Model used for controlled assessments. Used with students midway through OCR 20 Programming Challenges, to get Year 10 students to reflect and focus on the different stages in the Programming Cycle of Assessment and the importance. Class discussion of each stage, followed by students explaining and evidencing each stage. This enables them to work at a higher level and to understand the process required in September.

Revision resource for students to revise the key topics of the Unit 1 Online world in preparation for the online test. Topics include: Online services, communication, software and documents; legislation; networks etc. How to use a Golden Nugget: Read a golden nugget. Read it again. Look away - what can you remember? Read it again - what did you forget? Read it again. Look away - have you remembered it yet?

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

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

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.

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.

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.

Establishing good practice in Computing from KS3, so that in KS4 the de Facto standards for programming and presenting work are already in place.

Differentiated checklists for KS3 Computing curriculum.

Start a Computing lesson promptly with some numbers! Convert binary to denary - solution provided on final slide in presentation.

Start the lesson with a focus on key skills using spreadsheets - also a useful reminder when students are completing spreadsheet tasks.

Algorithmic Thinking through Flowcharts and Python: Iteration A resource designed to teach complete novices how to think logically before attempting to write code in Python. This resource emphasises the importance of working out the algorithm using a flowchart, and gets students to practice writing the code before going onto Python (thus preventing the 'Rabbit in headlights' scenario).