This booklet was written for the Scottish National 4/5 courses but could be used as part of any programming course for beginners. The booklet covers the following topics - What is a program? - Design Methodologies - Programming Construct Definitions - Program Constucts exemplified in Pseudocode (with several tasks to teach pupils design & pseudocode at the same time) - Readability - Types of Errors - Interpreters vs Compilers Please leave feedback Thanks

Please note this download is only useable if you already have a copy of Serif WebPlus. The application has been discontinued. In this practical unit pupils create a website on the London 2012 Olympics while learning how to use Serif’s excellent WebPlus X5 software. This is intended as an introductory unit to web design and creation. All the text and graphics are supplied to the pupils. Following this unit, my pupils work in groups of four to design and implement a website for a client. The files are saved in a Dropbox folder. Send me your e-mail if you wish to use the files. Please leave feedback.

A 14 mark database homework/revision question covering: Entity Relationship Diagrams Data Dictionaries Compound and Surrogate keys Use of Forms and Reports Note that two versions of the question have been uploaded. One contains a simple ERD (entities and relationship) and the other contains a more complex ERD (also including attributes) Written for the Scottish Higher course but valid for all intermediate level Database units. My students found this very useful. Question 4 of 6.

An 11 mark database homework/revision question covering: Field Types Input Validation (including Restricted Choice) Primary and Foreign keys Modification Errors Sorting on Two Fields Written for the Scottish National 5 course but valid for all introductory Database units. My students found this very useful. Question 3 of 6.

A 25 mark database homework/revision question covering: Field Types Input Validation Primary and Foreign keys Reasons for Using Relational Database Searching Sorting Written for the Scottish National 5 course but valid for all introductory Database units. My students found this very useful. Question 1 of 6.

App Inventor was developed by MIT to teach students programming in a fun context that every modern student understands, mobile phones! My students love this unit. It allows them to move at their own pace, be creative and solve problems. For many of them it is their first introduction to the world of programming. I first created this resource in 2012 but have recently updated it for App Inventor 2. The original free version was downloaded over 30,000 times with consistently exceptional feedback so I have written this new version as a commercial product. The unit contains: 8 pdf copies of the workbooks Teaching notes Pupil files required for each workbook An app design sheet Have fun!! snegreid (The Android Robot, screenshots and images from App Inventor for Android are created and shared by Google and used according to terms described in the Creative Commons 3.0 Attribution License located at http://creativecommons.org/licenses/by/3.0/.)

(Hi there. I am an experienced writer of resources whose resources are always designed to be engaging and exciting. As a result they are used all over the world.) This detailed database resource is an excellent introduction for students learning database theory and practical work. The resource focuses of improving problem solving skills, encouraging students to consider field design, validation, searching, sorting and relational databases. This self-contained resource contains: - Workbook (20 pages)< TES does not allow uploads of .css files. Please email me (gregreid935@btinternet.com) for a copy of the required files. This is a fun unit which has received very positive feedback. “Wonderful resource” “Simply great” The graphics used throughout the unit have been purchased and are licensed for use and distribution.

Many students these days wish to games programmers. Pygame is a fabulous addition to the programming language Python used to write professional looking computer games. This tutorial was originally written as part of a training day I led for staff interested in using Pygame as part of their teaching or as part of a games programming club. The training day was very well received so I have adapted the materials to allow self tuition by staff. If you have an interest in Python programming you'll love this extension to your own skills and knowledge. Although written for staff, pupils could easily follow the tutorial themselves. The knowledge acquired in this tutorial would allow you to deliver my PyGame student course: https://www.tes.com/us/teacher-lessons/games-programming-using-pygame-project-1-balloon-burst-11310169 https://www.tes.com/us/teacher-lessons/games-programming-using-pygame-project-2-tile-match-11310173 I love teaching with PyGame. Have fun!

A colorful, helpful information document for anyone learning how to use Microsoft Word. Each page contains detailed instructions and lots of screenshots showing how to create and modify bullet point lists in Word. The document has two uses as page 1 could also be printed on its own as an A3 poster for IT rooms. Content Page 1 When to use bullet points How to use bullet points Page 2 How to position bullet points How to start a new line within a single bullet point Page 3 How to change the space between bullet points Page 4 How to change the shape of the bullets How to create your own bullets by uploading a picture A GReat resource for young learners.

There are several skills required to be a good programmer. One of these is being able to debug programs by identifying errors in code. In this Scratch homework students are given a description of a short animation and are required to find the errors in the code. The homework starts with a worked example. There are three questions making this homework about a 10-15 minute task. Students love this style of problem solving homework. Have fun!

Computational Thinking (learning to think in a logical/problem solving way) is the buzz word in the teaching of programming. By teaching students to predict the outcome of small pieces of code they naturally become better at building their own programs. Although this homework uses Scratch program code, the code is simply a vehicle to ask the questions and the homework may be used with students who have never seen Scratch. Permission has been granted by the Scratch team to uses images of Scratch code. Have fun. My students loved these! Previously downloaded 30,000 times on a few websites comments have included: "Thanks, these look like really good examples and introduce code in a fun and engaging way." "Very useful. I'll use for a Maths class as well." "Great examples to understand code. Thank you for sharing it."

