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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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Practice Worksheets
Showing 25 to 48 of 62. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
H446 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 · 3 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.
WorksheetSeries · 4 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 · 4 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 · 4 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 · 4 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 · 4 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 · 3 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 · 4 parts1CP2-CT-2 · Selection, strings and while loops
Includes 1CP2-CT-2.2 Substrings and string methods
The substring worksheet, adding slicing and the common string methods to indexing. Students will: - slice from a start position up to, but not including, a stop position - explain why a method returns a new string rather than changing the original - build a short identifier from parts of an input - use a position search and handle the not-found result - combine methods to clean and reformat a value Inside: 7 explanation cells, 2 multiple-choice questions, 3 Python tasks, 2 fill-in-the-blanks cells and 1 written answer. 19 marks, about 45 minutes. Series: 1CP2-CT-2 · Selection, strings and while loops, part 2 of 8.
WorksheetSeries · 4 parts1CP2-P-6 · Networks
Includes 1CP2-P-6.3 Network performance bandwidth latency and range
The performance worksheet, keeping bandwidth, latency and range as three separate properties with three separate units. Students will: - choose the appropriate unit for each property - explain how low bandwidth affects several simultaneous streams - explain why latency matters even when bandwidth is sufficient - identify the property a scenario actually constrains - correct a claim that confuses range with bandwidth Inside: 6 explanation cells, 4 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 18 marks, about 45 minutes. Series: 1CP2-P-6 · Networks, part 3 of 8.
WorksheetSeries · 4 parts1CP2-CT-5 · Merge sort, files and authentication
Includes 1CP2-CT-5.2 Merging sorted lists with while
The implementation worksheet, advancing one pointer at a time and dealing with whatever is left over. Students will: - advance the correct pointer after each comparison - trace a merge and record the growing output - construct a complete merge of two sorted lists - decide what merging equal values should produce - explain why two remainder loops are needed Inside: 6 explanation cells, 3 multiple-choice questions, 1 Python task, 1 trace table, 1 fill-in-the-blanks cell and 2 written answers. 15 marks, about 45 minutes. Series: 1CP2-CT-5 · Merge sort, files and authentication, part 2 of 7.
WorksheetSeries · 2 parts1CP2-P-4 · Operating systems and utilities
Includes 1CP2-P-4.5 Utility software file repair backup and compression
The utility software worksheet, covering repair, backup strategy and compression as three different jobs. Students will: - describe what a file-repair utility does - explain why repair utilities do not remove the need for backups - state what a restore from full plus incremental backups requires - compare full and incremental backup for a large changing drive - recommend where compression helps and where it does not Inside: 5 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 19 marks, about 45 minutes. Series: 1CP2-P-4 · Operating systems and utilities, part 5 of 7.
WorksheetSeries · 4 parts1CP2-CT-4 · Structures, validation and search
Includes 1CP2-CT-4.3 Traversing two-dimensional lists
The traversal worksheet, where the outer loop chooses the row and the inner loop chooses the field. Students will: - calculate how many times an inner-loop body executes - trace a nested traversal that accumulates a total - process one field from every record - choose the smallest traversal a requirement actually needs - explain the effect of resetting a total inside the row loop Inside: 6 explanation cells, 2 multiple-choice questions, 1 Python task, 1 trace table, 1 fill-in-the-blanks cell and 2 written answers. 14 marks, about 45 minutes. Series: 1CP2-CT-4 · Structures, validation and search, part 3 of 7.
WorksheetSeries · 4 parts1CP2-P-3 · Architecture and storage
Includes 1CP2-P-3.3 The fetch decode execute cycle
The cycle worksheet, taken one stage at a time and then described end to end. Students will: - name the three recurring stages and state what each produces - model the fetch stage using the registers and buses involved - distinguish execution from decoding - describe the whole cycle from locating an instruction to carrying it out - explain why the cycle repeats while a program runs Inside: 6 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 18 marks, about 45 minutes. Series: 1CP2-P-3 · Architecture and storage, part 3 of 7.
WorksheetSeries · 4 parts1CP2-CT-3 · Lists, iteration and subprograms
Includes 1CP2-CT-3.2 Manipulating one-dimensional lists
The list manipulation worksheet, teaching append, insert and delete alongside the index shifts they cause. Students will: - append, insert and delete items in a list - follow how the indexes move as each operation is applied - carry out a specified sequence of changes in code - choose the operation that matches a stated requirement - diagnose an insertion placed at the wrong index Inside: 6 explanation cells, 2 multiple-choice questions, 1 Python task, 2 fill-in-the-blanks cells and 2 written answers. 16 marks, about 45 minutes. Series: 1CP2-CT-3 · Lists, iteration and subprograms, part 2 of 7.
WorksheetSeries · 5 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.
