One hour, fully resourced Internet Safety lesson which introduces the concept of digital footprints and how our actions on the Internet now can have an impact on our later lives - especially when applying for jobs or in relationships.
This resource pack includes an hour long PowerPoint with accompanying worksheets, well differentiated activities, literacy focus tasks, clip tasks with three-way differentiated questions and information sheets.
The lesson has been left editable and is filled with engaging, well differentiated and fun activities. It is useful for PSHE, ICT, Careers, Citizenship or Tutor Time. As with all our lessons, you don’t need any prior knowledge as all the information is included - you can just pick up and teach it.
You can find many more inexpensive and free PSHE, Citizenship and RE resources at my shop: MORE PSHE RESOURCES
Are you looking for an effective way to teach Python? JUMP123 programming is an innovative pedagogy that makes teaching programming easy for you and engaging for your students. By breaking lessons into manageable steps, this approach ensures that students not only grasp Python concepts but also retain and apply them to new challenges.
This set of 12 fully editable lessons uses the JUMP123 methodology, designed to make Python lessons both interactive and effective. The structure, based on proven educational psychology, reduces cognitive load for students, helping them master Python more efficiently.
WHY CHOOSE JUMP123?
Editable Resources: Each lesson comes with a fully customisable PowerPoint and lesson plan, so you can adapt them to your school’s requirements and your own teaching style.
Teacher-Friendly: With built-in answers, these lessons support early-career teachers, non-specialists, and experienced educators, saving you time while ensuring that your students progress.
Student-Focused: Lessons are interactive, with activities like paired programming, paired discussions, questions and hands-on exercises to keep students actively engaged.
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SKILLS YOUR STUDENTS WILL LEARN
By the end of the unit, students will confidently use:
Input and print functions including f-strings
Data type conversion (int, float, str)
Mathematical operations (+, -, *, /, MOD, DIV)
Selection (If, else, elif and nesting)
Iteration (while loops including and/or/not and for loops using range statements, strings and lists)
Error identification and debugging
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Students will gain a deep understanding of Python theory and be able to explain and troubleshoot programs independently. They’ll work through real-world coding scenarios, modifying code and creating new programs from algorithms and flowcharts.
WHO IS THIS FOR?
These lessons are perfect for:
KS3 classes learning Python for the first time
GCSE students needing foundational programming skills
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FLEXIBLE FOR ANY PROGRAMMING PLATFORM
No matter which Python platform your school uses, this unit works seamlessly. All code can be copied into any environment for live coding demonstrations, so you can focus on teaching.
EASY PROGRESS TRACKING
The lessons follow the JUMP123 assessment methodology, making it simple to monitor and evaluate pupil progress. This ensures that all students are advancing their programming skills.
WHY IT WORKS
JUMP123 makes teaching Python a breeze by focusing on essential skills, reducing student overwhelm and providing ample practice to transfer knowledge into long-term memory. With this resource, you’ll see less confusion in the classroom and more confident coders.
WANT A SNEAK PEEK?
Visit the JUMP123 programming website to download free sample lessons and discover how this dynamic approach can revolutionise your Python teaching.
These resources have been created for those delivering the Digital Functional Skills Qualification at Entry Level which replaces the current Functional Skills ICT Qualification from 31st of July 2023.
The DFS qualification’s main purpose is to provide reliable evidence of a learner’s achievements against content that is relevant to the workplace and real life.
These resources provide a structured assessment in workbook form to evidence learner’s knowledge and skills as well as their ability to apply these in different contexts and demonstrate that all learning outcomes have been met.
The qualification itself is made up of many 5 main skill areas (Modules) each with its own series of units.
Each workbook includes various challenges, activities and tasks to prove learners understanding. Each page has a header that includes the individual outcomes covered and can be assessed easily and signed off.
This Bundle of resource covers:
Module 1 - Using devices and handling information
1.1 Know the main features and uses of different types of device.
Task 1 - Learners to identify 9 key digital devices using images.
Task 2 - Using their existing knowledge coupled with some online research, learners will record below 5 key features for each digital device.
Task 3 – Learner will then collate data on how much each device is used by themselves and their peers.
Task 4 – Using questioning, learners will identify pros and cons of each device and their overall popularity. They will investigate other devices available on the market and give their opinions of the future of technology as a whole.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.2 Know what an application is and the main types of application software
Task 1 - Demonstrate knowledge on the difference between Hardware and Software and give examples for both.
