How to: Use imported modules in a Python program Introductory lesson to: random time turtle tkinter Developing students use of the programming cycle: Analyse, Plan, Success Criteria, Develop, Test and Evaluate. Python code in notepad - copy and paste into Python.

This lesson looks at how changes in costs and price affect the break-even point. Using Excel to teach through practical activity, by the end of the lesson, students will be able to understand the affect of changes on the break-even point. Excel Worksheet (with teacher solution) Student worksheet Example evidence of tasks in Microsoft Word. Visual representation, calculations and formula: Break-even Point: a) What happens if the variable costs increase/decrease? b) what happens if the fixed costs increase/decrease? c) What happens if the selling price increases/decreases?

How much do students remember from lessons on break-even? Use these homework tasks to check their understanding.

GCSE Computer Science 9-1 Assessment on unit covered so far: Systems Architecture - Von Neumann Architecture, Components of the CPU. Translators & Facilitators - Low Level Language, Assembly Language and High Level Language. Algorithm - Binary search and merge sorting. Teacher assessment criteria (Low Ability, Medium Ability, High Ability)

Final lesson before the end of unit test on break-even. Flip the classroom. Ask students to explain to you as the teacher each of the different aspects of break-even analysis. Start with the first word, and go round the class building the response up. Once you are satisfied that the term has been defined and exemplified, move on to the next word. By the end of the lesson, revision will have occurred and you will have filled students with the confidence to do a break-even test!

Python Efficiency Module: Recapping on lists from introductory unit to Python. Manipulating lists. Using Lists in Python 09.02.17 Success Criteria: Create list Print list and elements in list Add elements to a list Alter elements in a list Remove elements from a list Sort elements in a list Activity Python code in a text file.

BTEC Business - Unit 2 Business Finance LA.B2 Cash Flow Forecast Lesson 2: An Introduction to Cash Flow Calculations This is the second lesson in the Cash Flow module, where students are introduced to the basic calculations in the cash flow forecast.

BTEC Business - Unit 2 Business Finance LA.B2 Cash Flow Forecast Lesson 1: An Introduction to Cash Flow Forecast This is the first lesson in the Cash Flow module, where students are introduced to the basic components of the cash flow forecast. Student worksheet and solution. E-marking working document for Spring term 2.

Key Stage 3 Computer Science CS1 Understanding Computers Lesson 2: Introducing Flash Creating a title sequence for the 'Understanding Computers' animation In this unit, students are introduced to the theory of how a computer works (basic level - Year 7). They will learn the theory and develop ICT skills in Flash concurrently, creating an animation summarising key learning. Lesson plan Flash student activity Example animations of title sequence (differentiated).

Key Stage 3 Computer Science CS1 Understanding Computers Numeracy bridge lesson This lesson bridges the gap between the PA1 Scratch unit and CS1 Understanding Computers unit for Year 7. The lesson focuses on the computer system - Input - Process - Storage Output. The activities are based around the Little Man Computer simulation.

BTEC Business - Unit 2 Business Finance LA.B2 Cash Flow Forecast Lesson 3: An Introduction to Cash Flow Forecast This is the third lesson in the Cash Flow module, where students are introduced net cash flow, cash surplus and cash deficit.

Key Stage 3 Computer Science CS1 Understanding Computers Scheme of Work and e-learning 'Working Document' with self-assessment differentiated checklist.

GCSE Business/Business Communication Systems Business Ownership Revision Session: “Miss, can you go through ownership again – I still can’t remember the difference between Private Limited Company and Public Limited Company!” “Miss, I still can’t answer why a sole trader or partnership would want to become a Private Limited Company!” Resource prepared to generate discussion prior to attempting exam questions in preparation for the mock exam.

Target: Year 3 Group: Pupils struggling with keeping handwriting consistent size. Background to resource: This resource was developed to help my son in Year 3 with his handwriting. He saw handwriting as a 'chore' and his writing kept changes sizes throughout a sentence. We named the groups of letters, and discussed them, and then he practised using my guide. His handwriting is looking better now, so I hope this resource can help other teachers too.

Designed as prompt cards to remind students of programming skills developed in the 'Introduction to Python' and 'Python Efficiency' units. Whilst students attempt OCR's '20 Programming Challenges', these cards are useful for reminding students of programming techniques such as iteration, selection, list (arrays), functions, SQL etc. Created so they can be printed out on card, and displayed in pockets at the front of class. Students then collect and refer to during the tasks preparing them for the controlled assessment in September. Also a 'compilation set' for students for revision purposes.

Target: Year 3 Group: Pupils struggling with keeping letters the correct way round Background to resource: This resource was developed to help my son in Year 3 with his handwriting. He saw handwriting as a 'chore' and when tired, he would put letters facing in the wrong direction. We named the groups of letters that he commonly got wrong, and discussed them in terms of facing towards the left hand (gdqy) and the right-hand (bkpts), and then he practised using my guide. His letters generally face in the correct direction now, so I hope this resource can help other teachers too.

Self & Peer Assessment Wheels. Laminate and put by computers during assessment and then as part of the self and peer assessment process, so that students see what is required for 'Emerging', 'Developing', 'Secure' or 'Exceeding' expectations.

Model used for controlled assessments. Used with students midway through OCR 20 Programming Challenges, to get Year 10 students to reflect and focus on the different stages in the Programming Cycle of Assessment and the importance. Class discussion of each stage, followed by students explaining and evidencing each stage. This enables them to work at a higher level and to understand the process required in September.

BTEC Business Unit 2 Finance - Cash Flow and Bu Lesson 6: Budget of a mini-enterprise company. Teaching the exam unit with application to the Enterprise coursework. Teacher worksheet with solution. Student worksheet for sharing with students.