This resource has been produced to teach children from 8 – 14 years of age about programming concepts by creating fun activities using the visual programming language Scratch 3.0. The activities and challenges have been designed to provide a stimulating, engaging and effective way of improving students’ knowledge of core programming concepts. Students also have to complete a series of challenges at the end of each activity. Each Lesson includes: A student worksheet including activities and challenges. A teacher PowerPoint for use in class or online. A complete video tutorial. Scratch templates to get your students started. Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 1 – What is Coding? This lesson is about algorithms and how they are used to produce computer programs. Students will learn about the use of sequences of instructions and why it is important that these instructions are given in the correct order. They will create a dance computer program, add music and watch their very own choreographed dance! Lesson 1 comes with a complete video tutorial that will both engage and motivate. Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 2 – Using Variables This lesson introduces the concept of variables and students have the opportunity of using text variables and number variables and completing a series of challenges. Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 3 – Using Selection This lesson introduces the concept of selection and students have the opportunity of developing programs that use If and If then Else block structures. They will learn how to make a multi-answer quiz and create a Crack the Code game. Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 4 – Using Iteration (Repetition) This lesson introduces the concept of Iteration (Repetition) and students have the opportunity of developing programs that repeat loops as well as forever loops. They will learn how to make programs more efficient by creating shapes using a repeat loop and will then move on to create a scary game using repeats and forever loops. Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 5 – Using Procedures & Functions This lesson introduces the concept of Procedures and Functions using My Blocks. Students have the opportunity of developing programs that use procedures to spray a car in a car factory as well as procedures used to build a house. They will also have the opportunity to create a function that returns a value to the main program. Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 6 – Using Arrays (Lists) This lesson introduces the concept of Arrays using Scratch Lists. Students have the opportunity of developing programs that use arrays to make a birthday present list. They also get to make a memory game, where they have to memorise a series of items in a list. Finally, they use an array to create a high scorer list in a game.

These adaptable PowerPoint Presentations (148 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 2.2. It includes: Teaching PowerPoint Presentations (including checkpoint questions and answers) Part 1 – Programming Fundamentals (62 Slides) Part 2 – Data Types & Additional Programming techniques (86 Slides) Student PowerPoint Presentations (Including checkpoint questions, but omits the answers) Part 1 – Programming Fundamentals Part 2 – Data Types & Additional Programming techniques Content Covered: The use of variables, constants, operators, inputs, outputs and assignments The use of the three basic programming constructs used to control the flow of a program: Sequence Selection Iteration (count-and condition-controlled loops) The common arithmetic operators The common Boolean operators AND, OR and NOT The use of data types: Integer Real Boolean Character and string Casting The use of basic string manipulation The use of basic file handling operations: Open Read Write Close The use of records to store data The use of SQL to search for data The use of arrays (or equivalent) when solving problems, including both one-dimensional and two-dimensional arrays How to use sub programs (functions and procedures) to produce structured code Random number generation

These adaptable PowerPoint Presentations (188 Slides) cover all aspects of the specification in relation to AQA GCSE Computer Science 8525 (from 2020) component 3.2. Python is used as the programming language in this unit. It includes: Teaching PowerPoints (including checkpoint questions and answers) Student PowerPoints (Includes checkpoint questions, but omits the answers) Content Covered: Understand the concept of a data type. Understand and use the following appropriately: • integer • real • Boolean • character • string. Use, understand and know how the following statement types can be combined in programs: • variable declaration • constant declaration • assignment • iteration • selection • subroutine (procedure/function). Use definite (count controlled) and indefinite (condition controlled) iteration, including indefinite iteration with the condition(s) at the start or the end of the iterative structure. Use nested selection and nested iteration structures. Use meaningful identifier names and know why it is important to use them. Be familiar with and be able to use: • addition • subtraction • multiplication • real division • integer division, including remainders. Be familiar with and be able to use: • equal to • not equal to • less than • greater than • less than or equal to • greater than or equal to. Be familiar with and be able to use: • NOT • AND • OR Understand the concept of data structures. Use arrays (or equivalent) in the design of solutions to simple problems. Use records (or equivalent) in the design of solutions to simple problems. Be able to obtain user input from the keyboard. Be able to output data and information from a program to the computer display. Understand and be able to use: • Length • Position • Sub-string • Concatenation • convert character to character code • convert character code to character • string conversion operations. Be able to use random number generation. Understand the concept of subroutines. Explain the advantages of using subroutines in programs. Describe the use of parameters to pass data within programs. Use subroutines that return values to the calling routine. Know that subroutines may declare their own variables, called local variables, and that local variables usually: • only exist while the subroutine is executing • are only accessible within the subroutine. Use local variables and explain why it is good practice to do so. Describe the structured approach to programming. Explain the advantages of the structured approach. Be able to write simple data validation routines. Be able to write simple authentication routines. Understand what is meant by testing in the context of algorithms and programs. Be able to correct errors within algorithms and programs. Understand what test data is and describe the following types of test data: • normal (typical) • boundary (extreme) • erroneous data.

