Inspired by a Sunny May Day bank holiday on 7 May 2018! Recapping theory of Business Finance looking at the ice cream sales of an ice cream van man and woman. Names of students can be altered to suit your class, but animated so that questions come up one by one and follow on from each other. Simple answers in the notes section.

Memory Joggers - Key words - Think/Pair/Share. Help prepare students for the A266 Controlled Assessment with these memory jogger activities.

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

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.

Using musical instruments in class for the ‘beat’, I have created a summary revision lesson on the main content for the Unit 2 online Business Finance exam. With definitions, examples and some common points that may be useful in the ‘explain’ questions, this is a final revision before mock practice (prior to the exam). Thanks for taking an interest in this resource. I hope it helps if you purchase it.

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.

Training students how to use a calculator to perform basic calculations using +, -, x, / before progressing onto problem solving and extracting the figures needed for the calculation. My daughter in Year 4 recently expressed her frustrations with problem solving: "First you have to extract the figures and then you have to work out which calculation to use. " Around the same time, a Year 11 student said honestly “I miss it out the calculation question because it is words and numbers together, so it looks hard.” Both of these comments resonated with me and thus I have created this resource as an induction to the GCSE Business course to show students the types of calculations they may encounter and how to problem solve in a business context.

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.

Revision resources designed using Cornell's 2 column format (notes - summary). Topics drawn from the mark scheme answers. Questions multiple-choice, short-answer questions and extended questions. Quizzes designed using the Business Communication Systems A265 past papers but relevant to other Business exams. Help from students to create these resources, and any money made from these resources will be invested in the Enterprise activities of the Business Department.

EdExcel BTEC First Award in Music Personal Learning Checklist for the BTEC First Award in Music. RAG rates students against the PLCs for each unit of the syllabus. Monitor progress on completion of assessment objectives.

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.

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.