A revision booklet supporting OCR J276 Computer Science Revision for specification point 1.1 Systems Architecture the purpose of the CPU Von Neumann architecture: MAR (Memory Address Register) *MDR (Memory Data Register) *Program Counter *Accumulator common CPU components and their function: *ALU (Arithmetic Logic Unit) *CU (Control Unit) *Cache the function of the CPU as fetch and execute instructions stored in memory how common characteristics of CPUs affect their performance: *clock speed *cache size *number of cores embedded systems: *purpose of embedded systems *examples of embedded systems.

A bundle of the key terms glossaries covering the key terms students need to know for Component 1

A keyterms glossary for OCR GCSE Computer Science Component 1 Ethical, legal and cultural issues

A keyterms glossary for OCR GCSE Computer Science Component 1 System Software and System Security

A bundle of the key terms glossaries covering the key terms students need to know for component 2

A keyterms glossary for OCR GCSE Computer Science Component 1Networks

GCSE Computer Science revision mat/knowledge organiser for The Internet and WWW

In the run up to completing the Programming Project (NEA) for OCR GCSE Computer Science, it is sometimes difficult to track and monitor progress. Students often don’t take suitable notes or keep detailed comments on their previous code to serve as an aide memoire in future programming. This learning diary facilitates student reflection and evaluation of their learning within a lesson and allows progress to be tracked across a series of lessons. It could also be used to support tracking the progress of students within NEA lessons, perhaps as part of a homework.

A keyterms glossary for OCR GCSE Computer Science Component 2 Data Representation

A keyterms glossary for OCR GCSE Computer Science Component 2 Algorithms and Programming

A two year overview/plan of delivery of the OCR GCSE (J276) Computer Science

A keyterms glossary for OCR GCSE Computer Science Component 2 Logic and Languages

GCSE Computer Science revision mat/knowledge organiser for Software

A mat to give tips and hints on writing an extended answer question in GCSE Computer Science - useful for explaining how to get the top marks in a 6 mark question

A set of 7 PowerPoint presentations which take students through the “model” exam answers to a series of questions relating to the topic of Architecture, Memory and Storage.

Without excellent behaviour, there cannot be excellent learning. Behaviour is never straightforward and there is no one set defined way of managing behaviour within a school or indeed a classroom. Behaviour management is important in the classroom, not least because it creates an appropriate environment for learning to take place. If there are clear boundaries then children are enabled to develop positive behaviour, such as respect, towards each other. Behaviour management also supports learning in a safe and calm environment. Behaviour management mainly features in Teacher Standard 7 but also forms part of Teacher Standard 1 Missed the live CPD session? Purchase the presentation and notes here! By the end of this session you will understand: • The importance of routines • The importance of verbal and non-verbal communication in managing behaviour • How to deliver instructions to create a positive classroom atmosphere • How to work positively and proactively with colleagues on insuring excellent behaviour • The importance of consistency Ideal for trainee teachers and NQTs

Teacher Standard 2 says that all teachers must promote good progress and outcomes by pupilsBut how, exactly, do you do that? It’s one of the most common questions I get asked by teaching colleagues: “How can I demonstrate progress in a single lesson?”. By attending this downloading this session, you will: understand how to show that you are accountable for pupils’ attainment, progress and outcomes understand how to show that you are aware of pupils’ capabilities and their prior knowledge, understand how to plan teaching to build on pupils’ prior knowledge understand how to guide pupils to reflect on the progress they have made and their emerging needs understand how to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching understand how to demonstrate that you encourage pupils to take a responsible and conscientious attitude to their own work and study. Ideal for trainee teachers and NQTs

All teachers are teachers IN English and therefore they are teachers OF English. Each curriculum subject organises language in specific ways and that full access to the curriculum will be denied to learners, unless they are taught how to unlock and manipulate subject-specific language. Session objectives By downloading this pack, you will learn how to: understand reasons why subject specialist teachers need to teach the aspects of literacy that are relevant to their subject have a range of strategies designed to assist learners to access the curriculum whilst also learning to use subject-specific language have an overview of the linguistic skills learners may have acquired by ages 7-11 years and 11-14 years understand the ways in which subject-specific language is different from the everyday language of spoken English

Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know. Retrieval practice makes learning effortful and challenging. Because retrieving information requires mental effort, we often think we are doing poorly if we can’t remember something. We may feel like progress is slow, but that’s when our best learning takes place. The more difficult the retrieval practice, the better it is for long-term learning. Objectives By purchasing this resource, you will learn how to: understand what the research tells us about retrieval practice effectively embed retrieval practice into your classroom understand the science of learning linked to retrieval practice utilise retrieval practice in revision strategies