These adaptable PowerPoint Presentations (169 Slides) cover all aspects of the specification in relation to Edexcel GCSE Computer Science 1CP2 (from 2020) topic 3. It includes: Teaching PowerPoints (including checkpoint questions and answers) Student PowerPoints (Including checkpoint questions, but omits the answers) Content Covered: · understand why computers are connected in a network · understand different types of networks (LAN, WAN) · understand how the internet is structured (IP addressing, routers) · understand how the characteristics of wired and wireless connectivity impact on performance (speed, range, throughput, bandwidth) · understand that network speeds are measured in bits per second (kilobit, megabit, gigabit) and be able to construct expressions involving file size, transmission rate and time · understand the role of and need for protocols (Ethernet, Wi-Fi, TCP/IP, HTTP, HTTPS, FTP and email (POP3, SMTP, IMAP)) · understand how the 4-layer (application, transport, network, data link) TCP/IP model handles data transmission over a network · understand characteristics of network topologies (bus, star, mesh) · understand the importance of network security, ways of identifying network vulnerabilities (penetration testing, ethical hacking) and methods of protecting networks (access control, physical security, firewalls)

These adaptable PowerPoint Presentations (188 Slides) cover all aspects of the specification in relation to OCR GCSE Computer Science J277 (from 2020) component 1.2. It includes: Teaching PowerPoint Presentations (including checkpoint questions and answers) Part 1 – Memory (33 Slides) Part 2 – Secondary Storage (45 Slides) Part 3 – Data Storage – Numbers (49 Slides) Part 4 - Data Storage: Characters, Images & Sound (61 Slides) Student PowerPoint Presentations (Including checkpoint questions, but omits the answers) Part 1 – Memory Part 2 – Secondary Storage Part 3 – Data Storage – Numbers Part 4 - Data Storage: Characters, Images & Sound Content Covered: The need for primary storage The difference between RAM and ROM The purpose of ROM in a computer system The purpose of RAM in a computer system Virtual memory The need for secondary storage Common types of storage: Optical Magnetic Solid state Suitable storage devices and storage media for a given application The advantages and disadvantages of different storage devices and storage media relating to these characteristics: Capacity Speed Portability Durability Reliability Cost The units of data storage: Bit Nibble (4 bits) Byte (8 bits) Kilobyte (1,000 bytes or 1 KB) Megabyte (1,000 KB) Gigabyte (1,000 MB) Terabyte (1,000 GB) Petabyte (1,000 TB) How data needs to be converted into a binary format to be processed by a computer Data capacity and calculation of data capacity requirements Numbers How to convert positive denary whole numbers to binary numbers (up to and including 8 bits) and vice versa How to add two binary integers together (up to and including 8 bits) and explain overflow errors which may occur How to convert positive denary whole numbers into 2-digit hexadecimal numbers and vice versa How to convert binary integers to their hexadecimal equivalents and vice versa Binary shifts Characters The use of binary codes to represent characters The term ‘character set’ The relationship between the number of bits per character in a character set, and the number of characters which can be represented, e.g.: ASCII Unicode Images How an image is represented as a series of pixels, represented in binary Metadata The effect of colour depth and resolution on: The quality of the image The size of an image file Sound How sound can be sampled and stored in digital form The effect of sample rate, duration and bit depth on: The playback quality The size of a sound file The need for compression Types of compression: Lossy Lossless

