Resource description This resource is a spreadsheet that can be distributed to pupils to allow pupils to track their own progress through the OCR GCSE Computer Science course. Giving pupils ownership of their progress and results rather than them being perceived by pupils as something that is controlled by and as the responsibility of the teacher can aid students to become self-directed learners. How to use the spreadsheet Rather than typing written instructions there is a 5 minute video displaying how to use the different elements of the spreadsheet. https://flashbackconnect.com/Movie.aspx?id=LAuX2f0I3AOx9bM5AwDPqA2 Password protection Most of the first sheet (My Progress) and a part of the second sheet (Work Record) are locked to prevent pupils from accidentally (or purposely) editing the formulas. The password to unlock the sheets is: csteacher Credits This spreadsheet is an adaptation of the AQA 8525 GCSE Tracking sheet posted by Mick Flaherty. Notes On the ‘My Progress’ sheet: Unit 3 - Computer networks, connections and protocols is referred to as Computer Networks. Unit 1.6 - Ethical, legal, cultural and environmental impacts of digital technology is referred to as Impacts of digital technology. This is simply because the unit names are too long to fit into the space available on the ‘My Progress’ sheet. On other sheets the units are referred to by their full names.

The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. There are two PowerPoint files for the questions: The ‘Questions’ PowerPoint file contains all of the questions and scripted answers for those questions. The scripted answers are vital to ensure consistency, they will allow the teacher to always give the same answer to the same question consistently over a long period of time allowing their students to have the benefit of hearing consistent answers and not answers that change every lesson. The ‘Template’ PowerPoint’ file contains the layout to conveniently display the questions on the classrooms VDU. To get the questions and scripted answers from the ‘Questions’ to the ‘Template’ PowerPoint simple copy and paste them into the spaces on the ‘Template’ PowerPoint. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions are designed to be quick to read and comprehend and also to be answered within a minute each allowing teachers to use them for different purposes at different stages of the lesson. The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding.

The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.5 (Network topologies, protocols and layers) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. With the key vocabulary list if a student cannot answer a question on the key vocabulary, the list can be used to prevent the students from opting out of verbally answering the question by having them read the definition/purpose from the list. This approach ensures that all students always verbally provide an answer, teaching the students that they will always have to answer the question (even if that is reading the definition/purpose aloud) encouraging them to take an active part in the lesson since there is no benefit (they still have to answer the question) to trying to opt out of answering the teacher’s question. To give students ownership of the key vocabulary list rather than it simply being a resource belonging to and provided by the teacher, the key vocabulary list can be distributed to the students without the definitions/purposes of the key vocabulary filled in. Then as the teacher progresses through the unit the students can be instructed to fill in the key vocabulary list by copying the correct definition/purpose onto the key vocabulary list themselves. The key vocabulary list could also be placed on the school’s website under the curriculum section as an available revision resource for students.

The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.5 (Network topologies, protocols and layers) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. As a lesson activity or formative assessment a partially completed version of the concept map could be distributed to students, and the students could be tasked with completing the concept map. This is a good check to see if your students have retained the key concepts of the unit.

This resource pack contains a concept map, key vocabulary list and questions with scripted answers for OCR GCSE Computer Science Unit 1.5 – Network topologies, protocols and layers. There are three elements to this resource pack: OCR GCSE Computer Science Unit 1.5 – Network topologies, protocols and layers Concept Map OCR GCSE Computer Science Unit 1.5 – Network topologies, protocols and layers Key Vocabulary OCR GCSE Computer Science Unit 1.5 – Network topologies, protocols and layers Questions Due to the character limit imposed by TES on the resource descriptions a more detailed version of the information below can be found bundled with the resources. OCR GCSE Computer Science Unit 1.5 – Network topologies, protocols and layers Concept Map The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.5 (Network topologies, protocols and layers) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. OCR GCSE Computer Science Unit 1.5 – Network topologies, protocols and layers Key Vocabulary The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.5 (Network topologies, protocols and layers) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. OCR GCSE Computer Science Unit 1.5 – Network topologies, protocols and layers Questions The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes).

The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. There are two PowerPoint files for the questions: The ‘Questions’ PowerPoint file contains all of the questions and scripted answers for those questions. The scripted answers are vital to ensure consistency, they will allow the teacher to always give the same answer to the same question consistently over a long period of time allowing their students to have the benefit of hearing consistent answers and not answers that change every lesson. The ‘Template’ PowerPoint’ file contains the layout to conveniently display the questions on the classrooms VDU. To get the questions and scripted answers from the ‘Questions’ to the ‘Template’ PowerPoint simple copy and paste them into the spaces on the ‘Template’ PowerPoint. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions are designed to be quick to read and comprehend and also to be answered within a minute each allowing teachers to use them for different purposes at different stages of the lesson. The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding.

