Topic 2.

1 – Algorithms: Lesson 1 – Introduction to algorithms

The big picture Objectives Engagement

Why is this relevant for the learners? What should the learners be confident/ab How will I encourage engagement?

1. Ask students how many problems, or decisions le to do at the end of the session? 1. Give students the situation: You need to
they encounter each day? write a program that simulates the
2. Explain that these actions, processes etc. are 1. Understand the term and processes in International Space Station.
implemented in a computer system through computational thinking. 2. Ask them how they would tackle this
computational thinking, which anyone who uses a 2. Be able to use the skills of abstraction, program.
computer uses, without knowing it. decomposition and algorithmic thinking.
Notes: A short activity that stimulates the
Notes: Use Context Setting task to engage pupils Notes: These are the core learning that the students learners. Ideas taken from big picture activity
and create discussion. should develop during the lesson. This will link to the could be used.
May link to flipped resources if you use flipped activities that provide ability to assess the
Objectives.
learning.

Assessment for Learning The sticking points Keywords

Expected progress: What activities will the learners undertake? Learners should be able to use the following
words confidently:
 Define the terms computational thinking,
 Computational thinking – the use of computers
abstraction, decomposition and algorithmic  Definition of computational thinking to solve problems.
thinking.  How abstraction is used when producing a  Abstraction – representing 'real world'
program. problems in a computer using variables and
Good progress:  How decomposition is used when producing a symbols and removing unnecessary elements
 Describe key elements in abstraction, program. from the problem.
decomposition and algorithmic thinking.  How algorithmic thinking is used when producing  Decomposition – breaking down a large
 Use abstraction, decomposition and algorithm a program. problem into smaller sub-problems.
thinking to design solutions to problems, although  Algorithmic Thinking - identifying the steps
these may not be complete. Notes: A list of concepts that you want the learner to involved in solving a problem.
remember by the end of the lesson. Notes: Multiple Choice Questions will assess
Exceptional progress: these keywords; use the MCQs supplied. You
 Explain how abstraction, decomposition and may wish to customise these as needed.
algorithmic thinking are components of
Notes
computational thinking.
 Apply abstraction, decomposition and algorithmic
thinking to problems.

Version 1 1 © OCR 2020

 GCSE (9–1) Computer Science 5 Minute Lesson Plan

Differentiation
How will I enable access to each area of learning for my learners? Summary/Plenary
 Activity 1 – differentiated worksheets for low, middle and high. Use MCQs here
 Activity 2 – differentiated worksheets for low, middle and high.
 Activity 3 – differentiation by expectation and outcome, high achievers should be giving very precise  Ask students to work in pairs to test each other
instructions that cover all aspects of each question, whilst lower ability may miss some stages, or use on the key term definitions.
less precise statements.  Ask students to add to each other's definitions
Notes: Use of Stretch Task Ideas supplied may support high end differentiation. You will need to modify to make sure they are complete.
Activity 1

the resources to meet the needs of your pupils specifically. You may wish to refer to Departmental or
School policies on differentiation methods used within your centre.
Notes: Use the MCQs to check basic
What tasks will I ask the pupils to complete to develop their understanding during the lesson? understanding of key words and topics.

 Worksheet L1 Activity 1. Use the LOR to develop deeper knowledge and

 Students are to identify how a map would be represented in a computer system. allow Peer Assessment and Review. This can be
 For the low level, students are given instructions to draw the map and told how to do this. developed to use the LOR ideas as homeworks
 The medium level have questions to guide them in how to apply abstraction and what they need to etc.
consider.
 The high level do not have the hints, and have an extension activity.
 A student could draw their map or read out their answer for other students to compare theirs to when
complete.
Notes: Use the Activities given to develop the student’s knowledge of the topic. Each activity may need
Activity 2

further differentiation/adaptation for your needs. Reference the Common Misconceptions/FAQ guide to
support your delivery of the topic.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?
 Students need to complete the top-down diagram/structure diagram for the game of Battleships.
 Students may need the game of Battleships describing before starting, this can be done alongside Slide
11 where the diagram is presented.
 The low level have the boxes drawn, and the words – they need to put the words into the correct boxes
 The medium level have a hint to help guide them in the completion of the diagram.
 The high level do not have the hint, and they have an extension to draw a further diagram to expand one
of the sub-problems.
 For the medium and high level worksheets, there is no set right answer – there can be many diagrams
Activity 3 /
Extension

that are all different, but that cover the requirements.

