Here’s my revision powerpoint suitable for the new OCR specification (H046, H446) for computer science. It builds off of my notes but is designed for a more interactive learning approach, for those who would rather learn by doing than reading. It is not fully comprehensive or a teaching aid, but for consolidation purposes so if there are any parts you feel you want to further understand then please check out my notes. Thank you for viewing my resource and I hope it helps!

Included is an assessment for the end of a microbit programming unit. Topics included variables, selection, definite and indefinite iteration. The test also includes specific practical knowledge of programming using microbit blocks.

This 6-week unit of work enables your learners to design, develop, test and programme computer-controlled electronic systems for a superhero vehicle alarm. While these lessons in this complete series are designed for you to use with your school’s Crumble and free Crumble programming software (google - ‘Crumble programming’ it is very similar to Scratch), all activities can be adapted to work with whatever physical computing resources you have. The following national curriculum objectives are covered over the 6 weeks: Design use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design Make select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately select from and use a wider range of materials and components, including construction materials, according to their functional properties and aesthetic qualities Evaluate investigate and analyse a range of existing products evaluate their ideas and products against their own design criteria and consider the views of others to improve their work Technical knowledge understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers] apply their understanding of computing to program, monitor and control their products. All resources are listed here and are referenced in the lesson plans. A great unit that is easy to understand and teach to your class. This unit has been intentionally planned to mainly cover the last national curriculum objective apply their understanding of computing to program, monitor and control their products as I struggled to find a unit of work that could help teach teachers before they then delivered this to children. Crumble micro-controllers have been used due to their affordability and ease of use with the teaching and learning of this unit of work. They are avalible at: https://redfernelectronics.co.uk/shop/ (You only need the starter kit for this planning)

Powerpoint slides for students to work through creating a basic mobile app. Students make use of buttons and text boxes. Mobile app can be tested ‘on-screen’ (simulator) or using an actual mobile phone.

Full planning of 6 lessons around natioanl curriculum objectives for Year 1 based on coding with BeeBot devices. Each lesson including Intents, Challenges and Success Criteria as well as lesson specific vocabulary

This Unit of Work includes 10 lessons worth of Microbit programming skills and knowledge. Each lesson has a PowerPoint presentation to go with it, with all other resources also included as Word documents. All resources including PowerPoints are numbered to make it easier to follow the unit, and there is also a teacher’s guide included. The Unit begins with an introduction to Microbits, and concludes with revision, end of unit test and DIRT reflection lesson. Topics included are Variables, Selection, Iteration, and various programming challenges in the form of games that the students can create. It also includes the Microbit Board Game project that takes 2 lessons, which is also available from the Programmer’s Paradise shop on TES Resources. A homework is also included, where the students can create a program using printed code blocks, cut and stick them onto the other half of the paper. This can be used after the first couple of lessons, or later if they are less familiar with the concepts.

This six lesson unit of work contains lesson PowerPoints, starter activities and main tasks for a complete half term. It is suitable for Year 7 or Year 8 Computing lessons in introducing learners to the concepts of block based programming with the BBC micro:bit.

Included in this resource is the PowerPoint used to introduce the microbit to a class, and some simple coding tasks to get the students using the microbits early on in the unit. Another PowerPoint is included for the final task, which is a selection of programming challenges for students to attempt.

Elevate your computing lessons with this Outstanding Computing Interview Lesson focused on Algorithms. Perfect for interviews, observations, or OFSTED visits, this engaging lesson centers on programming the Jam Sandwich Bot (aka the teacher!). Planned by a experienced computing lead, this resource is designed for a 20-45 minute lesson, making it ideal for showcasing your teaching prowess. Resource Highlights: ★ Presentation: A comprehensive presentation guides both teacher and students through the lesson. ★ Lesson Tasks: Well-structured tasks allow students to grasp the fundamentals of algorithms and debugging. ★ Unique and Engaging: The Jam Sandwich Bot adds a fun and distinctive touch to the lesson, making it memorable for students and observers alike. **Files Included: ** ★ Detailed lesson plan ★ PowerPoint ★ Debugging algorithm house worksheet ★ Keyword posters with definitions How to Use: Use the provided presentation to introduce and explain the concept of algorithms. Engage students by involving them in programming the Jam Sandwich Bot. Implement tasks that enhance understanding and encourage critical thinking. You may also be interested in… PRIMARY COMPUTING Progression of Skills Computing Skills Progression Y1-Y6 Customer Support: Questions or need assistance? Contact us directly at explore_education@outlook.com We’re here to support you! Stand out in interviews or observations by bringing a unique and exciting lesson to the table. Make computing memorable with the Jam Sandwich Bot! Tags: Computing, Algorithms, Debugging, Lesson Plan, Interview Lesson, OFSTED, Key Stage 2, Lower Key Stage 2, Year 3, Year 4.

