Spreadsheet Lesson 1 (Follow ‘ThornleighSalesianCollege’ to access Aurasma This is a series of worksheets that I have used teaching ICT and Computer Science throughout KS3 and GCSE ICT. Please note that the ‘follow’ is the account that we use within school - every department uses the same account, therefore the students only have to ‘follow’ one channel and the triggers will automatically be picked up.
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The very best from gwhiting7 and his award winning GCSE ICT Resources, including: Workbook (usually £13.50) Individual worksheets on a range of topics (usually £2 each) Mind-maps (usually £4 each) Wordsearches/crosswords (usually £4 each) Fillable assessment forms (usually £3 each) Read my reviews - all top quality resources that can be used for KS3, 4 and 5.
This is a resource that goes through each of the formulae that students need to know for the course. It has an activity for them to practice each formula and apply it to a working situation. My students come back to this when they build any spreadsheet and can’t remember how to do a certain formula.
These worksheets cover the topics: home networks and a summary section to 'mop up' any missing topics from the specification. I can supply accompanying PowerPoints on request free of charge, but I don't want to put these up here as I have worked on producing them with my colleague. These worksheets can be used as teaching and learning resources of as revision activities with individuals, small and large groups - targeting misconceptions through appropriate intervention.
These worksheets cover the topics: specialist phones; connections; mobile phone usage (x2); responsible use; security; business phones and a summative lesson. I can supply accompanying PowerPoints on request free of charge, but I don't want to put these up here as I have worked on producing them with my colleague. These worksheets can be used as teaching and learning resources of as revision activities with individuals, small and large groups - targeting misconceptions through appropriate intervention.
According to Professor John Hattie, feedback has the biggest impact on learning. However, the written feedback that we provide is often rushed (in a bid to finish marking that pile of books!) It is also a common trait that we don’t teach our students how to use the feedback that we provide. So with this method, I tend to concentrate on writing quality feedback and at the start of the year, following my first written feedback, we work on how to use this information to inform and progress our learning. As a result, this is a document type that I use on a daily basis in school. The concept involves writing a set of statements that can be used to feedback on a piece of work. I tend to write the statements/comments at the same time as I write each of the tasks as this allows me to think of all of the possible outcomes that a student will produce. The feedback for each task is provided in four ways: Instant: this is the feedback that the students look for straight away. It very quickly establishing ‘how well’ they have done/ Constructive: this part of the feedback outlines exactly what the student has done well and what they need to develop. I simply ‘copy and paste’ the whole statement into the feedback box and colour code it appropriately. Students are now used to looking into this section in order to ascertain the specifics of where they have achieved/no achieved. Progressive: this is essentially an extension task for the student to follow. I often differentiate these pase on the ‘Constructive’ section. It takes the form of a link to a website; a video lecture or an activity. Sometimes these are assessed online - i.e. a Moodle Quiz or Educanon Assessment. Specific: this section focuses on the school or subject priority. For example, Literacy is high profile in our school environment so I will often tailor comments in this section to be around Literacy and quality of written answers.
Matchstick Challenge #4 lesson starter for ICT or maths (or any subject!)
GCSE ICT Key Terminology Poster 3 - used around the classroom to help students learn the key terminology related to each topic covered.
This course booklet contains all of the: - worksheets - chunking/terminology activities for each lesson - homeworks - associated mind map and revision activities - revision activities - literacy activities - differentiated word searches and crosswords I issue each student that I teach with this booklet and we work through it with the associated PowerPoints. The booklet starts with a specification checklist and a PLC activity for each unit of work. Each lesson starts with the associated chunking/terminology and then features lesson content and an associated home task (past paper of exam-style questions). I work through these one lesson at a time and test the terminology/chunking knowledge in the next lesson (usually a practical or CAB lesson). At the completion of each teaching block, student create their own mind map. At the end of the course are some revision activities and high quality mind maps. This is the complete document for teaching the Edexcel GCSE ICT theory components. This document last my classes for two years.
GCSE PE - International Stuff These notes are to be used in conjunction with the official revision guide. I get my students to put a line through the sections/sentences that they are most confident with so that they can use them as flash cards.
GCSE Revision - Training These notes are to be used in conjunction with the official revision guide. I get my students to put a line through the sections/sentences that they are most confident with so that they can use them as flash cards.
Spheroball is a great programmable tool to introduce programming to students. It can be operated using a plethora of free and paid apps and there is a huge amount of support online for teachers and students. I use the attached race track when delivering this unit in either Computing or Creative Design lessons. Students design obstacles to feature around the track which is printed on our poster printer - the pixel size of this image are huge in order to maintain the high print quality.
A cross-curricular list of key websites that are promoted and used by my Year 11 students.
This is a 6 team league which enables students to work independently during in-class activities (where teams are assigned points for a variety of activities or contributions to learning) or for sports activities. During PE lessons, I use this with large groups who self-manage their fixtures and results, allowing me as the teacher to target my interventions and teaching points with better quality differentiation and fault analysis.