Revision lesson: Each revision lesson gets the students working independently for the first part of the lesson, followed by a review of the answers. A specific area of Component 1 is then revised, and the lesson concludes with a QWC question. If you have longer lessons, you could add in past exam questions from the A451 syllabus which are related. Independent questions: Storage, wired/wireless networks and legislation Teacher-led revision: Legislation QWC question: Application of legislation.

Revision lesson: Each revision lesson gets the students working independently for the first part of the lesson, followed by a review of the answers. A specific area of Component 1 is then revised, and the lesson concludes with a QWC question. If you have longer lessons, you could add in past exam questions from the A451 syllabus which are related. Independent questions: Memory and Storage Teacher-led revision: ELCE QWC question: Technology today

These knowledge build cards relate to the Functional Skills in ICT Unit, with some examples of documents and integrated teacher assessment. Database not included as actual name of students used in school-based exercise. Resources include - vocational context, examples of completed work, tasks for students. Topic: The Healthy Lifestyle of a Cardinal Wiseman Student Programs: Macromedia Fireworks, Microsoft Word, Microsoft Excel, Microsoft Powerpoint, Microsoft Publisher and Microsoft Access. In the Autumn term, Year 8 focused on Programming. In the Spring term, Year 8 focuson Functional Skills in ICT. In the Summer term, Year 8 focus on Computer Science theory.

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.

This is a set of Knowledge Build Cards (KBCs) linked to the theory required for Component 3 C1. Responsible Use and C2. Legal & Ethical. Used as follows: 15 mins SSCR literacy task for content: Skim - Scan - Close Read in order to enable application. Key theory as per specification. Contextualisation. Students completed the response to questions on a mindmap on our VLE, before completing a related blog on each topic. Thanks for taking an interest in this resource.

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.

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.

3 Revision exercises for the BTEC Business Unit 2 Finance exam (also suitable for other Business Finance level 2 exams): Labelling or calculations Definitions Explanations linked to business Offering solutions Teacher solutions provided.

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.

Main keywords relating to Unit 1 What is a business and What does a Business Do? (EdExcel) A useful resource for students to use when researching and preparing for the Controlled Assessment. Could be used by other students studying business, as a general glossary.

Help prepare students for the Unit 2 Business Finance (EdExcel) with this glossary of keywords and definitions. Also suitable for other business courses. Hope others can make use of this - compiled over 12 months, as I created the individual lessons