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.
A crucial unit that completes the Component 3 content for the January 2020 exam and will provide the higher-order thinking for L2M/L2D.
This unit looks at the different forms of notation, with examples of each form of notation required for the exam - skills needed: how business use them, how to interpret them and how to present them.
OCR GCSE Computer Science - Revision Resource for Independent Study:
Memory Joggers and Explain [3] questions for Paper 1 Computer Systems and Paper 2 Computational Thinking and Algorithms.
Designed specifically for the new BTEC Tech Award in Digital Information Technology, these resources cover the content directly linked to the syllabus.
Personalised Learning Checklists for monitoring pupil progress.
Activity shees for C1 & C2 & C3.
Developing resources throughout 2018, and will upload as created.
Supporting the NEW EdExcel BTEC Tech Award
BTEC Tech Award in Digital Information Technology
Personalised Learning Checklists for Component 1 (+ Component 1 Assessment), Component 2 (+ Component 2 Assessment) and Component 3.
Keep a record of student progress against the new syllabus content (1 - Grasped concept, 2 - need to revise, 3 - Did not understand (complete revisit).
Ideal for completing after interim assessment, and will allow easy identification of areas for further teaching and intervention.
I have trialled the teaching of BTEC TA Digital Information Technology during 2017/2018 and have produced the attached ‘placemats’ to ensure that students understand the key skills required for LAB/C and the knowledge required for the research task in Component A.
Either print double-sided, laminate or simply display/view on screen.
On side A is the LAA theory looking at sectors of industry.
On side B is the LAB/C skills in Excel.
I have used them laminated, 1 between 2 and supported the Excel element with short tasks that teach students the skills as listed in the specification.
I hope these can be of help to you and your students. Thanks for taking an interest in this resource.
GCSE Computer Science 9-1
This is the assessment I will be using with my Year 9 end of year assessment.
Assessment on modules covered so far:
Unit 1:
Systems Architecture - Von Neumann Architecture, Components of the CPU.
Software – operating system, system software, application software
Memory – ROM, RAM, Virtual Memory, Flash Memory
Storage – storage types, data capacity
Unit 2:
Algorithms - Binary search and merge sorting.
Translators & Facilitators - Low Level Language, Assembly Language and High Level Language.
Programming Concepts
Unit 3:
Sequence
Selection
Iteration
Count control
Teacher assessment criteria (Low Ability - LAP, Medium Ability - MAP, High Ability-HAP)
Full solution to test, marking grid (for teacher analysis), as well as teacher PowerPoint to display during test (differentiated).
GCSE Computer Science - Programming Techniques :
LO1: The use of records to store data
LO2: The use of SQL to search for data
Using the subject matter of a Year 11 Computer Science class, students learn how to create a table in a database, how to add individual records, how to add multiple records and then how to search for records.
The extension task is then to create a database on a topic of their choice using the programming techniques shown in the walk-through-talk-through example.
This lesson comes complete with notepad copies of the Python code with and without comments (just copy and paste code into Python).
With Computing, students come with a varying degrees of experience from primary so we have selected an ICT skill which all should be able to demonstrate skills so we can get an initial picture.
The structure of the test is based on the KS4 model which I am introducing from the outset in KS3 as 'Computing de Facto standards'.
Differentiated self-assessment sheets for the main units in the new OCR GCSE Computer Science 9-1. Gauge the progress of students against their ability - Low Ability Pupils (LAP), Middle Ability Pupils (MAP), High Ability Pupils (HAP) and Most Able pupils (MA). Use as a progress check for students, and as a check for teachers that they are covering the content outlined in the OCR GCSE Computer Science 9-1 specification.
Incorporate functional skills into the new KS3 Computing curriculum - essential transferable skills for use in other curriculum areas. This scheme of work and self-assessment checklist, will help develop students report writing skills in Microsoft Word, ready for use in KS4 controlled assessment write-up.
PA1 Scratch
Introducing programming concepts through visual-based learning
Programming Concept - Knowledge and Application test
Screenshots provided in the Word document in case you are not using the offline editor Scratch 2.
A follow-on unit to Python Basics.
Introducing procedures and functions for more efficient code.
Procedures & Functions
Using menus (selection)
Adding to and reading from file.
Importing modules
Using lists
Using SQL to search for data
Interleaving lesson - testing theory already taught and focusing on areas for further study:
Independent questions: Data Representation/Truth tables
Independent questions: Programming Techniques/Data Types
DTT Revision: Flowchart symbols, languages, IDE and binary shifts
Teacher-led question: Databases
Teacher-led questions: SQL pseudocode
Let’s Do It Activities
Designed as lesson starters for component 2 - revision of the different data conversion methods: Binary to denary and vice versa, binary to hexadecimal and vice versa, denary to hexadecimal and vice versa, binary addition, binary shift to the left, binary shift to the right, and finally as mentioned in the spec, (how to calculate) the check digit.
Each conversion is illustrated through worked examples and tips on how to convert 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 Sorting & Searching Algorithms and Logic Gates.
This resource has been developed based on student feedback from the Paper 2 2018 and the Paper 2 Examiner Report extract: “Candidates who did well on this paper generally… Understood the use of SQL and wildcards.”
This resource provides: Syntax, example for a fruitShop table and practice with a bakery table. Solution provided - in lesson, I will get students to self-check against a printed copy of the solution.
Thanks for taking an interest in this resource.
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.
BTEC Tech Award in Digital Information Technology
In the final revision for the Component 3 exam, I have put together a simple presentation with all the key areas from the Component 3 syllabus for topics that may come up in the exam.
Added to these are tips from the recent mock exam students did based on the specimen exam paper.
I hope this can helps some other students out there doing the BTEC TA DIT.
Good luck to them all.