App Development · SHS2 Computing

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Utilise a programming language to develop a program, such as a simple calculator.

By the end of the lesson, learners can:

Outline the essential steps in the programming process, from understanding the problem to testing the final program.
Write a simple algorithm, using both pseudocode and a flowchart, for a basic calculator operation such as addition or subtraction.
Use a text-based programming language, such as Python or JavaScript, to write a runnable program that performs at least two arithmetic operations.
Test their calculator program with given inputs, identify errors in the code, and fix them based on feedback.
Explain at least two real-world applications of simple programs similar to a calculator, such as point-of-sale systems or mobile money transaction tools.

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Curriculum details

Strand: Computational Thinking (programming Logic) (Strand 2)
Sub-strand: App Development (2.2)
Content standard: 2.2.2.CS.1 - Demonstrate knowledge and understanding of Computational Thinking (Programming) 2.2.2.LO.1 Demonstrate an understanding of fundamental concepts in text-based programming and the programming process, and apply acquired skills to create new functions.
Indicator: 2.2.2.LI.1 - Utilise a programming language to develop a program, such as a simple calculator.
Suggested placement: Semester 2, Week 7 (Week 27 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 67

Exemplars (from the NaCCA curriculum)

Problem-Based Learning Approach:
- Explain the concept of an expert system and its applications.
- Identify and describe the essential steps involved in planning a programme.
- Explain the concept of algorithms by drawing parallels to procedural instructions, including the selection of necessary actions and arranging them in the correct sequence.
SEL: When teaching about Computational Thinking, teachers can integrate Social Emotional Learning (SEL) principles to create an engaging and supportive learning experience. Here are some SEL features you can incorporate into this specific topic:
Self-awareness:
- provides opportunities for self-assessment of their skills and progress in applying these concepts to manipulate data.
- helps students to recognise their emotions and attitudes towards the topic, supporting their self-confidence and self-efficacy.
Self-management:
- guides students in setting goals and planning their work.
- fosters resilience and perseverance by supporting students in managing challenges and setbacks they may encounter during the learning process.
Social awareness:
- promotes collaborative learning by assigning group projects or activities to learners.
- encourages students to share their knowledge and expertise with their peers, creating a supportive learning community.
Relationship skills:
- promotes teamwork and collaboration by encouraging students to work together to solve complex problems and share their insights and solutions.
- emphasises the value of giving and receiving constructive feedback
Responsible decision-making:
- encourages learners to make informed decisions.
- encourages critical thinking and reflection.
Teaching and Learning Materials:
- * Notepad or exercise book * Pen * Smartphones * Laptops * Productivity tools ix. Subject-based application software * Desktop computers
- * Tablets * TV and radio * Open Educational Resources (including YouTube,
- MOOCs - Udemy/Coursera, Khan Academy, and
- TESSA) * The iBox/iCampus (CENDLOS) * Instructional laboratories (with multimedia equipment and smartboards)
Assessment (2.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.