How will I challenge high ability learners, or extend the lesson activities if needed?
 Students need to write algorithms (the steps involved in the processes) for the three problems
on the board.
 Higher level students should be.

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 GCSE (9–1) Computer Science 5 Minute Lesson Plan

Topic 2.1 – Algorithms: Lesson 2 – Designing, creating and refining algorithms

The big picture Objectives Engagement

Why is this relevant for the learners? What should the learners be confident/able to do How will I encourage engagement?
at the end of the session? 1. Ask students to 'do' the algorithm on slide 4 (this
1. Give students the scenario: An APP development can be adapted for your situation and students.
company is creating a new game. 1. Be able to produce an algorithm using a 2. Ask students if this is an algorithm.
2. Do you start programming immediately? flowchart. 3. What do they recognise from it? i.e. IF, ELSEIF,
2. Be able to produce an algorithm using ENDIF etc.
Notes: Use Context Setting task to engage pupils and pseudocode. 4. This can be expanded if time, to ask students to
create discussion. May link to flipped resources if you
write their own instructions for each other, or the
use flipped learning. Notes: These are the core learning that the
class, to act out (keep an eye on appropriateness
students should develop during the lesson. This will
of actions).
link to the activities that provide ability to assess the
Notes: A short activity that stimulates the learners.
Objectives.
Ideas taken from big picture activity could be used.

Assessment for Learning The sticking points Keywords

Expected progress: What activities will the learners undertake? Learners should be able to use the following
 Identify the core symbols in flowcharts. words confidently:
 Write input, output and processing instructions in  The key symbols for a flowchart.  Algorithm – the series of steps to solve a problem
pseudocode.  The key components of pseudocode. or perform an action.
 Use selection in pseudocode.  Flowchart – a diagram that shows the inputs,
Notes: A list of concepts that you want the learner to outputs and processes in an algorithm.
Good progress:  Process – an action that takes place.
remember by the end of the lesson.
 Follow selection within a flowchart.
 Pseudocode – simplified programming code that
 Identify all symbols used in flowcharts. is not language specific, used to design
 Write
How algorithms usingaccess
will I enable selection
to and
eachiteration
area ofinlearning for
Notes
my learners?  Askalgorithms.
students to identify the key symbols in
pseudocode. flowcharts.
Differentiation

Notes: Multiple Choice Questions will assess these

 Activity 1, there are 3 different flowcharts for low, medium and high. Medium involves more decisions  keywords;
Ask studentsusetothe
identify
MCQs the differences
supplied. You may wish to
Exceptional progress: between pseudocode and programming
and calculation, high uses subroutines. Students could work through the different levels if appropriate. customise these as needed.
 Follow iteration and subroutines within flowcharts.
 Activity 2, there are 3 different worksheets, for low, medium and high. code.
 Write complex algorithms using pseudocode.
o Low – the algorithms are more structured and hints are given to help the students address each
step of the algorithm. Summary/Plenary
Notes: Use the MCQs to check basic
o Medium – the algorithms increase in complexity, using loops and selection. understanding of key words and topics.
o High – the algorithms increase in complexity and require additional functions such as the use of
Use the LOR to develop deeper knowledge and
MOD. allow Peer Assessment and Review. This can
Activity 2
1

be developed to use the LOR ideas as

VersionNotes:
1 Use of Stretch Task Ideas supplied may support high end differentiation.
3 You will need to modify homeworks etc. © OCR 2020
the resources to meet the needs of your pupils specifically. You may wish to refer to Departmental or
School policies on differentiation methods used within your centre.
GCSE (9–1) Computer Science 5 Minute Lesson Plan

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Students are to follow Activity 1 to work out the result of each flowchart, there is a different flowchart
for low, medium and high to change the level of difficulty of the flowchart.

