I started out as a science teacher and made the transition to teaching ICT and Computer Science, which I have now been doing for over 20 years. I have also worked with primary school teachers to support their delivery of the national curriculum in computing.
Edulito is a UK based educational publishing company that provides learning resources for school-aged children. All of the available resources have been tested in UK schools.
I started out as a science teacher and made the transition to teaching ICT and Computer Science, which I have now been doing for over 20 years. I have also worked with primary school teachers to support their delivery of the national curriculum in computing.
Edulito is a UK based educational publishing company that provides learning resources for school-aged children. All of the available resources have been tested in UK schools.
Two great programming games for your students to create. Each game provides education and entertainment for a one hour lesson, with a number of challenges to stretch pupils knowledge and understanding of programming concepts.
Halloween Part 1
This game includes the creation of spooky ghosts that need to be caught. Each time you catch a ghost you get points.
Halloween Part 2
This game includes a flying witch who is really hungry and gets points each time she eats a flying bat. The witch must also try to avoid the thunder and lightening as each time she is hit she loses points.
Students can open an online Scratch template to get them started on their adventure.
This resource includes 7 Christmas themed, stand alone activities for students learning how to program using Python.
The activities go from basic activities to more complex tasks. Some of the skills and knowledge tested includes using input, FOR and WHILE loops, string manipulation, lists, exporting to an external file and importing from an external file.
This sample project is designed to provide a stimulating, engaging and effective way of preparing students for the Programming Project Component of the 9-1 GCSE in computer science.
Students use Python to create a Quiz Board Game.
Including:
Sample project scenario
Sample student solution
Sample Python code
This activity pack contains five Christmas themed coding activities which can be used by students in KS2 and KS3. Students learn about sequence, selection and iteration, as well as how to use variables and arrays. All instructions on how to develop the code using Scratch 3.0 have been included, as well as several challenges for each activity. The pack is 35 pages and will take around 3 hours to complete all activities and challenges.
Activity 1 - Decorating the living room ready for Christmas - Make the Christmas decorations sparkle!
Activity 2 - Dancing Santa - Get Santa to dance - simple dances to choreographed dances.
Activity 3 - Christmas Gift Game - Christmas presents float around the screen and if you can click on a present you get to see what’s inside!
Activity 4 - Catch the Reindeer Game - In this game Santa has lost his reindeer (including Rudolph) and he has to catch them. At the same time he must avoid the dog pretending to be a reindeer.
Activity 5 - Naughty or Nice - In this activity Santa must check the Nice list before he gives a present.
The Python Programming Christmas Activities is designed for KS4.
These adaptable PowerPoint Presentations (50 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 2.3.
It includes:
Teaching PowerPoint Presentations (includes checkpoint questions and answers)
Student PowerPoint Presentations (Includes checkpoint questions, but omits the answers)
Content Covered:
Defensive design considerations:
Anticipating misuse
Authentication
Input validation
Maintainability:
Use of sub programs
Naming conventions
Indentation
Commenting
The purpose of testing
Types of testing:
Iterative
Final/terminal
Identify syntax and logic errors
Selecting and using suitable test data:
Normal
Boundary
Invalid
Erroneous
Refining algorithms
These adaptable PowerPoint Presentations (43 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 1.6.
It includes:
Teaching PowerPoints(includes checkpoint questions and answers)
Student PowerPoints (Includes checkpoint questions, but omits the answers)
Content Covered:
Impacts of digital technology on wider society including:
Ethical issues
Legal issues
Cultural issues
Environmental issues
Privacy issues
Legislation relevant to Computer Science:
The Data Protection Act 2018
Computer Misuse Act 1990
Copyright Designs and Patents Act 1988
Software licences (i.e. open source and proprietary)
These adaptable PowerPoint Presentations (42 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 2.4.
