(Hi there. I am an experienced writer of resources who has written two Computing text books for the Scottish education system. My resources are always designed to be engaging and exciting. As a result they are used in thousands of schools all over the world.) Previously downloaded over 27,000 times, this worksheet is an excellent introduction to Scratch. Scratch is a fantastic free program developed by MIT to teach programming concepts to young children. The worksheet is very visual, providing a clear set of instruction on how to create a basic 'shark chasing fish' game with movement, control and scoring. Royalty free images are supplied for use with the worksheet. 7 Extension Sheets are also available to download. This resource was previously rated 5 from 29 ratings. "The teaching resources are fun, and task sheets clearly explain all aspects of Scratch and the game elements."

A getting to know you activity for new Computing Science classes. Pupils have to circulate and find the names of pupils who... "own an 8Gb Flash Drive" "can say who their ISP is" and so on. There are 19 Computing related facts or questions on the sheet. Once completed the class can discuss what they have learned about each other (and about Computing). Works really well in class. Have fun!

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 5 of 10 includes questions on: - Input - Output - Conditional (if) Statement - Conditional Loop - Fixed Loop - Arrays - Len (length) Function Four additional theory questions cover Test Data, Reasons for Variable Use and Logic Problems with the Design. 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

A 15 mark database homework/revision question covering: Update Errors Field Types Primary and Foreign Keys to Link Tables Presence Check Searching Written for the Scottish National 5 course but valid for all introductory Database units. My students found this very useful. Question 2 of 6.

A 19 mark database homework/revision question covering: Relationships Between Tables Compound and Surrogate keys Input Validation Problems A Report and its Underlying Query Sum Function in Report Footer Form Design Written for the Scottish Higher course but valid for all intermediate level Database units. My students found this very useful. Question 5 of 6.

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 6 of 10 includes questions on: - Functions - Procedures - Parameter Passing - Opening a Link to a Text File - Algorithm – Find Maximum - Logic Error - Array of Records Three marking schemes give answers in: 1. Pseudocode 2. Python 3. Visual Basic Python and Visual Basic Solutions are also supplied to use when demonstrating/discussing solutions. 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.

This 72 page booklet is the second of three written to cover the process of creating a website from analysis to coding to evaluation. Booklet 2 is split into two parts and should take between 20 and 40 hours to complete depending on the coding proficiency of your students. 2A - Implementation Examples: This 48 page booklet gives worked examples of HTML, CSS and JavaScript code using a cycling website as a scenario. 2B - Implementation Tasks: This 24 page booklet contains 13 tasks by the end of which students will have coded a 13 page “student cooking” website. The content covered can be briefly summarised as: Building a template page HTML 5 page structure (header, nav, main and footer) Positioning content (margins, padding, display & float) Building a navigation bar using lists and CSS HTML 5 forms (text, number, radio button, text area and select input) Interactivity using JavaScript mouse events (roll-over images, changing page styles, showing/hiding content) Please note that students should have a basic knowledge of HTML (head, body, links, headings, paragraphs and images) and a very basic understanding of CSS (changing text size, font, colour) before starting this course. The download comes with four additional sets of files: The complete cycling website created during booklet 2A. The complete cooking website created by students during the task booklet 2B. The student files required to get started. Additional content that can be dropped into blank pages to save student spending hours typing in content. Booklet 3 (testing and evaluation) will be coming soon.

Welcome to the fictional town of Sandyhaig where the residents are desperately seeking to hire a data scientist to help with their Campaign for Better Buses. Students will take on the role of a data scientist learning: about Sandyhaig town along with the current bus routes and the data obtained on buses and passengers how to find the data they need for the campaign how to present the data in a meaningful easily understood way. To deliver this unit of work the following student files are included in the download: A 30 page, student booklet including tasks, examples and final projects of varying difficulty An appendix booklet with 10 appendices that cover skills like filtering, creating charts and creating a dashboard A large map of Sandyhaig town In addition, the following have been supplied for teaching staff: Advice on delivering the unit Answers to the tasks Advice on how each project can be completed Files used to create the appendices including the completed Excel files and dashboards This unit has been trialled in several schools with excellent feedback. 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."

The handouts cover the basics of editing digital photographs (eg. terms like resolution) to complex techniques like cloning and color selection. Based around Serif's PhotoPlus X4 application which is a superb, easy to use, yet powerful, bit-mapped edi

These 7 lessons were written to be delivered as part of a Scottish Qualifications Authority workshop to discuss with Computing Science teachers alternative ways to deliver web coding. They are designed to introduce fun problem solving exercises (some paper-based, some practical) and are intended to be used as lessons starters or simply to break up longer coding exercises. The lessons cover: 1. Basic Tags/Elements (h1, h2, p, title) Pupils are given cut out pieces of web content and code and must arrange the pieces on a blank A3 HTML template printout. 2. Coding Basic Tags (h1, h2, p, title) Pupils are given an HTML file with page content (as a single paragraph of text) but no elements. They must separate the text out and add tags to format the content. They are also asked to research how to create the bullet point list required by the task. 3. Division Tags (div) Similar to lesson 1 but introducing the concept of sectioning off a page using division tags. 4. Adding In-line Styles (text colour, text size, background colour, fonts) Pupils are given an HTML file, printed on A3 paper, with spaces for styles to be added. They must arrange a number of cut-out styles on the HTML file to match a screenshot of a finished page. 5. Adding In-line Styles Pupils are given an screenshot of a finished page with annotations showing colours, fonts and text-sizes used. They must edit the styles in a given file to match the finished page. 6. External Style Sheets Pupils are shown the same site implemented using in-line and then an external stylesheet. This is used to discuss the advantages of external styles. Their task this time is to edit, delete and add to the stylesheet to alter the look of the website to match a fnished example. 7. Cascading Order Pupils are given 5 A3 sheets each which shows an HTML file, a CSS file and a screenshot of the page when shown in a browser. These examples must be examined carefully and used to research the precedence order used when a browser interprets styles (i.e. In-line over-rules external, ID overrules external). This a a difficult task requiring a lot of code reading and problem solving. Level: (Beginner / Intermediate) Duration: (Around 3 to 4 hours in Total) Teaches: (See above)

This unit was written to improve pupils understanding of the hardware and software components which are required to build a computer system. By learning how to understand specifications pupils should be able to make informed choices when they choose components. Geeky but great fun and engaging. The unit covers the Scottish Curriculum for Excellence, Es & Os 3-08c and 4-08d. Have fun Greg P.S. Please leave feedback.

In this enterprise task, pupils create a website for a client (another member of staff, local group, charity or company). Pupils are expected to work in groups, identifying their own skills, sharing workload, communicating with their client and meeting deadlines. This is the next step after my Basic Web Design unit where pupils learn how to use web editing software. Greg Reid Please review for future updates.

This unit covers Data Representation & Computer Architecture for N4 é N5. It covers: Binary Units Bin to Den and Den to Bin conversion ASCII Bit-Map Storage and Calculations of File Size Vector Graphic Storage Machine Code Computer Architecture (memory, processor components, buses, addressibility) é Interfaces Three calculation sheets accompany the unit. For access to all the files send me a message with your e-mail address and I’ll register you for the Dropbox they’re stored in. Please leave feedback. G Reid

These were written as part of my new Curriculum for Excellence course for S1 pupils. Pupils are not forced to work through the help sheets but use them when required. All pupils then work through the Comic Life Projects sheets to a level of their own choosing. Each new project is more challenging. If you definitely wish to use this unit, please e-mail me for a copy of the files as there are too many to upload. Thanks Greg Reid