This 14-lesson unit of work takes students through the process of creating their own game in Scratch. They start by considering what makes a game successful and then move on to learn gaming concepts like sprite movement, animation, collision detection and variables using Scratch. The lessons directly link to Scratch game resources I have placed in the Barney Game Studio on the Scratch website (http://scratch.mit.edu/studios/1977310/). At the end of their unit, there is a lesson on user testing where they will get the opportunity to peer assess the games they create. They can also create an instruction manual for their game, evaluating the forms and conventions of such documents and using desktop publishing software to create their own.

This spreadsheet tests students ability to make a prediction from a model, create a graph, use the SUM and Goal Seek functions, write an IF statement and use data validation. The last sheet in the spreadsheet contains formulas that indicate when the student has completed each task correctly to help with marking.

Lesson where students learn about the three main storage technologies: optical, magnetic and solid-state. After researching each technology and how it works, they can then apply that knowledge to identify the most appropriate storage technology for each of the given scenarios in the worksheet. There is also an extension worksheet on Cloud storage.

Introduction to AND, OR and NOT gates. Students then complete the truth tables in a worksheet. They can then use the logic.ly website to self-assess whether they got the truth tables correct and create their binary logic gate diagram to program a car safety system.

Three pseudocode challenges for Computing students for the festive period! Now with possible solutions/answers.