Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 1 – What is Coding? This lesson is about algorithms and how they are used to produce computer programs. Students will learn about the use of sequences of instructions and why it is important that these instructions are given in the correct order. They will create a dance computer program, add music and watch their very own choreographed dance!

Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 4 – Using Iteration (Repetition) This lesson introduces the concept of Iteration (Repetition) and students have the opportunity of developing programs that repeat loops as well as forever loops. They will learn how to make programs more efficient by creating shapes using a repeat loop and will then move on to create a scary game using repeats and forever loops. Students also have to complete a series of challenges at the end of each activity.

Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 2 – Using Variables This lesson introduces the concept of variables and students have the opportunity of using text variables and number variables and completing a series of challenges.

Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 3 – Using Selection This lesson introduces the concept of selection and students have the opportunity of developing programs that use If and If then Else block structures. They will learn how to make a multi-answer quiz and create a Crack the Code game. Students also have to complete a series of challenges at the end of each activity.

Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 6 – Using Arrays (Lists) This lesson introduces the concept of Arrays using Scratch Lists. Students have the opportunity of developing programs that use arrays to make a birthday present list. They also get to make a memory game, where they have to memorise a series of items in a list. Finally, they use an array to create a high scorer list in a game. Students also have to complete a series of challenges at the end of each activity.

Professor Cody Teaches Kids to Code using Scratch 3.0 – Lesson 5 – Using Procedures & Functions This lesson introduces the concept of Procedures and Functions using My Blocks. Students have the opportunity of developing programs that use procedures to spray a car in a car factory as well as procedures used to build a house. They will also have the opportunity to create a function that returns a value to the main program. Students also have to complete a series of challenges at the end of each activity.

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.

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.

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.

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.

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. Guess the number -Students have fun making a game to guess the number. They learn to use IF-ELSE Statements, the random module, variables and nested IFs. The project takes around one hour to complete and includes a series of activities to extend learning.

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. Students learn about the random module, while loops, IF functions and variables. The project takes around one hour to complete and includes a series of activities to extend learning.

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 is 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.

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 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.

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.

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.

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.

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 is 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.