Introduce students to BTEC Business or GCSE Business with this short induction unit. Develop a team ethos in the class from the outset, with The Pop Challenge. Bring a sense of competition to the class whilst introducing elements of marketing.

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

Unit 2 Business Finance All main elements assessed: Costs and revenues, break-even, cash flow, profit & loss, balance sheet. Aimed at the lower ability students who need a prompt in order to remember theory in order to apply, or need a reminder of the calculations (although can easily be adapted for more able by taking out the 'theory' and 'hints'. Based on an enterprise company the class are running this year.

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.

BTEC ICT - Online World Home Learning - Autumn 1 Comprehension exercise for the BTEC Information and Creative Technologies Unit 1 Online World Exam in November. Supports the follow criteria from the specification: Learning aim A - Online communication Learning aim C: Investigate issues with operating online

Integrate key programming skills for GCSE Computer Science 9-1 with a Christmas quiz in Python. Programming techniques: Iteration, selection, counter, functions, procedures, menus, lists, inputs and output. A bit of fun to end the term, whilst continuing to develop programming skills.

GCSE Computer Science - Programming Techniques : LO1: The use of records to store data LO2: The use of SQL to search for data Using the subject matter of a Year 11 Computer Science class, students learn how to create a table in a database, how to add individual records, how to add multiple records and then how to search for records. The extension task is then to create a database on a topic of their choice using the programming techniques shown in the walk-through-talk-through example. This lesson comes complete with notepad copies of the Python code with and without comments (just copy and paste code into Python).

This resource has been developed based on student feedback from the Paper 2 2018 and the Paper 2 Examiner Report extract: “Candidates who did well on this paper generally… Understood the use of SQL and wildcards.” This resource provides: Syntax, example for a fruitShop table and practice with a bakery table. Solution provided - in lesson, I will get students to self-check against a printed copy of the solution. Thanks for taking an interest in this resource.

End of unit assessment for Python Introduction - The Basics. Differentiated for low, middle and high ability students. Supported by end of unit self-assessment checklist.

Knowledge Organisers for the Component 3 Topics. Flashcards created using the mindmaps on the Knowledge Organisers. Using flashcards to prompt students to discuss topics linked to specific business scenarios: Network Airbus The Royal Navy

Let’s Do It Activities Designed as lesson starters for component 2 - revision of the different methods for searching and sorting: Binary search, linear search, bubble sort, merge sort, merge sort lists and insertion sort. Each method is illustrated through worked examples and tips on how to search/sort with three practice questions that students can work on independently. In my lessons, I will have a folder with the solutions in so that students can self-mark once they have completed the activity. To follow shortly: Let’s Do It Activities for Programming Techniques.

With students, prior to assessment, we run a walk-through-talk-through lesson, where using a visualiser, we talk through the questions and then the teacher handwrites the answer explaining how they structure it. This has resulted in greater confidence displayed by students in the following assessment. As we have multiple teachers, a solution is provided with possible answers so that there is consistency in guidance given to students. Following the assessment, in the DIRT lesson, we go through a modelled answer to again show students how the teacher would have approached the actual assessment and things they should have picked up on when reading/answering the questions. This assessment is based on students having completed: Modern technologies, Impact of Modern Technologies, Cyber Security and ELCE Wider Impact. Another paper is currently also available for the year below, where they have so far studied: Modern Technologies, Impact of Modern Technologies.

3 Revision exercises for the BTEC Business Unit 2 Finance exam (also suitable for other Business Finance level 2 exams): Labelling or calculations Definitions Explanations linked to business Offering solutions Teacher solutions provided.

Student workbook (and teacher solution to exam style questions) 1.4 Wired & Wireless Networks Memory jogger - 'trigger words' Student task Key links to further revision OCR exam-style questions 1.5 Topologies & Protocols to follow soon.

A short check-test on Wired and Wireless networks. Teacher solution provided. An additional test of knowledge following mock exam weaknesses.

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.