The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.4 (Wired and wireless networks) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. With the key vocabulary list if a student cannot answer a question on the key vocabulary, the list can be used to prevent the students from opting out of verbally answering the question by having them read the definition/purpose from the list. This approach ensures that all students always verbally provide an answer, teaching the students that they will always have to answer the question (even if that is reading the definition/purpose aloud) encouraging them to take an active part in the lesson since there is no benefit (they still have to answer the question) to trying to opt out of answering the teacher’s question. To give students ownership of the key vocabulary list rather than it simply being a resource belonging to and provided by the teacher, the key vocabulary list can be distributed to the students without the definitions/purposes of the key vocabulary filled in. Then as the teacher progresses through the unit the students can be instructed to fill in the key vocabulary list by copying the correct definition/purpose onto the key vocabulary list themselves. The key vocabulary list could also be placed on the school’s website under the curriculum section as an available revision resource for students.

The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.4 (Wired and wireless networks) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. As a lesson activity or formative assessment a partially completed version of the concept map could be distributed to students, and the students could be tasked with completing the concept map. This is a good check to see if your students have retained the key concepts of the unit.

This resource pack contains a concept map, key vocabulary list and questions with scripted answers for OCR GCSE Computer Science Unit 1.4 – Wired and wireless networks. There are three elements to this resource pack: OCR GCSE Computer Science Unit 1.4 – Wired and wireless networks Concept Map OCR GCSE Computer Science Unit 1.4 – Wired and wireless networks Key Vocabulary OCR GCSE Computer Science Unit 1.4 – Wired and wireless networks Questions Due to the character limit imposed by TES on the resource descriptions a more detailed version of the information below can be found bundled with the resources. OCR GCSE Computer Science Unit 1.4 – Wired and wireless networks Concept Map The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.4 (Wired and wireless networks) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. OCR GCSE Computer Science Unit 1.4 – Wired and wireless networks Key Vocabulary The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.4 (Wired and wireless networks) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. OCR GCSE Computer Science Unit 1.4 – Wired and wireless networks Questions The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding.

The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. There are two PowerPoint files for the questions: The ‘Questions’ PowerPoint file contains all of the questions and scripted answers for those questions. The scripted answers are vital to ensure consistency, they will allow the teacher to always give the same answer to the same question consistently over a long period of time allowing their students to have the benefit of hearing consistent answers and not answers that change every lesson. The ‘Template’ PowerPoint’ file contains the layout to conveniently display the questions on the classrooms VDU. To get the questions and scripted answers from the ‘Questions’ to the ‘Template’ PowerPoint simple copy and paste them into the spaces on the ‘Template’ PowerPoint. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions are designed to be quick to read and comprehend and also to be answered within a minute each allowing teachers to use them for different purposes at different stages of the lesson. The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding.

The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.3 (Storage) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. With the key vocabulary list if a student cannot answer a question on the key vocabulary, the list can be used to prevent the students from opting out of verbally answering the question by having them read the definition/purpose from the list. This approach ensures that all students always verbally provide an answer, teaching the students that they will always have to answer the question (even if that is reading the definition/purpose aloud) encouraging them to take an active part in the lesson since there is no benefit (they still have to answer the question) to trying to opt out of answering the teacher’s question. To give students ownership of the key vocabulary list rather than it simply being a resource belonging to and provided by the teacher, the key vocabulary list can be distributed to the students without the definitions/purposes of the key vocabulary filled in. Then as the teacher progresses through the unit the students can be instructed to fill in the key vocabulary list by copying the correct definition/purpose onto the key vocabulary list themselves. The key vocabulary list could also be placed on the school’s website under the curriculum section as an available revision resource for students.

The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.3 (Storage) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. As a lesson activity or formative assessment a partially completed version of the concept map could be distributed to students, and the students could be tasked with completing the concept map. This is a good check to see if your students have retained the key concepts of the unit.

This resource pack contains a concept map, key vocabulary list and questions with scripted answers for OCR GCSE Computer Science Unit 1.3 - Storage. There are three elements to this resource pack: OCR GCSE Computer Science Unit 1.3 - Storage Concept Map OCR GCSE Computer Science Unit 1.3 - Storage Key Vocabulary OCR GCSE Computer Science Unit 1.3 - Storage Questions Due to the character limit imposed by TES on the resource descriptions a more detailed version of the information below can be found bundled with the resources. OCR GCSE Computer Science Unit 1.3 - Storage Concept Map The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.3 (Storage) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. OCR GCSE Computer Science Unit 1.3 - Storage Key Vocabulary The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.3 (Storage) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. OCR GCSE Computer Science Unit 1.3 - Storage Questions The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding

The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. There are two PowerPoint files for the questions: The ‘Questions’ PowerPoint file contains all of the questions and scripted answers for those questions. The scripted answers are vital to ensure consistency, they will allow the teacher to always give the same answer to the same question consistently over a long period of time allowing their students to have the benefit of hearing consistent answers and not answers that change every lesson. The ‘Template’ PowerPoint’ file contains the layout to conveniently display the questions on the classrooms VDU. To get the questions and scripted answers from the ‘Questions’ to the ‘Template’ PowerPoint simple copy and paste them into the spaces on the ‘Template’ PowerPoint. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions are designed to be quick to read and comprehend and also to be answered within a minute each allowing teachers to use them for different purposes at different stages of the lesson. The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding.