Task 2 - Understand the function of an operating system and know where to find details of an OS on various devices.
Task 3 - Become familiar with the different types of applications available and how they all have a different purpose.
Task 4 - Know how to locate ‘screen time’ on mobile devices and analyse application usage and trends. Discuss the pro and cons and how screen time could be limited.
Task 5 – Write a review for a favourite application using the template provided or leave an actual review on your mobile phone.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.3 Apply system settings (including display, sound, Wi-Fi, time, language, accessibility).
Task 1 – Learners to become familiar with the system settings menu using Microsoft windows and identify specific settings found in each category i.e. Personalisation, Network etc.
Task 2 – Learners will navigate System settings, locate particular icons and give reasons why they may need to be accessed and applied.
Task 3 – Learners to read 3 scenarios and find a solution for each. They will also show clearly where to locate the setting required.
Task 4 – Learners to create 2 of their own scenarios and challenge their peers to fins a solution using an appropriate system setting.
Task 5 – Includes a selection of Flashcards that can be cut out, printed on cardboard or laminated and used to reinforce knowledge of system settings.
Learners can also be given a card randomly and then demonstrate, using a device, how to apply that particular system setting.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
1.4 Navigate online content to locate required information.
Task 1 - Learners will correctly type 2 URL examples into a browser and record details about the different websites. Learner can continue this task by entering their own URLs to help familiarise themselves further with this practice.
Task 2 - Learners will understand the difference between a browser and a search engine and show this by ticking the correct box next to each example logo.
Task 3 - Learners to unscramble some of the various reasons why we all use the internet. They will also give some examples of their own.
Task 4 - Learners will give examples of effective keywords to use when searching for relevant information online.
Task 5 - Learners will show an understanding of how to check the validity of information found online and will choose 6 example websites to demonstrate this.
Task 6 - Learners will follow step by step instructions on how to save websites into a browser and then bookmark 3 of their own for easier access.
Task 7 - Learners to become familiar with the navigation tools found in browser (chrome) and match the correct name and function of 14 examples.
Module 1 - Using devices and handling information
1.5 Carry Out Searches online
Task 1 - Learners are required to find the answers to find the answers to 18 general knowledge questions using the World Wide Web. This can be an individual or group timed challenge. All answers will be officially checked with any incorrect answers incurring a 10 second penalty.
Task 2 - Learners will become familiar with the most commonly asked online questions. They will guess using ‘first word’ criteria and then carry out a search to find the ‘most popular’ based on the most current data.
Task 3 - Learners will learn how to take a screenshot using different digital devices, put this into practice and attach the evidence.
Task 4 - Learners will demonstrate how to carry out a variety of searches online. They are required to plan a fictional holiday following specific guidelines and meeting certain criteria.
Extension Activity – Learners to continue with Task 4 and carry out two further searches based around the weather and reviews of their chosen destination and accommodation.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit 1.6. Use files to read and store information (including creating a file, opening a file, reading information from a file, editing a file, saving a file).
Task 1 - Learners to gain an understanding of digital files, how they work, what are their main functions and the benefits and advantages of compared to traditional physical documents. (Answers to Task included)
Task 2 - Learners will become familiar with 7 of the most common digital file types and are asked to break each down with a clear description and research reasons we may need to use them. (guidance to Task included)
Task 3 - Learners will look at the impact of the digital age and how we operate now in comparison with only a few years back. They will also become familiar with new and older forms of technology.
Task 4 & 5 - Is a basic introduction into some of the skills they will be required to demonstrate in Module 2 (resources will be available in 2024).
In ‘Task4’ they will use Microsoft WORD to open an existing Text Document, edit it following a series of instructions, save the document and print off as evidence. Learners will need to access Word Doc – ‘SB Football Rules - WORD File - To be Edited’. Both this and a completed example are included with download.
In ‘Task 5’Learners will access a JPEG File and use Microsoft Photo Viewer or Paint 3D to edit it however they want using the tools available within the software. They will need to save the amended image, print it off and attach to the workbook as evidence. Learners will need to access ‘SB Sunrise - JPEG File - To be Edited’. Both this and a completed example are included with download.
Task 6 – Learners can now demonstrate their new knowledge to open, create, edit and save a digital file. They can use any off the 7 file types looked at in the unit. They will need to print off their work as evidence and could also share with the group.
Also includes a Skills and Knowledge Checklist and Glossary with key words for learners to complete.
