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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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Computational thinking
14 resources match. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
H446 2.3.1 · Algorithms
Includes OCR H446 2.3.1 Designing and representing algorithms
OCR H446 2.3.1 opens with algorithm design, where students must produce finite, testable steps and then move the same logic between a flowchart, pseudocode and program code. This worksheet builds that habit from the start, so students learn that changing the notation must never quietly change what the algorithm does. Students will: - separate a problem statement into inputs, validation, processing and outputs - rewrite the same logic as pseudocode and describe how its decisions appear in a flowchart - keep decision, loop-back and update order identical across representations - design an algorithm for an unfamiliar charging rule with a cap and a rejection condition - choose normal, boundary and invalid test cases with expected outputs Inside: 6 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 2 written answers. 20 marks, about 20 to 30 minutes. Series: H446 2.3.1 · Algorithms, part 1 of 16.
WorksheetSeries · 9 partsH446 2.2.2 · Computational methods
Includes OCR H446 2.2.2 Computational solvability and problem recognition
OCR H446 2.2.2 begins with a question students often skip: can this problem be solved computationally at all? Working from a rehearsal-room allocation request, the worksheet teaches them to turn a vague human aim into precise inputs, rules, stored state and testable outputs before any algorithm is chosen. Students will: - identify the inputs, rules, stored state and outputs hidden inside a described need - rewrite an ambiguous requirement so that a program could execute and test it - explain why naming sequence, selection and iteration does not answer a question about computational methods - judge whether a loosely worded request is solvable as stated, and say what information would make part of it computable - recall the central distinctions from memory in a closed-book check Inside: 7 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 2 written answers. 20 marks, about 20 to 30 minutes. Series: H446 2.2.2 · Computational methods, part 1 of 14.
WorksheetOCR H446 2.2.1 Modularity, functions and procedures
Part 6 · H446 2.2.1 · Programming techniques
H446 2.2.1 treats modularity as design, not simply as splitting code up. A sports-results service is decomposed here into validation, calculation and display, so each subprogram carries one responsibility and a stated interface, and students can defend the split using OCR's function and procedure terminology. Students will: - decompose a longer program into subprograms with coherent responsibilities - state the inputs, returned values and side effects of each subprogram - distinguish a function from a procedure as OCR defines them - implement a calculating function and a display subprogram with clear interfaces - explain how the decomposition improves both testing and maintenance Inside: 6 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell, 3 written answers and 2 Python tasks. 23 marks, about 25 to 35 minutes. Series: H446 2.2.1 · Programming techniques, part 6 of 14.
WorksheetOCR H446 2.1.5 Thinking concurrently
Part 1 · H446 2.1.5 · Thinking concurrently
Concurrency in OCR H446 2.1.5 is judged by dependencies and shared state rather than by speed alone. A live youth-media broadcast lets students decide what can safely overlap, what must wait for data, and what a single shared status flag can hide. Students will: - distinguish tasks that may overlap from tasks tied together by a data dependency - justify a pair of broadcast tasks that must stay in strict order - explain how two tasks writing one shared status value cause premature publishing - describe a separate-flag design that prevents that failure - evaluate concurrent processing with benefits, trade-offs and a justified conclusion Inside: 6 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 3 written answers. 25 marks, about 25 to 35 minutes. Series: H446 2.1.5 · Thinking concurrently, part 1 of 1.
WorksheetOCR H446 2.1.4 Decisions, logical conditions and flow
Part 1 · H446 2.1.4 · Thinking logically
OCR H446 2.1.4 is about decisions that change the route through a solution, and about the boundary values where those decisions quietly go wrong. A community makerspace access policy gives students conditions to write, trace, repair and then extend. Students will: - identify a genuine decision point and the condition that controls it - write a Boolean condition combining membership, training and an age threshold - repair a comparison operator that fails only at the boundary value - trace nested decisions and explain why one route is never reached - implement the access routes in Python and extend the rule with an alternative condition Inside: 7 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell, 3 written answers, 1 Python task and 1 trace table. 19 marks, about 25 to 35 minutes. Series: H446 2.1.4 · Thinking logically, part 1 of 1.
WorksheetSeries · 2 partsH446 2.1.3 · Thinking procedurally
Includes OCR H446 2.1.3 Decomposition and solution components
Thinking procedurally, OCR H446 2.1.3, starts with breaking a system apart along defensible lines. A student-run festival system and a community equipment-loan service give students practice at giving every component one responsibility and a clear interface. Students will: - distinguish the components of a problem from the components of a solution - give each component a single responsibility with named inputs and outputs - explain the problems caused by one component doing several unrelated jobs - propose better boundaries to replace an overloaded component - decompose an unfamiliar system and state a testing or teamwork benefit that follows Inside: 7 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 3 written answers. 22 marks, about 25 to 35 minutes. Series: H446 2.1.3 · Thinking procedurally, part 1 of 2.
