Ten pseudocode and python programming challenges that are laid out like an exam question (with a suggested pseudocode and python solution for each question). The challenges build in difficulty as pupils progress through them. The first 4 are based on selection statements, next 3 on iteration, 2 on array/lists and the final one on subroutines. Some guidance is provided to the pupils on the front sheet to indicate the pseudocode keywords and programming structures. These are primarily aimed at GCSE Computer Science pupils.

I use these two GCSE Computer Science pub-style quizzes for revision purposes with my GCSE Computer Science classes. The students form pub quiz teams and we go through each round, with a different team marking their answers after each round. The two booster sessions are for paper 1 and paper 2. I run through these quick 5-10 minute boosters before the pupils go to their exam as a final prep.

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

This is a Revision tool based on the old Blockbusters game format with a gameboard that can be customised with your own questions and can be used as a whole class revision resource or in pairs on their own computers. The player selects the hexagon and the question automatically appears at the bottom of the screen. The answer can be revealed by clicking the “Reveal Answer” button. The hexagon can then be turned blue or white depending on who won the hexagon or black if they got it wrong. The gameboard is currently loaded with GCSE revision computer-related questions but can be changed by clicking on the “Questions” sheet and changing the information. After updating the Questions and Answers, click “Reset Gameboard” to rebuild the gameboard with your new questions and answers. If you have answers starting with the same letter then you can enter two letters to differentiate your answers. This opens the game to more possibilities. Note: This excel spreadsheet uses macros in order to work. Please enable them upon loading the spreadsheet.

These are three mimics I created using Mimic Creator that can be used in Flowol. These should appear in Flowol when the files & folders in the zip are copied across to the mimics folder. There are worksheets and solutions with each mimic and a short video showing the ride.

Short activity that could be used as a starter to encourage students to work through some code snippets in their head and write down the output.

A computing timeline I produced to go around my classroom like a frieze. It covers Babbage's difference engine in 1822 up to 2017. I use it when teaching to show how technology has evolved over a relatively short space of time.

This lesson focuses on students identifying and writing pseudocode for the Pacman game (on the worksheet). Students can then move on to the pacman challenge game in Scratch with some of the coding already completed so they can transfer the pseudocode they have written into code. The aim of the lesson is for students to see the relevance of pseudocode and planning before launching straight into coding. The pacman challenge game is available at Barney Game Studios: https://scratch.mit.edu/projects/162290425/

This resource converts between binary, hex and denary. It can be used in a whole class situation on the whiteboard or given to students to use to check their answers to any conversion questions. Useful when teaching binary and hex.

This lesson teaches students about goal seek and how it works in Excel. Students imagine they have just won a million on a "Who wants to be a millionaire?". They use goal seek to work out which country they would rather win the show in. When they have finished, they can then use an online currency converter to find out today's rates and then see how that changes things. This can lead to discussions on how small changes in currency rates can have big impact when transferring money between countries and depending on the ability of your class you can even end up discussing what causes exchange rates to rise and fall - particularly topical at moment given Brexit and the new US President and their impact on the markets.

I have used this unit of work during primary liaison and transition in the past. I would deliver the first lesson to the primary students in their school and then they would work on their presentations and they would finish it off on induction days or when they started in September. I then assessed it using the grid to gauge a baseline on ICT presentation skills. However, this resource could be used for cover work for a few lessons in Y7 or at primary level. There are two powerpoints included: the first one outlines the task and provides an example from Zorg the Alien. There is also an ideas worksheet that the students use during that lesson to identify content before they go anywhere near the computers. The second powerpoint then covers the printing and annotation of their presentations. There is an assessment grid that you can adapt for your own brand of KS3 assessment in the brave new world of life-after-levels!

This worksheet is allows students to work independently to interpret the code from the Barney the Westie Scratch game and answer questions on the worksheet to demonstrate understanding. The game uses IF statements, repeat loops, variables and a subroutine (broadcast). When they understand the code, they can then adapt and extend the game by : • Changing the variables on when the bone appears and how fast it falls • Barney is a fussy Westie so take away points when the bone hits the grass • Add other objects/sprites to the game, e.g. a special bone that appears randomly and is worth double-points or more! • Increase the difficulty of the game when Barney scores more than 10 points. Hint: add an IF statement on the code that makes the bone fall so that if the score is greater than 10, the value of “y” is larger. More resources can be found at my TES shop: www.tes.com/teaching-resources/shop/jonmward The Barney the Westie game can be found on Barney Game Studios: https://scratch.mit.edu/projects/104492249/

This is an 18 lesson unit of work around Microbits, combining programming using the online microbit interface and electronic components. The components I used were sourced from http://microbit-accessories.co.uk but you could make your own or source from elsewhere as well. Helpsheets are provided for each of the electronic components. The students each have a workbook for the whole unit divided into sections that can be easily marked by the teacher, with opportunity/space for student reflection and response. Students start off learning about microbit theory, i.e. safe handling (static) and polarity, inputs, outputs and programming structures IF statements and loops. They then need to design the “next big thing” - a device that solves a problem, using the microbit. They will need to produce a design brief and circuit diagram. Once they have built it, there is a lesson on gathering user feedback and evaluation. At the end of the unit, they have the opportunity to create a business pitch for their new device. This is a great end to the unit as each student/group gets to share their creation to the rest of the class, with prizes for the best entries (at teacher’s discretion!) The course mainly links towards the D&T criteria (with reference to the relevant criteria at the end of each powerpoint) but could be used in Computing as well.

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.

This lesson looks at the benefits and limitations of networking and three network topologies: Ring, Bus and Star. During the lesson I get students to act out each topology using balloons/screwed up paper balls to represent the data. There are teacher notes that explain how this works for each topology. Students can complete the network worksheet.

This lesson introduces the CPU (Central Processing Unit) and explains how the clock speed, cache size and number of cores affects the performance of a computer with animated examples. There is a cloze worksheet for students to complete which provides an opportunity to take notes.

This lesson introduces von Neumann architecture briefly and then focuses on inputs and outputs. Students explore the input and outputs devices that would be used in a self-service checkout and several other scenarios.