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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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Consolidation Worksheets
Showing 1 to 24 of 28. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
OCR H446 2.3.1 Algorithms consolidation
Part 15 · H446 2.3.1 · Algorithms
Everything in H446 2.3.1 meets here in one interleaved worksheet: representation, growth, searches, sorts, stacks, queues, linked lists, traversals and pathfinding, with no new content introduced. It is designed for the point in the course where students can each do the parts but choose the wrong method when the topic label is removed. Students will: - correct a cluster of common misstatements about growth and running time - sort the same list twice by different methods and give a case-sensitive point for each - trace a stack-like process and contrast it with circular queue and linked-list updates - set out traversal orders with their controlling structures and the effect of graph cycles - plan and justify algorithms for a four-part route planner with preconditions and tests Inside: 4 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell, 6 written answers and 1 trace table. 57 marks, about 60 to 80 minutes. Series: H446 2.3.1 · Algorithms, part 15 of 16.
WorksheetOCR H446 2.2.2 Computational Methods consolidation
Part 13 · H446 2.2.2 · Computational methods
Interleaved revision across the whole of H446 2.2.2, this worksheet deliberately mixes the methods so students have to recognise which one a problem calls for instead of practising each in turn. It runs from rapid retrieval through a backtracking trace and a coded heuristic to two extended evaluations, and introduces no new content. Students will: - match a described problem to the computational method at its centre - trace a backtracking search, then identify a dead end and the alternative explored next - implement a room-scoring heuristic with a defined tie rule - select and justify a different method for each of three needs in one scenario - evaluate combining a heuristic with a backtracking search on the same allocation problem Inside: 6 explanation cells, 2 multiple-choice questions, 2 fill-in-the-blanks cells, 3 written answers, 1 Python task and 1 trace table. 37 marks, about 40 to 60 minutes. Series: H446 2.2.2 · Computational methods, part 13 of 14.
WorksheetSeries · 2 partsH446 2.2.1 · Programming techniques
Includes OCR H446 2.2.1 Recursion and iteration compared
Once students can write both forms, H446 2.2.1 asks them to choose between them. Recursion and iteration are compared here on shared criteria, clarity and memory cost, with translation in both directions so the comparison rests on genuinely equivalent code rather than on preference. Students will: - map base cases, recursive parameters and returns onto their iterative equivalents - explain why an iterative version may use less additional memory on a long list - compare two supplied functions using clarity and overhead as common criteria - convert an iterative routine into a recursive one that returns the same list - recommend an approach for a nested structure of varying depth and state one trade-off Inside: 7 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell, 2 written answers and 3 Python tasks. 20 marks, about 30 to 40 minutes. Series: H446 2.2.1 · Programming techniques, part 4 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 Choosing and applying computational-thinking approaches
Part 2 · H446 2.1 · Elements of computational thinking
Before the assessment, students need to pick the right mode rather than recite five definitions. This consolidation worksheet for OCR H446 2.1 sorts problems by their central decision, repairs the misconceptions that cost the most marks, and applies all five modes to a council water-refill station app. Students will: - choose the computational-thinking mode that a problem's central decision calls for - correct common misconceptions about abstraction and about concurrent execution - map all five modes onto one system and explain a connection between two of them - trace a recommendation and explain why its result stays False - decide which tasks may overlap and what must hold before an update is published Inside: 6 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells, 4 written answers and 1 trace table. 36 marks, about 30 to 45 minutes. Series: H446 2.1 · Elements of computational thinking, part 2 of 2.
WorksheetOCR H446 1.4.3 Boolean algebra consolidation
Part 10 · H446 1.4.3 · Boolean algebra
By this point students hold a series of separate techniques for OCR H446 1.4.3, and the examined difficulty shifts to choosing between them. This consolidation worksheet interleaves notation, circuits, truth tables, named laws, Karnaugh maps, adders and flip-flops, and closes with an error clinic built from mistakes OCR assessment repeatedly exposes. Students will: - choose the representation that suits the demand a question is making - simplify an expression with named laws in a mixed-topic set of tasks - populate and group a Karnaugh map without a nearby worked example to copy - identify which logic component fits a described job and justify the choice - check finished work against frequently reported errors before handing in Inside: 5 explanation cells, 2 multiple-choice questions, 3 fill-in-the-blanks cells and 3 written answers. 32 marks, about 55 to 70 minutes. Series: H446 1.4.3 · Boolean algebra, part 10 of 11.
