The tl;dr Revision Guide: Computing F452

This week I’ve launched the first in a new line of revision guides. Here’s a little look at what’s inside and what it’s all about. tl;dr is internet-speak for too long, didn’t read… or possibly too lazy, didn’t revise.

If you think you can summarise your exam content in 24 pages or less then get in touch at tldr@lessonhacks.com and be part of the tl;dr revision guide series

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The idea behind the tl;dr revision guides is that we know that a lot of the revision guides on the market try to be all things to all people, turning into jumped-up textbooks. That’s not what we’re about. Our aim is to produce the fastest, most condensed version of all the core learning for a particular exam unit as possible; meaning that students can actually use it for revision rather than straight up learning. Keeping the price under a fiver is also key, I want students to buy these to help their learning.

With full colour, beautifully designed pages covering all the key areas from a specific course students who are revising, trying to keep ahead of their teachers or who just need something explained more clearly; can soak up all the knowledge based goodness in a shorter slice of their own time.

The first in the series is a pilot written by me that addresses one of the more poorly-taught aspects of the Computing A-Level course, OCR F452: Programming techniques and logic methods. With this exam being still a month away it should hopefully come at that crucial time for all students studying for this examination and allow them to improve their understanding of the core principles behind this complex subject.

Screen Shot 2014-05-08 at 09.51.33 One of the key things in this subject is learning the concepts in the correct way to express them in the exam, using clear diagrams and plenty of good examples (especially of the pseudo-code elements) means that students have a better grasp of how to communicate the concepts to an examiner.

The book was well researched, using copious past papers, exam specifications and model answers to structure the vocabulary and wording used: meaning that the short, sharp sentences explaining the concepts are fat-free and  equate to marks in the exam.

I have been teaching this A-level qualification for a great few years and really feel that I have managed to synthesise down the key elements more-so than I ever have before.

Please take a look and if you’re interested purchase one, or a few!

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If you are interested in adding to the series, from a different subject area, exam board and would like to work with me over the next few months then please get in touch!

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