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Computer science Worksheets and Python Workspaces shared by Coding Pathway teachers. Worksheets cover exam board theory as well as programming. Read any of them in full here. Teachers can copy one into their own lessons and edit it before setting it to a class.
Planning a whole course or unit? Our mapped pages put the teaching sequence in order with the Worksheets that cover it: OCR GCSE Computer Science (J277), Pearson Edexcel GCSE Computer Science (1CP2), OCR A Level Computer Science (H446), Python Turtle for Key Stage 3.
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Showing 25 to 48 of 73. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
H446 1.3.2 · Databases
Includes OCR H446 1.3.2 Database foundations, tables and keys
OCR H446 1.3.2 opens with the vocabulary everything else depends on: database, table, field, record, and the primary, foreign and secondary keys that link them. This worksheet builds that model from a ticket-booking scenario so students can justify a key choice rather than recite a definition. Students will: - distinguish a flat file design from a set of linked relational tables - identify primary, foreign and secondary keys from where a field appears in a schema - explain the job each key does in the table it sits in - propose tables and keys for an unfamiliar equipment-loan scenario - recall the core definitions from memory with no answer bank available Inside: 7 explanation cells, 2 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 27 marks, about 25 to 35 minutes. Series: H446 1.3.2 · Databases, part 1 of 13.
WorksheetSeries · 7 partsH446 1.3.1 · Compression, encryption and hashing
Includes OCR H446 1.3.1 Compression need, lossy and lossless choice
H446 1.3.1 asks not which method makes the smaller file but what a use case needs once the data is reconstructed. This worksheet builds that reconstruction test and applies it to lossy and lossless choices across contexts where the right answer changes. Students will: - explain why storage, bandwidth and transfer time make compression worthwhile - describe what happens to data across its original, compressed and reconstructed states - identify a use that clearly requires exact reconstruction - compare lossy and lossless compression using the same criterion on both sides - recommend a method for a medical scan, speech over a slow link and a configuration file, with reasons Inside: 5 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 2 written answers. 29 marks, about 35 to 45 minutes. Series: H446 1.3.1 · Compression, encryption and hashing, part 1 of 7.
WorksheetSeries · 10 partsH446 1.2.4 · Types of programming language
Includes OCR H446 1.2.4 Paradigms, language levels and contextual choice
OCR H446 1.2.4 treats language level and programming paradigm as two separate classifications, but examination answers often collapse them into a vague claim that high-level languages are easier. This worksheet keeps the two questions apart and builds matched comparisons that tie a mechanism to its consequence. Students will: - separate the question of language level from the question of paradigm - judge whether a statement about language level is accurate - compare assembly and high-level code using the same criteria on both sides - recommend a language level and organisational approach for a portable app, memory-limited firmware and a large team-maintained simulation - justify each recommendation from the stated project constraints Inside: 5 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 2 written answers. 21 marks, about 30 to 40 minutes. Series: H446 1.2.4 · Types of programming language, part 1 of 10.
WorksheetSeries · 6 partsH446 1.2.3 · Software development
Includes OCR H446 1.2.3 Waterfall lifecycle and spiral model
H446 1.2.3 asks not what waterfall and spiral are called but what their movement changes for a project. This worksheet traces a linear route and a risk-driven cycle against contrasting briefs, so iteration, risk and change are argued as consequences rather than as labels. Students will: - follow the stages of a waterfall lifecycle and the repeating structure of a spiral cycle - explain a benefit and a drawback of waterfall for a project with fixed, signed-off rules - design a first spiral cycle with an objective, a major risk and a risk-reduction activity - explain how evidence from one cycle changes the plan for the next - compare both routes for a project carrying safety and integration risk, then recommend one Inside: 6 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 4 written answers. 36 marks, about 45 to 55 minutes. Series: H446 1.2.3 · Software development, part 1 of 6.
WorksheetSeries · 7 partsH446 1.2.2 · Applications generation
Includes OCR H446 1.2.2 Applications and utilities
OCR H446 1.2.2 expects students to tell application, system and utility software apart by what each one is for, not by how familiar it looks. This worksheet builds a purpose-first selection chain, running from a task to the functions it requires and then to a software type, so students can justify a choice in a context they have never met. Students will: - classify a piece of software as application, system or utility from its purpose - work from a described task to its required functions and then to a software type - select application types for a mixed brief and defend each against those functions - state the precise purpose of a utility and the consequence it delivers on a given device - correct loose claims such as treating any useful program as a utility Inside: 5 explanation cells, 1 multiple-choice question, 3 fill-in-the-blanks cells and 4 written answers. 39 marks, about 35 to 45 minutes. Series: H446 1.2.2 · Applications generation, part 1 of 7.
