Many students these days wish to be games programmers. This booklet is the first 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 1 students will use the programming language Python, along with its add-on Pygame, to write an object orientated game called Balloon Burst. The booklet covers: . object orientated programming theory . coding Balloon Burst (with full instructions) . extension tasks . ways to improve your coding This 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 2 is also available.

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.

Ever wished you could write resources that looked like they could have been professionally written? This staff tutorial teaches the skills and techniques required to create colourful, professional looking resources quickly. If you'd like to sell resources yourself or simply improve your own classroom resources this download is a great place to start. Today’s pupils live in a world where they are surrounded by colourful, interactive content which is literally at their fingertips. It should come as no surprise then that when presented with a white worksheet covered with black text and a couple of Googled graphics many pupils instinctively respond negatively. A modern teacher has a responsibility to improve their own skills in order to create engaging resources Note that this version of the tutorial contains instructions to create resources using Serif PagePlus, a very popular desktop publishing application. PagePlus is used in many schools due to its fun interface, ease of use and fantastic facilities. I highly recommend it to colleagues when delivering training on this topic. This staff tutorial could possibly be used with older students to teach the skills required to write professional looking reports.

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.

Students are provided a scenario with four parallel arrays where each array stores the air pressure of a car tyre (front left, back right etc). Each question asks students to write code to solve a stated problem. Answers require that students write: find maximum - code that finds the largest value in an array find minimum - code that finds the smallest value in an array linear search - code that traverses an array looking for values count occurrence - code that count the number of times values are found in an array. The questions get progressively harder. Although many programming languages contain functions to carry out some or all of the above, knowing how to code these algorithms aids code understanding and gives students the ability to write alternative versions of each algorithm. Marking Instructions and a completed Python program with the solutions are supplied. The questions are suitable for any programming language your students may be familiar with. The marking instructions could be adapted for solutions in different languages. These could also be turned into practical tasks by providing a partial program that sets up the data in the arrays.

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)