An experienced writer of Computing/ICT resources (and four text books) my free products have been downloaded over a million times all over the world.<br>
Following years of regular 5 star ratings and very positive feedback I made the decision to start writing commercially. My commercial resources continue to be praised for their professional look and imaginative content.
Please download and enjoy!
Greg (Computing Science teacher for 23 years and now a national computing education adviser)
An experienced writer of Computing/ICT resources (and four text books) my free products have been downloaded over a million times all over the world.<br>
Following years of regular 5 star ratings and very positive feedback I made the decision to start writing commercially. My commercial resources continue to be praised for their professional look and imaginative content.
Please download and enjoy!
Greg (Computing Science teacher for 23 years and now a national computing education adviser)
Many students these days wish to be games programmers. This booklet is the second 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 2 students will use the programming language Python, along with its add-ons Pygame and NumPy, to write an object orientated game called Tile Match. The booklet covers:
. object orientated programming theory (inheritance, lists vs arrays, stacks, queues and insertion sort)
. coding Tile Match (with full instructions)
. extension tasks
. ways to improve your coding
This course 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 3 is currently being written and is due for release in Sept 2017.
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.
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 7 of 10 includes questions on:
- Functions
- Procedures
- Parameter Passing
- Reading Data From a Text File
- Algorithm – Linear Search
- 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.
A generic programming question for use with any programming language. Suitable as classwork or as a homework exercise to accompany a practical programming course.
Students are given a scenario and required to write code on paper (using pseudocode or a programming language of their choice). The program requires use of:
Functions
Procedures
Parameter Passing (value and reference)
Writing Data to a Text File
Algorithm – Count Occurences
Required Variables and Arrays
Two marking schemes give answers in:
1. Pseudocode
2. Python
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.
This is homework 8 of 10.
Questions 1 to 5 are now available as a bundle at half price.
Written to provide appropriate written homework for classes involved in the practical activity of website design and implementation this 10 mark homework covers:
User-Interface: Visual Layout, Selection, Consistency
Standard File Types: Video
Javascript Mouse Event: Rollover
Domain Names
URL
Title and Head Tags
Worked very well in class as both a homework and revision task.
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 18 page booklet is the third of three written to cover the process of creating a website from analysis to coding to evaluation.
Booklet 3 takes students through how to comprehensively test a website for:
Usability
Navigation
Media
Forms
A specially created “testing” version of the completed student cooking website is supplied for the tasks. This website has deliberately introduced errors which students are challenged to find in the tasks. Teacher notes are included listing the errors that were introduced.
Booklet 3 also discusses how to evaluate a website by comparing the finished product to the original analysis.
The tasks in Booklet 3 should take around 6 hours to complete.
An accompanying booklet 3B contains collated analysis and designs for the Student Cooking website created in booklet 2B. This may be used as a reference when designing testing strategies.
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
This assessment was written to be used with my tutorial sheets for Serif DrawPlus (also on TES).
The assessments is done in three stages to test Basic, Intermediate and Advanced skills as taught in the tutorials.
It is expected that most pupils will achieve section 1 and only a few will be capable of all the required skills.
Written to take place during 1, 53 minute period.
Please leave feedback.
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)