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).

Developed specifically for the GCSE Computer Science 9-1 Component 2 Exam. Based directly on the OCR Syllabus, it covers each element in bitesize chucks. A simple resource that can be used for independent revision, peer-to-peer Q&A and mix n’ match tasks. Golden Nugget Technique: Read a golden nugget. Read it again. Look away - what can you remember? Read it again - what did you forget? Read it again. Look away - have you remembered it yet? Repeat this process and learn the theory in little bitesize chunks Feedback from Parents Evening: “My child brought these home for revision. Even though I don’t understand the theory, I have the answers in front of me. I ask for a definition and compare his answers to those on the Golden Nugget. I can even give prompts because all the answers are there.”

Developed specifically for the GCSE Computer Science 9-1 Component 1 Exam. Based directly on the OCR Syllabus, it covers each element in bitesize chucks. A simple resource that can be used for independent revision, peer-to-peer Q&A and mix n’ match tasks. Golden Nugget Technique: Read a golden nugget. Read it again. Look away - what can you remember? Read it again - what did you forget? Read it again. Look away - have you remembered it yet? Repeat this process and learn the theory in little bitesize chunks Feedback from Parents Evening: “My child brought these home for revision. Even though I don’t understand the theory, I have the answers in front of me. I ask for a definition and compare his answers to those on the Golden Nugget. I can even give prompts because all the answers are there.”

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

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.

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.

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.

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

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

OCR GCSE Computer Science Think - Make the Link A presentation developed from the OCR Specification to demonstrate to students how the knowledge and understanding for the new Unit 2 exam correlates with the skills required for the Unit 3 Non-Exam Assessment. By drawing the parallels between the content for the two assessments, I hope to develop stronger students with greater clarity in computational thinking as they approach the NEA in the Autumn term 2017, and prepare for the exam in Summer 2018. Scheme of work and lesson plans currently under development, and will follow.

BTEC First Award in ICT Learning Aim B: Understand what the internet is, how it works, and how it is structured Comprehension exercises. Differentiated questions. Learn/revise for the November exam with these. More to follow for this resource as created.

Document linking Key Stage 2 computing curriculum requirements with units of work. Scratch introductory lesson written by Key Stage 3/4 teacher for local primary school struggling with the new computing curriculum terminology. Teaching the lessons over the Autumn term 2017, so more lessons will be added as created. I use Scratch offline editor, but this could be done on the online version too.

Revision resource on Networks Golden nuggets of information to revision. Flash cards for cutting out and using as prompts for paired discussion, e.g. one sees the keyword, the other sees the definition .

Use these AfL checklists as you cover theory for the A451 exam. Differentiated for main topics to identify where students need more help in preparation for their exam.

Tricky words sheet for J296 Component 1 and Component 2 - Know and recognise these words, so you understand the context of the questions in the exam, plus: Learn how to compare the concepts using the Whereas Game as a ‘fun’ way to prepare for the exam: Instructions to students for playing the Whereas Game: You have been given a WHEREAS card. When instructed, you will have 30 seconds to explain to the class the difference between the 2 key terms you have been given. There must be no speaking (except for the person completing their WHEREAS challenge) until all class members have had a go You must listen carefully as the answer they give could be the answer you need in the May exams.

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: Modern Technologies and the Impact of Modern Technologies.

By creating a Times Table Learning Game on Scratch, students can become familiar with key programming terms: Sequence Selection Iteration Variables Includes lesson powerpoint, student resource and Scratch quiz. Update: Additional resource added - screenshots of Scratch code for quiz in case you are not using Scratch 2 offline editor. Follow on lesson - Direct Reflection and Improvement Time. How much do they now understand.

Using a model of 15 minutes theory and discussion, followed by practical creation of a user interface in Microsoft Access, this unit helped my Year 9 class to understand the concept of user interfaces as an introduction to the BTEC TA in DIT. Includes - discussion tasks linked to specification, home learning tasks and practical tasks in Access.