WorksheetOCR H446 1.4.2 Data Structures consolidation
Part 13 · H446 1.4.2 · Data structures
This is the mixed revision set for H446 1.4.2, so no new structures appear. Contexts are interleaved deliberately, which forces students to diagnose the behaviour a requirement needs before naming a structure, starting from a closed-book retrieval section and ending in an integrated game-server design. Students will: - recall structure choices from memory across contexts presented out of teaching order - diagnose the required behaviour, such as indexed shape or ordered removal, before choosing a structure - trace circular queue pointer updates and correct an unsafe linked-list insertion order - compare a directed graph with a tree, and a binary search tree with a hash table, for stated purposes - select and justify structures for six differing requirements in one game-server design Inside: 4 explanation cells, 2 multiple-choice questions, 1 fill-in-the-blanks cell, 5 written answers and 1 trace table. 35 marks, about 60 to 75 minutes. Series: H446 1.4.2 · Data structures, part 13 of 14.
WorksheetOCR H446 1.4.1 Data representation consolidation
Part 10 · H446 1.4.1 · Data types
No new content is introduced here: this is the consolidation piece that pulls the whole of H446 1.4.1 together. A live-event system mixing bookings, lighting values, signed sensor readings, audio, permission flags and messages means the questions never say which method to use, so students have to route to it themselves, starting from closed-book retrieval. Students will: - select the right representation method when the question does not name it - move between denary, 8-bit binary and hexadecimal in a mixed conversion table - interpret signed readings and complete fixed-width additions with the carry working shown - normalise and add values in the OCR floating-point format - read a shift or mask operation and state both the result and its purpose Inside: 4 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell, 2 written answers and 6 number answers. 42 marks, about 55 to 70 minutes. Series: H446 1.4.1 · Data types, part 10 of 11.
WorksheetOCR H446 1.3.4 Web Technologies consolidation
Part 7 · H446 1.3.4 · Web technologies
Consolidation for H446 1.3.4 built around a single community equipment page, so HTML, CSS, JavaScript, search-engine behaviour and processing location all have to hold together at once. No new required knowledge appears; the demand comes from using the ideas at the same time. Students will: - write matching HTML, external CSS and JavaScript for one described page - explain what breaks when an identifier's capitalisation differs between page and script - trace a new page from an incoming directory link to appearing in a query result - explain how a further incoming link could affect ranking without claiming a position - allocate the tasks in a booking route between browser and server and justify each Inside: 5 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 4 written answers. 37 marks, about 45 to 60 minutes. Series: H446 1.3.4 · Web technologies, part 7 of 8.
WorksheetOCR H446 1.3.3 Networks consolidation
Part 9 · H446 1.3.3 · Networks
Consolidation across H446 1.3.3, introducing no new content but requiring transfer, switching, threats, controls, hardware and service models to be used together. Students trace one inter-site request end to end, then redesign the same network after an incident report. Students will: - explain an inter-site request from domain name to usable data across all four layers - recommend a switching approach for two contrasting workloads on the same site - identify what is missing from an incomplete explanation of why layering helps - diagnose several threats from one incident report and design a layered response with limitations - select hardware roles and a service model for the redesigned network and justify both Inside: 5 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 4 written answers. 45 marks, about 45 to 60 minutes. Series: H446 1.3.3 · Networks, part 9 of 10.
WorksheetOCR H446 1.3.2 Databases consolidation
Part 12 · H446 1.3.2 · Databases
Every strand of H446 1.3.2 meets in one community-festival case here, from entity design and normalisation through SQL to indexing, integrity, transactions and data capture. No new specification content is introduced, so this works as a consolidation or revision session once the topic has been taught. Students will: - state the cardinalities in a supplied schema and explain how its keys support them - normalise the given design to third normal form and name the dependencies removed - write a multi-table query combining two conditions - write insertion and deletion statements for the same scenario - bring indexing, referential integrity, locking and capture methods to bear on a single case Inside: 4 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 7 written answers. 61 marks, about 70 to 85 minutes. Series: H446 1.3.2 · Databases, part 12 of 13.
WorksheetOCR H446 1.3.1 Compression, encryption and hashing consolidation
Part 6 · H446 1.3.1 · Compression, encryption and hashing
Compression, encryption and hashing meet in one running project scenario here, which is the consolidation point for H446 1.3.1 rather than three separate topics revisited. No new content is introduced, so it works as a revision lesson or a checkpoint before the assessment. Students will: - recommend lossy or lossless compression for contrasting files within the same project - encode one sequence under both field orders and explain what a decoder must be told - build and decode a first-appearance dictionary, then account for its cost - trace an asymmetric confidentiality journey and say when a symmetric method becomes practical - trace password verification and a release-file digest check, stating what each match can support Inside: 5 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 5 written answers. 49 marks, about 45 to 60 minutes. Series: H446 1.3.1 · Compression, encryption and hashing, part 6 of 7.