WorksheetSeries · 12 partsH446 1.2.1 · Systems software
Includes OCR H446 1.2.1 Operating system purpose and functions
The opening worksheet for H446 1.2.1 sets out what an operating system is for: hardware with very different jobs, many programs wanting it at once, and one managed layer coordinating the requests. It moves students from naming a function to explaining the mechanism behind it and the consequence for the user. Students will: - explain why a general-purpose computer needs an operating system at all - identify which operating-system function a described user action engages - describe memory, file, process, user and peripheral management with the purpose of each - explain how resource management keeps several open applications responsive - give two reasons applications reach hardware through the operating system rather than directly Inside: 5 explanation cells, 5 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 30 marks, about 35 to 45 minutes. Series: H446 1.2.1 · Systems software, part 1 of 12.
WorksheetSeries · 6 partsH446 1.1.3 · Input, output and storage
Includes OCR H446 1.1.3 Device roles and contextual selection
OCR H446 1.1.3 does not ask for the internal workings of a device, it asks students to pick one that fits the situation and say why. This worksheet builds that habit by classifying input, output and storage devices by the role they play in the flow of data, then justifying each choice from the exact data captured or effect produced. Students will: - classify a device as input, output or storage by the role it plays in a system - name the exact data captured or the effect produced by a chosen device - recommend an input and an output device for a described user and environment - explain why a technically true statement about a device can still be a poor recommendation - justify device choices in unfamiliar contexts, including noisy and weather-exposed settings Inside: 5 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 3 written answers. 28 marks, about 40 to 55 minutes. Series: H446 1.1.3 · Input, output and storage, part 1 of 6.
WorksheetSeries · 5 partsH446 1.1.2 · Types of processor
Includes OCR H446 1.1.2 CISC and RISC differences and uses
OCR H446 1.1.2 treats CISC and RISC as contrasting models rather than absolute rules about real chips, and this worksheet keeps that qualification visible throughout. Students build the instruction level difference, compare one criterion at a time, then apply the model to devices carrying genuine power and software constraints. Students will: - describe how one operation can be one complex instruction or a longer sequence of simpler ones - compare CISC and RISC using the same criterion on each side - qualify claims about cycles, pipelining and speed instead of stating them as universal rules - justify a processor choice from power, cooling and software compatibility - explain the code size and compiler consequences of the two instruction set models Inside: 6 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 4 written answers. 35 marks, about 55 to 70 minutes. Series: H446 1.1.2 · Types of processor, part 1 of 5.
WorkspaceSeries · 6 parts1CP2-CT-6 · Turtle practical lessons
Includes 1CP2-CT-6.WS1 First Turtle lines and state
The first practical Turtle lesson, where students run their own program and watch the drawing appear. Students will: - set up a Turtle program and run it - move and turn the Turtle deliberately - raise and lower the pen to move without drawing - keep track of position, direction and pen state - change one instruction at a time and observe the effect A Workspace lesson: students write and run their own Python in the editor. About 60 minutes. Series: 1CP2-CT-6 · Turtle practical lessons, part 1 of 6.
WorksheetSeries · 6 parts1CP2-P-9 · Bitmap, sound and compression
Includes 1CP2-P-9.1 Bitmap images pixels resolution and colour depth
A bitmap stores an image as a rectangular grid of pixels. Each pixel position stores a binary colour code. Width × height gives the number of pixels; it does not give file size. Students will: - explain how pixels and colour codes form a bitmap - calculate pixel counts and available colours - distinguish image dimensions from storage size - encode and decode a small monochrome bitmap Inside: 7 explanation cells, 1 fill-in-the-blanks cell, 2 multiple-choice questions and 4 written answers. 15 marks, about 45 minutes. Series: 1CP2-P-9 · Bitmap, sound and compression, part 1 of 6.
WorksheetSeries · 5 parts1CP2-P-8 · Environment, languages and intellectual property
Includes 1CP2-P-8.1 Environmental impacts across a device lifecycle
Computing devices affect the environment before, during and after use. A developed examination answer links a specific activity to an environmental change and then to a consequence. Merely writing ‘pollution’ or ‘bad for the environment’ is too vague. Students will: - connect each device lifecycle stage to an environmental consequence - distinguish manufacture, use and disposal impacts - match practical mitigations to the harm they address - make a balanced recommendation in context Inside: 5 explanation cells, 1 fill-in-the-blanks cell, 3 multiple-choice questions and 3 written answers. 14 marks, about 45 minutes. Series: 1CP2-P-8 · Environment, languages and intellectual property, part 1 of 5.
