Teacher Guide

(W)
Followed by a range of learner practical activities 
(G)/
(I). These can be differentiated by task to provide 
appropriate challenge for learners.
Repetition of the previous sequence of activities using
• a control programming language (e.g. GO, Logo, 
Flowol)
• a more conventional procedural language such as 
V-Basic, Python, Pascal etc.
Scratch – a simple programming language that 
makes it easy to create animations, games, 
music, interactive stories, etc. without the 
need to learn complex syntax:
http://scratch.mit.edu/
Some simple tasks in Scratch:
www.teach-ict.com/programming/
scratch/scratch_home.htm
Control programming:
http://apps.dataharvest.co.uk/
index.php?main_page=product_
info&cPath=2_21_8&products_id=9
Flowol website:
www.fl owol.com/Default.aspx
The Python website:
www.python.org/
Some LOGO websites and ideas:
www.mathcats.com/gallery/
logodownloadinfo.html

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Appendix C:
 Sample sc
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Syllabus ref
Learning objectives
Suggested teaching activities
Learning resources
2.2.2
• declare the size of one-
dimensional arrays; for 
example: A[1:n]
• show understanding of the 
use of the index variables in 
arrays
• read values into an array 
using a FOR … TO … NEXT 
loop
Learners write programs from algorithms developed 
in unit 7, to read values from a data source (fi le, 
data statement, keyboard) into a specifi ed array and 
calculate e.g. average, largest, smallest. These will 
have been tailored to give appropriate challenge to 
learners.