Category: GCSE Computing

26/08/2016

Knowledge organisers // New OCR GCSE Computer Science

Having used knowledge organisers with students for almost two years now, it’s always a great starting point when planning for a new specification of GCSE. Inspired by Joe Kirby’s post, knowledge organisers seek to…

Specify subject knowledge in meticulous detail.

I’ve written before about knowledge organisers (read more here).

In planning for the new GCSE Computer Science specification I’ve created a number of knowledge organisers (making use of the OCR specification booklet). Feel free to download, use, share, edit, e.t.c.

Paper 1 – Computer systems

Paper 2 – Computational thinking, programming & algorithms

*some of the topics have been combined into one knowledge organiser.

31/12/2014

Updated GCSE Computing revision pack.

Below is a link to a GCSE Computing revision pack that i have recently updated (and simplified) which focuses on past paper exam questions.

A451 revision booklet [.pptx] [.PDF]

The booklet is split into theory topics and allows students to:

identify gaps in knowledge before attempting questions.
define keywords and build subject specific vocabulary.
mind map key areas of each topic.
attempt past paper questions by topic.

You can read more about my thoughts on revision here.

Feedback welcome!

**Also check out this great resource from @teknoteacher – GCSE Computing revision.

Here’s a video in which he explains the use of the resource – click here.

He is also running a series of free computing webinars for teachers – click here to find out more.

23/05/2014

#TMCOOP presentation – Raising attainment at KS4.

On Thursday 22nd May I presented some ideas at #TMCOOP about how to raise attainment at KS4. Below is a summary of my presentation.

Raising attainment at KS4.

I’ve noticed in my relatively short time of being a teacher that one of the overwhelmingly strongest indicators of how well a student achieves is effort. This may sound obvious. It is. Angela Duckworth discovered this in her research on GRIT (persistant effort towards a long term goal). If we want to do well at something that’s difficult it will require a huge amount of effort. How often do students not realise this until it is too late… “I wish I’d put more effort into revising.” When I look back over the past few years and analyse why some students have performed well at KS4 and some didn’t, the main differentiator is effort.

During last two terms I have attempted to build an ‘ethic of excellence’ in my classroom. I want all students to aspire to achieve the very top grades and I want them to know it will take a huge amount effort. I also want them to know that I will match their effort by supporting them through rigorous marking and feedback. Students aren’t always the best at following instructions from adults but they can be extremely good at mimicking behaviours.

An ethic of excellence.

Having read Ron Berger’s remarkable book ‘An Ethic of Excellence’ I was motivated to get my students working their socks off. In the book Berger talks about how he spends a lot of time ensuring that the work he asks his students to do is as close to a ‘real life’ as possible. He also discusses how he built a culture in his classroom whereby students only received one of two grades for their work – ‘Excellent’ or ‘Not finished yet.’ What a powerful system. I decided to give it a try with a GCSE class that were about to start a 10 week coursework project. Target grades ranged from A to E.

An Ethic of Excellence by Ron Berger

High expectations.

Do target grades have an adverse effect on effort? If a student is targeted a D/E grade, is it possible that they might see that as an opportunity to adjust their effort to reflect the low target, i.e. not try very hard. To test this hypothesis I started by setting a default expectation of all students in the class: A*. Was I confident that all students would achieve this? Realistically, probably not as there are many factors out of my control (attendance being one of them). But I was confident that this strategy would help everyone achieve or exceed their target grade (something that I hadn’t managed to do in the past).

Slide used in lessons.

Talent isn’t born.

I spent sometime explaining to students about the David Beckham’s and Jonny Wilkinson’s of this world and how much effort they put into practising. At the beginning of most lessons we would watch a short clip that actively demonstrated how high levels of effort matched with deliberate practice can lead to very impressive results. I found the work of Daniel Coyle (and his book ‘The Talent Code’) particularly helpful in shaping my thinking around this. In his book, Coyle explains how he spent almost two years scouring the world researching groups of talented people – from teenage Brazilian football players to young musical prodigies. A recurring theme was shared amongst all these successful groups. Lots of effort coupled with deliberate practice that was guided by a master coach.

‘The Talent Code’ by Daniel Coyle.

Students were beginning to understand that the more effort they put in, the more they asked for my advice, the more they thought about their work the better the chance they had at achieving an A*.

Re-drafting

This is where the effort manifested itself in the classroom. I introduced Berger’s idea of grading work as either ‘Excellent’ or ‘Not finished yet.’ Berger describes the art of re-drafting brilliantly in the video ‘Austin’s butterfly’ which is about a young boy who is asked to draw a butterfly by copying a photograph. You can see the difference in quality from the first attempt to the final attempt.

Austin’s butterfly.

I attempted to build a culture in the classroom where it was typicality that all students would re-draft their work. Students were asked to re-draft their work several times which often led to a small incremental increase in marks between drafts but a huge difference by the time the final draft was submitted. Students also learnt to take a bit more pride in their work which appeared to come about because they had put so much effort into the redrafting that when it came time to submit a final copy they wanted it to be as close to perfect as possible.

Feedback – no grades.

The re-drafting was helped along by precise feedback in which I gave no grades. Instead I opted to simply tell students how many marks they were away from an A*. I then broke the mark scheme down into very small specific chunks which when added up would give full marks. This helped me move away from phrases like “Explain more” and enabled me to give really precise feedback to students. If a student was 15 marks from an A* they were able to tangibly see where they could add those marks to their work. With a potential A* on the line they were happy to continue to re-draft.

Feedback form (page 1 of 2)

Impact.

I’d like to say a class full of A* grades but that was not the case. However all students did either achieve or exceed their target grade with no student scoring below a C and four students securing an A*. It wasn’t just the grades that pleased me but also the students attitudes towards their work. In class they were more focused and keen to give me work to mark. The students were proud of what they had achieved and I was extremely proud of them.

Focus.

What I have described in this post is by no means an exact science and I’m certainly not telling you to change what you’re doing, but this worked for these students.

And remember… “Don’t be upset with the results you didn’t get from the work you didn’t do.” I think this applies to us all.

#neverstoplearning

10/05/2014

GCSE Computing revision materials.

GCSE Computing revision materials.

Image by @gapingvoid

This is a work in progress. This post will be updated regularly over the next few weeks to cover the OCR GCSE Computing syllabus. The resources can be easily adapted if needed. Feedback welcome!

1. Computer Systems