How to use this series

Boost online resources The Boost online resources support the activities in the Student’s Book and Teacher’s Guide. These resources are referenced at the start of (and within) each lesson in the Teacher’s Guide. The resources reinforce learning through: l slideshows l visuals (artworks, photos, diagrams and tables) l worksheets (answers to worksheets are shown with an * in the Teacher’s Guide lesson notes) l flashcards with definitions of the keywords from the Student’s Book l additional program files to support some of the ‘Learn’/’Practise’ tasks l solutions to the program files in the Student’s Book; these are shown through the addition of (Teacher) in the program filename l knowledge tests l an eBook of the Student’s Book. How to use this series Students should complete the units (and themes) in order in the Student’s Book. Students must complete the ‘Get started!’, ‘Warm up’, ‘Learn’, ‘Practise’, ‘Go further’ and ‘Final project’ tasks as a minimum requirement. This will ensure complete coverage of the learning objectives of the Cambridge Lower Secondary Computing curriculum framework for the stage. The activities are designed to build on previous knowledge as your class progresses through the Student’s Book and Teacher’s Guide lessons. The ‘Challenge yourself’ tasks might not be completed by all students and, therefore, do not count towards full coverage of the learning objectives. Differentiation Differentiation is the adjustment of the teaching and learning process so that different needs of students can be accommodated, and individual learning maximised. The Student’s Book assumes the spiral curriculum model and supports the Use–Modify–Create approach that all students will be able to learn the material, given sufficient time and direction. Differentiation is built into the material, with tasks in each ‘Practise’ box slowly increasing in difficulty throughout the unit. The ‘Go further’ tasks offer students further stretch. The ‘Challenge yourself’ tasks offer students who are able to grasp the constructs quickly additional challenges to work on independently. Differentiation suggestions for stretch and support are also provided in each Teacher’s Guide lesson, linked to the ‘Practise’ tasks. Key strategies for differentiation are built into the teaching notes and include: l skilful questioning within lessons to develop conceptual understanding – questions are frequently provided to check students’ understanding in the starter suggestions and lesson notes l identifying misconceptions or common mistakes that arise and eliminating them quickly – these are highlighted in the lesson notes l challenging students who grasp the concepts rapidly to explore the constructs further, rather than immediate acceleration to new material – suggestions are provided in the ‘Differentiation’ section of the lesson Sample ©Hodder Education 6