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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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Ethical, legal and environmental
7 resources match. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
H446 1.5.2 · Moral and ethical issues
Includes OCR H446 1.5.2 Workforce and effects on different groups
OCR H446 1.5.2 rewards answers that trace how a system change reaches particular people, not broad claims that automation removes jobs. Using automated warehouse scheduling and bus dispatch, students identify the task that changes, explain the effects on different groups and judge how the change should be introduced. Students will: - identify the task changed by an automated system before explaining its effects - identify the distinct stakeholder groups affected by one workforce change - explain an opportunity and a risk for the same group without treating them as opposites - discuss the effects of an automated public service on workers, users and the wider community - recommend how a workforce change should be introduced and justify that recommendation Inside: 5 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 2 written answers. 26 marks, about 20 to 40 minutes. Series: H446 1.5.2 · Moral and ethical issues, part 1 of 9.
WorksheetSeries · 5 partsH446 1.5.1 · Computing related legislation
Includes OCR H446 1.5.1 Data protection: exam model and current-law bridge
OCR H446 1.5.1 asks students to apply data-protection principles, but the specification still names the Data Protection Act 1998 while current UK practice runs on the 2018 Act and the UK GDPR. This worksheet teaches the examined model and makes that boundary explicit, so historical exam content is never presented as today's law. Students will: - apply the examined data-protection principles to a described processing activity - identify the processing action a principle engages, rather than naming the law alone - separate the examined 1998 naming from the current DPA 2018 and UK GDPR framework - correct a claim that treats the two layers as interchangeable - evaluate data-protection risks in an extended scenario and justify the principles engaged Inside: 6 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 3 written answers. 28 marks, about 45 to 60 minutes. Series: H446 1.5.1 · Computing related legislation, part 1 of 5.
WorksheetSeries · 3 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-10.2 Accountability safety bias and legal liability in AI systems
AI outputs can influence real decisions, so people and organisations remain responsible for design, deployment and oversight. Algorithmic bias is a systematic unfair tendency caused by data or design; it is not a computer having an opinion and not every isolated wrong result. Students will: - explain how data or design can produce systematic bias - identify accountability and safety responsibilities - connect an AI output to stakeholder impact - develop a balanced discussion with practical safeguards Inside: 6 explanation cells, 1 fill-in-the-blanks cell, 2 multiple-choice questions and 3 written answers. 18 marks, about 45 minutes. Series: 1CP2-P-10 · AI, personal data and ethical/legal issues, part 2 of 5.
WorksheetJ277 1 Paper 1 exam language and response precision
Part 1 · J277 Paper 1 · Exam transition
The first Paper 1 exam transition worksheet, making the structure of a strong written answer visible. Students will: - read the command word and the marks together before answering - extend a technical point into how it works and what it means here - tell a definition apart from an explanation - justify a choice rather than list unsupported preferences - plan a balanced eight-mark extended response Inside: 7 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell and 5 written answers. 25 marks, about 45 minutes. Series: J277 Paper 1 · Exam transition, part 1 of 5.
WorksheetSeries · 5 partsJ277 1.6 · Digital impacts: Essentials
Includes J277 1.6.1 Impacts on wider society
The opening worksheet of OCR J277 section 1.6, introducing the five issue areas the specification asks students to discuss. Students will: - recognise the ethical, legal, cultural, environmental and privacy lenses - identify the people and groups a technology affects - explain positive and negative impacts for each - distinguish what is legal from what is ethical - build a developed, scenario-based paragraph Inside: 5 explanation cells, 2 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 37 marks, about 60 minutes. Series: J277 1.6 · Digital impacts: Essentials, part 1 of 5.
WorksheetSeries · 4 partsJ277 1.6 · Digital impacts: Depth
Includes J277 1.6.1 Surveillance and privacy
An extension worksheet on systems that monitor behaviour or decide automatically, for classes ready to evaluate rather than label. Students will: - compare purposes, consequences and safeguards for a monitored system - examine facial recognition, movement tracking and workplace monitoring - explain automated moderation and automated decision making - weigh accuracy, human review and proportionality - move from assertion to evaluation in a written answer Inside: 5 explanation cells, 2 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 40 marks, about 60 minutes. Series: J277 1.6 · Digital impacts: Depth, part 1 of 4.