Notes: Use the Activities given to develop the student’s knowledge of the topic. Each activity may need
further differentiation/adaptation for your needs. Reference the Common misconceptions/FAQ guide to
support your delivery of the topic.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Students need to write a pseudocode algorithm for each of the tasks on the worksheet, there are 3
levels to the worksheet – more information on this is in the differentiation section.

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 GCSE (9–1) Computer Science 5 Minute Lesson Plan

Topic 2.1 – Algorithms: Lesson 3 – Correcting and completing algorithms

The big picture Objectives Engagement

Why is this relevant for the learners? What should the learners be confident/able to do How will I encourage engagement?
at the end of the session?
1. Is everything perfect first time? 1. You are presented with a pseudocode algorithm
2. Discuss how mistakes are always made, even by  Be able to find and correct errors in algorithms. that doesn’t work.
very experience programmers, when writing new  Be able to complete algorithms where code is 2. How will you find and fix the errors? What do
programs. missing. you do?
3. Explain how this is expected, and not a weakness, 3. Discuss different ways and strategies that can
it is how you find the error(s) and correct it/them Notes: These are the core learning that the students be used to find the errors, such as tracing the
that matters. should develop during the lesson. This will link to algorithms, using example data.
Notes: Use Context Setting task to engage pupils and the activities that provide ability to assess the
create discussion. May link to flipped resources if you Objectives. Notes: A short activity that stimulates the learners.
use flipped learning. Ideas taken from big picture activity could be used.

Assessment for Learning The sticking points Keywords

Expected progress: What activities will the learners undertake? Learners should be able to use the following
 Identify the core symbols in flowcharts. words confidently:
 Write input, output and processing instructions in  How to tackle finding an error in an algorithm.
pseudocode.  How to tackle completing missing code in an  Dry run – walking through an algorithm which
 Use selection in pseudocode. algorithm. sample data, running each step manually.
 Trace Table – a table that follows the values of
Good progress: variables to check for accuracy.
Notes: A list of concepts that you want the learner to
 Follow selection within a flowchart.
remember by the end of the lesson.
 Identify all symbols used in flowcharts. Notes: Multiple Choice Questions will assess these
 Write algorithms using selection and iteration in keywords; use the MCQs supplied. You may wish
pseudocode. to customise these as needed.
could be used.
Exceptional progress:
 Follow iteration and subroutines within flowcharts.
Notes
 Write complex algorithms using pseudocode.

Version 1 5 © OCR 2020

GCSE (9–1) Computer Science 5 Minute Lesson Plan

How will I enable access to each area of learning for my learners? Summary/Plenary
 Activity 1, there is a low, medium and high level worksheet.  Use MCQs for the topic.
o Low – the students have a simpler algorithm which uses selection.
o Medium – the algorithm uses iteration and has more calculations and overwriting of variables. Notes: Use the MCQs to check basic
Differentiation

o High – the students have a more complex algorithm with iteration and selection. understanding of key words and topics.
 Activity 2, there is a low, medium and high level worksheet. Use the LOR to develop deeper knowledge and
o Low – the students have a sequence algorithm to complete. allow Peer Assessment and Review. This can be
o Medium – selection is used with multiple calculations. developed to use the LOR ideas as homeworks
 High – iteration and selection are combined, along with nested statements. etc.

Notes: Use of Stretch Task Ideas supplied may support high end differentiation. You will need to modify
the resources to meet the needs of your pupils specifically. You may wish to refer to Departmental or
Activity 1

School policies on differentiation methods used within your centre.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Use Activity 1 worksheet, students need to read what the algorithm should do, trace the algorithm, find
and correct the errors. There are three different algorithms for low, medium and high – see
differentiation for more detail.

Notes: Use the Activities given to develop the student’s knowledge of the topic. Each activity may need
Activity 2

further differentiation/adaptation for your needs. Reference the Common Misconceptions/FAQ guide to
support your delivery of the topic.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Use Activity 2 worksheet, students need to read what the algorithm should do, trace the algorithm and
complete the algorithm where there are spaces. There is a low, medium and high level – these are
described further in the differentiation section.

