This unit of work will easily fill a half term with teaching of: inputs and outputs Variables IF statements Delays Sub routines Iteration Lists All in the form of a memory game ‘you enter a cave, do you turn left or right?’ This is best suited to students who have a little knowledge of inputs outputs and IF, and can be used to expand upon that knowledge. I cannot upload Py files, but if you email me annemariebradshaw@hotmail.com I will send teacher files to you (there are screen shots of the coding in the unit though)

48 questions aimed at only the topics given by the exam board in the slimmed down version. These are accompanied by a PPT which includes a brief of each of the new topics. Work is great for revision, individually, or paired work. These will take you right up to paper 1 exam. The questions can be used in conjunction with any of the text books, or even GCSE Bitesize. Make sure learners are only focussed on what will be on the exam, and not the other stuff!

Excellent resource that is very popular with GCSE students in Computer Science. Students are arranged into guild teams, then given 6 challenges (1 per lesson) They earn points for their team, and can choose from a simple, intermediate, or expert level of coding for the given task. Loops, random, subroutines, turtle, adding scores, and finally a TKInter project are all included. The students have so much fun, but be aware, they get very competitive! It is useful to mix high level with low level coders, as the high level will prompt low level on how to achieve the higher marks. This will last around 6 lessons.

I put together this pack aimed mainly at KS3, and as the Esafety Officer at my Academy. The pack includes lessons on hoaxes, keeping personal data safe, live streaming and reputation, gaming addiction, and bullies/ trolls. All have been made with regard to the new KCSIE recommendations. There is a powerpoint for each lesson, chance for discussion, and different tasks each lesson to embed the knowledge. These lessons have been delivered as a half term full unit, and have also been delivered in the PSHEE last year, as the last lesson before a half term, thereby lasting for one year.

To prepare for paper 2, I have included lessons for using parameters in sub programs, and linear searches. All lessons include the code (email me for this) and they scaffold and mirror the questions the exam board ask. For example, rearranging lines, debugging, choosing the correct line. These lessons will scaffold the more advanced questions aimed at levels 7,8,9. These particularly match paper 2 sample assessment.

These lessons are in preparation for Paper 2, and show how to create a linear search. Learners are reminded first of how linear searches work, the advantages and disadvantages. Then following exam board rhetoric, there are debug exercises, exercises where learners choose the correct line. An exercise in moving lines about. It is all outstanding practice for the exam, and follows on from the lengthy question in the specimen paper. I am unable to upload Py files, but if you message me, I can email them to you.

This is a lesson aimed at Y7 and Y8 to teach them about online hoaxes (as per KCSIE requirement) There are exercises, and a video to watch.

This year the GCSE students will have 50% of the course examined online. I have created 8 questions which scaffold the learning up to the point of the sample online tests. The cover: If, iteration, len, global, local variables, constants, data types and coercion, lists, turtle, libraries and more. There is a PowerPoint of exercises to give to the learner, and another with teacher solutions after each question. My students found it fun and engaging, and I am confident they won’t flip out now when they see the #comment format of the summer examinations. Tes will not allow me to add py files here, so the slides are screen shots, they can either type in the codes, or you can email me to get the code files and solutions annemariebradshaw@hotmail.com. This unit of work took around 3 hours, will explanations for lower ability coders. The exercises can also be used for improving code, with a little tweak in the questions given. I hope your students enjoy it as much as mine did.

This resource will last around three lessons. It ties in error types such as syntax, and logic and relates them to what the learner will find in Python. It covers how to spot errors, what the common pop ups are, variable name errors, and the most common ones- casting errors, and the terrible indents. I have clearly gone through ‘belonging’ with indentation, and how to get a fix. Trace tables get a mention with one exam paper showing a for loop and a print statement outside of the loop. Many learners lost 6 marks for not understanding ‘belonging to the loop’. Well not anymore! There are a bank of Python files to go with this resource, but I cannot upload them here. If you email me annemariebradshaw@hotmail.com I can send those to you to. This is a fresh way of teaching errors, and also a good way of embedding Python coding skills, meaning that in the assessment they will be able to help themselves debug their own code. There is

This is a lesson that was graded outstanding. Not just making a Scratch animation, but linking the constructs of for and while loops, if then statements, delays, and subroutines with explanation, then opportunity for the learners to look at code and see the structures. They can then make an animation using what they’ve learnt. Finally there is opportunity for peer marking / assessment, and self assessment.