Module 1 - Using devices and handling information
Unit - 1.7 - Use files and folders to organise and retrieve information (including local and remote storage).
Task 1 – An introductory discussion where learners are to identify areas of their life they like to keep organised and share opinions on the benefits mirroring this good practice in their digital world.
Task 2 - Learners will become familiar folder hierarchy and the importance of categorising and naming main folders as part of this process.
Task 3 - Learners will demonstrate they can structure folders sub folders and files correctly using cut out templates. The challenge can be undertaken, individually, in pairs or groups and even timed for an element of competition. (Tutor Answers included)
Task 4 - Learners will determine 5 authentic and 5 misleading tips for Digital Housekeeping. (Tutor Answers included)
Task 5 - Learner will follow 6 mini tasks to demonstrate their ability of knowledge gained so far. The tutor will observe and using a witness checklist, sign off each one completed task.
Task 6 – Learners to read/discuss the statements that describe remote and local storage and match the correct benefits and considerations from the list.
They will also need to recognise 3 main cloud serve providers.
Task 7 - The last task requires learners to put the knowledge gained from this unit into practice and implement a thorough and efficient tidy up on their digital devices i.e. phone tablet, pc laptop etc.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit - 1.8 - Know when there is a problem with a device or software and know the difference between system errors.
Task 1 – An introductory discussion where learners are to share experiences of things that have gone wrong, and frustrations caused when using any type of digital device. Learner will then uncover other common malfunction using images.
Task 2 - Learners will become familiar the difference between User and System errors and give 2 examples for each.
Task 3 – Learners will demonstrate their understanding by looking at 10 scenarios that all portray real life problems and identifying whether it is a system error, user error or a combination of both.
Task 4 & 5 - Learners will determine 5 common viruses from the images and Research the characteristics, functions and how each virus operates. They will add this information to the table.
A Guided answer sheet is included for Tasks 1,4 &5
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 1 - Using devices and handling information
Unit - 1.9 Apply a solution to solve a simple technical problem.
Task 1 – An introductory to how troubleshooting can help resolve digital device issues without immediately seeking professional help. Learners will reorder 9 potential fixes (troubleshooting steps) in a logical order.
Task 2 – Revisiting 4 of the real-life dilemmas from Unit 8, learners will research and record a series of suitable troubleshooting steps for each. An example has been given.
Task 3 - Learners will become familiar with 10 common error messages that appear on-screen when there is a problem. They will fill in the missing words while gaining an understanding of what each of them mean.
Task 4 - Learners to take part in a multiple-choice quiz in pairs or independently, followed by a group discussion based on everyone’s answers.
Extension Activity – Learners have the opportunity to continue Task 2 and find solutions for the remaining 4 dilemmas form Unit 8.
Tutor Answers are included for all 4 tasks.
Module 2 - Creating and Editing - 2.1 - Use a suitable application to enter, edit and format text
This resource includes:
Task 1 - Learners to identify 3 of the main Word processing software applications and then give 3 examples of editing and 3 examples of formatting text. This will confirm they know the difference.
They will then move into an activity that requires them to label the basic formatting tools found in Microsoft WORD (The application that will be used throughout this unit)
Task 2 - Using their existing knowledge coupled with some online research, learners will complete a table that showcases the functionality and application of the previously identified formatting tools.(Tutor Guided Answers are included)
Task 3 (a) – Learners will open an email and download the attached document (This is included and will have been sent prior by the tutor). Learners will then format the text by following a series of instructions. They will then save the new version ready for the next task. (Guided Tutor example included)
Task 3 (b) – This is a continuation of Task 3(a) with 8 more instructions, some of which will stretch and challenge. Learners will save and print work as evidence. (Guided Tutor example included)
Task 4 – Learners will take part in a ‘true’ & ‘false’ quiz based on the dos and don’ts of formatting text. Tutors can then recap on the unit, encourage discussion and go through answers as a group (Guided Answers included)
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 2 - Creating and Editing - 2.2 - Use a suitable application to enter, edit and format text.
This resource includes:
Task 1 - Learners to identify 3 commonly used Graphic Editing software and then discuss as a group their own experiences of using these applications. They are then required to brainstorm 6 picture formatting tools that can be found in Microsoft WORD. (The application that will be used throughout this unit)
Task 2 - They will then move into an activity that requires them to label the basic picture formatting tools found within the picture formatting tab.
