Contains learning objectives / outcomes, and has several engaging exercises to embed the learning. One of which being a Python script which can be easily abstracted. Also, the script can be used to teach sub routines as part of the decomposition / abstraction cycle.

Introduction to Python specifically aimed at new users in year 9. There are 5 lessons on a separate PPT, with LO, bronze silver gold outcomes and homelearning activity on each. Then there is a test lesson. The focus is to drill down variable names, to call variables, to use a tuple, then compare that with the use of an indexed list. These could easily be added to for challenge in years 10 and even year 11. Unfortunately I can't add the Python script for lesson 2 - insult generator, but the script is on a slide so can easily be typed in.

This is a powerpoint lesson outline, with LO, and stepped outcomes. Learners must identify outcomes of a given flow chart, create one of their own, then are taught pseudocode of selection statements (IF)

This is a half term's work on gaining skills for the new 9-1 Edexcel computer science course. Based upon the new Crawdale NEA, it focusses mainly on reading and writing to text files. It includes practice of splitting text files up, and concatenating to create memberID. Sub routines, and practice creating menus with IF statements is also brought in, but more as a practice, than explicitly as lessons. There is a test in week 6, and a mark scheme based on 9-1. Anyone wishing to use Crawdale NEA SAM material would find this a very useful learning tool to begin with. It has been aimed at high ability year 9, or low ability year 10.

This resource shares part of the marking criteria, gives a scenario and an example, then sets students the task of creating a menu, and 2,3 sub routines. Can easily be differentiated for higher or lower ability. Lesson obs got 'outstanding'.

There are 7 ten minute Python starters, or plenaries in this presentation. They include identifying code purpose, spotting errors, discussing efficiency of coding. The codes themselves are also useful for ideas of scripts learners can create, add to, or change. They include IF, sub routine, tuples, and other structures. The kids actually love solving the problems. All but one (open ended one) have the solutions on slide 2, to either share, or use as a mark scheme.

A thorough lesson to prepare year 10 or year 11 learners to tackle the Analysis stage of the NEA. The lesson takes learners through the art of abstracting from a larger problem. Breaking down a task into it's most basic form. They then have practice abstracting detail from two different scenarios. The lesson then moves to the reasons why we decompose, and the importance of making code as simple as possible, adding embellishments later when the bare bones are working. There is opportunity to practice decomposing either singularly, in pairs, or as group work. Possible solutions are given to peer assess, or can be taken out for teacher assessment. The lesson culminates in a test to decompose the first idea presented and abstracted, the Bake Off competition. Homework / extended learning is included, and encourages the learners to abstract and decompose the program controlling a household item.

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.

Fabulous presentation for a 2 or 3 week Python project. The idea is that they use IF to make a multiple choice quiz (code examples given). Learners are immediately engaged by following a flow chart, and describing what the diagram does. They then have to alter some pseudocode to come up with the first question for their quiz, using IF a,b,c,d etc. The coding ramps up with scoring, and using ELIF. More competent users are challenged to use a main menu, with sub routines so the end user can choose which quiz they would like to do. Then super human coders can learn how to read and write text files to record the leaderboard. To do this, they must look at the coding for Edexcel Fixture NEA from 2017 (please email me for the files if you don't have them (annemariebradshaw@Hotmail.com). There is also a link to a great independent learning site for Python skills. The presentation includes LO, outcomes, 2 extended learning (hwk) tasks, peer assessment with the focus given on a worksheet, and practice debugging with a sabotage task (which really gets them digging into the code in the most devious of ways :-). Fabulous differentiation got these lessons 'outstanding' on a LW and LO. Feedback from the kids was that they loved working at their own pace, and developing something personal to them. Great stuff!

As the last dingbats last year was hugely popular, I have created another for this summer. This could be used as an end of term educational lesson, or chopped up and put on your lesson as an engaging activity when they enter the room. There are 18 different dingbats, and the answers are included after each one. Enjoy!

A one hour validation lesson which engages students and shows them why, and how we use validation. They must be taught integer input first to understand this lesson. There are bronze silver and gold outcomes and resources are on the ppt itself.

This half a term worth of lessons cover: error types data types relational databases test Each lesson begins with the basic concepts, then adds until they are at GCSE level. Students have been very engaged with this work.

This is part of a pack aimed at GCSE year 11 Edexcel students preparing for paper 2. A lesson teaching data types and database relationships. The lesson begins very much scaffolded until they are able to understand all three concepts, then answer two exam paper questions on the topic (from the summer series and the specimen) including the mark scheme answers.

This is part of a pack aimed at GCSE year 11 Edexcel students preparing for paper 2. A lesson teaching input, processing and output. The lesson begins very much scaffolded until they are able to understand all three concepts, then answer two exam paper questions on the topic (from the summer series and the specimen) including the mark scheme answers.

This is part of a pack aimed at GCSE year 11 Edexcel students preparing for paper 2. A lesson looking at code and predicting the outcomes. The lesson begins very much scaffolded until they are able to understand all three concepts, then answer two exam paper questions on the topic (from the summer series and the specimen) including the mark scheme answers.

This is part of a pack aimed at GCSE year 11 Edexcel students preparing for paper 2. A lesson teaching relationships in database. The lesson begins very much scaffolded until they are able to understand all three concepts, then answer questions.

This is part of a pack aimed at GCSE year 11 Edexcel students preparing for paper 2. A lesson teaching trace tables. The lesson begins very much scaffolded until they are able to understand all concepts, then answer two exam paper questions on the topic (from the summer series and the specimen) including the mark scheme answers.