if’ statement in your program, so that if the user enters anything
other than “Y”, the program will subtract number2 from number1 and print the result.
Opportunities to link
If answer == “Y”:

else
result = number1 + number2 to the Global Skills
result = number1 – number2
print (result)
Projects and
Wellbeing curricula
Every lesson Figure 1 Scratch program layout at start of lesson Figure 2 Completed Scratch code are highlighted.
highlights the learning Includes links to
outcomes it covers,
Year 7 Term 2 Week 1 Lesson 1 Worksheet
© Oxford University Press 2020

recommended
linking back to the resources and
curriculum-at-a-glance worksheets where
document. relevant.
Step-by-step guidance
navigates through
Year 1 Term 2 Week 5 Lesson 1 Worksheet

the delivery of the lesson, © Oxford University Press 2020

with differentiation
suggestions provided.

Download sample lesson plans and worksheets at

[Link]
8 Oxford International Curriculum Computing Subject Guide

Resources Find out more at

[Link]
We recommend that schools use
the Oxford International Primary
Computing and Oxford International
Lower Secondary Computing series
to support the implementation
of the Oxford International Curriculum
for Computing.

With a structured progression and a project-

based approach to learning, this computing
series provides a complete and integrated
computing course for Years 1–9, building
digital literacy while giving students the
confidence to apply their knowledge and
skills to real-life situations.

The Oxford International Curriculum for

Computing schemes of work and individual
lesson plans are matched to the Student
Book for each year group.

[Link]
 K45806

Oxford Education [Link]/OxfordEducation Blog: [Link]

[Link]