These Key Concept sheets show the key skills that can be used in reports to engage the reader and to present information visually.

Combining Python skills in the introductory unit. Practice programs prior to student assessment next week. Text file contains a possible solution - copy and paste the code into Python.

An example of how to present the planning, development, testing and evaluation of a Python program - to assist students in the thought process/evidence required for the A453 Controlled Assessment.

Key Stage 3 Computer Science CS1 Understanding Computers Scheme of Work and e-learning 'Working Document' with self-assessment differentiated checklist.

Tricky Words Revision Resource A451 Computer Systems & Programming Get your students ready for the A451 exam with this keyword sheet. a) Circle the ones you don't understand b) Starter: Allocate a word to each member of the class, they need to explain it to the rest of the class c) Plenary: Choose a word, explain it to leave the lesson d) Home revision: You need to know what these words mean for the exam, Fill students with confidence by word recognition. Good luck to all your students in the exam.

In the previous Programming & Algorithms unit, students were introduced to programming concepts of sequence, selection and iteration using visual-based programming in Scratch. This unit is the bridge between visual-based programming and text-based programming, and uses a robot to perform tasks using a limited range of instructions (whilst introducing Python syntax). It is a good unit for re-iterating programming concepts, and also for the concept of 'efficiency' in writing code, using libraries, functions and other programming techniques. This unit uses the Reeborg website: http://reeborg.ca/reeborg.html to complete the Python challenges.

Scratch Christmas Story Scratch activity designed for Year 3 & 4 to introduce the concept of coding using blocks. Used Scratch 2 offline editor (Scratch.mtu) Program files can only be opened in Scratch, however the powerpoint instructions have all the required code in should you wish to use the online version.

Paired Discussion/Written-based Revisision Activity Discussion Cards for Component 3 - A2 Impact of Modern Technologies 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.

Paired Discussion/Written-based Revisision Activity Discussion Cards for Component 3 - D1 Forms of Notation 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.

Converting Hexadecimal to Denary (via Binary) A quick method of converting to hexadecimal to denary, via binary. Teacher solution and student worksheet included.

As requested by my students to practice for their controlled assessment, prompt sheets for common tasks. Adding a record number to a file. Reading from, writing to, appending file. Lists, for loops and while loops. Troubleshooting Trees

A differentiated assessment to measure individual progress in introductory Python unit: Sequence, Selection and Iteration.

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

Knowledge Build Cards for LA.A Online Services & Communication. Developing over the Summer term 2017. This resource includes the first 10 Knowledge Build Cards (15 minutes - Read & Answer differentiated questions). Small chunking of theory as start to lesson. Also included student working documents to answer the questions to the Knowledge Build Cards. LA.B and LA.C development by September 2017.

A final short unit for the end of Key Stage 3: Creating graphics for a smoothie company called Juicin'. This resource includes a working document for students and an introduction to the scenario.

Developed specifically for the GCSE Computer Science 9-1 Component 2 Exam. Based directly on the OCR Syllabus, it covers each element in bitesize chucks. A simple resource that can be used for independent revision, peer-to-peer Q&A and mix n’ match tasks. Golden Nugget Technique: 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? Repeat this process and learn the theory in little bitesize chunks Feedback from Parents Evening: “My child brought these home for revision. Even though I don’t understand the theory, I have the answers in front of me. I ask for a definition and compare his answers to those on the Golden Nugget. I can even give prompts because all the answers are there.”

Developed specifically for the GCSE Computer Science 9-1 Component 1 Exam. Based directly on the OCR Syllabus, it covers each element in bitesize chucks. A simple resource that can be used for independent revision, peer-to-peer Q&A and mix n’ match tasks. Golden Nugget Technique: 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? Repeat this process and learn the theory in little bitesize chunks Feedback from Parents Evening: “My child brought these home for revision. Even though I don’t understand the theory, I have the answers in front of me. I ask for a definition and compare his answers to those on the Golden Nugget. I can even give prompts because all the answers are there.”

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

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.

Learn to convert denary to binary to hexadecimal (and vice versa) using a simple method that reduces the amount of calculations a student has to do. This spreadsheet is designed with students in mind, showing them a fast and effective way to convert numbers without having to remember too many different stages in the calculation. Learning Objectives: To convert from binary to denary and vice versa To convert from binary to hexadecimal and vice versa Teacher PowerPoint and solution. Student worksheet for Excel. Coming shortly: To convert from hexadecimal to denary and vice versa