The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.2 (Memory) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. With the key vocabulary list if a student cannot answer a question on the key vocabulary, the list can be used to prevent the students from opting out of verbally answering the question by having them read the definition/purpose from the list. This approach ensures that all students always verbally provide an answer, teaching the students that they will always have to answer the question (even if that is reading the definition/purpose aloud) encouraging them to take an active part in the lesson since there is no benefit (they still have to answer the question) to trying to opt out of answering the teacher’s question. To give students ownership of the key vocabulary list rather than it simply being a resource belonging to and provided by the teacher, the key vocabulary list can be distributed to the students without the definitions/purposes of the key vocabulary filled in. Then as the teacher progresses through the unit the students can be instructed to fill in the key vocabulary list by copying the correct definition/purpose onto the key vocabulary list themselves. The key vocabulary list could also be placed on the school’s website under the curriculum section as an available revision resource for students.

The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.2 (Memory) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. As a lesson activity or formative assessment a partially completed version of the concept map could be distributed to students, and the students could be tasked with completing the concept map. This is a good check to see if your students have retained the key concepts of the unit.

This resource pack contains a concept map, key vocabulary list and questions with scripted answers for OCR GCSE Computer Science Unit 1.2 - Memory. There are three elements to this resource pack: OCR GCSE Computer Science Unit 1.2 - Memory Concept Map OCR GCSE Computer Science Unit 1.2 - Memory Key Vocabulary OCR GCSE Computer Science Unit 1.2 - Memory Questions Due to the character limit imposed by TES on the resource descriptions a more detailed version of the information below can be found bundled with the resources. OCR GCSE Computer Science Unit 1.2 - Memory Concept Map The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.2 (Memory) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. OCR GCSE Computer Science Unit 1.2 - Memory Key Vocabulary The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.2 (Memory) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. OCR GCSE Computer Science Unit 1.2 - Memory Questions The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding.

The questions are single sentence questions designed to be conveniently displayed on a classrooms VDU and be answered in 1 minute each. There are two PowerPoint files for the questions: The ‘Questions’ PowerPoint file contains all of the questions and scripted answers for those questions. The scripted answers are vital to ensure consistency, they will allow the teacher to always give the same answer to the same question consistently over a long period of time allowing their students to have the benefit of hearing consistent answers and not answers that change every lesson. The ‘Template’ PowerPoint’ file contains the layout to conveniently display the questions on the classrooms VDU. To get the questions and scripted answers from the ‘Questions’ to the ‘Template’ PowerPoint simple copy and paste them into the spaces on the ‘Template’ PowerPoint. The questions with scripted answers are versatile resources that can be used by teachers in a variety of ways: The questions are designed to be quick to read and comprehend and also to be answered within a minute each allowing teachers to use them for different purposes at different stages of the lesson. The questions could be displayed on the classrooms VDU as a starter or Do Now activity (5 questions is 5 minutes). The questions could be displayed on the classroom’s VDU at the end of the lesson as an exit ticket (3 questions is 3 minutes). The questions could also be used at any part of the main lesson where the teacher desires to assess their students understanding.

The key vocabulary list contains most if not all of the key vocabulary students are required to know for their OCR GCSE Computer Science Unit 1.1 (Systems Architecture) along with definitions/purpose. Key vocabulary lists are versatile resources that can be used by teachers in a variety of ways: The key vocabulary list can be used as a knowledge organiser that can be distributed to students, students can then be required to have the key vocabulary list in front of them during the lesson allowing the teacher to use your preferred questioning techniques to check the students understanding of the key vocabulary at any time during the lesson. With the key vocabulary list if a student cannot answer a question on the key vocabulary, the list can be used to prevent the students from opting out of verbally answering the question by having them read the definition/purpose from the list. This approach ensures that all students always verbally provide an answer, teaching the students that they will always have to answer the question (even if that is reading the definition/purpose aloud) encouraging them to take an active part in the lesson since there is no benefit (they still have to answer the question) to trying to opt out of answering the teacher’s question. To give students ownership of the key vocabulary list rather than it simply being a resource belonging to and provided by the teacher, the key vocabulary list can be distributed to the students without the definitions/purposes of the key vocabulary filled in. Then as the teacher progresses through the unit the students can be instructed to fill in the key vocabulary list by copying the correct definition/purpose onto the key vocabulary list themselves. The key vocabulary list could also be placed on the school’s website under the curriculum section as an available revision resource for students.

The concept map contains most if not all of the key concepts students are required to know for their OCR GCSE Computer Science Unit 1.1 (Systems Architecture) and how the key concepts are linked together. Concept maps are versatile resources that can be used by teachers in a variety of ways: The concept map can be used as a knowledge organiser that can be distributed to students, to be placed on classroom walls to give a visual representation of what the unit contains, placed on the school’s website under the curriculum section to give more detail about the Computer Science curriculum to prospective students parents or as an available revision resource for students, or simply as a reminder to the teacher so that none of the key concepts are missed during class. As a lesson activity or formative assessment a partially completed version of the concept map could be distributed to students, and the students could be tasked with completing the concept map. This is a good check to see if your students have retained the key concepts of the unit.