Semester 1  Computer organization  Weeks 1 - 9 

Topic  

Computer organization (6 hours)

Computer Architecture

Learning Outcomes / Notes

2.1.1

Outline the architecture of the central processing unit (CPU) and the functions of the arithmetic logic unit (ALU) and the control unit (CU) and the registers within the CPU.

Students should be able to reproduce a block diagram showing the relationship between the elements of the CPU, input and output and storage. The memory address register (MAR) and memory data register (MDR) are the only ones that need to be included.

2.1.2

Describe primary memory.

Distinguish between random access memory (RAM) and read-only memory (ROM), and their use in primary memory.

2.1.3

Explain the use of cache memory

Students should be able to explain the effect of cache memory in speeding up the system as well as being able to explain how it is used.

2.1.4

Explain the machine instruction cycle.

This should include the role of data bus and address bus.

WeeksCourse Content LinksReinforce Learning ActivitiesResources/Assessment/slides  
Week 1Outline the architecture of the central Outline the architecture of the central processing unit processing unit Slides

intro slide

Video
Week 1Describe primary memory.
Week 2 Explain the use of cache memory
Week 2Explain the machine instruction cycle.end of unit assessmnet

Ongoing formative assessment with class activities and Question/ Answers.

Topic  

Computer organization 

Secondary memory & Operating Systems

Learning Outcomes / Notes

2.1.5

Identify the need for persistent storage.

Persistent storage is needed to store data in a non-volatile device during and after the running of a program. LINK Consequences of data loss. TOK If there are no consequences of data loss, why is it stored. TOK There is no such thing as persistent storage. AIM 9 An appreciation of the issues related to both the ever increasing amount of data and a need to retain it.

2.16

Describe the main functions of an operating system.

This is confined to a single-user operating system. Technical details are not needed. For example, memory management should be described but how this is handled in a multitasking environment is not expected.

2.1.7

Outline the use of a range of application software.

Application software should include word processors, spreadsheets, database management systems, email, web browsers, computeraided design (CAD) and graphic processing software.

2.1.8

Identify common features of applications.

Including toolbars, menus, dialogue boxes, graphical user interface (GUI) components. Students should understand that some features are provided by the application software and some by the operating system. S/E This improves usability for a wide range of users. AIM 9 An appreciation of the improvements associated with developments in application software.

WeeksCourse Content LinksResources/Assessment/slides   
Week 3Identify the need for persistent storage.Slides
Week 3Describe the main functions of an operating system
Week 4Outline the use of a range of application software
Week 4Identify common features of applicationsOngoing formative assessment with class activities and Question/ Answers.

Topic 

Computer organization 

Binary Representatin & Simple Logic Gates

Learning Outcomes / Notes

2.1.9

Define the terms: bit, byte, binary, denary/decimal, hexadecimal.

2.1.10

Outline the way in which data is represented in the computer.

To include strings, integers, characters and colours. This should include considering the space taken by data, for instance the relation between the hexadecimal representation of colours and the number of colours available.

 TOK, INT Does binary represent an example of a lingua franca?

 S/E, INT Comparing the number of characters needed in the Latin alphabet with those in Arabic and Asian languages to understand the need for Unicode.

2.1.11

Define the Boolean operators: AND, OR, NOT, NAND, NOR and XOR.

2.1.12

Identify common features of applications.

2.1.13

Construct a logic diagram using AND, OR, NOT, NAND, NOR and XOR gates.

Problems will be limited to an output dependent on no more than three inputs. The gate should be written as a circle with the name of the gate inside it.

LINK Thinking logically, connecting computational thinking and program design, introduction to programming.


Semester 1 Systems Design and SW Lifecycle Weeks 11 - 19 

Topic 

Systems Design

Learning Outcomes / Notes

1.1.1

Identify the context for which a new system is planned.

The extent and limitations of a new system should be appreciated. Organizational issues related to the installation of new systems such as user roles, underlying technologies.

1.1.2

Describe the need for change management.

Students should understand there are a number of factors that need to be managed to ensure change is successful. S/E The way that change is managed can have significant effects on employers and employees

1.1.3

Outline compatibility issues resulting from situations including legacy systems or business mergers.

INT, S/E When organizations interact, particularly on an international basis, there may be issues of software compatibility and language differences.

1.1.4

Compare the implementation of systems using a client’s hardware with hosting systems remotely.

The benefits and drawbacks of SaaS (Software-as-a-Service) should be considered. S/E, INT, AIM 8 The remote host may be in a different time zone and this can have significant effects on end-users

1.1.5

Evaluate alternative installation processes.

Students should be aware of the methods of implementation/ conversion. Parallel running, pilot running, direct changeover and phased conversion. S/E Training issues may require organizations to restructure their workforce.

1.1.6

Discuss problems that may arise as a part of data migration.

INT These include incompatible file formats, data structures, validation rules, incomplete data transfer and international conventions on dates, currencies and character sets.

