KS4 – Algorithms Unit overview

KS4 – Algorithms
Unit introduction
The main focus of this unit is on searching and sorting algorithms, though other topics are covered, such as computational thinking, flow
charts, and tracing algorithms. Learners will have opportunities to analyse, interpret, modify, and implement a range of algorithms.

Each lesson that introduces a new searching or sorting algorithm uses numbers hidden under cups to help learners visualise how the
algorithm works step by step. This is so that learners can better understand how a computer executes these algorithms, as a computer
cannot ‘see’ all of the items in a list at once as a human can, but instead is only able to compare two values at a time. There are also
written instructions alongside each of these steps that together represent the algorithm in structured English; coded solutions are
provided in a subsequent lesson.

There are many crossovers with the KS4 Programming unit so the order of which unit is taught first, or possibly alongside, depends on
the teacher. For instance, the lessons that involve tracing code (Lesson 3), coding linear search and binary search (Lesson 6) and coding
bubble sort and insertion sort (Lesson 9) require learners to be familiar with programming concepts such as selection, iteration, and lists.
However, the lessons on computational thinking, representing algorithms, and introducing the searching and sorting algorithms can be
taught without any prior programming experience. These non-programming dependent lessons could be taught at the beginning of KS4
and then the code-based lessons in this unit could be revisited once learners are better prepared.

Overview of lessons

Lesson Brief overview Learning objectives

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1 Computational In this lesson, learners are introduced to three computational thinking ● Define the terms
thinking techniques: decomposition, abstraction, and algorithmic thinking. decomposition, abstraction,
Learners will explore how these skills can be applied when solving a and algorithmic thinking
wide range of problems, both computer-based and in their everyday ● Recognise scenarios where
lives. They will be using these techniques throughout this unit when each of these computational
analysing and solving problems, especially around searching and thinking techniques is applied
sorting data. ● Apply decomposition,
abstraction, and algorithmic
Learners will be provided with a new problem that they have to help thinking to help solve a
solve by applying decomposition, abstraction, and algorithmic thinking. problem
There will be an opportunity for learners to peer- or self-assess their
work and participate in discussions around computational thinking.

2 Representing The main focus of this lesson is on developing flow charts. This lesson ● Describe the difference
algorithms assumes that learners have already covered the flow chart lesson in the between algorithms and
KS4 Programming unit, although this lesson can also be used to computer programs
introduce the flow chart symbols if required. A step-by-step worked ● Identify algorithms that are
example of a flow chart for a coin toss game is used to cover each of defined as written
the flow chart symbols apart from subroutines, though you can ask descriptions, flow charts, and
learners to develop the dice roll simulation in the worksheet as a code
subroutine. ● Analyse and create flow
charts using the flow chart
Learners are also introduced to using structured English to specify the symbols
steps of an algorithm in detail, though this is referred to as ‘written
descriptions’ throughout the unit so as to not introduce more
terminology than is necessary. Structured English is used to describe
each of the searching and sorting algorithms later in the unit, so that

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learners can focus on the logic of the algorithm before being shown
programmed examples of each algorithm. The only algorithm that does
not have a programmed version is merge sort since this uses recursion
and is beyond the GCSE specification.

3 Tracing algorithms For this lesson, learners will be shown examples of tracing a Python ● Use a trace table to walk
program and a flow chart. Trace tables are great for walking through through code that contains a
an algorithm and are often used to locate logic errors. However, the while loop, a for loop, and a
focus of this lesson is mainly on using a trace table to understand how list of items
the algorithm works, as this is what learners will use trace tables for in ● Use a trace table to detect
the coding, searching, and sorting algorithms lessons, which are lessons and correct errors in a
6 and 9 of this unit respectively. That being said, there is a logic error in program
the second task of the worksheet for finding the lowest number in a list,
which learners will use a trace table to detect. The working code for all
the algorithms is linked below.

It is assumed that learners have already covered the lessons on

selection, while loops, for loops, nested loops, and lists in the KS4
Programming unit. These concepts are essential to analysing and
interpreting the code for the searching and sorting algorithms later on
in this unit. Learners should also be familiar with calculating integer
division and modulo in Python, which is covered in Lesson 7 of the
Programming unit. Integer division is key to the binary search program
in this unit.

4 Linear search In this lesson, learners are introduced to one of the two searching ● Identify why computers often
algorithms they need to know about: linear search. They will go over the need to search data

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steps of carrying out a linear search, and perform a linear search in real ● Describe how linear search is
life and with a sample of data. used for finding the position of
an item in a list of items
They will look at how searching is a common activity for both ● Perform a linear search to find
computers and humans, and discuss how the instructions can differ the position of an item in a list
when the items are unordered or ordered. At this point linear search will
be introduced as the only reasonable way to search through an
unordered list of items. The learners will then be shown a demonstration
on the slides using a number hidden under a row of cups.

Learners will follow the instructions to perform a linear search in small

groups with a set of ten cards. After this, they will be introduced to the
best- and worst-case scenarios of the performance of an algorithm
before carrying out a linear search on a small sample of data.

