Paired Discussion/Written-based Revisision Activity Discussion Cards for Component 3 - B1 & B2 Cyber Security Peer: Read the card asking the same questions for each key concept: What is it? How is this relevant to business? Why is this relevant to me? Once discussion has taken place, the student then writes a paragraph summarising the discussion. Peer Support: Knowledge Organiser provides overview of topic. Golden Nuggets of key concept theory included in case prompting is needed in the discussion.

Interleaving lesson - testing theory already taught and focusing on areas for further study: Independent questions: Data Representation/Truth tables Independent questions: Programming Techniques/Data Types DTT Revision: Flowchart symbols, languages, IDE and binary shifts Teacher-led question: Databases Teacher-led questions: SQL pseudocode

Help students to revise the concepts in the run up to the exam: Hand out a memory jogger: 1 minute (think), 1 minute (pair) then class discussion (share) A great way to revise a topic before getting them to attempt a previous exam question.

Prepare students for the A452 Practical Investigation with MySQL (June 2017 submission) using these walk-through-talk-through guides I developed for my Year 10 class. Creating a database Creating tables Sorting and filtering tables Joining tables Creating queries on multiple tables

My Business students have a good business knowledge but terms in the exam questions seem to confuse them. These two sheets show keywords used in previous exam papers which I am using as a final revision tool with students.

Use these as revision guides to help students prepare for the MySQL practical investigation for A452 Controlled Assessment (June 2017 submission)

Are your students struggling with breakeven? They can follow an example, and yet when doing an exam question go blank? This story is designed to teach breakeven in a relaxed way, where students 'become' the characters who need to breakeven. Hope it can help make the breakeven concept seem easier.

Evaluate the usefulness and ease of use of maintaining a database with MySQL, compared with using Query By Example (QBE) In preparation for the A452 Controlled Assessment material 2, I created this activity so that students could see the difference between creating a resource in Microsoft Access compared with command line in MySQL. Worked well for them completing Task 9 of the controlled assessment

Converting numbers - a key skill for the A451 exam. Use these resources as 5 minute starters to engage students on arrival to lesson, and cover an important topic at the same time. More to follow as I develop these during the Autumn term.

Introduce students to BTEC Business or GCSE Business with this short induction unit. Develop a team ethos in the class from the outset, with The Pop Challenge. Bring a sense of competition to the class whilst introducing elements of marketing.

This lesson looks at how to create a decision tree for a problem to be solved in Python. The program then uses functions to search for keywords in user responses. The first function provides a response internal to the program whereas the second function looks externally and imports the information from a text file. As .py file extensions are not accepted, I have uploaded it as a text file - this simply needs copied and pasted into Python IDLE.

Applying the new 9-1 grading in a Computing and Business Department. Use the 9 'progress steps' to help students visually see their potential. Use a tool for competition amongst boys in particular.

These memory joggers can be used to discuss the theory behind the A266 Business Communication Systems controlled assessment. I used for think/pair/share activities to check the students understood the concepts before completing a practice assignment.

Does your school keep on about regular and meaningful peer and self assessment? Students responding to feedback? Showing progress etc? This resource is my answer to incorporating a weekly 15 minute slot - same time each week for self, peer, teacher assessment. I hope you find it useful.

This worksheet is designed to give students practice converting numbers in denary, binary and hexadecimal conversion. Answer sheet provided showing working.

Incorporate functional skills into the new KS3 Computing curriculum - essential transferable skills for use in other curriculum areas. This is the scheme of work for the spreadsheet unit, with a self-assessment checklist and an end of unit test.

Differentiated self-assessment sheets for the main units in the new OCR GCSE Computer Science 9-1. Gauge the progress of students against their ability - Low Ability Pupils (LAP), Middle Ability Pupils (MAP), High Ability Pupils (HAP) and Most Able pupils (MA). Use as a progress check for students, and as a check for teachers that they are covering the content outlined in the OCR GCSE Computer Science 9-1 specification.

Exam Technique Exercises - International Business. 4 marks in 4 minutes, then peer or self assess against modeled answers.

Exam Technique Exercises - The growth of a business. 4 marks in 4 minutes, then peer or self assess against modeled answers.