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9210/Computer Science Semester 2 Course Schedule
Subject: Com Sci Course Level: GCSE
Lecturer: Kyle Zhang Date: 16/8/2021
List the agenda for the semester including when and where the final exam will be held. Indicate the
schedule is subject to change with fair notice and how the notice will be made available.
Course Schedule:
Week Date Learning Outcomes Exam
1 16/8/2021 . Understand that computers use binary to represent data and
instructions.
Number . Be able to convert between binary and decimal and vice-versa.
Systems . Students know the units bit, byte, kilobyte, megabyte, gigabyte
and terabyte.
2 23/8/2021 . Be able to convert between decimal and hexadecimal and binary Quiz
and hexadecimal. (materials
. Understand why hexadecimal is often used in computer science from last
and give examples of where it is used.
week)
. Be able to add together two binary numbers.
. Be able to perform logical shifts. Assignment
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Lesson Planning Template
Intended Learning (Standards & benchmarks to be assessed)
Learner perspective: What specifically should I understand, know & be able to do at the end
of this unit? What dispositions will I acquire?
Understandings
Knowledge
Skills
Dispositions
Subject Title:
Topic / Unit:
IGCSE / A Level / IB / AP: Grade Level:
Duration of unit:
Stage 1: Desired Results
Lesson/Unit Understandings Goals
What will students understand (about what big ideas) as a result of the unit? /Learning purpose
Student will understand that … …
Essential Questions
Unit questions / Guiding questions / Provocative questions / Student questions
What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big
ideas of the unit?
Learner perspective: What is critical for me to be able understand at the end of this unit & why?
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Knowledge & Skill / Testing theories
What is the key knowledge and skill needed to develop the desired understandings?
What knowledge and skill relates to the content standards on which the unit is focused?
Stage 2: Assessment Evidence
What evidence will be collected to determine whether or not the understandings have been
developed, the knowledge and skills attained, and the state standards met? Anchor the work in
performance tasks that involve application, supplemented as needed by prompted work, quizzes,
observations, etc.
Learner perspective: What will I need to do to demonstrate I have learned what I am supposed to at
the end of the unit?
Performance task summary
Rubric Titles / Self-assessments / Other evidence, Summarised
Stage 3: Learning Activities / Opportunity for integration
What sequence of learning activities and teaching will enable students to perform well at the
understanding in Stage 2 and thus display evidence of the desired results in Stage 1? Use the WHERETO
acronym to consider key design elements.
Learner perspective: What are some things I will actually be doing, developing, participating in to help
me learn?
Learner perspective: What are some ways I can connect what I am learning to other areas and to the
‘real world’?
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Stage 4: Resources
Stage 5: Reflections / Assignment & activities
Student and Teacher perspective: Ways in which the unit might be improved/enhanced next time?
Assignment & activities:
Words & Expressions
Teaching procedures:
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Words & Expressions
Teaching procedures:
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