Task 3 – Learners are given 9 images, adjacent to each image are 9 duplicates of the same image, each formatted using one of the previously mentioned tools. Their objective is to identify the formatting tool used and discuss the function for each.
Pages 6-9 demonstrate how to use 6 other picture formatting tools that are regularly used when editing images. These are instructional tasks and learners can practice using them before putting them in to practice in the next task.
Task 4 & 5 – Learners will be emailed 2 Digital Image Files - ‘Image A - Donkey’ & ‘Image B - Highland’.
Learners are required to insert the pictures into a blank WORD Document (Extra Tutor guidance is included on Page 19) and then implement the 6 formatting instructions provided for each. They can then save and print the new images off as evidence.
Task 6 - Learners have the chance to select an image from the 6 provided (included in resource Image C-H) or use their own if they prefer. They will then edit the image using 6 different formatting tools recording them on the Page 12. They can invite/challenge peers to edit the image in the same manner.
Task 7 – Learner will finish the unit by completing a 12-question multiple-choice recap quiz
Module 2 - Creating and Editing - 2.3 - Combine different types of information (including text, graphics, images) for a given purpose.
Task 1 - Learners to understand why and when it is appropriate to combine Text, graphics and images and identify 9 examples of when documents integrate different types of information.
The next 3 pages offer basic tutorials on how to effectively use Text boxes, shapes, and icons.
Task 2 - Learners will produce a document that will practically demonstrate their competence using the ‘Text box’, ‘Shape’ an ‘Icon’ formatting tools. (An example has been provided)
Task 3– Learners will be challenged is to produce a ‘Lost Dog’ poster using Word. It will include an image sent by the tutor as well as other graphics and include the information provided.
Task 4 – The objective of this task is for learners to demonstrate even further confidence when combining graphics and text. They will showcase this by designing a fictional restaurant menu. (Example Provided)
Task 5 – Learners will take part in recap questionnaire (Guided answers provided)
Task 6 - As a group learners will come up with 6 benefits combining text, graphics and images. Your tutor will give you some (provided) guidance.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time.
Module 2 - Creating and Editing - 2.4 Capture digital media (including image, video) and view in a suitable application.
This resource includes:
Task 1-– Learners to read descriptions and identify 3 of the most common digital devices used to capture digital media today. This leads into a group discussion.
Task 2 - Learners to fill in the blanks of a piece of text that describes the importance of digital media in today’s digital age.
Task 3 - Learners will be challenged in a matching the description game that will help them gain and understanding of specific file types in digital media.
Tasks 4-6 include basic tutorials on 3 ways to transfer/download digital media on a PC from another digital device. Learners will be signed of for each task based on competency.
Task 7 - Learners will identify different digital file viewing applications from their individual logos.
Task 8 - Learners will have the opportunity to effectively demonstrate their ability to capture digital media in a presentation that they can deliver to peers. A structure of content is included.
Also included in this resource is a Skills and Knowledge checklist to be completed before and after delivery of this unit. It also includes a glossary with key words associated with this module to be completed by the learner in their own time. Guided answers are also included for specific units.
Other Workbooks in this DFSQ series are available on TES. Many are still being created and will all be available soon.
This resource is currently in a PDF file format. Word versions are available for free upon purchase of the PDF, please message me directly for these at SmartbooksEd@outlook.com.
Feedback is Key and we value your positive comments and constructive criticism. Post a review and we will send you another singular resource of your choice for FREE! Just contact us at SmartbooksEd@outlook.com.
A series of research questions to support students with the pre-release research brief for May 2024 Unit 02 Global Information pre-release case study on PHBC.
An A3 sized Revision Worksheet that can be used in a review lesson or as homework. The Sheet focuses on Topic Area 1: The media industry with sections dedicated to the following:
Sectors of the media industry
Products in the media industry
Job roles in the media industry
Exam Style Questions
Added as an editable word document.
An A3 sized Revision Worksheet that can be used in a review lesson or as homework. The Sheet focuses on Topic Area 2: Factors influencing product design
with sections dedicated to the following:
How style, content and layout are linked to the purpose
Client requirements and Audience segmentation
Research methods, sources
Media codes used to convey meaning
Exam Style Questions
Added as an editable word document.
This is an extensive document (353 slides) Covering all parts of the specification with information and then activities designed to help student to access, learn and retain the information.