It can be difficult to think up new ideas for coding, and embedding skills. Have the benefit of my 10 years teaching coding with this resource. After you have taught the content of PLS 1 and 2, give the learners these 11 challenges to get their teeth into. I have included a teacher file with suitable answers for each. You could add to the learner file with more hints, or take away the hints I have given. Skills tested that will prepare them for the coding examination: IF, concatenation, iteration, tuples, constants, variables, write to file, sub routines, functions, global variables and much more.

This is one of a series of lessons teaching about the issues of computing. This one focusses on what we use technology for, and the effect of those who either cannot, or will not use technology. The impact of technological exclusion is discussed. There is an opportunity to do a little research into the downside of technological inclusion, with gaming addiction (to balance the argument). There is also the opportunity to complete a six mark question with AO1, AO2, AO3 guidance. There is also a model six mark answer showing how the marks for each section are awarded, and the opportunity to peer mark. Student PPT does not contain the answers, whereas the teacher one does. I tend to put student copy on Google Classroom, and have teacher copy on the board for them to check answers after the task is finished. Then at the end of the lesson I remove the student copy, and put the teacher copy up, for isolators, or for revision purposes.

A lesson which was described as ‘outstanding’ for it’s engagement of the youngsters. It covers personal data, legislation, big data, and breaches, surveillance issues, and the benefits of surveillance. There are two PPTS, one is teachers (with answers) and one for the learners. There are opportunities for discussion, research, short answer question, long answer question, and recall from previous T5 lessons. It has it all!

This resource takes the learner through everything in the Programming Language Subset 2. Coding structures IF statements Loops Sub programs Input and output File handling With examples and tasks. This is around 3-4 hours work and covers the whole of PLS2, and can be worked on individually / at home, or set as a whole term HWK task. If you like this, PLS1 is also available to buy.

This PPT with exercises takes the learner through all of the concepts in the Programming Subset List 1. Data types. Input / Output. Maths operators, including modulus, exponent, Boolean, integer division. There are coding tasks, and enough work for around 3 or 4 hours of GCSE in preparation for the coding part of the exam. See also PLS2 if you like this resource!

This is a PPT resource for GCSE Computer Science. It takes the learners through libraries, constants, variables, globals, sub programs. There is a section where the learners are questioned on what they have learnt. The answers are on the teacher PPT. There is also a jumbled up coding task, email me for the Python file if you don’t want to type it out.

I have created a resource that all kids will be able to do at home. Basically it is about designing a computer game, splash screens, characters, game play. It is really for KS3, but could do lower ability KS4. It is self explanatory so they can go on Google Classroom or your sharing platform- download, complete and upload. It follows Identify, Analysis, Evaluation, and Testing as a systems life cycle, and also touches on decomposition of tasks. Together we are better!

Building on from knowledge of flat file databases, tables, fields, records, this lesson guides the learners on a journey into foreign keys, relationship types (one to many, many to many, one to one) They are given fields names at first to rearrange into two tables for one to many, learning the concept of how we decide upon the relationship to use. This builds further into recognising where to use a foreign key. The knowledge is expanded upon with the introduction of many to many relationships, and the concept of link, or junction tables. Learners then have the opportunity to test their knowledge. Answer slides are given. This was observed and judged to be engaging, and showed excellent progress. Everybody needs a bit of that!

A lesson on how to write pseudocode.

This has been a hugely successful unit, and my year 9 computer scientists have thoroughly enjoyed the competition, and team work. It has been based upon the theory of gamification, using game elements in the classroom. The learners need to have some python skills, but there are three levels of challenge in each lesson, and the idea is that they choose, and upgrade if they have time and knowledge. At its highest level, skills used are IF, looping, concatenation, tuples, global variables and subroutines. Learners get points for working code, and add an image to the game board. I did this with a display board in the classroom, and stuck the ‘prizes’ to the wall (there is an image). It is not essential to do that, but it does make it visually more appealing. Enjoy watching your learners race around helping one another and encouraging those who are weaker at coding to learn the more tricky aspects of coding.