This year the GCSE students will have 50% of the course examined online. I have created 8 questions which scaffold the learning up to the point of the sample online tests. The cover: If, iteration, len, global, local variables, constants, data types and coercion, lists, turtle, libraries and more. There is a PowerPoint of exercises to give to the learner, and another with teacher solutions after each question. My students found it fun and engaging, and I am confident they won’t flip out now when they see the #comment format of the summer examinations. Tes will not allow me to add py files here, so the slides are screen shots, they can either type in the codes, or you can email me to get the code files and solutions annemariebradshaw@hotmail.com. This unit of work took around 3 hours, will explanations for lower ability coders. The exercises can also be used for improving code, with a little tweak in the questions given. I hope your students enjoy it as much as mine did.

Dingbats are images that make up keywords. I've used this as an end of term whole class game which really engaged the learners in thinking about Computer Science key terms. Great for literacy too. Or they could be used as a starter to hook learners as they enter the room. More suited to year 9 and above, but can be used in KS3 where the learners have been exposed to key terms such as open source, firewall, MP3, magnetic hard drive etc.

I have created a resource that all kids will be able to do at home. Basically it is about designing a computer game, splash screens, characters, game play. It is really for KS3, but could do lower ability KS4. It is self explanatory so they can go on Google Classroom or your sharing platform- download, complete and upload. It follows Identify, Analysis, Evaluation, and Testing as a systems life cycle, and also touches on decomposition of tasks. Together we are better!

This lesson introduces Year 7 to their new micro:bit, and gives them experience of a writing, compiling, and running their first ever program. There are Afl questions at the end.

Observed as 'outstanding' The PPT resource has learning objectives, outcomes, AfL, tasks, and homework. The concept of what constitutes extremism is done in a number of ways which engage the learner - including analogies with sprouts and pop stars. Once the concept of understanding what extremism is has been achieved, the focus moves on to why it is a bad thing. A very engaging lesson which goes beyond the boring drone of similar lessons on radicalisation.

This resource takes the learner through everything in the Programming Language Subset 2. Coding structures IF statements Loops Sub programs Input and output File handling With examples and tasks. This is around 3-4 hours work and covers the whole of PLS2, and can be worked on individually / at home, or set as a whole term HWK task. If you like this, PLS1 is also available to buy.

This is a lesson aimed at Y7 and Y8 to teach them about online hoaxes (as per KCSIE requirement) There are exercises, and a video to watch.

48 questions aimed at only the topics given by the exam board in the slimmed down version. These are accompanied by a PPT which includes a brief of each of the new topics. Work is great for revision, individually, or paired work. These will take you right up to paper 1 exam. The questions can be used in conjunction with any of the text books, or even GCSE Bitesize. Make sure learners are only focussed on what will be on the exam, and not the other stuff!

This is a PPT resource for GCSE Computer Science. It takes the learners through libraries, constants, variables, globals, sub programs. There is a section where the learners are questioned on what they have learnt. The answers are on the teacher PPT. There is also a jumbled up coding task, email me for the Python file if you don’t want to type it out.

This lesson, with learning objective and bronze, silver, gold outcomes introduces lists in Python. It uses ideas that they are familiar with, to teach the concept before the coding. Several examples are given, including populated lists, empty lists, and lists which can be appended with inputs. My learners were very engaged with the bronze silver and gold tasks, and all wanted to get researching to complete gold! None of the lesson expects prior Python knowledge other than opening it, and using print("this"). There is an extended learning task on the lesson too.

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 is part of a set of resources aimed at GCSE year 11 EDEXCEL students, to prepare them for paper 2. This actual one covers the different types of error, and includes an exam question from the summer series to practice.

This is one of a series of lessons teaching about the issues of computing. This one focusses on what we use technology for, and the effect of those who either cannot, or will not use technology. The impact of technological exclusion is discussed. There is an opportunity to do a little research into the downside of technological inclusion, with gaming addiction (to balance the argument). There is also the opportunity to complete a six mark question with AO1, AO2, AO3 guidance. There is also a model six mark answer showing how the marks for each section are awarded, and the opportunity to peer mark. Student PPT does not contain the answers, whereas the teacher one does. I tend to put student copy on Google Classroom, and have teacher copy on the board for them to check answers after the task is finished. Then at the end of the lesson I remove the student copy, and put the teacher copy up, for isolators, or for revision purposes.

This unit of work will easily fill a half term with teaching of: inputs and outputs Variables IF statements Delays Sub routines Iteration Lists All in the form of a memory game ‘you enter a cave, do you turn left or right?’ This is best suited to students who have a little knowledge of inputs outputs and IF, and can be used to expand upon that knowledge. I cannot upload Py files, but if you email me annemariebradshaw@hotmail.com I will send teacher files to you (there are screen shots of the coding in the unit though)

This resource will last around three lessons. It ties in error types such as syntax, and logic and relates them to what the learner will find in Python. It covers how to spot errors, what the common pop ups are, variable name errors, and the most common ones- casting errors, and the terrible indents. I have clearly gone through ‘belonging’ with indentation, and how to get a fix. Trace tables get a mention with one exam paper showing a for loop and a print statement outside of the loop. Many learners lost 6 marks for not understanding ‘belonging to the loop’. Well not anymore! There are a bank of Python files to go with this resource, but I cannot upload them here. If you email me annemariebradshaw@hotmail.com I can send those to you to. This is a fresh way of teaching errors, and also a good way of embedding Python coding skills, meaning that in the assessment they will be able to help themselves debug their own code. There is

A lesson on how to write pseudocode.

To prepare for paper 2, I have included lessons for using parameters in sub programs, and linear searches. All lessons include the code (email me for this) and they scaffold and mirror the questions the exam board ask. For example, rearranging lines, debugging, choosing the correct line. These lessons will scaffold the more advanced questions aimed at levels 7,8,9. These particularly match paper 2 sample assessment.

These lessons are in preparation for Paper 2, and show how to create a linear search. Learners are reminded first of how linear searches work, the advantages and disadvantages. Then following exam board rhetoric, there are debug exercises, exercises where learners choose the correct line. An exercise in moving lines about. It is all outstanding practice for the exam, and follows on from the lengthy question in the specimen paper. I am unable to upload Py files, but if you message me, I can email them to you.

PowerPoint slides with worksheets on binary, and on algorithms to flow charts