1.1.7

Suggest various types of testing. 3 The crucial importance of testing at

The crucial importance of testing at all stages of implementation should be emphasized, with the stages clearly defined. Types of testing can include: user acceptance testing, debugging, beta testing. Students should be aware that there are programs that can test other programs, thereby automating parts of the testing process and reducing costs

Topic  

User Focus

Learning Outcomes / Notes

1.1.8

Describe the importance of user documentation.

S/E The quality of user documentation can affect the rate of implementation of the new system.

1.1.9

Evaluate different methods of providing user documentation.

Examples should include methods such as: help files, online support and printed manuals. S/E The quality of user documentation can affect the rate of implementation of the new system.

1.1.10

Evaluate different methods of delivering user training.

Examples should include selfinstruction, formal classes, remote/ online training. S/E The quality of the delivery of user training can affect the rate of implementation of the new system.

WeeksCourse Content LinksResources/Assessment/slides  
Week 17Describe the importance of user documentationSlides
Week 17Evaluate different methods of providing user documentation.
Week 17Evaluate different methods of delivering user training.Ongoing formative assessment with class activities and Question/ Answers.

Topic  

System Backup & S/W Development

Learning Outcomes / Notes

1.1.11

Identify a range of causes of data loss.

Causes include malicious activities and natural disasters. S/E Malicious activity may be a result of activities by employees within the organization or intruders.

1.1.12

Outline the consequences of data loss in a specified situation.

S/E Loss of medical records, cancellation of a hotel reservation without the knowledge of the traveller.

1.1.13

Describe a range of methods that can be used to prevent data loss.

These should include failover systems, redundancy, removable media, offsite/online storage.

1.1.14

Describe strategies for managing releases and updates.

Students should be aware of a variety of ways in which updates and patches are made available and deployed. This includes automatic updates received on a regular basis online. S/E, INT Performance issues related to the inability to install updates may hinder end-users and reduce compatibility between systems in

WeeksCourse ContentResources/Assessment/slides  
Week 18Outline the consequences of data loss in a specified situationSlides
Week 18Describe a range of methods that can be used to prevent data loss.
Week 18Describe strategies for managing releases and updates
Week 19 End of unit assesment Ongoing formative assessment with class activities and Question/ Answers.

 Semester 2 Python text programming  weeks 1  - 9

WeekTopicLearning outcomesTeacher NotesResources/Assessment/slides 
1Input and Output All of you will…
• Use basic input and print
statements
Most of you will…
• Define a variable and know the
rules for naming variables
Some of you will…
• Combine strings with variables in
the print statement
Using the Python shell
• Mathematical operators
• Input and print statements
• Creating and saving new
programs
• Variable names
• Integers
Slides

Input output practice
2 If Statements All of you will…
• Create a basic if statement using
logical operators
Most of you will…
• Create an if…else statement and
explain what a flow diagram is
showing
Some of you will…
• Create your own flow diagrams
using the correct symbols
Logical operators
• Basic if statements
• If…else statements
• Flow diagrams
Ifelse lesson
3More If StatementsAll of you will…
• Create if statements which test
multiple conditions
Most of you will…
• Create complex programs that
include if…elif statements, nested
if statements and use “and” and
“or” in the conditions.
Some of you will…
• Draw accurate flow diagrams to
show complex if statements
• If…elif…else statements
• Nested if statements
• “and” and “or” operators
4 & 5Going Loopy All of you will…
• Create a basic for loop and a
basic while loop
Most of you will…
• Explain the difference between a
count controlled and a condition
controlled loop
• Create a flow diagram to plan a
program
Some of you will…
• Use nested code to combine if
statements and loops together
For loops using the range
statement and
• While loops
• The difference between count
controlled and conditioncontrolled loops
Lesson Slides
6Text and Numbers All of you will…
• Convert data into different data
types
Most of you will…
• Create programs that
manipulate strings including,
adding line breaks, changing the
case and displaying part of a
string
Some of you will…
• Solve programming errors in
somebody else's program
Tax calculation activity
7Random ValuesAll of you will…
• Create simple programs that use
random number and values
Most of you will…
• Create a number guessing game
and a maths quiz using random
values
Some of you will…
• Adapt and improve the program
you are creating
mporting the random module
• random.random()
• random.randint()
• random.randrange()
• random.choice()
Random Story Teller
8 & 9ProjectKids create Adventure Game using skills acquiredAssessment
Practice


Unit Assessment by project
Misc Assessments review boolean

 Semester 2 Python turtle programming  weeks 10 - 12

WeekTopicLearning outcomesTeacher NotesAssessmentResource Link
1 & 2Python Turtle / GraphicsAll of you will…
• Draw simple shapes using the
turtle
Most of you will…
• Use computational thinking skills
to look for repeating patterns
and include them in your
programming
• Create an image using multiple
shapes
Some of you will…
• Draw complex repeating
patterns using nested loops
• Draw images using colour and
random values
Creating simple shapes using a
loop
• Using computation thinking skills
to identify repeating patterns
• Nesting loops to create more
complex patterns
• Altering the background colour
• Altering the line colour
• Altering the line thickness
• Altering the fill colour
• Using random to create unique
random patterns
Class ActivitiesLesson Activites
3 & 4Student projectMini Project