Version 1 6 © OCR 2020

 GCSE (9–1) Computer Science 5 Minute Lesson Plan

Topic 2.1 – Algorithms: Lesson 4 – Linear and binary searches

The big picture Objectives Engagement

Why is this relevant for the learners? What should the learners be confident/able to do How will I encourage engagement?
at the end of the session?
1. Ask students how they search for an item that 1. Shuffle and deal 10 cards upside down on the
they have lost, or how they search for a book in a 1. Be able to use a linear search to find data. desk in front of you.
library. 2. Be able to use a binary search to find data. 2. Only 1 card can be turned over at a time.
2. Ask students how they think a search engine finds 3. Understand the differences between a linear and a 3. Do you have a Jack?
websites. binary search.
4. Extension: Can you write an algorithm (series
3. Ask students how they would tell a computer how
Notes: These are the core learning that the students of steps) to search for the Jack.
to search for something.
should develop during the lesson. This will link to the 5. If you do not have access to decks of cards, use
activities that provide ability to assess the Objectives. numbers on small pieces of paper.
Notes: Use Context Setting task to engage pupils
and create discussion. May link to flipped resources Notes: A short activity that stimulates the learners.
if you use flipped learning. Ideas taken from big picture activity could be used.
Assessment for Learning The sticking points Keywords
Notes
Expected progress: What activities will the learners undertake?
Learners should be able to use the following
 Perform a linear search correctly. words confidently:
 Perform a binary search correctly.  Describe the steps in a linear search.
 Identify at least one difference between a linear  Describe the steps in a binary search.  Linear search – Each item in the list is checked
and binary search.  Understand that a binary search needs the items in order.
to be in order.  Binary search – An ordered list is divided in 2
Good progress: with each comparison.
 Describe the steps involved in a linear search. Notes: A list of concepts that you want the learner to
remember by the end of the lesson. Notes: Multiple Choice Questions will assess these
 Describe the steps involved in a binary search. keywords; use the MCQs supplied. You may wish
 Perform both a linear and binary search. to customise these as needed.
 Describe at least two differences between a
linear and binary search.

Exceptional progress:
 Write an algorithm to perform a linear search.
 Write an algorithm to perform a binary search.
 Explain the differences between a linear and
binary search.

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 GCSE (9–1) Computer Science 5 Minute Lesson Plan

How will I enable access to each area of learning for my learners? Summary/Plenary
 Lower level students will need support, and possibly to work in pairs to perform the searches. If doing  Ask students to work in pairs.
these activities in pairs, then each student needs an opportunity to perform the search with the other 
Activity 1 Differentiation

Ask one student to give instructions to

assisting. the other, on how to perform a linear, or
 The worksheet (Activity 1 and 2) have instructions on how to perform the searches which can be given to binary, search.
individual students where needed.  The other student is to carry out the
 The higher level students should be expected to give clear instructions on how to perform the searches, instructions – but correct the first student
and to write an algorithm (or attempt to write an algorithm) for each search. where necessary.
Notes: Use of Stretch Task Ideas supplied may support high end differentiation. You will need to modify the
resources to meet the needs of your pupils specifically. You may wish to refer to Departmental or School Notes: Use the MCQs to check basic
policies on differentiation methods used within your centre. understanding key words and topics.

What tasks will I ask the pupils to complete to develop their understanding during the lesson? Use the LOR to develop deeper knowledge and
allow Peer Assessment and Review. This can
 Students need to work in pairs (or groups of 3 max.). be developed to use the LOR ideas as
 Each group needs a pack of playing cards, or a suit of playing cards, or printed out cards with numbers on. homeworks, etc.
 The students need to put these cards in order from lowest to highest, and then turn them over so they
cannot see them.
 The students need to perform a binary search on the cards to try and find the number 8, then to find a King
(these can be replaced with your own options depending on what cards or items you are using)
 Worksheet Activity 1 has a list of instructions for students to follow if needed.
Notes: Use the Activities given to develop the student’s knowledge of the topic. Each activity may need
further differentiation/adaptation for your needs. Reference the Common Misconceptions/FAQ guide to
support your delivery of the topic. Reference the Common Misconceptions/FAQ guide to support your delivery
Activity 2

of the topic.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?
 Students need to work in pairs (or groups of 3 max.).
 Each group needs a pack of playing cards, or a suit of playing cards, or printed out cards with numbers on.
 These cards need to be face down (so the students cannot see what is on them).
 The students need to perform a linear search on the cards to try and find the number 8, then to find a King,
then an Ace (these can be replaced with your own options depending on what cards or items you are
using).
Activity 3 /
Extension

 Worksheet Activity 2 has a list of instructions for students to follow if needed.

