End of section test (I use with Y8 students) to assess their comprehension of coding using Scratch (I have uploaded my unit of work which goes with this. This is used a long with the assessment activity uploaded in the other unit of work, to check student progress. This is a problem solving assessment which tests students abilities to read and interpret code, as well as explain it. Checks their logical and computational thinking skills and ability to spot and correct errors.

**Teaching Duration: ** For main tasks, 3 lessons. This task can be expanded to challenge the top level students to add more and more features in. A further 1 to 2 lessons where we reverse engineer the flow charts which is very useful skill for the final exam Who is it for: Students studying GCSE in preparation for final project. Students studying IGCSE who are consolidating their skills at developing a large project. Also useful for staff struggling with teaching the course What’s included Instruction File: Includes detailed instructions and code that students should enter to complete the project Student File: partially completed code that students add to Teacher File: Completed project Text File: This project includes file reading, this is the text file to use. Make sure to save it in the same folder as the python file, or it will not work This covers every area of the programming side of the course from Units 1 and 2 completely. This is a perfect project for students to practice a larger project before tackling the coursework, or as a revision task for the practical exam / paper 2 by reverse engineering code/pseudocode and flow charts which is always a tricky area to learn. This has been in all exemplar papers, as well as the 2018 exam.

These are three sample projects that I use with my students to prepare them for completing the pre-release material. Having completed several years, I have looked at the skills and experiences that students are required to have to be successful in this area of the exam. There are three student activities, as well as answer files for each of them. I have included the pseudocode that I give to students as a starter for Task 1. For each of the three activities, there are varying degrees of challenge and differentiation within each task. Most have around 5 parts to complete. I get my students to complete these in groups, as a lead up to the exam. Successful lessons have included, students designing their own pseudocode in groups and then swapping with other groups. Taking one student from each group and working through pseudocode plan with them and then them teaching it back to their group members. For each of the three activities I have also included several python solution files (some containing multiple alternate solutions to the individual activities) After studying this topic, my students are better prepared to complete the actual pre-release and these activities help them to understand the different parts that have been in several different pre-releases. Alternatively, this would be useful for staff CPD to see the level of expectation when it comes to coding solutions at this level, or for independent learning for stronger students to complete whilst supporting students with lower ability.

Lesson activities and student files for MS Access Spreadsheets

Made up a mock exam based on the new Computer Science curriculum and a combination of the exemplar papers which have been released. Perfect for homework/revision, or for editing and using as a mock exam/prelim exam practise. Also suitable for the IGCSE curriculum (may want to edit out any database questions)

This is a full unit of work covering more advanced Web Design topics like CSS and Javascript.

This is my brand new resource for Scratch 3.0, as I was becoming frustrated teaching with my old resource which many of the screenshots were different and it was causing issues for my students. Like all my activities, I have included a teacher guide with online links to the completed tasks. The student guides have link to project start points that they can remix - no time wasted creating and drawing sprites, the focus directly on coding, problem solving, computational thinking and learning coding concepts. I’ve created some brand new activities, whilst completely overhauling the others. Having taught this for a while, I have taken a new dynamic to the lessons. There are 8 different games to create that are different in their own way, but still have links and connections where students can apply skills learned from previous tasks to different scenarios. Each task can be attempted in one lesson (50 mins) and move on. I prefer to spend a lesson creating the simple game following the tutorial and spend another lesson adding more features that the students create. Some of the tasks, depending on skill level, ability and time, may take more than one lesson

Activity for encrypting and decrypting messages with the Rail Fence Cipher

Made up a mock exam based on the new Computer Science curriculum and a combination of the exemplar papers which have been released. Perfect for homework/revision, or for editing and using as a mock exam/prelim exam practise.

