This course booklet contains all of the: - worksheets - chunking/terminology activities for each lesson - homeworks - associated mind map and revision activities - revision activities - literacy activities - differentiated word searches and crosswords I issue each student that I teach with this booklet and we work through it with the associated PowerPoints. The booklet starts with a specification checklist and a PLC activity for each unit of work. Each lesson starts with the associated chunking/terminology and then features lesson content and an associated home task (past paper of exam-style questions). I work through these one lesson at a time and test the terminology/chunking knowledge in the next lesson (usually a practical or CAB lesson). At the completion of each teaching block, student create their own mind map. At the end of the course are some revision activities and high quality mind maps. This is the complete document for teaching the Edexcel GCSE ICT theory components. This document last my classes for two years.

I have been using these lessons challenges with a series of groups and they appear to have been really well received. Like many professionals, I have been trying to get to grips with the Micro:bit and find resources or lessons for my students to have a go at. There are loads around and this is a collection of progressive tasks that I think have been put together in a really coherent way for the teenage mind. Each one is a video tutorial which will guide your students through each step and provide them with the theory behind each decision made in the program. I would love to know your thoughts and I will add more, as and when they arrive. I have used this resource over three lessons... a great filler once the students get to grips with it. This also now includes a Python activity as well as Block Editor challenges. in terms of assessment and monitoring progress... I have been keeping a very simple spreadsheet and inputting when the student has been to show me their finished task - this means that I can open a dialogue with the student and find out what they found easy/difficult with the task, as well as being able to redirect them onto another task or target misconceptions.

According to Professor John Hattie, feedback has the biggest impact on learning. However, the written feedback that we provide is often rushed (in a bid to finish marking that pile of books!) It is also a common trait that we don’t teach our students how to use the feedback that we provide. So with this method, I tend to concentrate on writing quality feedback and at the start of the year, following my first written feedback, we work on how to use this information to inform and progress our learning. As a result, this is a document type that I use on a daily basis in school. The concept involves writing a set of statements that can be used to feedback on a piece of work. I tend to write the statements/comments at the same time as I write each of the tasks as this allows me to think of all of the possible outcomes that a student will produce. The feedback for each task is provided in four ways: Instant: this is the feedback that the students look for straight away. It very quickly establishing ‘how well’ they have done/ Constructive: this part of the feedback outlines exactly what the student has done well and what they need to develop. I simply ‘copy and paste’ the whole statement into the feedback box and colour code it appropriately. Students are now used to looking into this section in order to ascertain the specifics of where they have achieved/no achieved. Progressive: this is essentially an extension task for the student to follow. I often differentiate these pase on the ‘Constructive’ section. It takes the form of a link to a website; a video lecture or an activity. Sometimes these are assessed online - i.e. a Moodle Quiz or Educanon Assessment. Specific: this section focuses on the school or subject priority. For example, Literacy is high profile in our school environment so I will often tailor comments in this section to be around Literacy and quality of written answers.

A development from lesson 2 based on Strings and Variables. Introduction to strings and variables with linked examples and exercises for each.. This is the second lesson that is progressive, following a scheme of learning that will be published as an overview with the final lesson of the unit. Lessons can purchased individually or as a package. Lesson duration approximately 50-60 minutes. This lesson also includes links to a personalised Kahoot diagnostic assessment (free sign-up).

A development from lesson 1. Introduction to calculations and basic code. This is the second lesson that is progressive, following a scheme of learning that will be published as an overview with the final lesson of the unit. Lessons can purchased individually or as a package. Lesson duration approximately 50-60 minutes. This lesson also includes links to a personalised Kahoot diagnostic assessment (free sign-up).

This is a series of worksheets with key terminology from Module 1 and definitions for each piece of key terminology. I use this with spellings and definitions tests and assessments on Moodle.

Fillable pdf homework forms - great for digital uploads

GCSE ICT Key Terminology Poster 3 - used around the classroom to help students learn the key terminology related to each topic covered.

ICT Word Searches and Crosswords

Questions for learning - Bloom's Taxonomy starter sentences, keywords and suggested questions.

GCSE ICT Terminology Glossary Literacy Wordsearch

Worksheet to accompany Anatomy 4D app

GCSE ICT Customer Data Literacy Crossword

GCSE ICT Key Terminology Poster 11 - used around the classroom to help students learn the key terminology related to each topic covered.

GCSE ICT Key Terminology Poster 17 - used around the classroom to help students learn the key terminology related to each topic covered.

Online Network Literacy Crossword

GCSE ICT Key Terminology Poster 7 - used around the classroom to help students learn the key terminology related to each topic covered.

GCSE ICT Specialist Phone Literacy Crossword

Fillable pdf homework forms - great for digital uploads

Supplied with permission from Joe Santarcangelo - adapted from his PLC document.