How will I challenge high ability learners, or extend the lesson activities if needed?
 Make sure the Worksheets have been collected in from Activity 1 and Activity 2.
 Students need to independently write down a list of instructions for someone else to follow, on how
to perform a linear and a binary search.
 Extensions: students need to attempt to put this into pseudocode, or a programming language.

Version 1 8 © OCR 2020

 GCSE (9–1) Computer Science 5 Minute Lesson Plan

Topic 2.1 – Algorithms: Lesson 5 – Bubble sort

The big picture Objectives Engagement

Why is this relevant for the learners? What should the learners be confident/able to do How will I encourage engagement?
at the end of the session?
1. Ask students to consider where items, or objects 1. Ask the students to work in pairs (3s if needed).
need to be sorted in the real world and to think 1. Understand the principles of a bubble sort. 2. 1 student is to deal 10 cards, face up.
about how a computer sorts items. 2. Be able to perform a bubble sort on a set of data. 3. The second student needs to instruct the first on
3. Understand how the number of comparisons what to do to put the cards in numerical order .
Notes: Use Context Setting task to engage pupils and increases in a bubble sort.
create discussion. May link to flipped resources if you Notes: A short activity that stimulates the learners.
Notes: These are the core learning that the students Ideas taken from big picture activity could be used.
use flipped learning.
should develop during the lesson. This will link to the
activities that provide ability to assess the Objectives.

Assessment for Learning The sticking points Key words

Expected progress: What activities will the learners undertake? Learners should be able to use the following
 Perform a bubble sort correctly. words confidently:
 How to perform a bubble sort.
Good progress:  The number of worst case comparisons a bubble  Bubble sort – moving through a list repeatedly,
 Describe the stages involved in performing a sort takes. swapping elements that are in the wrong order.
bubble sort.  The average number of comparisons a bubble sort
How will I enable access to each area of learning for my learners? Notes: Multiple Choice Questions will assess these
takes.
keywords; use the MCQs supplied. You may wish
Exceptional progress:  to customise these as needed.
 Lower level students will need support, and possibly to work in pairs to perform the sort. If doing these
 Write an algorithm to perform a bubble sort.  Notes: A list of concepts that you want the learner to
activities in pairs, then each student needs an opportunity to perform
remember by the the
endsearch with the other
of the lesson.
assisting.
 The worksheet Activity 1 has instructions on how to perform the searches which can be given to
individual students where needed.
 Activity 2 worksheet has a low, medium and high level.  Ask one student to given instructions to the other
o Low has instructions on what needs to be compared, Notesand partially completed lists for the first cycle on how to perform the bubble sort, the students
Differentiation

through the list. For further cycles through, an empty list is given for students to complete. must correct any incorrect instructions that they
o Medium – no additional instructions or structured lists are given students are expected to perform are given.
the sort independently (using Activity 1 instructions if needed).
o High – the students are expected to perform the sort and then begin to write an algorithm to Notes: Use the MCQs to check basic understanding
of key words and topics.
perform the sort, preferably in pseudocode code or a programming language.
Summary/Plenary
Use the LOR to develop deeper knowledge and allow
Version 1
Notes: Use of Stretch Task Ideas supplied may support high end differentiation.
9
You will need to modify Peer Assessment and Review. This can be
© OCR 2020
the resources to meet the needs of your pupils specifically. You may wish to refer to Departmental or developed to use the LOR ideas as homeworks etc.
School policies on differentiation methods used within your centre.
GCSE (9–1) Computer Science 5 Minute Lesson Plan

Activity 1

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Students can work in pairs, independently, or in groups of 3 if needed.

 Students need to deal 10 cards face down (these can be from a deck of playing cards, of cards with
different numbers on).
 The students need to follow the bubble sort instructions to put the cards in order – this can be
repeated until students are confident with the process.
 The worksheet Activity 2 has instructions on that can be given to students, or groups to remind them of
the steps.