WorksheetSeries · 2 partsH446 2.1.2 · Thinking ahead
Includes OCR H446 2.1.2 Inputs, outputs and preconditions
Thinking ahead in OCR H446 2.1.2 begins with knowing exactly what data arrives, what leaves and what must already be true. A pop-up concert service and an accessible-seating allocator push students past naming input devices towards qualified data items and stated preconditions. Students will: - identify input and output data together with its meaning and format - distinguish input data from the device that captures it - state the preconditions that must hold before a process can run correctly - read the inputs, output and preconditions out of a short pseudocode function - specify a full data contract for a step-free seat allocation service Inside: 8 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 3 written answers. 25 marks, about 25 to 35 minutes. Series: H446 2.1.2 · Thinking ahead, part 1 of 2.
WorksheetSeries · 2 partsH446 2.1.1 · Thinking abstractly
Includes OCR H446 2.1.1 Thinking abstractly: purpose and relevant detail
OCR H446 2.1.1 treats abstraction as a purposeful filter, not simply as making something smaller. Starting from a city cycling map and ending with an event map that must serve step-free routes, this worksheet has students decide what to keep and what to leave out from a stated purpose. Students will: - define abstraction in terms of the purpose a model has to serve - decide which details to retain and which to suppress for a named user decision - explain a benefit of abstraction when developing a real system - repair a weak model with one justified removal and one justified addition - devise a model for a new context and justify an inclusion and an exclusion Inside: 7 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 3 written answers. 22 marks, about 25 to 35 minutes. Series: H446 2.1.1 · Thinking abstractly, part 1 of 2.
WorksheetSeries · 2 partsH446 2.1 · Elements of computational thinking
Includes OCR H446 2.1 Integrated computational-thinking exam transition
The assessment for the whole of OCR H446 2.1: one city arts-trail app, and all five computational-thinking modes examined inside it, from inputs and abstraction through caching, reuse, decomposition, ordering, decisions and concurrency. Students work closed-book, with correctness held until teacher review. Students will: - select and apply the right computational-thinking mode without being told which it is - specify inputs, outputs and missing preconditions for an unfamiliar service - devise an abstraction and state the limitation its omissions create - evaluate a cache policy and a component-reuse decision in the same system - decompose the system, order its sub-procedures and judge which work may overlap Inside: 2 explanation cells, 1 multiple-choice question, 11 written answers and 1 trace table. 54 marks, about 70 to 85 minutes. Series: H446 2.1 · Elements of computational thinking, part 1 of 2.
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 · 3 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.
WorksheetSeries · 3 parts1CP2-CT-7 · Subprograms, scope and libraries
Includes 1CP2-CT-7.2 Subprograms parameters return values and scope
The subprogram worksheet, separating what a procedure does from what a function returns and keeping scope under control. Students will: - distinguish a procedure from a function that returns a value - follow arguments, parameters and return values through nested calls - explain why a local variable suits an intermediate calculation - explain why a program should minimise global variables - propose subprogram responsibilities that separate concerns Inside: 7 explanation cells, 3 multiple-choice questions, 1 Python task, 1 fill-in-the-blanks cell and 3 written answers. 18 marks, about 45 minutes. Series: 1CP2-CT-7 · Subprograms, scope and libraries, part 2 of 5.
Worksheet1CP2-CT-6.1 Reading Turtle movement and repeated shapes
Part 1 · 1CP2-CT-6 · Turtle problem solving
The reading and prediction worksheet for the Turtle topic, sitting after the first two practical Workspace lessons. Students will: - track the Turtle's position, direction and pen state rather than just the commands - predict where a short route ends and what it draws - position the Turtle deliberately before drawing - replace repeated commands with iteration - reuse a shape through a subprogram Every listing here is for reading and prediction. Students draw and run their own Turtle programs in the Workspace lessons this worksheet sits between. Inside: 7 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 4 written answers. 19 marks, about 45 minutes. Series: 1CP2-CT-6 · Turtle problem solving, part 1 of 2.
WorksheetSeries · 2 partsJ277 2.1.1-2.1.2 · Computational thinking and algorithms
Includes J277 2.1.1 Computational thinking
The opening Paper 2 worksheet, introducing abstraction, decomposition and algorithmic thinking as problem-solving approaches. Students will: - identify each of the three approaches - use each one in a new situation - explain how each helps define or refine a solution - distinguish an approach from a Python feature - justify the approach chosen for a problem Inside: 4 explanation cells, 1 runnable Python task, 2 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 19 marks, about 45 minutes. Series: J277 2.1.1-2.1.2 · Computational thinking and algorithms, part 1 of 3.