Knowledge Organiser covering 2.2 Programming Fundamentals. This Knowledge Organiser is for the new (277) specification and is mapped closely to the contents of the spec. This is an attractive and highly visual document that would act as an excellent revision aid.

Knowledge Organiser covering 2.3 Producing Robust Programs. This Knowledge Organiser is for the new (277) specification and is mapped closely to the contents of the spec. This is an attractive and highly visual document that would act as an excellent revision aid.

Knowledge Organiser covering 2.5 Programming Languages and IDE’s. This Knowledge Organiser is for the new (277) specification and is mapped closely to the contents of the spec. This is an attractive and highly visual document that would act as an excellent revision aid.

A collection of mindmaps, for each topic within the OCR 277 Specification. There are 11 mind maps in total (covering 1.1 - 2.5). Each mind map contains all the relevant terms for the topic and they are designed to support students with revision so there is space for them to make additional notes if they want to. The resources are presented in a .zip folder which contains copies of the mindmaps in both PDF ad JPEG formats, so they can be incorporated into your own resources easily if required.

Perfect for a new seating plans at the start of a new term, this is a PowerPoint file 30 slides with numbering in decimal, binary and hexadecimal. It allows students to quickly identify their allocated seat in a computer room while reinforcing learning on number bases. Just print each slide and stick it on the wall behind your PC 's - alternatively print each slide in A5 and stick next to/near workstations. The PowerPoint file is editable so you can easily add more slides if you have more than 30 seats. PLEASE NOTE : The poor formatting in the screenshot is not representative of the presentation of the numbers in the resource.

Knowledge Organiser covering 1.3 Computer Networks, Connections and Protocols. This Knowledge Organiser is for the new (277) specification and is mapped closely to the contents of the spec. This is an attractive and highly visual document that would act as an excellent revision aid.

Knowledge Organiser covering 1.6 Ethical, Legal and Environmental Impacts of Digital Technology. This Knowledge Organiser is for the new (277) specification and is mapped closely to the contents of the spec. This is an attractive and highly visual document that would act as an excellent revision aid.

A double-sided knowledge organiser for OCR A Level Computing , designed for Unit 1 topic 1.1 (The characteristics of contemporary processors, input, output and storage devices) The knowledge organiser is matches the specification exactly. It contains student tips and is carefully designed to make use of dual coding. This resource will both support students in preparing for tests and assessments, and aid teachers in planning lessons for each topic… All graphics are either designed by me, or used under license from the Noun Project. (I have a paid license to use these images meaning that I do not need to attribute them individually - evidence available on request)

This a set of 8 question grids, covering all the topics in OCR GCSE Computing. Each question is mapped to the 277 spec. There is a blank answer grid (which can be printed for students) as well as answers for all 8 grids. Each grid covers a mix of Unit 1 and Unit 2 questions, so would suit end-of-year or mock examination revision lessons. The file is presented in PowerPoint format and is editable if required.

A double-sided knowledge organiser for OCR A Level Computing , designed for Unit 1 topic (1.2 Software and software development) The knowledge organiser is matches the specification exactly. It contains student tips and is carefully designed to make use of dual coding. This resource will both support students in preparing for tests and assessments, and aid teachers in planning lessons for each topic… All graphics are either designed by me, or used under license from the Noun Project. (I have a paid license to use these images meaning that I do not need to attribute them individually - evidence available on request)

This is the second in a set of four guides written to support students with the Programming Project (NEA) part of OCR A Level Computing. The marks for the written elements of the project outweigh those awarded for the program itself and it is very important that students include all the detail necessary to access mark band four of the assessment criteria. This is detailed, structured and attractively presented multi-page guide that breaks the Design task into three sections, covering 3.2.1 - 3.2.3 of the Unit 3 spec. Each section features written guidance along with a clear breakdown of what the students should write. Supporting examples are provided as well explanations of the key ideas required in this section A checklist is also provided which can be given to students to help them ensure that they have completed all parts of the design section

