Be able to explain the purpose of a list as a one dimensional array
Be able to use an index to access items within an array
Be able to describe the benefits and limitations of a one dimensional array
Students to investigate the uses of records (dictionaries) to store multiple data types
Investigate how two dimensional arrays are used to simulate planes (board games, or co-ordinates)
Keywords to be given as phonetic list
Visual array sheets to identify items in the planned arrays
Students are able to access material via printed copies to take with them
Array, list, index, position, item, data type, iterate, ordinal number
Cross Curricular Links
Maths – Ordinal numbers (nth item)
Literacy – SPaG & communication for code annotations
Starter: The Circle Game
Students are given a page of with circles printed in rows (approx 1″ in diameter).
Students have five minutes to turn the circles into as many different things as possible by drawing on them or colouring them in. No two objects can be the same. These will be used later in the lesson.
Activity 1: Creating A List
Using the circles created in the starter, student volunteers try to recite the items that they drew in pairs. The visual concept being created is that it is easier to access items in a list as they have a specific order (index).
Student 1: Hands over their drawings to student 2 and tells them as many as they can remember in the order that they remember them.
Student 2: Holds the paper from student 1 & numbers them as they are remembered.
Activity 2: Coding the list
Individually, students add numbers to any items that weren’t remembered and create a worked example of a list using programming code adding each of the circle objects to the list.
Students output the list as a whole to the screen, then item by item using a FOR loop.*
Activity 3: Accessing the list
Individually, most students develop their program further by adding user input to select the nth item in the list and output this to the screen.
Plenary: Key Terms
Students add annotation to their code to identify where each of the keywords for the lesson have been used in the practical activity.
*include an explanation of why a FOR loop is preferable
Q&A following starter
Individual verbal feedback for stretch & debugging