It includes:
Teaching PowerPoint Presentations (includes checkpoint questions and answers)
Student PowerPoint Presentations (Includes checkpoint questions, but omits the answers)
Content Covered:
Simple logic diagrams using the operators AND, OR and NOT
Truth tables
Combining Boolean operators using AND, OR and NOT
Applying logical operators in truth tables to solve problems
These adaptable PowerPoint Presentations (54 Slides) cover all aspects of the specification in relation to AQA GCSE Computer Science 8525 (from 2020) component 3.6.
It includes:
Teaching PowerPoint Presentations (includes checkpoint questions and answers)
Student PowerPoint Presentations (Includes checkpoint questions, but omits the answers)
Content Covered:
Be able to define the term cyber security and be able to describe the main purposes of cyber security.
Students should know that cyber security consists of the processes, practices and technologies designed to protect networks, computers, programs and data from attack, damage or unauthorised access.
Understand and be able to explain the following cyber security threats:
• social engineering techniques
• malicious code (malware)
• pharming
• weak and default passwords
• misconfigured access rights
• removable media
• unpatched and/or outdated software.
Explain what penetration testing is and what it is used for.
Define the term social engineering.
Describe what social engineering is and how it can be protected against.
Explain the following forms of social engineering:
• blagging (pretexting)
• phishing
• shouldering (or shoulder surfing).
Define the term malware.
Describe what malware is and how it can be protected against.
Describe the following forms of malware:
• computer virus
• trojan
• spyware.
Understand and be able to explain the following security measures:
• biometric measures (particularly for mobile devices)
• password systems
• CAPTCHA (or similar)
• using email confirmations to confirm a user’s identity
• automatic software updates.
These adaptable PowerPoint Presentations (38 Slides) cover all aspects of the specification in relation to AQA GCSE Computer Science 8525 (from 2020) component 3.8.
It includes:
Teaching PowerPoint Presentations (includes checkpoint questions and answers) - 38 slides
Student PowerPoint Presentations (Includes checkpoint questions, but omits the answers)
Content Covered:
Explain the current ethical, legal and environmental impacts and risks of digital technology on society. Where data privacy issues arise, these should be considered.
Exam questions will be taken from the following areas:
• cyber security
• mobile technologies
• wireless networking
• cloud storage
• hacking (unauthorised access to a computer system)
• wearable technologies
• computer-based implants
• autonomous vehicles.
These adaptable PowerPoint Presentations (62 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 1.1.
It includes:
· Teaching PowerPoint (includes checkpoint questions and answers)
· Student PowerPoint (Includes checkpoint questions, but omits the answers)
Content:
The purpose of the CPU:
The fetch-decode-execute cycle
Common CPU components and their function: ALU (Arithmetic Logic Unit)
CU (Control Unit)
Cache
Registers
Von Neumann architecture:
MAR (Memory Address Register)
MDR (Memory Data Register)
Program Counter
Accumulator
How common characteristics of CPUs affect their performance:
Clock speed
Cache size
Number of cores
These adaptable PowerPoint Presentations (42 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 1.4.
It includes:
Teaching PowerPoint (includes checkpoint questions and answers)
Student PowerPoint (Includes checkpoint questions, but omits the answers)
Content Covered:
Forms of attack:
Malware
Social engineering, e.g. phishing, people as the ‘weak point’
Brute-force attacks
Denial of service attacks
Data interception and theft
The concept of SQL injection
Common prevention methods:
Penetration testing
Anti-malware software
Firewalls
User access levels
Passwords
Encryption
Physical security
This unit provides at least 6 hours of KS3 lessons on the use computer hardware components in a computer system. At the end of the units students are provided with an assessment to assess their progress.
This unit includes a:
PowerPoint presentation (56 Slides)
PDF teaching file
Unit Test (including mark scheme)
These resources can be used by a computing teacher or a non-specialist teacher to teach “What is a Computer?”. This unit can be taught in a classroom with no computers.
What will students learn?
ALL STUDENTS
• I can identify the main hardware components (CPU, RAM, Motherboard, HDD, SSD, PSU and GPU) and software components (operating system, application software) that make up a computer system.