Worksheet1CP2-CT-1.6 From sequence flowchart to Python
Part 6 · 1CP2-CT-1 · Programming foundations
The translation worksheet, connecting the flowchart notation to the Python written beside it. Students will: - map each flowchart symbol to the behaviour it stands for in code - follow a reliable method for translating a design to Python - explain why the order of two statements cannot be swapped - write and test a translation of a supplied flowchart - choose test data that gives stronger evidence than a single run Inside: 9 explanation cells, 2 multiple-choice questions, 2 Python tasks, 2 fill-in-the-blanks cells and 2 written answers. 19 marks, about 45 minutes. Series: 1CP2-CT-1 · Programming foundations, part 6 of 7.
Worksheet1CP2-P-5.4 Protecting systems and data
Part 4 · 1CP2-P-5 · Cyber security and robust software
The protection worksheet, layering encryption, policy, backup and anti-malware by the purpose each one serves. Students will: - explain what encryption protects and state one limitation - give suitable acceptable use provisions and say how one reduces risk - state what restoring from full plus incremental backups requires - explain why RAID is not a backup - recommend a layered set of controls for a stated scenario Inside: 7 explanation cells, 5 multiple-choice questions, 1 fill-in-the-blanks cell and 5 written answers. 20 marks, about 45 minutes. Series: 1CP2-P-5 · Cyber security and robust software, part 4 of 6.
WorksheetSeries · 2 parts1CP2-P-7 · Embedded systems, IoT and TCP/IP
Includes 1CP2-P-7.1 Embedded systems and control
The opening principles worksheet in the later progression, reading every embedded system as sensing, processing and acting. Students will: - identify an embedded system from how it is built and used - compare an embedded system with a general-purpose computer - describe how sensor readings lead to an actuator response - explain why low power consumption matters in a wearable device - state an input, an output and the processor's role in a described system 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-P-7 · Embedded systems, IoT and TCP/IP, part 1 of 6.
WorksheetSeries · 2 parts1CP2-CT-7 · Subprograms, scope and libraries
Includes 1CP2-CT-7.1 Programming constructs reactivation
The later-course reactivation worksheet, joining sequence, selection and iteration back into one working program. Students will: - read a program by the state it changes rather than by its keywords - predict the exact output of an accumulator and counter loop - choose between a for loop and a while loop from the problem - identify why a while loop fails to terminate and correct it - construct an integrated program that totals and counts in one pass Inside: 6 explanation cells, 3 multiple-choice questions, 1 Python task, 1 trace table, 1 fill-in-the-blanks cell and 2 written answers. 15 marks, about 45 minutes. Series: 1CP2-CT-7 · Subprograms, scope and libraries, part 1 of 5.
WorksheetSeries · 2 parts1CP2-P-1 · Binary foundations
Includes 1CP2-P-1.2 Unsigned 8-bit binary and denary
The second Principles worksheet, attaching place values to the eight bits so students can convert accurately in both directions. Students will: - use the correct terminology for width, most significant bit and least significant bit - convert 8-bit binary to denary using place values - convert denary to 8-bit binary, padding to the full width - explain why the width is part of the answer, not decoration - check a conversion before accepting it Inside: 9 explanation cells, 1 multiple-choice question, 4 number cells, 2 fill-in-the-blanks cells and 1 written answer. 20 marks, about 45 minutes. Series: 1CP2-P-1 · Binary foundations, part 2 of 5.
WorksheetSeries · 2 partsJ277 2.1.2 · Tracing and refining algorithms
Includes J277 2.1.2 Completing, correcting and refining algorithms
The OCR question types that hand students an algorithm to complete, correct or refine. Students will: - work from the stated purpose and test data rather than guessing - complete missing statements in an algorithm - find and correct a logic error in an accumulator - validate an inclusive range correctly - refine an algorithm to meet a new requirement Inside: 7 explanation cells, 3 runnable Python tasks, 2 multiple-choice questions, 1 fill-in-the-blanks cell and 2 written answers. 23 marks, about 60 minutes. Series: J277 2.1.2 · Tracing and refining algorithms, part 1 of 3.
WorksheetSeries · 2 partsJ277 1.5 · Systems software
Includes J277 1.5.1 Operating systems
The five operating system functions in OCR J277 section 1.5, each described by a real task and its result. Students will: - explain the overall purpose of an operating system - explain memory management and how it supports multitasking - explain peripheral management and the role of device drivers - explain user management and file management - describe user interface features and pick the right function for a scenario Inside: 7 explanation cells, 2 multiple-choice questions, 3 fill-in-the-blanks cells and 5 written answers. 56 marks, about 75 minutes. Series: J277 1.5 · Systems software, part 1 of 3.
WorksheetSeries · 4 partsJ277 1.1 · Systems architecture
Includes J277 1.1.2 CPU performance
The three characteristics OCR J277 uses to explain CPU performance: clock speed, cache size and number of cores. Students will: - explain clock speed, cache size and number of cores - build a cause-and-effect chain for each characteristic - compare processor specifications - justify a processor choice from several pieces of evidence - explain why more of one characteristic is not always a proportional gain Inside: 6 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 4 written answers. 39 marks, about 75 minutes. Series: J277 1.1 · Systems architecture, part 2 of 6.