DOES NOT COME WITH AN ANSWER KEY. I WILL SUPPLY THAT AT A LATER DATE
An A3 sized Revision Worksheet that can be used in a review lesson or as homework. The Sheet focuses on part of Topic Area 3: Pre-production planning with sections dedicated to the following:
Work planning
Documents used to support ideas generation
Documents used to design and plan media products
Added as an editable word document.
25 HOUR UNIT - For the Gatsby Benchmark Careers Guidelines.
All fully resourced lessons, well differentiated and highly rated 1 or 2 hour lessons suitable for secondary schools which can be used over both key stages - perfect to help you meet the new GATSBY criteria. Some of the lessons last two hours, all in all there is about 25 hours worth of teaching content.
Pack includes - 20 x Powerpoints, 70 worksheets, well differentiated throughout, all with clips and LOs at three challenge levels:
Includes:
1. Job interviews and preparation
2. What are employability skills?
3. Your skills and applying for suitable work
4. Payslips, income tax and national insurance
5. Equal opportunities in the worksplace
6. CVs - What are employers looking for?
7. Rights and responsibilities in the workplace
8. Preparing for Work Experience
9. Enterprise skills
10. Entrepreneurial skills
11. Enterprising personalities and qualities
12. Interpersonal skills
13. Communication skills
14. Using enterprising skills in the workplace
15. How do people succeed as entrepreneurs?
16. Workplace Skills - Conflict Management
17. Careers in STEM focus
18. How can we choose a career that's right for us?
19. What impact does our digital footprint have our futures and careers?
20. Why is Health and Safety important in the workplace?
Many more inexpensive and free resources at my shop: EC_Resources
Leave me a review and pick any other resource for free :)
Many more new Careers Resources and PSHE lessons on the EC Publishing website.
Everything in this bundle should allow for varied revision encompassing the entire of the J277 specifications for GCSE OCR Computer Science.
Recently remade and updated resources! More being updated shortly!
Enjoy!
An A3 sized Revision Worksheet that can be used in a review lesson or as homework. The Sheet focuses on Topic Area 4: Distribution considerations
and part of Topic Area 3: Pre-production planning with sections dedicated to the following:
The legal issues that affect media
Health and safety
Intellectual property rights
Distribution platforms
Properties and formats
Exam Style Questions
Added as an editable word document.
An Excel Basic Skills Project Workbook, remote learning or independent work,step- by- step instructions/ tasks with editable task sheets and powerpoint/ video , 6 tasks take students through :
how to set up tables of data
range of basic formula
applying formatting
spreadsheet vocabulary
using data tables to create graphs
Changing data to answer ‘What if … ?’ questions
Used with Year 7 as a spreadsheet skills project but suitable for a range of ages.
Can also be delivered lesson by lesson using teacher demo Excel files to support students in class ( I have used this both as a project and as tasks to support other in class Excel learning with Year 7 and 8 over 6 lessons or so )
Word document - can be printed as a booklet or as separate tasks, or uploaded online ( PDF version of full booklet also included)
Suitable for homework, independent work or remote learning
Powerpoint with video guides with tips for tasks included
Answers to all tasks included in Excel file which includes full completed tasks formulae etc
Interactive Word based Key Vocabulary quiz with answers ( can also be printed - included in booklet)
This is the accumulation of years of teaching and revision strategies and hours or tweaking. I have made a workbook with answers which will prepare any students for the J277 OCR COmputer Science Component 2 paper.
Each section has quick tasks aimed at getting students to recap their knowledge. This is currently used by all students to see where they need to spend time revising.
Then there are 10 much wider questions which is aimed at deepening the students’ understanding. The questions are tiered in difficulty. These all have model answers. There are then example exam questions with answers
There is also a coding section with tasks aimed at getting students to practice the programming skills they could be asked to demonstrate in the exam. Again each program has a model answer.
I’m happy to make any further amendments if there is something specific you need, please message me on here.
I will also be making a Paper 1 version.
Computer Science periodic table wall display of key terms in programming.
Wall display for ICT and Computer Science classroom.
Key terms and keywords with definitions for programming in Python.
Contains 32 key words used in programming with definitions under each one.
Grouped together as publisher documents to easily print all 4 groups seperately.
PLEASE NOTE: You will recieve 8 documents with this download.
4 documents are the coloured version to be printed out on white paper.
The other 4 are black images with transparent text created on Photoshop to allow you to print on coloured paper of your choice.
All files are Publisher Documents ready to be printed.