• I understand that devices such as smart phones and tablets are computer systems
MOST STUDENTS
• I can explain the role the main hardware components (CPU, RAM, Motherboard, HDD, PSU and GPU) and software components (operating system, application software) that make up a computer system.
• I understand the role of input, output and storage devices.
SOME STUDENTS
• I can select the components of a computer system to ensure that they meet the needs of a user.
This is a 17 page introduction to programming using Python.
It includes:
The use of Lists (arrays), including one and two dimensional arrays
File handing operations (open, read, write and close)
Each section includes activities for the students to complete.
I would greatly appreciate feedback on what you think of this resource.
Parts 1 -3 of this guide to programming using Python go through many of the programing techniques required to produce simple programs. Part 4 seeks to provide an opportunity to put these ideas into practice. The first section provides instructions on creating a simple board game and the second section demonstrates how Python can be used to create a simple database that can then be searched.
This is an 18 page introduction to programming using Python.
It includes:
Python -The Basics
The use of variables, constants, operators, inputs, outputs and assignments
The use of data types
The use of basic string manipulation
Each section includes activities for the students to complete.
I would greatly appreciate feedback on what you think of this resource.
This photocopiable resource has been produced to ensure that your students are able to successfully complete the OCR Computer Science GCSE NEA.
This support pack is designed to provide a stimulating, engaging and effective way of preparing both teachers and students for the Non-Examined Assessment Component of the 9-1 GCSE in computer science.
The pack contains:
Introduction for students - NEA Procedures
Technical Preparation for the NEA component
J276 Programming project Sample Task 1 - Archside Academy Detention Database.
Including:
NEA sample project scenario
NEA sample student solution
NEA sample Python code
J276 Programming project Sample Task 2 - Quiz Board Game
Including:
NEA sample project scenario
NEA sample student solution
NEA sample Python code
Help sheet 1 - Creating a board game using Python - Includes a complete set of instructions
Help sheet 2 - Creating a database using Python - Includes a complete set of instructions
Help Sheet 3 - Menus, Lists and Exporting using Python - Includes a complete set of instructions
This is a 15 page continuation from Part 1 of programming using Python.
It includes:
The use of sequences and selection (including Boolean and comparison operators)
The use of iteration (count and condition controlled loops)
Each section includes activities for the students to complete.
I would greatly appreciate feedback on what you think of this resource.
This 10 page photocopiable resource has been produced to provide 7 to 14 year olds with exciting and engaging opportunities to learn coding concepts using Python in a series of 4 fun standalone projects.
The projects are:
Game 1 -Play the name game - Students have fun with their name.
Game 2 -Guess the number -Students have fun making a game to guess the number.
Game 3 - Mystery of the Crystal Ball - Students have fun looking into their future.
Game 4 - Two Player Horse Race Game
Each project takes from 30 minutes to an hour and a half to complete and all of them include a series of activities to extend learning.
These resource has been produced to teach 7 to 14 year olds about programming concepts by creating fun games using the text-based programming language Python. The activities and challenges have been designed to provide a stimulating, engaging and effective way of improving students’ knowledge of the core programming concepts.
This unit provides detailed teaching resources to teach students about computational thinking and includes at least 6 hours of lessons.Students develop simple algorithms and learn about key terminology such decomposition, abstraction and pattern recognition.
This unit includes a:
PowerPoint presentation (43 Slides)
PDF teaching file
Unit Test (including mark scheme)
These resources can be used by a computing teacher or a non-specialist teacher to teach about computational thinking. This unit can be taught in a classroom with no computers.
What will students learn in Unit 1?
ALL STUDENTS
• I understand the terms algorithm, decompose, abstraction and pattern recognition.
• I can produce a simple algorithm that solves a problem.
MOST STUDENTS
• I can produce an algorithm that solves a problem.
• I can apply the terms algorithm, decompose, abstraction and pattern recognition.
SOME STUDENTS
• I can compare two algorithms that perform the same task and understand why one algorithm is more efficient than another algorithm.