Many students these days wish to be games programmers. This booklet is the second in a series of four that teaches students the tool and techniques of object orientated programming required to become a beginner games programmer. In Project 2 students will use the programming language Python, along with its add-ons Pygame and NumPy, to write an object orientated game called Tile Match. The booklet covers: . object orientated programming theory (inheritance, lists vs arrays, stacks, queues and insertion sort) . coding Tile Match (with full instructions) . extension tasks . ways to improve your coding This course could be your first step to becoming a games programmer! This booklet was co-written with my colleague David Stott for the Scottish Advanced Higher Computer Science course but could be used as part of any advanced programming course or games programming club. Project 3 is currently being written.

Make your lesson fun by introducing Computational Thinking! Structured Query Language is a programming language used to manipulate and extract information stored in databases. As with all programming languages the best way to learn its functions is through solving problems. In this series of fun worksheets (or possible homework sheets) are sets of problems that are solved by writing or interpreting SQL instructions. Students must either predict the output of SQL instructions or calculate the SQL that must have been used to produce some given output from a database. Set 2 includes an explanation of the uses of INSERT, UPDATE and DELETE functions followed by 5 pages of questions. This style of learning is very well received by students who "love solving the problems".

Make your lesson fun by introducing Computational Thinking! Structured Query Language is a programming language used to manipulate and extract information stored in databases. As with all programming languages the best way to learn its functions is through solving problems. In this series of fun worksheets (or possible homework sheets) are sets of problems that are solved by writing or interpreting SQL instructions. Students must either predict the output of SQL instructions or calculate the SQL that must have been used to produce some given output from a database. Set 3 includes an explanation of the uses of DISTINCT, GROUP, AS and ORDER functions followed by 3 pages of questions. This style of learning is very well received by students who "love solving the problems".

(Hi there. I am an experienced writer of resources who has written two Computing text books for the Scottish education system. My resources are always designed to be engaging and exciting. As a result they are used in thousands of schools all over the world.) Previously downloaded over 27,000 times, this worksheet is an excellent introduction to Scratch. Scratch is a fantastic free program developed by MIT to teach programming concepts to young children. The worksheet is very visual, providing a clear set of instruction on how to create a basic 'shark chasing fish' game with movement, control and scoring. Royalty free images are supplied for use with the worksheet. 7 Extension Sheets are also available to download. This resource was previously rated 5 from 29 ratings. "The teaching resources are fun, and task sheets clearly explain all aspects of Scratch and the game elements."

A getting to know you activity for new Computing Science classes. Pupils have to circulate and find the names of pupils who... "own an 8Gb Flash Drive" "can say who their ISP is" and so on. There are 19 Computing related facts or questions on the sheet. Once completed the class can discuss what they have learned about each other (and about Computing). Works really well in class. Have fun!

These exercises were written to solve that familiar problem of; “what homework do I give during practical lessons like programming?”. In this series of questions students are asked to consider small programming problems and design solutions using pseudocode or a programming language of their choice. Homework 5 of 10 includes questions on: - Input - Output - Conditional (if) Statement - Conditional Loop - Fixed Loop - Arrays - Len (length) Function Four additional theory questions cover Test Data, Reasons for Variable Use and Logic Problems with the Design. Two marking schemes give answers in: 1. Pseudocode and Python 2. Pseudocode and Visual Basic My students found this a very helpful aid to their understanding of program structures and problem solving. Questions 1-5 are available to purchase as a bundle. https://www.tes.com/teaching-resource/practise-programming-questions-1-to-5-bundle-11543151

A 15 mark database homework/revision question covering: Update Errors Field Types Primary and Foreign Keys to Link Tables Presence Check Searching Written for the Scottish National 5 course but valid for all introductory Database units. My students found this very useful. Question 2 of 6.

A 19 mark database homework/revision question covering: Relationships Between Tables Compound and Surrogate keys Input Validation Problems A Report and its Underlying Query Sum Function in Report Footer Form Design Written for the Scottish Higher course but valid for all intermediate level Database units. My students found this very useful. Question 5 of 6.

These exercises were written to solve that familiar problem of; “what homework do I give during practical lessons like programming?”. In this series of questions students are asked to consider small programming problems and design solutions using pseudocode or a programming language of their choice. Homework 6 of 10 includes questions on: - Functions - Procedures - Parameter Passing - Opening a Link to a Text File - Algorithm – Find Maximum - Logic Error - Array of Records Three marking schemes give answers in: 1. Pseudocode 2. Python 3. Visual Basic Python and Visual Basic Solutions are also supplied to use when demonstrating/discussing solutions. My students found this a very helpful aid to their understanding of program structures and problem solving. Questions 1-5 are available to purchase as a bundle.

This 72 page booklet is the second of three written to cover the process of creating a website from analysis to coding to evaluation. Booklet 2 is split into two parts and should take between 20 and 40 hours to complete depending on the coding proficiency of your students. 2A - Implementation Examples: This 48 page booklet gives worked examples of HTML, CSS and JavaScript code using a cycling website as a scenario. 2B - Implementation Tasks: This 24 page booklet contains 13 tasks by the end of which students will have coded a 13 page “student cooking” website. The content covered can be briefly summarised as: Building a template page HTML 5 page structure (header, nav, main and footer) Positioning content (margins, padding, display & float) Building a navigation bar using lists and CSS HTML 5 forms (text, number, radio button, text area and select input) Interactivity using JavaScript mouse events (roll-over images, changing page styles, showing/hiding content) Please note that students should have a basic knowledge of HTML (head, body, links, headings, paragraphs and images) and a very basic understanding of CSS (changing text size, font, colour) before starting this course. The download comes with four additional sets of files: The complete cycling website created during booklet 2A. The complete cooking website created by students during the task booklet 2B. The student files required to get started. Additional content that can be dropped into blank pages to save student spending hours typing in content. Booklet 3 (testing and evaluation) will be coming soon.

This 18 page booklet is the third of three written to cover the process of creating a website from analysis to coding to evaluation. Booklet 3 takes students through how to comprehensively test a website for: Usability Navigation Media Forms A specially created “testing” version of the completed student cooking website is supplied for the tasks. This website has deliberately introduced errors which students are challenged to find in the tasks. Teacher notes are included listing the errors that were introduced. Booklet 3 also discusses how to evaluate a website by comparing the finished product to the original analysis. The tasks in Booklet 3 should take around 6 hours to complete. An accompanying booklet 3B contains collated analysis and designs for the Student Cooking website created in booklet 2B. This may be used as a reference when designing testing strategies.

Welcome to the fictional town of Sandyhaig where the residents are desperately seeking to hire a data scientist to help with their Campaign for Better Buses. Students will take on the role of a data scientist learning: about Sandyhaig town along with the current bus routes and the data obtained on buses and passengers how to find the data they need for the campaign how to present the data in a meaningful easily understood way. To deliver this unit of work the following student files are included in the download: A 30 page, student booklet including tasks, examples and final projects of varying difficulty An appendix booklet with 10 appendices that cover skills like filtering, creating charts and creating a dashboard A large map of Sandyhaig town In addition, the following have been supplied for teaching staff: Advice on delivering the unit Answers to the tasks Advice on how each project can be completed Files used to create the appendices including the completed Excel files and dashboards This unit has been trialled in several schools with excellent feedback. Have fun.