With a few decades of experience teaching Computer Science, Business and IT, this shop has a variety of resources for KS3 Computing as well as the KS4 GCSE Computer Science, GCSE Business, BTEC Business and BTEC TA DIT. More resources coming in the near future.
With a few decades of experience teaching Computer Science, Business and IT, this shop has a variety of resources for KS3 Computing as well as the KS4 GCSE Computer Science, GCSE Business, BTEC Business and BTEC TA DIT. More resources coming in the near future.
An end of unit recap for Python - The Basics unit.
Revision and recap resource.
Knowledge and Understanding, and demonstrating application.
End of unit self-checklist.
Designed as prompt cards to remind students of programming skills developed in the 'Introduction to Python' and 'Python Efficiency' units.
Whilst students attempt OCR's '20 Programming Challenges', these cards are useful for reminding students of programming techniques such as iteration, selection, list (arrays), functions, SQL etc.
Created so they can be printed out on card, and displayed in pockets at the front of class. Students then collect and refer to during the tasks preparing them for the controlled assessment in September.
Also a 'compilation set' for students for revision purposes.
In the OCR GCSE Computer Science 9-1 Paper 2 2018, the paper started with an SQL question. Of all the questions in Paper 2, this is the one that they struggled with.
In this bundle are previous resources for the GCSE Computing course which are relevant, and newly created resources for the GCSE Computer Science 9-1 course.
Give students preparatory tasks so they are ready to tackle the OCR A452 Controlled Assessment 2017. Using these enabled my students to go on and tackle the controlled assessment confidently.
I have trialled the teaching of BTEC TA Digital Information Technology during 2017/2018 and have produced the attached ‘placemats’ to ensure that students understand the key skills required for LAB/C and the knowledge required for the research task in Component A.
Either print double-sided, laminate or simply display/view on screen.
On side A is the LAA theory looking at sectors of industry.
On side B is the LAB/C skills in Excel.
I have used them laminated, 1 between 2 and supported the Excel element with short tasks that teach students the skills as listed in the specification.
I hope these can be of help to you and your students. Thanks for taking an interest in this resource.
Designed specifically for the new BTEC Tech Award in Digital Information Technology, these resources cover the content directly linked to the syllabus.
Personalised Learning Checklists for monitoring pupil progress.
Activity shees for C1 & C2 & C3.
Developing resources throughout 2018, and will upload as created.
Scheme of Work for the new OCR GCSE Computer Science 9-1
I have been developing the new Computer Science course, and hope that these schemes of work can be of assistance to others, maybe not in their entirety but at least through objectives or tasks.
With the first examination of the GCSE Computer Science 9-1 course in May 2018, these resources have been created for revision purposes.
Golden nuggets for component 1&2, along with example exam technique lessons.
This Unit combines 3 key elements of the new KS3 computing element:
Computer Science (Systems Security)
Digital Literacy (Dreamweaver - Building websites)
Programming - Introduction to HTML
Main focus of unit on the 'Design' screen in Dreamweaver with altering properties in HTML.
A complete unit on Break-even, including end of unit assessment.
Resources prepared to teach break-even through story and simplified theory.
Theory
Story
Visual understanding using Microsoft Excel
Homework
End of Unit Assessment
All solutions provided to make your job easier. Student worksheets.
I have developed a simpler method for converting numbers:
Binary to denary (and vice versa)
Binary to hexadecimal (and vice versa)
Denary to Hexadecimal via Binary (and vice versa)
By teaching via spreadsheet, it will hopefully enable students to master the conversion process quicker.
The workbook follows on the from the spreadsheets - now students know the process, they can work through calculations manually.
