These 12 resources consist of folded revision sheets. The idea is that the question is one side, and the answer on the backside. They keep the sheet in their pocket, and fish it out regularly over the space of a few days, and focus on recalling the answers without looking (entering active learning, whereas reading, and copying are passive learning). This ensures the information moves from the short term memory into long term memory with recall. The second part of each resource is the same sheet with the answers removed. Learners fill this in during the lesson. Second bonus, instant check whether they are putting in some revision effort! I've used these for 5 years (updating each year obviously!) and have never got results less than 70% 3 levels of progress. The learners love them, and adapt the ideas to other lessons across the school. Much less wieldy than flash cards.

Learners often get mixed up with which protocol does what. This resource outlines the main protocols, and has a document attached for identifying the protocol. Great last minute activity for recall.

This resource contains LOs for 5 lessons in Python nailing IF and ELIF. It has been created as a follow on from my year 7 Python resource, but can be used as a standalone. The idea is that they recap first lesson, spend 3 lessons amending or creating code. Lesson 5 is a problem which they code a solution to. Lesson 6 is designed as feedback and DIRT time. I have the Python scripts referred to in the slides, but TES won't allow me to upload them. However, if you buy the resource, and contact me, I can ping those over to you. Although designed for year 8, this resource is suitable for bright year 7, or low ability year 9. Please check my follow on resources too. They are mainly aimed at preparing learners for the Edexcel NEA in year 11.

This PowerPoint contains 12 lessons of Python programming. It starts with the usual 'hello world', then takes the learner on a journey through importing time, adding delays, concatenation, key words/variables. It has been organised as Python scripts that the learner opens, presses F5 to see what it does, then follows the #comments in the coding. However, TES won't allow scripts to be uploaded, so I have screen dumped them on the slides. If you would like the scripts after purchasing, please contact me and I can email them. The lessons end with a taster of what is required at Edexcel GCSE level for part of the coding task, where instructions are printed, and repeated back with delays. I also have a year 8 set which focus on 2 terms learning IF, and ELIF. Year 9 focussing on FOR and WHILE loops. Year 10 on past NEA work. These will be available soon. My learners were completely engaged by having the script started for them - less daunting than opening a blank coding page in Python, and not having a clue where to start. I hope yours enjoy this resource of a term's work as much as mine did.

One page description of the relevant laws pertaining to computer use (or misuse!). There is a card match activity with 30 different scenarios which the learners must match to the legislation (which is printable on another sheet). Great group activity which will get them discussing key terms such as DDOS. Also, things that are borderline illegal. My classes really engage with it. Great revision resource.

Eleven computer science lessons which combine theory with practical Python programming skills. All contain clear lesson objectives, outcomes, tasks, questions, homework. This has been used as a whole term SOW successfully in KS4. Three of the lessons have been observed as outstanding. There are revision notes in Word, and a scored mock examination paper testing the LOs.

Introduction to Python specifically aimed at new users in year 9. There are 5 lessons on a separate PPT, with LO, bronze silver gold outcomes and homelearning activity on each. Then there is a test lesson. The focus is to drill down variable names, to call variables, to use a tuple, then compare that with the use of an indexed list. These could easily be added to for challenge in years 10 and even year 11. Unfortunately I can't add the Python script for lesson 2 - insult generator, but the script is on a slide so can easily be typed in.

This is a powerpoint lesson outline, with LO, and stepped outcomes. Learners must identify outcomes of a given flow chart, create one of their own, then are taught pseudocode of selection statements (IF)

This resource shares part of the marking criteria, gives a scenario and an example, then sets students the task of creating a menu, and 2,3 sub routines. Can easily be differentiated for higher or lower ability. Lesson obs got 'outstanding'.

There are 7 ten minute Python starters, or plenaries in this presentation. They include identifying code purpose, spotting errors, discussing efficiency of coding. The codes themselves are also useful for ideas of scripts learners can create, add to, or change. They include IF, sub routine, tuples, and other structures. The kids actually love solving the problems. All but one (open ended one) have the solutions on slide 2, to either share, or use as a mark scheme.