A simple document to walk the reader through an introduction to Google Sketchup. The document teaches the basics of 3D design using Sketchup through the simple construction of a house.

A programming task to teach about selection. I use this with Python, but it is not a language dependent task. Helpful for talking about indentation.

Please find an example exam for the Level 3 Digital Marketing - Principles of Coding Exam. This has questions and mark scheme attached with explanation of answers.

A KS3 project for either year 8 or year 9, with all presentations, booklet and scheme of learning mapped to PoS. In this unit, students will be looking to evolve their existing electronics knowledge from year 8 (PCBs, transistors, capacitors etc.) into microprocessors, their associated systems (specifically the BBC Microbit), and their control. Students will progress beyond controlling prebuilt projects into the creation of their own mechanical systems capable of being controlled under a ‘smart home’ agenda. The development of these ideas will be contextually driven. This module should equip students with the necessary tools to fully engage with the rest of their KS3 Design & Technology curriculum. This unit will be covered during year 9. It is designed to boost consideration of structures and mechanical elements within design. The module will be taken during a carousel of other modules in year 9, all of which approach design and technology from core areas of the program of study, collectively building GCSE readiness. The module is stand alone in nature, but builds upon the skills gained throughout KS3. It is helpful if the student’s have been:  Exposed to the idea of thinking ‘outside the box’  Experience with block and script programming.  Had experience of designing to a brief and specification.  Worked with a variety of materials, mechanisms and structures, being aware of the limitations of certain types.  Prior learning in CAD and card modelling.

This lesson includes the PowerPoint needed to have the students create a game called Click Wars, and the flowchart card sort activity alongside it. Also included is the instruction sheet for the students to work from, and a Word document containing the coded solutions.

This resource was used for Year 7 Computing following a unit involving learning about variables, selection, iteration and random number generation using the Microbit. They loved playing the game, especially as they helped to create it! The idea is to have them use the Microbit as part of the board game. They will program in a dice function for shaking the Microbit, and other features for when they press Button A or B. The game works similarly to Snakes and Ladders. Button A moves the player either forwards or backwards, 6, 4, or 2 spaces (picked randomly by the program), and Button B moves the player up or down by flashing up to 3 up or down arrows (again randomly). Instructions were given via a worksheet, where the first page (two of the tasks) were given in the first lesson and the final one was given at the start of the second. When they had finished their program they could then download it to the Microbit and play their game. My students ended up with between 10-25 minutes playing time depending on how quickly they programmed their game. They can provide their own playing pieces from pencil cases etc. and the board is provided (A4 printout is fine). The code is in the screenshots in the PowerPoint slides and can be made up quickly.

An introduction to microbits, then an Ancient Greek microbit project based on the myth of Pandora’s box. You could also add a DT project to this by making your own Pandora’s box.

A starter activity to launch Scratch work (http://scratch.mit.edu/). This will give you a good indication of who is already familiar with the software and is a fun way to kick off the topic. For more quality ICT starters check out: http://ictstarters.wikispaces.com/

Recording activity following practical use of beebot, help children to secure understanding of left and right.

This is the second of two assignments that make up the Internet of Things (IoT) unit. The biggest challenge of the unit is this assignment by far since it requires a lot of practical work and stressful deadlines. There are three stages to this assignment, and therefore three files. Stage one is designing your IoT device, although the type of device should be assigned to you to alleviate some of the pressure and you can always refer to tutors and fellow students for advice. Prototyping is the second stage and it consists of building and programming your prototype, although from my experience the programming is the easiest part. The Raspberry Pi code is included in the .json below file and was developed using Node-Red. Design specifications are also included in the initial design document. The final stage is having your device tested by a tutor against a set of criteria that should have been made clear at the beginning of the process. However, criteria will vary depending on the tutor and device type. That criteria is included in both the design document and the testing documentation. This documentation was awarded a distinction grade. JSON FILE: https://drive.google.com/file/d/1FIEhhfrfUKlWsbE0AEcwG7OhDACgl36k/view?usp=sharing