5 Binary search In this lesson, learners are introduced to binary search, the second and ● Describe how binary search is
final searching algorithm they need to know about. They will go over used for finding the position of
the steps of carrying out a binary search and perform a binary search an item in a list of items
with playing cards and with a sample of data. ● Perform a binary search to
find the position of an item in
Learners will be made aware that a binary search is only possible if a list
data is ordered, otherwise a linear search must be performed or the ● Identify scenarios when a
data must be sorted. This is a great opportunity to acknowledge one of binary search can and cannot
the reasons why sorting algorithms are useful before the learners are be carried out
introduced to them in future lessons.

Learners should also be able to identify why binary search is generally

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a more efficient algorithm than linear search when dealing with ordered
data because of its ‘divide and conquer’ approach. This should be made
apparent to learners when going over the cup demonstration on the
slides and when carrying out a binary search of their own with cards
and a data sample.

One of the challenges learners can often be faced with is knowing what
item to check when there is an even number of items. To make things
clear without the need for a mathematical formula, the slides state that
the middle-left item should be the next midpoint. In the next lesson,
learners will be presented with the Python code for a binary search
which uses the expression midpoint DIV 2 to clarify this middle-left
choice.

6 Comparing searching In this lesson, learners will compare the features of linear search and ● Compare the features of
algorithms binary search and the suitability of each algorithm in different contexts. linear and binary search and
They will also interpret the code of both algorithms in Python, as well as decide which is most suitable
analysing the efficiency of two implementations of the linear search in a given context
algorithm. Demo versions of linear search and binary search that ● Interpret the code for linear
output the steps of each comparison are linked in the ‘You may also search and binary search
need’ section, where you will also find the commented code used on the ● Trace code for both searching
slides and worksheets. algorithms with input data

Learners will start by analysing the factors that can affect the
performance of linear and binary search: whether the data is ordered,
the number of comparisons, and the simplicity of the algorithm. Next,
they will perform a linear and binary search on a sample of data so

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that they can visually compare the number of comparisons made when
using each algorithm.

The slides for the final two activities demonstrate and explain a step-
by-step Python implementation for each searching algorithm. The
slides for both the linear search and binary search in Python build up
from the inside out, focusing first on how one comparison is made
before adding the functionality to repeat this process.

Each of the Python activities culminates with a worksheet that gets

learners to further explore and understand the demoed code with
questions and tracing the algorithm with a given set of data.
Furthermore, a more efficient version of linear search is presented in a
worksheet so that learners can compare the efficiency of these two
implementations.

7 Bubble sort This lesson introduces learners to the first sorting algorithm in this unit: ● Identify why computers often
bubble sort. They will discuss why and where sorting is used in real life, need to sort data
become familiar with performing a bubble sort on a set of data, and ● Traverse a list of items,
investigate the efficiency of bubble sort. The sample data used in these swapping the items that are
worksheets and most of the other sorting algorithm worksheets is out of order
words instead of numbers, as learners can often make mistakes when ● Perform a bubble sort to
comparing whether one word is higher or lower than another word. This order a list containing sample
will allow them plenty of practice in case they have to do this in an data
exam. Some learners can find writing the alphabet out helpful.

The essence of sorting data is to make searching easier, and this idea

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should frame the narrative of all the sorting lessons. The learners will
start by performing a single pass first, so that they become used to the
crux of the algorithm before doing multiple passes. By the end of the
lesson they should be able to execute a full bubble sort on a sample of
data. They should also be aware that this algorithm is too slow for real-
world applications. It is, however, a good algorithm for introducing
sorting algorithms and should be seen as a stepping stone to other
sorting algorithms that perform better on large sets of data.

Learners will also investigate a few ways to improve the efficiency of

the algorithm, such as stopping if no swaps are made on a single pass
and reducing the number of comparisons by one after each pass. This
can result in the bubble sort algorithm being a viable option in some
cases, for instance small sets of data that are nearly sorted.

8 Insertion sort In this lesson, learners will explore another sorting algorithm: insertion ● Insert an item into an ordered
sort. Some exam boards do not require learners to know insertion sort, list of items
so do check the specification first. Learners will start by discussing how ● Describe how insertion sort is
they would sort objects in real life, which may lead them to describe used for ordering a list of
something akin to an insertion sort. The link between sorting real life items
objects and insertion sort should be particularly evident when asking ● Perform an insertion sort to
learners how they would add a new item to a group of sorted objects. order a list containing sample
data
To begin with, the slides take learners through a broken-down version
of one pass of an insertion sort that reflects the coded solution
introduced in the next lesson. Then the slides will take learners through
multiple passes of an insertion sort, which is how they will apply the

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algorithm when executing it on samples of data. Being able to

recognise and highlight the sublists at different stages of an insertion
sort is essential for showing the individual steps of an insertion sort and
will help with understanding the coded implementation next lesson.

Learners will get to practise performing an insertion sort on samples of

data of their own, which will include a partially worked example to
support them with carrying out each pass of the algorithm. Again,
words are used instead of numbers in the data samples, as this is often
what learners struggle more with and therefore need more practice.