WorksheetOCR H446 1.2.4 Programming Languages consolidation
Part 9 · H446 1.2.4 · Types of programming language
The consolidation piece for H446 1.2.4, bringing language choice, LMC execution, addressing modes and object-oriented design together in two running scenarios rather than revisiting each topic separately. No new content is introduced, so it suits a revision lesson or a checkpoint before assessment. Students will: - recommend and compare language levels for a portable application and a memory-constrained controller - trace one LMC execution that accepts several inputs and produces cumulative outputs - explain the output fault caused by removing a store instruction - resolve all four addressing modes against a single supplied memory state - write a class hierarchy that combines a validated capacity change with an overridden display method Inside: 5 explanation cells, 1 fill-in-the-blanks cell, 5 written answers and 1 trace table. 44 marks, about 55 to 70 minutes. Series: H446 1.2.4 · Types of programming language, part 9 of 10.
WorksheetOCR H446 1.2.2 Applications Generation mastery and transfer
Part 6 · H446 1.2.2 · Applications generation
Two extended development contexts pull the whole of H446 1.2.2 together here, covering software types, source models, translators, compilation stages and the library, linker and loader chain. No new content is introduced, so this belongs after the topic has been taught, at the point where students know the parts separately and need to combine them. Students will: - retrieve the topic's distinctions from memory before applying them in context - choose software and utilities for a mixed organisational brief and justify each from function - reach a conditional recommendation between a self-hosted open route and a managed closed one - trace one statement from tokens through to code placed in memory and running - weigh library benefits against drawbacks and repair a claim about reusing tested code Inside: 5 explanation cells, 2 multiple-choice questions, 2 fill-in-the-blanks cells and 5 written answers. 71 marks, about 50 to 65 minutes. Series: H446 1.2.2 · Applications generation, part 6 of 7.
WorksheetOCR H446 1.2.1 Systems software consolidation
Part 11 · H446 1.2.1 · Systems software
A consolidation worksheet that interleaves the whole of H446 1.2.1 instead of revisiting topics one at a time, so memory management, interrupts, scheduling, classifications and virtualisation all appear inside the same systems. It is built to reveal the one mechanism or distinction that needs repair before exam practice begins. Students will: - separate scattered free memory from insufficient RAM when both appear in one system - order the stages that follow acceptance of a higher-priority interrupt - compare round robin with a multi-level feedback queue and recommend one for a mixed workload - place the BIOS, a device driver and an operating-system virtual machine at the correct stage - assess the risk of relying on virtual machines and virtual memory together on one host Inside: 5 explanation cells, 4 multiple-choice questions, 3 fill-in-the-blanks cells and 4 written answers. 43 marks, about 45 to 60 minutes. Series: H446 1.2.1 · Systems software, part 11 of 12.
WorksheetOCR H446 1.1.3 Input, output and storage consolidation
Part 5 · H446 1.1.3 · Input, output and storage
This is the consolidation point for H446 1.1.3, worked closed-book. Two unfamiliar contexts, a set of coastal habitat stations and an analysis room with remote partner laboratories, require device selection, storage choice, memory reasoning and virtual storage to be applied together rather than one topic at a time. Students will: - design a complete input, processing and output path for a field monitoring station - justify a single device that carries two roles in the same system - recommend storage under competing constraints and set aside an irrelevant true property - diagnose common misconceptions that confuse RAM with cache or misstate the value of ROM - trace a shared remote drive to its physical media and say why it is not virtual memory Inside: 5 explanation cells, 2 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 48 marks, about 60 to 75 minutes. Series: H446 1.1.3 · Input, output and storage, part 5 of 6.
WorksheetOCR H446 1.1.2 Types of processor consolidation
Part 4 · H446 1.1.2 · Types of processor
Two unfamiliar applied contexts, a mobile mapping platform and a flood simulation service, carry the consolidation of OCR H446 1.1.2. Students begin with closed-book retrieval and then apply CISC and RISC comparison, CPU and GPU choice and parallel allocation without returning to the worked examples. Students will: - reach a qualified processor recommendation for a low power terminal tied to legacy software - split a workflow between CPU, GPU and mixed processing according to workload shape - schedule a staged job on two cores and then on four - identify the serial stages and the storage bottleneck that cap a speed-up - repair claims that confuse parallel processing with pipelining or assume gain in proportion to cores Inside: 5 explanation cells, 2 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 46 marks, about 55 to 70 minutes. Series: H446 1.1.2 · Types of processor, part 4 of 5.