WorksheetSeries · 5 parts1CP2-P-10 · AI, personal data and ethical/legal issues
Includes 1CP2-P-10.1 Artificial intelligence machine learning and robotics
Artificial intelligence (AI) describes systems carrying out tasks associated with intelligent behaviour. Machine learning (ML) is an AI approach that learns patterns from data instead of receiving every decision rule explicitly. Robotics concerns programmable physical machines that sense or act. The categories can overlap without being identical. Students will: - distinguish artificial intelligence, machine learning and robotics - connect sensor input, processing and physical action - classify systems without treating the terms as interchangeable - explain a mechanism in a stated application Inside: 6 explanation cells, 1 fill-in-the-blanks cell, 2 multiple-choice questions and 3 written answers. 13 marks, about 45 minutes. Series: 1CP2-P-10 · AI, personal data and ethical/legal issues, part 1 of 5.
WorksheetSeries · 5 parts1CP2-CT-8 · Tracing, debugging, sorting and searching
Includes 1CP2-CT-8.1 Formal trace tables and variable state
A trace table records how an algorithm's state changes while it runs. Examiners use traces to check that you can follow sequence, selection and iteration systematically. A trace is evidence, not a guess at the final output. Students will: - record changing state, conditions and output in execution order - complete a formal trace without treating blanks as zero - distinguish a stored value from printed output - explain evidence from a trace precisely Inside: 6 explanation cells, 1 fill-in-the-blanks cell, 3 multiple-choice questions, 3 written answers and 1 trace table. 12 marks, about 45 minutes. Series: 1CP2-CT-8 · Tracing, debugging, sorting and searching, part 1 of 5.
WorksheetSeries · 5 parts1CP2-CT-10 · Integrated programming and data structures
Includes 1CP2-CT-10.1 Records rows fields and two-dimensional structures
A two-dimensional structure stores rows containing related fields. In Python's PLS representation, it is a list of lists. The first index selects a row; the second selects a field inside that row. Students will: - represent related fields as typed rows - use the first index for a row and the second for a field - preserve the meaning and type of each field - trace reads from a two-dimensional structure Inside: 5 explanation cells, 1 fill-in-the-blanks cell, 3 multiple-choice questions, 3 written answers and 1 trace table. 12 marks, about 45 minutes. Series: 1CP2-CT-10 · Integrated programming and data structures, part 1 of 5.
WorksheetSeries · 4 parts1CP2-CT-9 · Testing, structures and integrated solutions
Includes 1CP2-CT-9.1 Designing test data and validating behaviour
A test case contains input data, an expected result and a reason. Choose expected results before running the program. Normal valid data checks typical behaviour; boundary data checks exact limits and values just around them; erroneous data violates a requirement and should be rejected. Students will: - derive normal, boundary and erroneous tests from requirements - state an expected result before running a program - test compound validation rules systematically - repair validation and rerun relevant tests Inside: 5 explanation cells, 1 fill-in-the-blanks cell, 3 multiple-choice questions, 2 written answers and 1 Python task. 17 marks, about 45 minutes. Series: 1CP2-CT-9 · Testing, structures and integrated solutions, part 1 of 4.
WorksheetSeries · 8 parts1CP2-P-6 · Networks
Includes 1CP2-P-6.1 Why networks LANs and WANs
The opening networks worksheet, establishing why organisations connect devices at all and how a LAN differs from a WAN. Students will: - give a network benefit rather than a description of equipment - explain two reasons a school connects its computers - explain one disadvantage of depending on a network - compare a LAN with a WAN using geography and ownership - recommend how LANs and a WAN could serve a multi-site organisation Inside: 6 explanation cells, 4 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 20 marks, about 45 minutes. Series: 1CP2-P-6 · Networks, part 1 of 8.
WorksheetSeries · 8 parts1CP2-CT-2 · Selection, strings and while loops
Includes 1CP2-CT-2.1 String length, position and indexing
The opening string worksheet, establishing that positions begin at zero before anything is sliced. Students will: - use len() and read a character by its index - predict the exact output of a short indexing listing - explain what a negative index selects - complete and then write a lookup that indexes user input - debug an off-by-one index rather than blaming the data Inside: 7 explanation cells, 3 multiple-choice questions, 2 Python tasks, 1 fill-in-the-blanks cell and 2 written answers. 18 marks, about 45 minutes. Series: 1CP2-CT-2 · Selection, strings and while loops, part 1 of 8.
