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.

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 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.

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 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.

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!

Learners find out how to abstract, write pseudocode, create a flowchart (algorithm) and then apply this to Python coding, using an IF, ELSE to create a quiz question. The idea is to teach the learners that solving a problem doesn't start with typing code into Python. It shows definitions and examples to introduce the concepts, and ends with a practical programming task.

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 12 resources consist of folded revision sheets. The idea is that the question is one side, and the answer on the backside. They keep the sheet in their pocket, and fish it out regularly over the space of a few days, and focus on recalling the answers without looking (entering active learning, whereas reading, and copying are passive learning). This ensures the information moves from the short term memory into long term memory with recall. The second part of each resource is the same sheet with the answers removed. Learners fill this in during the lesson. Second bonus, instant check whether they are putting in some revision effort! I've used these for 5 years (updating each year obviously!) and have never got results less than 70% 3 levels of progress. The learners love them, and adapt the ideas to other lessons across the school. Much less wieldy than flash cards.

This resource contains LOs for 5 lessons in Python nailing IF and ELIF. It has been created as a follow on from my year 7 Python resource, but can be used as a standalone. The idea is that they recap first lesson, spend 3 lessons amending or creating code. Lesson 5 is a problem which they code a solution to. Lesson 6 is designed as feedback and DIRT time. I have the Python scripts referred to in the slides, but TES won't allow me to upload them. However, if you buy the resource, and contact me, I can ping those over to you. Although designed for year 8, this resource is suitable for bright year 7, or low ability year 9. Please check my follow on resources too. They are mainly aimed at preparing learners for the Edexcel NEA in year 11.

An engaging resources which allows the learners to find errors marked with hashtags. The slides include the broken code (fixed code is on the teacher slides, separate and can also be received via email). Even if you choose not to use this for debugging exercises, it is useful for programming ideas for beginners to copy. After each script the learners are encouraged to state initial tests, actual tests, in preparation for GCSE NEA work. My learners raced up the stairs to start on these tasks, very enthusiastically. The topics include maths, strings, lists, tuples, concatenation, for loops, sub routines and appending to lists. The scripts can also be used as base scripts for other ideas. At the end of the half term of work, there is a challenge project, worded like a very watered down GCSE project. Enjoy!

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.

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!

This is half terms work on networks. It covers features, topologies, WANs, hardware, and security. There is also an assessment which can be used. All PowerPoints have learning objectives, and engaging tasks which can be tailored to suit your classes.

I have created this resource to take the child through adding a sprite, a stage, colour change, music loops, speech, and movement. The theme is crazy monsters, as they are in the disco, you will see the delight when they can have a highly interactive monster change colour and play music loops. There is very little text on the screen, designed for the very young, or those who have English as a second language. They just follow the circles on each slide to add to the coding. There are 36 slides, with a certificate for the basics, then extension work for faster learners. You won't be sorry you bought this idea and activity as you see their engagement and delight.

Delving into FOR loops as all exam boards seem to be keen on creating NEA which uses them extensively. These lessons include loops on string, on integer, in ranges, with 'else', and with some concatenation. All have learning objectives, but can be customised. There are ways of assessing by building from giving code to adapt, to giving the basics of a scenario to turn into variables, statements. There is a test at the end of the three lessons, and it also includes reading from text files, but that question can be deleted if you haven't yet covered that part of the syllabus. These lessons are highly engaging, and suit absolute beginners, up to confident users. They assume no knowledge of FOR loops at the start.

Part of the follow me range, designed for younger learners, non-readers, or EAL pupils. The learners are able to follow the circles on a slide show to code a lady dancing to a guitar. Skills built in this: adding stage adding and editing sprites changing costumes adding music changing beats to suit using a forever loop using delays There are two certificates to be gained in this very engaging lesson(s) This resource could be used by an independent learner, or by a teacher going through the slide in turn. It's real strength though is with non specialists, helping those who are unable, or unwilling to read. The lesson is very visual, and the audio also makes it engaging.

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.

This bundle was created due to a lack of Computer Science past papers. It contains two specimen Unit 1 papers. One follows the official specimen paper quite strictly, with scenarios, and numbers changed. The second words questions in a different way. Both have official type covers, marking criteria, format, and layout. They also have a mark scheme each. There is over 25 hours work here, so pick up a bargain, save yourself some time!