Many students these days wish to be games programmers. This booklet is the first in a series of four that teaches students the tool and techniques of object orientated programming required to become a beginner games programmer. In Project 1 students will use the programming language Python, along with its add-on Pygame, to write an object orientated game called Balloon Burst. The booklet covers: . object orientated programming theory . coding Balloon Burst (with full instructions) . extension tasks . ways to improve your coding This could be your first step to becoming a games programmer! This booklet was co-written with my colleague David Stott for the Scottish Advanced Higher Computer Science course but could be used as part of any advanced programming course or games programming club. Project 2 is also available.

A colourful, helpful information document for anyone learning how to use Microsoft Word. Each page contains detailed instructions and lots of screenshots showing how to create and modify bullet point lists in Word. The document has two uses as page 1 could also be printed on its own as an A3 poster for IT rooms. Content Page 1 When to use bullet points How to use bullet points Page 2 How to position bullet points How to start a new line within a single bullet point Page 3 How to change the space between bullet points Page 4 How to change the shape of the bullets How to create your own bullets by uploading a picture A GReat resource for young learners.

These exercises were written to solve that familiar problem of; “what homework do I give during practical lessons like programming?”. In this series of questions students are asked to consider small programming problems and design solutions using pseudocode or a programming language of their choice. Homework 1 of 10 includes questions on: - Input - Output - Calculation - Conditional (If) Statement - Fixed Loop. Two additional theory questions cover Test Data and Input Validation. Two marking schemes give answers in: 1. Pseudocode and Python 2. Pseudocode and Visual Basic My students found this a very helpful aid to their understanding of program structures and problem solving. Questions 1-5 are available to purchase as a bundle. https://www.tes.com/teaching-resource/practise-programming-questions-1-to-5-bundle-11543151

This is a simple homework that may be used with a variety of ages that covers: Cut, Copy Paste Bullet Points Text Wrap Clip Art Inserting Graphics The 2 page homework is entirely self contained providing the theory notes on one side and questions on the other. This would also make the homework a perfect resources for cover work when staff are absent. All graphics used in the homework are copyright free clipart or produced by myself.

These exercises were written to solve that familiar problem of; “what homework do I give during practical lessons like programming?”. In this series of questions students are asked to consider small programming problems and design solutions using pseudocode or a programming language of their choice. Homework 2 of 10 includes questions on: - Input - Output - Calculation - Conditional (If) Statement - Conditional Loop. Two additional theory questions cover Test Data and Reasons for using Input Validation. Two marking schemes give answers in: 1. Pseudocode and Python 2. Pseudocode and Visual Basic My students found this a very helpful aid to their understanding of program structures and problem solving. Questions 1-5 are available to purchase as a bundle. https://www.tes.com/teaching-resource/practise-programming-questions-1-to-5-bundle-11543151

These exercises were written to solve that familiar problem of; “what homework do I give during practical lessons like programming?”. In this series of questions students are asked to consider small programming problems and design solutions using pseudocode or a programming language of their choice. Homework 3 of 10 includes questions on: - Input - Output - Calculation (power ^, Int Function) - Conditional (If) Statement - Conditional Loop One additional theory question covers Test Data (normal, extreme and exceptional). Two marking schemes give answers in: 1. Pseudocode and Python 2. Pseudocode and Visual Basic My students found this a very helpful aid to their understanding of program structures and problem solving. Questions 1-5 are available to purchase as a bundle. https://www.tes.com/teaching-resource/practise-programming-questions-1-to-5-bundle-11543151

These exercises were written to solve that familiar problem of; “what homework do I give during practical lessons like programming?”. In this series of questions students are asked to consider small programming problems and design solutions using pseudocode or a programming language of their choice. Homework 4 of 10 includes questions on: - Input - Output - Calculation (power ^, Int Function) - Fixed Loop - Arrays Two additional theory questions cover Data Types and Order of Code. Two marking schemes give answers in: 1. Pseudocode and Python 2. Pseudocode and Visual Basic My students found this a very helpful aid to their understanding of program structures and problem solving. Questions 1-5 are available to purchase as a bundle. https://www.tes.com/teaching-resource/practise-programming-questions-1-to-5-bundle-11543151

These sheets are part of a Curriculum for Excellence course for S1 pupils. The format of these sheets was an attempt to get away from workbooks where pupils work from step 1 through to step 50 without thinking. Pupil are taught skills and encouraged to try things (in other words problem solve). An assessment at the end requires pupils to demonstrate that they understand where to use each Word facility appropriately. This style of teaching takes a bit of getting used to and is definitely harder work. The benefits outweigh this though. Good luck! Greg