These adaptable PowerPoint Presentations (219 Slides) cover all aspects of the specification in relation to AQA GCSE Computer Science 8525 (from 2020) component 3.4. It includes: Teaching PowerPoints (including checkpoint questions and answers) - Student PowerPoints (Including checkpoint questions, but omits the answers) Content Covered: Define the terms hardware and software and understand the relationship between them. Construct truth tables for the following logic gates: • NOT • AND • OR • XOR. Construct truth tables for simple logic circuits using combinations of NOT, AND, OR and XOR gates. Interpret the results of simple truth tables. Create, modify and interpret simple logic circuit diagrams. Students will only need to use NOT, AND, OR and XOR gates within logic circuits. Students will be expected to understand and use the standard logic circuit symbols. Create and interpret simple Boolean expressions made up of NOT, AND, OR and XOR operations. Create the Boolean expression for a simple logic circuit. Create a logic circuit from a simple Booleanexpression. Explain what is meant by: • system software • application software. Give examples of both types of software. Understand the need for, and functions of, operating systems (OS) and utility programs. Understand that the OS handles management of the: • processor(s) • memory • input/output (I/O) devices • applications • security. Know that there are different levels of programming language: • low-level language • high-level language. Explain the main differences between low-level and high-level languages. Know that machine code and assembly language are considered to be low-level languages and explain the differences between them. Understand that all programming code written in high-level or assembly languages must be translated. Understand that machine code is expressed in binary and is specific to a processor or family of processors. Understand the advantages and disadvantages of low-level language programming compared with high-level language programming. Understand that there are three common types of program translator: • interpreter • compiler • assembler. Explain the main differences between these three types of translator. Understand when it would be appropriate to use each type of translator. Explain the role and operation of main memory and the following major components of a central processing unit (CPU) within the Von Neumann architecture: • arithmetic logic unit • control unit • clock • register • bus. Explain the effect of the following on the performance of the CPU: • clock speed • number of processor cores • cache size. Understand and explain the Fetch-Execute cycle. Understand the different types of memory within a computer: • RAM • ROM • Cache • Register. Know what the different types of memory are used for and why they are required. etc

These adaptable Powerpoint Presentations (274 Slides) cover all aspects of the specification in relation to Edexcel GCSE Computer Science 1CP2 (from 2020) topic 1 and topic 6. These two topics have been combined so that students can learn about algorithms and at the same time have the opportunity to understand how algorithms can then be developed into programs. The programming language used is Python. It includes: Teaching PowerPoints (including checkpoint questions and answers) Student PowerPoints (Including checkpoint questions, but omits the answers) Content Covered: Topic 1 · understand the benefit of using decomposition and abstraction to model aspects of the real world and analyse, understand and solve problems · understand the benefits of using subprograms · be able to follow and write algorithms (flowcharts, written descriptions, draft program code or assessment reference language) that use sequence, selection, repetition (count-controlled, pre-conditioned, post-conditioned) and iteration (over every item in a data structure), and input, processing and output to solve problems · understand the need for and be able to follow and write algorithms that use variables and constants and one- and two-dimensional data structures (strings, records, arrays) · understand the need for and be able to follow and write algorithms that use arithmetic operators (add, subtract, divide, multiply, modulus, integer division), relational operators (equal to, less than, greater than, not equal to, less than or equal to, greater than or equal to) and logical operators (AND, OR, NOT) · be able to determine the correct output of an algorithm for a given set of data and use a trace table to determine what value a variable will hold at a given point in an algorithm · be able to identify and correct errors (logic, runtime) in algorithms · understand how standard algorithms (bubble sort, merge sort, linear search, binary search) work · be able to use logical reasoning and test data to evaluate an algorithm’s fitness for purpose and efficiency (number of compares, number of passes through a loop, use of memory) · be able to apply logical operators (AND, OR, NOT) in appropriate truth tables to solve problems Topic 6 · be able to use decomposition and abstraction to analyse, understand and solve problems · be able to read, write, analyse and refine programs written in a high-level programming language · be able to convert algorithms (flowcharts, written descriptions) into programs and convert programs into algorithms · be able to use techniques (layout, comments, meaningful identifiers, white space) to make programs easier to read, understand and maintain · be able to identify, locate and correct program errors (logic, syntax, runtime) etc