A thorough lesson to prepare year 10 or year 11 learners to tackle the Analysis stage of the NEA. The lesson takes learners through the art of abstracting from a larger problem. Breaking down a task into it's most basic form. They then have practice abstracting detail from two different scenarios. The lesson then moves to the reasons why we decompose, and the importance of making code as simple as possible, adding embellishments later when the bare bones are working. There is opportunity to practice decomposing either singularly, in pairs, or as group work. Possible solutions are given to peer assess, or can be taken out for teacher assessment. The lesson culminates in a test to decompose the first idea presented and abstracted, the Bake Off competition. Homework / extended learning is included, and encourages the learners to abstract and decompose the program controlling a household item.

Delving into FOR loops as all exam boards seem to be keen on creating NEA which uses them extensively. These lessons include loops on string, on integer, in ranges, with 'else', and with some concatenation. All have learning objectives, but can be customised. There are ways of assessing by building from giving code to adapt, to giving the basics of a scenario to turn into variables, statements. There is a test at the end of the three lessons, and it also includes reading from text files, but that question can be deleted if you haven't yet covered that part of the syllabus. These lessons are highly engaging, and suit absolute beginners, up to confident users. They assume no knowledge of FOR loops at the start.

Fabulous presentation for a 2 or 3 week Python project. The idea is that they use IF to make a multiple choice quiz (code examples given). Learners are immediately engaged by following a flow chart, and describing what the diagram does. They then have to alter some pseudocode to come up with the first question for their quiz, using IF a,b,c,d etc. The coding ramps up with scoring, and using ELIF. More competent users are challenged to use a main menu, with sub routines so the end user can choose which quiz they would like to do. Then super human coders can learn how to read and write text files to record the leaderboard. To do this, they must look at the coding for Edexcel Fixture NEA from 2017 (please email me for the files if you don't have them (annemariebradshaw@Hotmail.com). There is also a link to a great independent learning site for Python skills. The presentation includes LO, outcomes, 2 extended learning (hwk) tasks, peer assessment with the focus given on a worksheet, and practice debugging with a sabotage task (which really gets them digging into the code in the most devious of ways :-). Fabulous differentiation got these lessons 'outstanding' on a LW and LO. Feedback from the kids was that they loved working at their own pace, and developing something personal to them. Great stuff!

This is a game of dingbats, where they have to guess the keyword from the images. I have included the answers! You could either use this as an end of term fun lesson, with teams, or use each dingbat as a starter, plenary, or questioning prompt.

This is a complete set of resources for familiarity with the 2018 case study, Tom’s Toys and GG Toys Ltd. There are questions written for each section of the case study, for learners to annotate their paper. I have then taken questions, case study parts, and mark scheme parts from two years worth of papers for long answers. These are the 10, 8, and 6 mark questions. Everything you need to move the learners on from keywords, through knowledge, application, evaluation and self / peer / teacher marking. Teacher answers are included, either to use yourself or to share with the learners. Finally I have included a PowerPoint of links to Kahoots that I have made for each section - everyone loves a Kahoot as a starter or plenary! Enjoy!

As the last dingbats last year was hugely popular, I have created another for this summer. This could be used as an end of term educational lesson, or chopped up and put on your lesson as an engaging activity when they enter the room. There are 18 different dingbats, and the answers are included after each one. Enjoy!

A one hour validation lesson which engages students and shows them why, and how we use validation. They must be taught integer input first to understand this lesson. There are bronze silver and gold outcomes and resources are on the ppt itself.

Eleven long answer questions which refer to chapters in the Hodder education text book. Allows learners to recall each chapter in depth and prepare for six mark or longer questions.

This half a term worth of lessons cover: error types data types relational databases test Each lesson begins with the basic concepts, then adds until they are at GCSE level. Students have been very engaged with this work.

This is part of a pack aimed at GCSE year 11 Edexcel students preparing for paper 2. A lesson teaching data types and database relationships. The lesson begins very much scaffolded until they are able to understand all three concepts, then answer two exam paper questions on the topic (from the summer series and the specimen) including the mark scheme answers.