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.
This photocopiable resource has been produced to provide 7 to 14 year olds with exciting and engaging opportunities to learn coding concepts using the Python programming language. There are enough activities for 4 to 5 lessons.
Including:
Algorithms
Sequences
Iteration (Repetition)
Selection
Variables
The resource covers the programming aspect of the computing national curriculum.
use two or more programming languages, at least one of which is textual, to solve a variety of computational problems
make appropriate use of data structures [for example, lists, tables or arrays]
design and develop modular programs that use procedures or functions.
This photocopiable resource has been produced to ensure that your students are able to successfully complete their GCSE Computer Science GCSE (9-1), but can also be used by other exam systems.
This test has been designed to provide a stimulating, engaging and effective way of assessing the progress of your students. As well as the topic test, you are also provided with a comprehensive marking scheme.
Please be aware that there may be appropriate alternative answers to some of the questions, and it is therefore suggested that the teacher uses their discretion when marking students work.
Python is used as the programming language.
This photocopiable resource has been produced to ensure that your students are able to successfully complete their GCSE Computer Science GCSE (9-1), but can also be used by other exam systems.
This test has been designed to provide a stimulating, engaging and effective way of assessing the progress of your students. As well as the topic test, you are also provided with a comprehensive marking scheme.
Please be aware that there may be appropriate alternative answers to some of the questions, and it is therefore suggested that the teacher uses their discretion when marking students work.
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
J276 Programming project Sample 1 - Archside Academy Detention Database
NEA Sample project scenario
NEA Sample student solution
NEA Sample Python code
J276 Programming project Sample 2 - Quiz Board Game
NEA Sample project scenario
NEA Sample student solution
NEA Sample Python code
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 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 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.
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.
This bundle will take you from the very basics of programming using Python through to making a simple board game and database.
It includes:
Using Variable, Data Types and String Manipulation
Sequences, Selection and Iteration (Loops)
Use of Lists (Arrays) and File Handling
Creating a Simple Board Game and a Database
This photocopiable resource has been produced to ensure that your students are able to successfully complete their GCSE Computer Science GCSE (9-1), but can also be used by other exam systems.
This test has been designed to provide a stimulating, engaging and effective way of assessing the progress of your students. As well as the topic test, you are also provided with a comprehensive marking scheme.
Please be aware that there may be appropriate alternative answers to some of the questions, and it is therefore suggested that the teacher uses their discretion when marking students work.
Python is used as the programming language.
This photocopiable resource has been produced to ensure that your students are able to successfully complete their GCSE Computer Science GCSE (9-1), but can also be used by other exam systems.
This test has been designed to provide a stimulating, engaging and effective way of assessing the progress of your students. As well as the topic test, you are also provided with a comprehensive marking scheme.
Please be aware that there may be appropriate alternative answers to some of the questions, and it is therefore suggested that the teacher uses their discretion when marking students work.
Python is used as the programming language.
This photocopiable resource has been produced to ensure that your students are able to successfully complete their GCSE Computer Science GCSE (9-1), but can also be used by other exam systems.
This test has been designed to provide a stimulating, engaging and effective way of assessing the progress of your students. As well as the topic test, you are also provided with a comprehensive marking scheme.
Please be aware that there may be appropriate alternative answers to some of the questions, and it is therefore suggested that the teacher uses their discretion when marking students work.
Python is used as the programming language.
This photocopiable resource has been produced to ensure that your students are able to successfully complete their GCSE Computer Science GCSE (9-1), but can also be used by other exam systems.
This test has been designed to provide a stimulating, engaging and effective way of assessing the progress of your students. As well as the topic test, you are also provided with a comprehensive marking scheme.
Please be aware that there may be appropriate alternative answers to some of the questions, and it is therefore suggested that the teacher uses their discretion when marking students work.
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 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 fun standalone project.
Play the name game - Students have fun with their name.
Students learn about print statements and manipulating text. The project takes around 30 minutes to complete and includes 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 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:
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
Programming project Sample Task 1 - Archside Academy Detention Database.
Including:
• NEA sample project scenario
• NEA sample student solution
• NEA sample Python code
Programming project Sample Task 2 - Quiz Board Game
Including:
• NEA sample project scenario
• NEA sample student solution
• NEA sample Python code
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.
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 (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