This is a full unit of work for Python Software Development. There are 10 individual tasks for the students to complete, each of which take an average of 1 lesson to complete. Each task has several challenge activities to stretch students abilities and understanding and aims to get them independently learning. These activities again can be used to deepen comprehension and I use these as further lessons for students to develop their pseudocode writing skills etc. I have included a PPT file with the lessons objectives and aims, as well as the skills/area of coding covered by that particular task. Some of the tasks give the students some partially completed activities in Python, these are also included in a folder, as well as the fully working solutions to all of the activities. All in, this is a very thorough unit of work which will last anywhere from 10 - 30 lessons, depending how independent you want students to work, how long is spent designing plans for the program before implementing and how long is spent designing test tables and testing.

9 separate revision/question activities for students to prepare for final exam. These could also be easily changed and manipulated to use for homework. 1. Computational Thinking (Trace Tables and Errors) 2. Computational Thinking (2D arrays) 3. Databases 4. Computational Thinking (Practical Activity) 5. Binary 6. Sorting and Searching Functions 7. Computational Thinking (Functions and Procedures) 8. Computer Hardware 9. Computational Thinking (2D Arrays) *with required text file

This is my IB Java introductory course - whilst I developed it to teach my IB course, it actually uses many of the tasks that I use at IGCSE level. This is a benefit for returning students, as they have familiarity with the expectations of the task. However, if you are teaching Java for IGCSE, then this would also be very useful, as it covers the same curriculum areas, but eventually goes beyond it. Whilst it aims to cover several areas of the IB course (Units 4/5 and Option D), it will also serve as a good introduction to anyone using Java for other purposes, or some personal CPD There are 14 different activities in here - as well as some paper based activities to trace code etc, that I use. Whilst there are 14 activities, some of them are activities that I spend 2-3 lessons on, as well as the final two activities being mini projects to look at some of the more complex features of OOP. These take from 3- 5 lessons depending on student ability level, as well as having scope for student who are more able to take some responsibility for their own learning and develop their own skills further.

Included: 10 project based activties. These address some standard algorithms (Search, Find Max and Min) and build into some menu building areas which uses Functions/Procedures. Solution files to all projects, including any advanced/challenge areas Links to video lessons for some projects End of Unit Project activity This is my very expansive unit of work on functions. This is the second last unit of work that I complete with my GCSE students, before we start the project (the final one being 2D arrays and records with File Reading/Writing, as well as some example projects) This is a very thorough set of activities which are all mini projects. Depending on the time you have, you could take each activity in turn and spend time designing, implementing and testing each of them. SOme of them I worked on and completed in pairs. There are 10 projects in total, each with a solution which has been fully tested. In some cases, to support my weaker students I spent some time making video lessons. These are hosted on youtube and are private and not accessible without the links in the documents - useful for professional development, for students who miss lessons or to support lower ability students (some of the areas covered are more advanced, so in fact my strongest students were also using them to advance their skills)

Mock example paper for Paper 2 of IGCSE Computer Science with Edexcel spec. This will be relevant for many exam boards (CIE will need to alter some of the pseduocode formatting) Also relevant for practise with GCSE for students Paper 2 with questions similar of reading and interpreting code, trace tables, flow charts etc Included in the Zip File is the 9 associated Python files which are required. Mail me for Marking Scheme when you have the resource.

This is one of my end of term challenges that I do with my students in Python Programming. We used turtle python to draw shapes, starting out with this Santa that you can see in the images. This typically lasts two lessons, as we turn it into a contest to see who can draw better and better graphics. Suitable for an introductory lesson to python programming and absolute beginners, as the code is provided for students to copy. It does cover complex things like procedures, variables, use of functions, loops, mathematical functions. However, students can get by not knowing how this works and hopefully just appreciate the interface and gain some confidence with text based coding

A series of 11 coding challenges for students. This is a unit of work that I complete once my students have seen the basics of coding and have used the Mathematical Operators in Python (MOD % / DIVISION // INTEGER DIVISION) There are a variety of logical puzzles to work through and solve. I have included the solutions to all problems (11 Python files in ZIP format (TES doesn’t support direct upload of .py files)) For this unit, I had students work in groups. For my students who were struggling, I prepared some files with the pseudocode already typed in, or I hand drew some flow charts for some differentiation. For many of these, it would be very easy to build on and challenge your top level students to make some of the challenges even more difficult.