9 Coding sorting In this lesson, learners will analyse and evaluate code for bubble sort ● Interpret the code for bubble
algorithms and insertion sort in Python, as well as comparing different sort and insertion sort
implementations of the bubble sort algorithm. Demo versions of bubble ● Trace code for both sorting
sort and insertion sort that output the steps of each pass are linked in algorithms with input data
the ‘You may also need’ section, where you will also find the ● Identify factors that could
commented code used on the slides and worksheets and the three influence the efficiency of a
versions of bubble sort. bubble sort implementation

Learners will first be presented with different statements referring to

bubble sort and insertion sort and need to work out whether they are
true or false. The remaining slides demonstrate and explain a step-by-
step Python implementation for each sorting algorithm, as well as two
improvements to the bubble sort code. The slides for both the bubble
sort and insertion sort in Python build up from the inside out, focusing
first on how one pass is performed before adding the functionality to
repeat this process.

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Each of the Python activities culminates with a worksheet that gets

learners to further explore and understand the demoed code with
questions and tracing the algorithm with a given set of data.
Furthermore, a more efficient version of bubble sort is presented in a
worksheet so learners can compare the efficiency of these two
implementations.

10 Merge sort In this lesson, learners will explore the final sorting algorithm in this unit: ● Merge two ordered lists of
merge sort. They will start by considering how they might go about items into a new ordered list
combining two groups of sorted items into one sorted group before ● Describe how merge sort is
being taken through the steps of one merge of a merge sort. This leads used for ordering a list of
on to an activity that focuses solely on merging a pair of lists together items
so that they can be comfortable with this process before moving onto ● Perform a merge sort to order
the full algorithm. a list containing sample data

The slides will provide a further step-by-step visualisation of an entire

merge sort, first splitting the lists until each item is in a list of its own and
then merging pairs of lists in order. It is essential for learners to identify
which pairs of lists should be merged together and which items in a pair
of lists need to be compared at each stage in the algorithm.

Learners will get to practise executing a full merge sort on the samples
of data provided. Both worksheets contain a partially worked example
to support them with merging lists together. They will also be given an
overview of how well merge sort performs compared to bubble sort.

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11 Algorithms review In this lesson, learners will have time to practise and cement their ● Interpret algorithms and
knowledge of some of the things they have learnt in the algorithms unit. suggest improvements
The worksheets contain a range of questions on flow charts, searching ● Analyse and fix errors in a
algorithms, and sorting algorithms that will help prepare them for the flow chart
summative assessment for the unit. ● Perform searching and sorting
algorithms on samples of data
The slides contain solutions to a select few tasks from the worksheets
that will provide you with an opportunity to discuss these questions and
check learners’ understanding. It will also be useful to get learners to
peer-assess the worksheets as much as possible so that they can gain
an insight into how other learners have answered the questions,
especially the ‘describe’ and ‘explain’ questions.

12 Summative In the final lesson of the algorithms unit, learners will complete a ● Develop a linear search
assessment summative assessment that will test their understanding of searching function in Python
and sorting algorithms, flow charts, tracing, and computational thinking
terms. The type of questions mainly consist of multiple-choice and
short-answer questions to make marking easier. Learners will start the
lesson by exploring a piece of code in Python before developing the
function for linear search in the program provided, which contains
subgoal labels written as comments in the code.

Progression
This unit progresses students’ knowledge and understanding of algorithms.

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Please see the learning graphs for this unit for more information about progression.

Curriculum links
National curriculum links
● Develop their capability, creativity, and knowledge in computer science, digital media, and information technology
● Develop and apply their analytic, problem-solving, design, and computational thinking skills

Assessment
Summative assessment
● Please see the assessment question and answer documents for this unit.

Subject knowledge
This unit focuses on searching and sorting algorithms; how they can be applied on samples of data and implemented as programs in
Python. It also teaches learners the key computational thinking concepts, provides opportunities for developing flow charts, and allows
them to trace algorithms that contain conditions and loops.

Enhance your subject knowledge to teach this unit through the following training opportunities:

Online training courses

● Programming Pedagogy in Secondary Schools: Inspiring Computing Teaching by the Raspberry Pi Foundation, hosted by
FutureLearn
● Programming 101: An Introduction to Python for Educators by the Raspberry Pi Foundation, hosted by FutureLearn
● Programming 102: Think like a Computer Scientist by the Raspberry Pi Foundation, hosted by FutureLearn

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Face-to-face and remote courses

● Introduction to algorithms, programming, and data in computer science (face to face)
● Introduction to algorithms, programming, and data in computer science (remote)
● Representing algorithms using flowcharts and pseudocode (face to face)
● Representing algorithms using flowcharts and pseudocode (remote)
● Search and sort algorithms (face to face)
● Search and sort algorithms (remote)

Resources are updated regularly — the latest version is available at: ncce.io/tcc.

This resource is licensed under the Open Government Licence, version 3. For more information on this licence, see ncce.io/ogl.

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