Notes: Use the Activities given to develop the student’s knowledge of the topic. Each activity may need
further differentiation/adaptation for your needs. Reference the Common Misconceptions/FAQ guide to
support your delivery of the topic. Reference the Common Misconceptions/FAQ guide to support your
Activity 2

delivery of the topic.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

Students need to complete a bubble sort on the list of data provided.

They need to show each stage of the process.
There is a low, medium and high level, with differing support (see section on differentiation).

Version 1 10 © OCR 2020

 GCSE (9–1) Computer Science 5 Minute Lesson Plan

Topic 2.1 – Algorithms: Lesson 6 – Merge sort

The big picture Objectives Engagement

Why is this relevant for the learners? What should the learners be confident/able to do How will I encourage engagement?
at the end of the session?
1. Bubble sort is one method of sorting and is great in 1. Ask students to deal 10 cards (or other
some situations ... 1. Understand the principles of a merge sort. appropriate media).
2. ... but there is not only one method of sorting. 2. Be able to perform a merge sort on a set of data. 2. Ask students to sort them, but they cannot use a
3. Do you ever use a bubble sort? bubble sort.
Notes: These are the core learning that the students 3. Ask students to share their sorting method(s)
Notes: Use Context Setting task to engage pupils and
should develop during the lesson. This will link to the either in pairs, groups or as a class.
create discussion. May link to flipped resources if you activities that provide ability to assess the Objectives.
use flipped learning. Notes: A short activity that stimulates the learners.
Ideas taken from Big Picture activity could be used.

Assessment for Learning The sticking points Keywords

Expected progress: What activities will the learners undertake? Learners should be able to use the following
 Perform a merge sort. words confidently:
 How to merge two ordered lists.
Good progress:  Merge sort – a list is split into individual lists,
 The steps involved in performing a merge sort.
 Describe the stages involved in a merge sort. these are then combined (2 lists at a time).
 List: a set of data.
Notes: A list of concepts that you want the learner to
Exceptional progress:
 Write an algorithm to perform a merge sort. remember by the end of the lesson.
Notes: Multiple Choice Questions will assess these
keywords; use the MCQs supplied. You may wish to
customise these as needed.

Notes

Version 1 11 © OCR 2020

GCSE (9–1) Computer Science 5 Minute Lesson Plan

How will I enable access to each area of learning for my learners? Summary/Plenary
Activity 1 Differentiation
 Activity 3. There is a low, medium and high worksheet.  Ask one student to give a second instructions to
o Low, students have a structure on their worksheet with instructions on how to perform the sort. perform a merge sort on either a set of data, cards
o Medium, students have been given the steps involved. etc. The second student must correct any mistakes
o High – the students are not given any prompts and have an extension activity to consider how a list during the process.
of names would be sorted (as opposed to working with numbers).  This can be repeated so each student has to
describe the steps.
Notes: Use of Stretch Task Ideas supplied may support high end differentiation. You will need to modify
the resources to meet the needs of your pupils specifically. You may wish to refer to Departmental or Notes: Use the MCQs to check basic understanding of
School policies on differentiation methods used within your centre. key words and topics.
What tasks will I ask the pupils to complete to develop their understanding during the lesson?
Use the LOR to develop deeper knowledge and allow
 Students need to work in pairs, or small groups to merge the two lists on slide 8. Peer Assessment and Review. This can be developed
 They need to show each step of the process. to use the LOR ideas as homeworks etc.

Notes: Use the Activities given to develop the student’s knowledge of the topic. Each activity may need
Activity 2

further differentiation/adaptation for your needs. Reference the Common Misconceptions/FAQ guide to
support your delivery of the topic.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Students can work independently, or in pairs.

 Students need to deal 10 cards (playing cards, or paper with numbers on) face up.
 They need to follow the steps to perform a merge sort on the cards.
 This process can be repeated by dealing additional cards or swapping if working in groups.
Activity 3

 The worksheet 'Activity 1' has the steps involved listed, it can be given to some students to help remind
them how to perform the sort.

How will I challenge high ability learners, or extend the lesson activities if needed?

 Students need to use the worksheet to perform a merge sort on the list of data.

Activity 4

The worksheet is differentiated for low, medium and high learners – see the section on
differentiation for more detail.

