With a few decades of experience teaching Computer Science, Business and IT, this shop has a variety of resources for KS3 Computing as well as the KS4 GCSE Computer Science, GCSE Business, BTEC Business and BTEC TA DIT. More resources coming in the near future.
With a few decades of experience teaching Computer Science, Business and IT, this shop has a variety of resources for KS3 Computing as well as the KS4 GCSE Computer Science, GCSE Business, BTEC Business and BTEC TA DIT. More resources coming in the near future.
Unit of work looking at the modern technology used by organisations, the individual and society.
Developing students skills in online software using Google Sites, this unit develops on from the unit on Modern Technologies.
Unit of work looking at the impact of modern technology on organisations, the individual and society.
Developing students report writing techniques, this unit develops on from the unit on Modern Technologies.
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.
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.
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
Paired Discussion/Written-based Revisision Activity
Discussion Cards for Component 3 - A2 Impact of Modern Technologies
Peer:
Read the card asking the same questions for each key concept:
What is it?
How is this relevant to business?
Why is this relevant to me?
Once discussion has taken place, the student then writes a paragraph summarising the discussion.
Peer Support:
Knowledge Organiser provides overview of topic.
Golden Nuggets of key concept theory included in case prompting is needed in the discussion.
In the OCR GCSE Computer Science 9-1 Paper 2 2018, the paper started with an SQL question. Of all the questions in Paper 2, this is the one that they struggled with.
In this bundle are previous resources for the GCSE Computing course which are relevant, and newly created resources for the GCSE Computer Science 9-1 course.
Let’s Do It Activities
Designed as lesson starters for component 2 - revision of the different methods for searching and sorting: Defensive design (validation & verification), maintainability (indentation and comments), anticipating misuse and planning for contingencies.
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 Translators & Language Facilitators.
Paired Discussion/Written-based Revisision Activity
Discussion Cards for Component 3 A1 Modern Technologies
Peer:
Read the card asking the same questions for each key concept:
What is it?
How is this relevant to business?
Why is this relevant to me?
Once discussion has taken place, the student then writes a paragraph summarising the discussion.
Peer Support:
Knowledge Organiser provides overview of topic.
Golden Nuggets of key concept theory included in case prompting is needed in the discussion.
Paired Discussion/Written-based Revisision Activity
Discussion Cards for Component 3 - D1 Forms of Notation
Peer:
Read the card asking the same questions for each key concept:
What is it?
How is this relevant to business?
Why is this relevant to me?
Once discussion has taken place, the student then writes a paragraph summarising the discussion.
Peer Support:
Knowledge Organiser provides overview of topic.
Golden Nuggets of key concept theory included in case prompting is needed in the discussion.
Paired Discussion/Written-based Revisision Activity
Discussion Cards for Component 3 - B1 & B2 Cyber Security
Peer:
Read the card asking the same questions for each key concept:
What is it?
How is this relevant to business?
Why is this relevant to me?
Once discussion has taken place, the student then writes a paragraph summarising the discussion.
Peer Support:
Knowledge Organiser provides overview of topic.
Golden Nuggets of key concept theory included in case prompting is needed in the discussion.
Once the teaching element of Component 3 has been completed, students need to further develop their understanding of how to use the key terms in the syllabus in the context of the scenarios given in questions.
Included in this bundle are resources to help with discussion to formulate ideas, and then a written task to put these ideas down on paper.
This approach enables students to think before they write, and will potentially train them to do this better in the exam.
I have trialled BTEC Digital Information Technology during 2017/2018, and have produced a number of resources linked directly to the new specification.
This free resource is one of a set linked to the theory required on sectors for Component 3 Cyber Security, and the skills required in Component 1, if you choose to use PowerPoint for the User Interface.
The complete set for will be available to purchase in November for £5.
Thanks for taking an interest in this resource.
A simple resource to help students remember how to convert from Hexadecimal into Decimal number (denary), and from Decimal number (denary) into Hexadecimal.
As there are no calculators in the exam this year, it would help if students could refer to the 16 times table quickly when converting.
GCSE Computer Science/BTEC ICT/BTEC DTT
An audio recording to use at the start of Computing lessons as students are logging on.
Key terms:
Internet, World Wide Web, ISP, DNS, Hosting
Let’s Do It Activities
Designed as lesson starters for component 2, this free resource is from the Algorithm set.
The set, on sale for £4, shows the sort/search methods in the 9-1 specification, illustrated through worked examples and a suggested approach to 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.
Thanks for interest in this resource.
Let’s Do It Activities
Designed as lesson starters for component 2, this free resource is from the Data Representation set.
The set, on sale for £4, shows the different methods for converting data in the 9-1 specification, illustrated through worked examples and a suggested approach, 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.
Thanks for interest in this resource.
A small selection of the resources I am developing to help my students improve their confidence in key terminology for Component 2, which based on mock results, was their weaker paper.
Get Going Glossary - checking their understanding of key terminology.
Fast Five - Quick questions on data rep/algorithms/logic/simple algorithms.
DTT - Diagnosis following practice papers.
Terminal Ten - MCQs and a QWC question.
I am developing these resources as I teach my Year 11s, and over will upload the sets of resources in due course.
In final preparation for the GCSE Computer Science 9-1 exam, I have created some characters and simple tips to help students remember how to approach the different types of questions.
If you can you this, and it can help students, please download.
Good luck to all GCSE Computer Science students on 14 & 17 May 2018.
Component 3 Exam - Daily Dose of DIT
My students have downloaded the Google Classroom app to their smartphones so they can receive regular notifications from me.
I use the stream on Google Classroom to provide students with a Daily Dose of DIT, and then put the Daily Dose into a spreadsheet.
Really recommend Google Classroom if you are not already using it, and I hope that the Daily Doses attached can help you/your students in preparation for the Component 3 exam.
I will update this regularly as I add more daily doses.