Designing Simple Programs

Overview

This 60-minute lesson is the 4th in the "Coding for Solutions" unit aimed at Year 7 students (ages 11-12). It focuses on guiding students to brainstorm, identify, and design a simple program aimed at solving a real-world problem. This preparatory step addresses computational thinking and problem-solving skills, aligned with the National Curriculum for England’s Computing Programme of Study for Key Stage 3.

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National Curriculum Links

• Key Stage 3 Computing Programme of Study
  • Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
• Key Concepts Covered: Problem solving, Algorithm design, User-centred design, Abstraction, Computational thinking, Collaboration.

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Learning Objectives

By the end of this lesson, all students will be able to:

1. Identify and describe a real-world problem that can be solved through programming.
2. Brainstorm and select a simple program idea that addresses the problem.
3. Define the intended purpose and target audience for their program.
4. Create an initial outline (using diagrams or notes) representing the program’s function and user interaction.
5. Understand the importance of designing with users and problem context in mind.

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Resources Needed

• Whiteboard / Flip chart and coloured markers
• Sticky notes in different colours
• Large A3 paper sheets
• Personal whiteboards and pens for each student
• Printed scenario cards presenting common problems (e.g. homework organiser, healthy eating tracker, simple accessibility aid)
• Timer (for managing activity durations)
• Optional: Tablets or laptops for digital note taking (if available)

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Lesson Structure

1. Starter Activity – Problem Spotting (10 minutes)

• Activity:
  • Present a quick-fire brainstorming session. Each student writes down 3 small everyday problems they have experienced or witnessed on sticky notes (1 problem per note).
  • Students stick their notes on the board and group similar problems together with teacher facilitation.
• Purpose:
  • Activate prior knowledge. Link learning to real-world contexts.
  • Encourage participation to engage pupils with ADHD/autism by using movement and hands-on sticky notes.

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2. Introduction – What Makes a Good Program? (10 minutes)

• Discuss elements of a simple program: solves a problem, is user-friendly, serves a clear purpose.
• Use examples relevant to Year 7 (e.g., homework timer app, simple quiz game, calculator for pocket money).
• Explicitly link to the National Curriculum emphasis on designing programs to solve problems.
• Include visual aids/mind maps on the board to support neurodiverse learners.

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3. Main Activity – Collaborative Design Brainstorm (25 minutes)

• Step 1: Group Brainstorm (10 mins)
  • Provide scenario cards with real-world challenges relevant to Year 7 and their interests.
  • Students choose a problem or use one generated earlier.
  • Small group brainstorming: generate program ideas solving that problem using coloured sticky notes (1 idea per note).
  • Encourage thinking about the target audience — who will use this program and why?
  • Use a structured worksheet with these prompts: Problem to solve, Program idea, Purpose, Audience, Main functions.
• Step 2: Outline Creation (15 mins)
  • Students then select their favourite idea and draft a simple outline of the program on A3 paper:
    • Draw or write a flow diagram or storyboard illustrating basic user interaction.
    • Label key features/function buttons (e.g. “Start timer”, “Add task”).
    • Use sticky notes to represent inputs/outputs or decisions, making it tactile and modifiable.
  • Teacher and peers provide supportive feedback focusing on clarity and feasibility, promoting growth mindset.

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4. Plenary – Sharing and Reflecting (10 minutes)

• Each student/group shares their program idea and outlines with the class.
• Use sentence starters to scaffold communication for neurodiverse students, e.g., "My program is called...", "It helps by...", "The target users are...".
• Class discusses what makes each design user-friendly and problem-solving focused.
• Teacher summarises how these activities fit into the National Curriculum goals for designing and specifying programs.

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Differentiation and Inclusion

• Students with ADHD benefit from tactile sticky note activities spread across the room; allow movement and breaks.
• Visual learners and those with autism supported through flowcharts, visual prompts, and clearly structured worksheets.
• Sentence starters and peer support reduce anxiety when sharing ideas aloud.
• Flexible grouping encourages collaboration while respecting individual processing speeds.

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Assessment for Learning

• Formative assessment through observation during brainstorming and outline activities: Are students identifying problems clearly? Are their program ideas purposeful?
• Check worksheets and program outlines for evidence of understanding program purpose, target audience, and problem-solving approach.
• Use reflective questioning during plenary to assess comprehension and reasoning skills.

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Extension Ideas / Homework

• Students write a short paragraph about how their program could improve users’ daily lives.
• Optional challenge: Sketch a simple user interface for their program on paper or digital tool.

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This lesson combines hands-on, visual, and collaborative activities to engage Year 7 learners, including those with ADHD and autism, deeply embedding key computing skills demanded by the National Curriculum in an age-appropriate, stimulating way.