WorksheetSeries · 7 parts1CP2-CT-5 · Merge sort, files and authentication
Includes 1CP2-CT-5.1 How merge sort works
The opening merge sort worksheet, following the divide and merge stages by hand before any code is written. Students will: - describe the divide stage and the merge stage separately - show the output after each comparison of a complete merge - explain why a merge only compares the two first unused values - identify the mistake behind a merge that concatenates instead - state one memory cost and one benefit of merge sort Inside: 6 explanation cells, 3 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 17 marks, about 45 minutes. Series: 1CP2-CT-5 · Merge sort, files and authentication, part 1 of 7.
WorksheetSeries · 7 parts1CP2-P-4 · Operating systems and utilities
Includes 1CP2-P-4.1 Operating systems and file management
The opening systems software worksheet, naming the operating system's responsibilities and then working through file management in detail. Students will: - describe the purpose of an operating system accurately - explain how files are organised, stored and retrieved - calculate blocks and allocated space for a given file size - tell file management apart from process management - correct the claim that an application decides where a file is stored Inside: 5 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 15 marks, about 45 minutes. Series: 1CP2-P-4 · Operating systems and utilities, part 1 of 7.
WorksheetSeries · 7 parts1CP2-CT-4 · Structures, validation and search
Includes 1CP2-CT-4.1 Formatting output with format
The formatting worksheet, separating the value a program holds from the way it is presented. Students will: - read a format descriptor for width, alignment and decimal places - supply values in placeholder order - explain why fixed width suits a column of prices - construct a readable result row - diagnose a formatting failure caused by the wrong type Inside: 6 explanation cells, 3 multiple-choice questions, 1 Python task, 1 fill-in-the-blanks cell and 2 written answers. 14 marks, about 45 minutes. Series: 1CP2-CT-4 · Structures, validation and search, part 1 of 7.
WorksheetSeries · 7 parts1CP2-P-3 · Architecture and storage
Includes 1CP2-P-3.1 The stored-program concept
The opening architecture worksheet, establishing what the stored-program concept actually claims before any component is named. Students will: - define the stored-program concept accurately - follow a program from a stored file to a running process - state one benefit over a machine wired for one fixed task - distinguish the role of main memory from that of storage - correct the common claim that a program stays in RAM forever Inside: 5 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 16 marks, about 45 minutes. Series: 1CP2-P-3 · Architecture and storage, part 1 of 7.
WorksheetSeries · 7 parts1CP2-CT-3 · Lists, iteration and subprograms
Includes 1CP2-CT-3.1 One-dimensional lists and indexing
The opening list worksheet, establishing indexing and length before anything is changed or looped over. Students will: - use the terms array, list and index correctly - read a value from a list by its index - predict the exact outputs of a short listing - create a list and use it in a program of their own - explain the runtime error an out-of-range index produces Inside: 6 explanation cells, 3 multiple-choice questions, 1 Python task, 1 fill-in-the-blanks cell and 2 written answers. 15 marks, about 45 minutes. Series: 1CP2-CT-3 · Lists, iteration and subprograms, part 1 of 7.
WorksheetSeries · 7 parts1CP2-P-2 · Signed data and encoding
Includes 1CP2-P-2.1 Two's complement conversion and range
The opening worksheet of the signed data series, converting two's complement in both directions and deriving the range it can hold. Students will: - interpret an 8-bit two's complement pattern using signed place values - explain why 10000000 represents minus 128 - represent a negative denary value at the full 8-bit width - derive the signed range from the width - explain why a value outside that range cannot be stored Inside: 6 explanation cells, 2 multiple-choice questions, 4 number cells, 1 fill-in-the-blanks cell and 2 written answers. 20 marks, about 45 minutes. Series: 1CP2-P-2 · Signed data and encoding, part 1 of 7.
WorksheetSeries · 7 parts1CP2-CT-1 · Programming foundations
Includes 1CP2-CT-1.1 Problems, algorithms, sequence and IPO
The opening Computational thinking worksheet, establishing what an algorithm is before any Python is written. Students will: - tell an algorithm apart from a restatement of the problem - say what makes a set of steps followable by someone else - put steps into a sequence that can actually be carried out - label the input, processing and output stages of a task - write and then improve a short informal algorithm Inside: 9 explanation cells, 2 multiple-choice questions, 4 fill-in-the-blanks cells and 2 written answers. 20 marks, about 45 minutes. Series: 1CP2-CT-1 · Programming foundations, part 1 of 7.