A guide to
Cambridge Lower Secondary
Computing
Introduction
Cambridge Lower Secondary Computing supports learners to discover how computers, networks and machines combine to form functioning systems. This allows them to understand how hardware, software, computational thought processes and programming are applied to make computers such essential and exciting parts of their lives.
Cambridge Lower Secondary Computing learners:
- become confident computational thinkers, who can abstract key information from a set of instructions, break down problems into smaller parts and recognise patterns within sequences of instructions. They can represent sequences of instructions both verbally and visually, with increasing precision.
- think logically, and identify and solve errors in increasingly complex computing scenarios.
- see themselves as computer scientists, who identify opportunities for skills such as programming and logical thinking in a range of local and global industries.
- understand the role that data plays in the lives of individuals, businesses and in the wider world. They also understand how computers can be programmed to use large data sets and how these data sets can be used to model scenarios and inform decision making.
- develop the vocabulary that is regularly associated with computers and with computational thinking.
- evaluate sequences of instructions and understand the value of working collaboratively so that a range of skills can be applied to the development of computer programs.
- understand how computers and other machines are interconnected and how they play a vital role in a range of industries.
Teaching Cambridge Lower Secondary Computing
The curriculum should be taught using a range of hands-on programming and problem solving activities. Learners will benefit from repeated opportunities to:
- decompose problems to support the finding of solutions
- create, and then correct, their own algorithms
- create programs that make decisions based on data, mathematical operators, rules and code imported from other programs
- understand how data travels across networks to meet user requirements such as performance and security
- interact with different data sets to understand how they are stored, modelled and analysed using computing devices.
We provide a wide range of practical resources, detailed guidance, innovative training and professional development so that you can give your learners the best possible experience of Cambridge Lower Secondary Computing.
We believe that for teaching and learning to be effective, there should be alignment between curriculum, pedagogy and assessment. We have designed Cambridge Lower Secondary Computing around this principle:
Curriculum – taken from Lower Secondary Computing Curriculum Framework
9MD.02 Know how to use functions in spreadsheets to analyse data, including if, min, max, count.
Pedagogy – 9MD.02 activity taken from the Stage 9 Scheme of Work
Support learners to recall their learning from this activity by asking the following questions:
- Which formula finds the smallest number in a list?
Answer: min
- Which formula finds the largest number in a list?
Answer: max
- Which formulae counts how many items are in a list?
Answer: count
- Which formula do you use to find the highest number of sales?
Answer: max
- Which formula do you use to find how many records are in a spreadsheet?
Answer: count
Assessment
Learners discuss and record correct answers to the questions about min, max, and count.
Learners create a spreadsheet to model the finances needed for a school event, using these functions to analyse data.
Curriculum Framework
The Cambridge Lower Secondary Computing Curriculum Framework is available to download on the Computing (0860) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into five main areas called ‘strands’ which run through every stage.
We have designed the learning objectives to ensure progression in learning from Stage 7 to Stage 9. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the Computing (0860) page of the Cambridge Lower Secondary support site.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below are some examples of how knowledge, understanding and skills progress across the stages:
Curriculum Framework
The Cambridge Lower Secondary Computing Curriculum Framework is available to download on the Computing (0860) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into five main areas called ‘strands’ which run through every stage.
We have designed the learning objectives to ensure progression in learning from Stage 7 to Stage 9. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the Computing (0860) page of the Cambridge Lower Secondary support site.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below are some examples of how knowledge, understanding and skills progress across the stages:
| Learning objective examples | |||
|---|---|---|---|
| Strand | Stage 7 | Stage 8 | Stage 9 |
| Computer Systems | Explain the use of automation in at least two industries, such as health, manufacture or advertising. | Describe how autonomous programming and AI is used in robotics. | Describe the benefits and risks of the computerisation of traditional manufacturing and industrial practices, for example Industry 4.0. |
Pedagogy
The Curriculum Framework gives you a list of learning objectives for each stage. Our support materials then give you guidance on:
- the order in which to teach the objectives
- ways of grouping them
- how to split the objectives into smaller steps, and how to differentiate to make the work easier or harder
- suitable activities through which to teach
- ideas for active learning.
Our support materials include:
- Progression Grid
- Schemes of Work
- Teacher Guide
- Endorsed resources
- Training
Find and access these support materials, on the Computing (0860) page of the Cambridge Lower Secondary support site. You can find more general information about these support materials on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
The Computing curriculum is designed to use a range of 'unplugged' activities that do not require the use of technology. Here are some examples of unplugged activities:
- Pre-prepared flowchart and pseudocode algorithms that learners follow, edit and then apply to solutions of their own.
- Pre-prepared cards which contain key computing terminology for learners to explain their understanding.
- Movement activities that enable learners to replicate and understand the movement of data across a network.
- Opportunities to evaluate the design of networks and individual digital devices based upon specific requirements.
- Discussions about their own digital experiences, such as using different wired and wireless network connectors.
- Discussions about automation, robotics, artificial intelligence and machine learning.
Learners will also do activities that require a computer, for example, they will:
- create programs, using a text-based programming language to create code and produce increasingly sophisticated games, quizzes and interactive interfaces
- explore combinations of data input, storage and analysis to produce a range of informative and interactive outputs
- investigate the creation of sounds and images and how these are stored and processed by a computer.
Create an activity
Create an activity
To help you to consider this approach further, use the table below to plan an activity that would address the two learning objectives. You can use the Schemes of Work to give you ideas at each stage.
| Learning objectives | Example activity | ||
|---|---|---|---|
| Stage 7 | 7CS.03 Describe how analogue images are digitised. | 7CS.04 Understand that a binary number can represent different data, such as numbers, characters, images, and sounds. | |
| Stage 8 | 8CT.07 Predict the outcome of algorithms and test that they meet those outcomes. | 8CT.03 Identify the important characteristics of pseudocode, including that it should be short, clear and precise and should have the start and end clearly shown. | |
| Stage 9 | 9CT.02 Follow flowchart or pseudocode algorithms that use loops. | 9P.03 Know how to develop text-based programs with count-controlled loops. | |
All of the skills related to algorithms, programming and data should be practised progressively throughout the curriculum. The use of data types, for example, is introduced to programming in Stage 7. However, learners should apply these, with increasing complexity, throughout their programming activities in Stages 8 and 9.
For more information on the approaches to teaching and learning in Cambridge Lower Secondary Computing, refer to Section 3.4 of the Teacher Guide.
Assessment Guidance
Assessment guidance provides support and advice on how to assess learners in the classroom, including:
- examples of how teaching and learning activities can be assessed
- approach to recording achievement
- approaches to reporting results.
There is no Cambridge Lower Secondary Progression Test or Checkpoint for this subject.
Find the Assessment guidance on the Computing (0860) page of the Cambridge Lower Secondary support site.
You can find more general information about Assessment guidance on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
Assessment Guidance
Assessment guidance provides support and advice on how to assess learners in the classroom, including:
- examples of how teaching and learning activities can be assessed
- approach to recording achievement
- approaches to reporting results.
Find the Assessment guidance on the Computing (0860) page of the Cambridge Lower Secondary support site.
You can find more general information about Assessment guidance on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
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