This is a course for ICT Functional Skills. I used this with 17 to 18 year olds in further education.
I have included all teacher PowerPoint presentations, worksheets and the scheme of work.
The units included are:
Unit 1 Making the most of your computer
Unit 2 Managing Information - Passwords and viruses
Unit 3 Finding and selecting information
Unit 4 to 7 Excel Spreadsheets (Basic Formulas, IF Functions, Absolute function, Lookup formula)
Unit 8 Working with Microsoft Word
Unit 9 Combining and presenting information
Unit 10 Using ICT to communicate
I hope that you will find this helpful in the classroom. All presentations are easily adaptable as well the worksheets.
Some of the Excel worksheets have been used on older versions of Excel, however they have recently been checked to the most updated version of Excel and do work fine.
You will be getting a google drive link to download each file. I used Google Drive because of how easy I can provide updates for you. Once purchased, email me to get the folder link!
Introducing an invaluable time-saving solution! Discover our meticulously crafted bundle of high school Computer Science slides, designed to enhance the learning experience for both you and your students. As an experienced educator, James, I have dedicated over 200 hours to curating this comprehensive collection, ensuring optimal engagement and improved academic outcomes.
When you purchase this exceptional bundle, you gain access to a wealth of professionally designed slides that cover the entire IGCSE 2023-2025 syllabus for Computer Science. Each chapter is thoughtfully organized and meticulously animated to captivate your students’ attention while fostering a deeper understanding of the subject matter.
Let’s explore the extensive chapters included in this bundle:
Chapter 1 – Data Representation (174 slides)
Chapter 2 – Data Transmission (108 slides)
Chapter 3 – Hardware (275 slides)
Chapter 4 – Software (128 slides)
Chapter 5 – Internet and the World Wide Web (179 slides)
Chapter 6 – Automated System (A.I) (87 slides)
Chapter 7 – Algorithm and Problem Solving (182 slides)
Chapter 8 – Programming with Python and Pseudocode (200 slides)
Chapter 9 – Databases (53 slides)
Chapter 10 – Logic Gates (117 slides)
The features of these slides are tailored to maximize student engagement and understanding:
Engaging Visuals: Our slides don’t rely solely on words; they incorporate captivating images to keep your class fully engaged throughout each lesson.
Enhanced Comprehension: The animated elements integrated into the slides enhance student comprehension, allowing complex concepts to be grasped more easily.
Aesthetic Design: These slides are meticulously crafted using a beautiful color palette, ensuring an appealing visual experience that complements the educational content.
Additionally, we have gone the extra mile to provide you with supplementary materials. This bundle includes worksheets for Chapters 1 to 10. These self-made worksheets consist of topical past-year questions from 2019 to 2023, accompanied by comprehensive answers, giving your students valuable practice and reinforcement.
Contact me (find my email at profile) if you have any query.
Don’t miss out on this time-saving opportunity to revolutionize your Computer Science lessons. Invest in our meticulously curated bundle of slides today and witness the transformation in your classroom’s engagement and academic success.
6 lessons to support the teaching of R050 Topic Area 1.1 Design Tools for Cambridge Nationals Level 1/Level 2 in IT J836 (new spec). These lessons also come with worksheets and teacher notes.
This resource pack also covers Topic Area 1.1 for R060 and briefly Topic Area 2.2 for R070 although it does not mention spreadsheets or augmented reality.
Topic question:
What are the various types of design tools that we can use to design technological solutions?
Learning Intentions;
Flow charts
Mind maps
Library
Tunnel timeline
Presentation
Visualisation diagrams
Wireframes
To include:
Know the components of each design tool
Know the type of software that can be used to create each design tool
Advantages and disadvantages of each design tool
Creating an original document using relevant design tools either using software or by sketches
Assessing the suitability of an original document to a given context
Success Criteria:
Summarise the key components, advantages and disadvantages of each of the different design tools that can be used:flow charts, mind maps, visualisation diagrams, wireframes.
Summarise the types of software that can be used to create the design tools.
Justify the selection of different software to create design tools.
I made these a couple of years ago as a practice task to get me into Quark Xpress. The salaries seemed a bit high at the time so they're probably about right now. I quite like doing a research task where all the posters are stuck up and the students have to answer questions like 'What career would be good for someone with an instinct for spotting a good story?'.
This resource contains a selection of well known logos from the corporate world. It is useful if pupils are starting to design their own logo, and wish to view some examples.
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