A double-sided knowledge organiser for OCR A Level Computing , designed for Unit 1 topic (1.3 Exchanging data) The knowledge organiser is matches the specification exactly. It contains student tips and is carefully designed to make use of dual coding. This resource will both support students in preparing for tests and assessments, and aid teachers in planning lessons for each topic… All graphics are either designed by me, or used under license from the Noun Project. (I have a paid license to use these images meaning that I do not need to attribute them individually - evidence available on request)

One in a series of ten “retrieval grids” for A Level computing. This one covers: 1.1 The characteristics of contemporary processors These grids are perfect for supporting retrieval practice in the classroom or for student revision. Each resource comes with: • A 3 x 3 grid of questions • An answer sheet • A student answer sheet • A template which can be used to create additional grids The retrieval grids can be used with an optional “points” system. Questions are worth 1 – 3 points each. The points are based on the order in which the students are likely to have been taught the content (based on the order the topics are listed in the spec) with questions on the most recent topic being worth just a single point. The points system is optional and if used, it is important that it is “low stakes” only

One in a series of ten “retrieval grids” for A Level computing. This resource covers: 1.3.3 Networks These grids are perfect for supporting retrieval practice in the classroom or for student revision. Each resource comes with: • A 3 x 3 grid of questions • An answer sheet • A student answer sheet • A template which can be used to create additional grids The retrieval grids can be used with an optional “points” system. Questions are worth 1 – 3 points each. The points are based on the order in which the students are likely to have been taught the content (based on the order the topics are listed in the spec) with questions on the most recent topic being worth just a single point. The points system is optional and if used, it is important that it is “low stakes” only

One in a series of ten “retrieval grids” for A Level computing. This resource covers: 1.3.4 Web Technologies These grids are perfect for supporting retrieval practice in the classroom or for student revision. Each resource comes with: • A 3 x 3 grid of questions • An answer sheet • A student answer sheet • A template which can be used to create additional grids The retrieval grids can be used with an optional “points” system. Questions are worth 1 – 3 points each. The points are based on the order in which the students are likely to have been taught the content (based on the order the topics are listed in the spec) with questions on the most recent topic being worth just a single point. The points system is optional and if used, it is important that it is “low stakes” only

This is the fourth in a set of four guides written to support students with the Programming Project (NEA) part of OCR A Level Computing. The marks for the written elements of the project outweigh those awarded for the program itself and it is very important that students include all the detail necessary to access mark band four of the assessment criteria. This is detailed, structured and attractively presented multi-page guide that breaks the Evaluation task into sections, covering 3.4.1 - 3.4.4 of the Unit 3 spec. Each section features written guidance along with a clear breakdown of what the students should write. Supporting examples are provided as well explanations of the key ideas required in this section A checklist is also provided which can be given to students to help them ensure that they have completed all parts of the development section

One in a series of ten “retrieval grids” for A Level computing. This resource covers: 1.2.1 Systems Software These grids are perfect for supporting retrieval practice in the classroom or for student revision. Each resource comes with: • A 3 x 3 grid of questions • An answer sheet • A student answer sheet • A template which can be used to create additional grids The retrieval grids can be used with an optional “points” system. Questions are worth 1 – 3 points each. The points are based on the order in which the students are likely to have been taught the content (based on the order the topics are listed in the spec) with questions on the most recent topic being worth just a single point. The points system is optional and if used, it is important that it is “low stakes” only

One in a series of ten “retrieval grids” for A Level computing. This resource covers: 1.1.3 Input, output and storage These grids are perfect for supporting retrieval practice in the classroom or for student revision. Each resource comes with: • A 3 x 3 grid of questions • An answer sheet • A student answer sheet • A template which can be used to create additional grids The retrieval grids can be used with an optional “points” system. Questions are worth 1 – 3 points each. The points are based on the order in which the students are likely to have been taught the content (based on the order the topics are listed in the spec) with questions on the most recent topic being worth just a single point. The points system is optional and if used, it is important that it is “low stakes” only