How will I challenge high ability learners, or extend the lesson activities if needed?

 Ask students to work in pairs (or 3s).

 They need to set up one list that they will both sort.
 One student needs to perform a bubble sort.
 One student needs to perform a merge sort.
 They need to record how many moves/comparisons each sort makes.
 Discuss which was fastest, and in which scenario each is fastest.
Version 1 12 © OCR 2020
 GCSE (9–1) Computer Science 5 Minute Lesson Plan

Topic 2.1 – Algorithms: Lesson 7 – Insertion sort

The big picture Objectives Engagement

Why is this relevant for the learners? What should the learners be confident/able to do How will I encourage engagement?
at the end of the session?
1. Ask students to think back to the different sorting 1. Remind students about the two different
methods. 1. Understand the principles of an insertion sort. methods of searching.
2. Ask them to think about any other ways of sorting 2. Be able to perform an insertion sort on a set of 2. Ask students to 'invent' a third way of sorting
– how many different methods can you sort one data. data, use a pack.
list of items?
Notes: These are the core learning that the students Notes: A short activity that stimulates the learners.
should develop during the lesson. This will link to Ideas taken from Big Picture activity could be used.
Notes: Use Context Setting task to engage pupils
and create discussion. May link to flipped resources the activities that provide ability to assess the
if you use flipped learning. Objectives.

Assessment for Learning The sticking points Keywords

Expected progress: What activities will the learners undertake? Learners should be able to use the following
 Perform an insertion sort. words confidently:
 The steps involved in performing an insertion sort.
Good progress:  Insertion sort – each item is taken in turn,
 Describe the stages involved in an insertion sort. compare to the items in a sorted list and placed
Notes: A list of concepts that you want the learner to
in the correct position.
remember by the end of the lesson.
Exceptional progress:  Ordered List: Elements are arranged in
 Write an algorithm to perform an insertion sort. sequence.
 Unordered List: Unarranged elements.

Notes: Multiple Choice Questions will assess these

keywords; use the MCQs supplied. You may wish
to customise these as needed.

Notes

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GCSE (9–1) Computer Science 5 Minute Lesson Plan

How will I enable access to each area of learning for my learners? Summary/Plenary

 Activity 2 worksheet has 3 levels, low, medium and high.  Use MCQs on sorting algorithms.
Differentiation

o Low – students have a structure to complete the list and the first two steps have been completed.
Notes: Use the MCQs to check basic
o Medium – students are required to recall the steps and perform the search independently.
understanding of key words and topics.
1

o High – after completing the sort, students need to compare this sort to a merge and bubble sort
Activity

to decide which is faster, and when. Use the LOR to develop deeper knowledge and
allow Peer Assessment and Review. This can
Notes: Use of Stretch Task Ideas supplied may support high end differentiation. You will need to be developed to use the LOR ideas as
modify the resources to meet the needs of your pupils specifically. You may wish to refer to homeworks etc.
Departmental or School policies on differentiation methods used within your centre.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Students can work independently, or in pairs.

 Students need to deal 10 cards (playing cards, or paper with numbers on) face up.
 They need to follow the steps to perform an insertion sort on the cards.
 This process can be repeated by dealing additional cards or swapping if working in groups.
 The worksheet 'Activity 1' has the steps involved listed, it can be given to some students to help
remind them how to perform the sort.

Notes: Use the Activities given to develop the student’s knowledge of the topic. Each activity may
need further differentiation/adaptation for your needs. Reference the Common Misconceptions/FAQ
Activity 2

guide to support your delivery of the topic.

What tasks will I ask the pupils to complete to develop their understanding during the lesson?

 Students need to use the worksheet 'L5 Activity 2' to complete the sort on the list of data.
 There is a low, medium and high level for the worksheet, details of these are in the section
Activity 3 /
Extension

differentiation.

How will I challenge high ability learners, or extend the lesson activities if needed?

 Students need to work in groups of 3.

 They need to create one list of up to 12 items that are out of order.
 Each student needs to perform a different sort on the data, recording how many comparisons
and moves each sort takes.
 They need to discuss which is faster, and why.

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GCSE (9–1) Computer Science 5 Minute Lesson Plan

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