Semester 2 Python Data Structures -  weeks 15 - 22

WeekTopicLearning outcomesTeacher NotesResources/Assessment/slides
5 & 6Creating Robust Programs
All of you will…
• Create a menu system that works
• Use sensible variable names and
user prompts
Most of you will…
• Create a robust program that
take into account user errors to
prevent them from crashing the
program
Some of you will…
• Complete a complex program
by breaking it down into
manageable chunks
• Using sensible variable names
and user prompts
• Creating a menu system that
works
• Creating a robust program that
takes into account user errors to
prevent them from crashing the
program
• How to break a complex task into
manageable chunks
Sub Programs
6 & 7Lists All of you will…
• Create a list and add new values
to that list
Most of you will…
• Display the list in different formats
• Insert items into a specific
location in a list and remove
values from a list
Some of you will…
• Work in pairs to create a
successful program that will allow
a user to manipulate a list of
numbers
Creating simple 1D lists
• Displaying the list
• Displaying the list with each item
on a separate line
• Displaying single items in a list
• Adding data to the end of a list
• Adding data to a specific
position in the list
• Altering data in a list
• Removing data from a list
• Finding the length of a list
List Lesson

Lists 2
7 & 82D ListsAll of you will…
• Create a 2D list
Most of you will…
• Add and delete data in 2D lists
Some of you will…
• Work in pairs to create programs
that allow users to search for
data in a 2D list and manipulate
data in 2D lists
Creating simple 2D lists
• Displaying the list
• Displaying the list with each item
on a separate line
• Displaying single items in a list
• Adding data to the end of a list
• Inserting data into a specific
position in the list
• Altering data in a list
• Removing data from a list
8 & 9Sub programsAll of you will…
• Create a simple program with at
least one sub program
Most of you will…
• Pass variables to a sub program
and return variables from a sub
program
Some of you will…
• Work in pairs to successfully
create complex programs using
sub programs
• Sub programs
• Passing variable to a sub
program
• Returning variables from a sub
program to the main program
• Local and global variables
10,11& 12Final project

Ongoing Computational thinking

Topic 4

Intro to Programming 

Nature of programming Languages

Learning Outcomes / Notes

4.3.1

State the fundamental operations of a computer.

These include: add, compare, retrieve and store data. Complex capabilities are composed of very large numbers of very simple operations.

4.3.2

Distinguish between fundamental and compound operations of a computer.

For example, “find the largest” is a compound operation

.

4.3.3

Explain the essential features of a computer language.

For example, fixed vocabulary, unambiguous meaning, consistent grammar and syntax. TOK Language and meaning.

4.3.4

Explain the need for higher level languages.

For example, as the human needs for computer systems have expanded it is necessary to abstract from the basic operations of the computer. It would take far too long to write the type of systems needed today in machine code

4.3.5

Outline the need for a translation process from a higher level language to machine executable code.

For example, compiler, interpreter, virtual machine.

Topic 4

Intro to Programming 

Use of programming Languages

Learning Outcomes / Notes

4.3.6

Define the terms: variable, constant, operator, object

4.3.7

Define the operators =, ≠, <, <=, >, >=, mod, div.

.

4.3.8

Analyse the use of variables, constants and operators in algorithms.

For example, identify and justify the use of a constant as opposed to a variable in a given situation. MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms.

4.3.9

Construct algorithms using loops, branching

MYP Mathematics: using flow charts to solve problems in real-life contexts, logic, algorithms

MYP Technology: design cycle (inputs, processes, outputs, feedback, iteration).

LINK Connecting computational thinking and program design.

4.3.10

Describe the characteristics and applications of a collection.

For example, compiler, interpreter, virtual machine.

4.3.11

Construct algorithms using the access methods of a collection.

Characteristics: • Contains similar elements

4.3.12

Discuss the need for sub-programmes and collections within programmed solutions.

Show an understanding of the usefulness of reusable code and program organization for the individual programmer, team members and future maintenance.

4.3.13

Construct algorithms using predefined sub-programmes, one dimensional arrays and/or collections.

Students will only be required to analyse flow charts in the externally assessed components. Students will be expected to write and analyse pseudocode in the externally assessed components.

resource link https://ibcomputerscience.xyz/algorithmic-thinking-practice/

Wk 1  06 Aug 3.5 Hours

2.1 Inclusive ( 2.1.1 - 2.1.13 )

Lesson Links

Resources 

Home Work / Assessment

Day 1 Monday 2.1.11 - 2.1.13

Logic Gates Content Please click Here

Day 2

Compter Architecture Content Please click Here

Day 3 ( 2.1.9 -2.1.13)

Computer Organisation Content Please click Here

Wk 2  13 Aug 3.5 Hours

Lesson Links

Resources 

Home Work / Assessment

Day 1 Monday

Link

Day 2

Link

Day 3

Link

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