WorksheetSeries · 2 partsH446 1.1.1 · Structure and function of the processor
Includes OCR H446 1.1.1 Processor structure and function consolidation
Everything in OCR H446 1.1.1 is interleaved here in one closed-book pass, from components and registers through buses and the fetch, decode and execute cycle to performance and architecture. It is built for use after the teaching sheets, with the explanation prompts used to repair answers rather than to prevent mistakes. Students will: - retrieve register, bus and component facts with no notes to hand - describe the purpose of all three buses in a single response - explain why a taken branch changes the program counter rather than the current instruction register - account for a core upgrade that barely improves a dependent single-threaded task - evaluate a change of architecture for a low-cost device that repeatedly processes a fixed sensor stream Inside: 2 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 7 written answers. 40 marks, about 45 to 60 minutes. Series: H446 1.1.1 · Structure and function of the processor, part 9 of 12.
Worksheet1CP2-CT-3.7 Lists iteration and subprograms checkpoint
Part 7 · 1CP2-CT-3 · Lists, iteration and subprograms
The checkpoint for the whole series, integrating lists, iteration and subprograms in one design. Students will: - choose a suitable subprogram design for a stated requirement - trace an integrated algorithm through a function call - explain why a function generalises to data of a different length - diagnose an invalid index and give two valid repairs - write an integrated program and justify its use of parameters Inside: 6 explanation cells, 2 multiple-choice questions, 1 Python task, 1 trace table, 1 fill-in-the-blanks cell and 3 written answers. 19 marks, about 45 minutes. Series: 1CP2-CT-3 · Lists, iteration and subprograms, part 7 of 7.
WorksheetSeries · 2 parts1CP2-CT-6 · Turtle problem solving
Includes 1CP2-CT-6.1 Reading Turtle movement and repeated shapes
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.
WorksheetJ277 2.1.2 Trace tables: iteration and nesting
Part 3 · J277 2.1.2 · Tracing and refining algorithms
Trace tables for loops and nested constructs, the Block A checkpoint. Students will: - trace a loop across repeated rows - keep the loop variable, condition, accumulator and output separate - finish the inner steps before moving to the next outer value - trace nested constructs without losing your place - check a traced answer against the program output Inside: 3 explanation cells, 3 trace tables, 2 multiple-choice questions and 3 written answers. 12 author-set marks plus the trace-table rows, about 45 minutes. Series: J277 2.1.2 · Tracing and refining algorithms, part 3 of 3.
WorksheetJ277 2.1 Algorithms consolidation
Part 4 · J277 2.1.3 · Searching and sorting
The Block B checkpoint, combining strings, arrays, subprograms, searching and sorting. Students will: - select a searching or sorting algorithm to suit the data - combine strings, arrays and subprograms in one solution - read unfamiliar code and predict its output - debug a premature return - justify an algorithm choice in exam terms Inside: 5 explanation cells, 3 runnable Python tasks, 3 multiple-choice questions and 5 written answers. 28 marks, about 60 minutes. Series: J277 2.1.3 · Searching and sorting, part 4 of 4.
WorksheetJ277 2.5 Programming languages and IDEs consolidation
Part 4 · J277 2.5 · Programming languages and IDEs
The consolidation worksheet for OCR J277 2.5, applied to a studio developing and releasing a Python game. Students will: - choose the language level a stated need calls for - select a translator and justify it against the studio's needs - read evidence from a development session and name the facility - structure an answer as point, mechanism and link - avoid generic lists in place of applied explanation Inside: 3 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 6 written answers. 38 marks, about 60 minutes. Series: J277 2.5 · Programming languages and IDEs, part 4 of 4.
WorksheetSeries · 3 partsJ277 Paper 2 · Exam transition
Includes J277 2 Paper 2 exam language and response precision
How OCR Paper 2 is structured, and what each question's wording asks you to produce. Students will: - describe what Section A and Section B each assess - decide the response form a question requires - turn a vague answer into one that earns the marks - write a programming response with the precision a marker needs - use a repeatable checking routine before moving on Inside: 6 explanation cells, 1 runnable Python task, 1 multiple-choice question, 1 fill-in-the-blanks cell and 3 written answers. 18 marks, about 45 minutes. Series: J277 Paper 2 · Exam transition, part 1 of 5.