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Quicksort - Lesson pack
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Quicksort - Lesson pack

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Tried and tested quicksort resources. Do not depend on any particular language, here is a presentation to help a teacher deliver the content along with worksheets.
Generalisation lesson Computing (late KS3 or GCSE)
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Generalisation lesson Computing (late KS3 or GCSE)

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Full lesson to explain generalisation to your students Learning objectives: To understand that patterns are important using algorithms To know that generalisation helps us to create programs This is taught by tic-tac-toe and counting rectangles. An enjoyable lesson for the students.
iPhone presentation and lesson resources
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iPhone presentation and lesson resources

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Today the iPhone 11 has been launched by Apple at an event in California. But what do our students think of the pressure that comes with needing to have a new phone each and every year? What are the ethics around purchasing a new phone? What about the way that you are tempted to make inapp purchases on your phone? This resource is designed to help you! A series of great resources around the iPhone. Presentations: iPhoneHistory Worksheets: Timeline Timeline2 Ethics Microtransactions Activities: iPhonehigherlower Can be used in Computing / ICT Citizenship Tutor time Assemblies
Business Studies (Edexcel 1BS0) Topical Events - Xmas, Easter and Christmas events
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Business Studies (Edexcel 1BS0) Topical Events - Xmas, Easter and Christmas events

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125 slides that give ideas for starters and ideas for events throughout the year. They are organised into the following topics: 1.1 Enterprise and entrepreneurship 1.2 Spotting a business opportunity 1.3 Putting a business idea into practice 1.4 Making the business effective 1.5 Understanding external influences on business Each subtopic has the reference to the syllabus.
Dijkstra's Algorithm  for Maths
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Dijkstra's Algorithm for Maths

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Dijkstra’s Algorithm The way I would run this is to talk through the motivation for the algorithm from the presentation, and give the terminology worksheet to be filled in (answer in the presentation). We’d then work through the brute force worksheet. I might then run through the example, then give them the simple graph to fill in. Than we would work through TaskGraph1 for the graphs. Then I might get them to either code, or come up with graphs for them to solve in small groups or in pairs. Included: TPT presentation Labels to fill in worksheets to give structure for the students to fill in answers TaskGraph1 3 graphs to run Dijkstras on. AnswerGraph1 and 2 -answers for the graphs Brute force worksheet and brute force worksheet answers