This is an excellent resource that I have created and used with my Y10 and Y11 GCSE class (Y10 are IGCSE, and is relevant to both courses) I use this as a collaborative carousel activity where students in pairs (or however you want to work it) look at two algorithms at a time, tracing the values of the variables. This is a problem solving activity that should hopefully challenge students Computational Thinking, as well as revising their skills with Trace Tables and predicting output of code, as well as spotting Logical errors. I have also used it to introduce the idea of preprocessing. This series of activities leads nicely into more challenging activities, such as sorting of data. When I teach this lesson, I use some theory resources and plenary activities, as well as some on-line quizzes over 3 lessons. Had a looking for learning observation whilst using these activities and feedback from observation was excellent. Having reviewed it with students, their feedback was (a long with the Data Structures activities uploaded and used prior to these activities) is that it really helped them to visualise how data is stored and manipulated in arrays, as well as introducing preprocessing (which appeared in this year exam) as well as revising trace tables. Allowing the students to work in collaboration, discussing with one another and doing some peer review tied in neatly with some of the observational areas which we are looking at with ATL and Life After Levels. I was also toying with doing this as a group presentation activity, where the students can ‘lead’ this activity and ‘Be the Teacher’ explaining the inefficiency of their algorithm and how the data can be as issue also. This was also a perfect opportunity to revise why we use arrays in the first place - as I got students to re-write the code without arrays and it was a crazy series of IF statements, so plenty of scope to draw in other areas of the course.

7 tests for variety of units at both IGCSE and GCSE Binary Representation X 2 (covers all of this unit) Computer Systems (covering basics with RAM, to processor parts, to fetch execute and von neumann) Logic Gates x 1(covers full unit) Networking x2 (covers full unit) Encryption X 1 (covering all aspects of Encryption) Simple basic define questions, multiple choice and more difficult extended questions when appropriate.

Simple activity to practice encrypting and decrypting messages with the Caesar Cipher

This is possibly my most favourite piece of work to do with the students. I do it as an end of year activity when they are a bit more confident with the material. We create a zombie survival text adventure game and I have recently updated it to include questions similar to what has been in the recent exam and in the exemplar exam What is covered Local and Global Variables Variable Types Input and Validation Conditional Loops Fixed Loops Arrays Subprogram calls (Functions, Procedures and Pre-defined) Libraries Complex conditions and selection Repetition and Iteration What is included Word document with instructions, task overview and more detail on the activity Student Starting Python file (in zip folder) Teacher completed exemplar file Answer document to questions More detail is included in the Answer/Teacher file. There are two python files included. The student start point (it has an error to fix to highlight global/local variable issues) as well as a completed working file

This is the first of my sample projects that I use with my students to prepare them for completing the pre-release material. Having completed several years, I have looked at the skills and experiences that students are required to have to be successful in this area of the exam. The activity has varying degrees of challenge and differentiation within each task. Teachers could further differentiate this by providing pseudocode solutions to each section, or add their own complexity. Successful lessons have included, students designing their own pseudocode in groups and then swapping with other groups. I try to complete this in groups and pair up strong students with weaker. It also gives me ‘free time’ when I can support the weaker students - often newer students who have completed no coding, or find it difficult. I follow this up with a practice 20 mark of exam type questions that relate to this task. Taking one student from each group and working through pseudocode plan with them and then them teaching it back to their group members, is also a useful activity. For the two parts of the activity, I have included fully working python files for each part. I have annotated these with some of my own notes about how I approach the problem This is a different activity from the other resource which I have. If you find this one useful, you may want to consider looking at that one also. Alternatively, this would be useful for staff CPD to see the level of expectation when it comes to coding solutions at this level, or for independent learning for stronger students to complete whilst supporting students with lower ability.