Community
Community resources
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.
- 438 resources
- 3 teachers sharing
- Creative Commons licensed
Practice Worksheets
Showing 1 to 24 of 62. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
CAIE P1 S1 Hexadecimal numbers
This worksheet gives pupils practice converting between binary and hexadecimal in both directions. It also asks them to explain why hexadecimal is useful as a human readable shorthand for binary, so it builds understanding as well as calculation skills. The work is straightforward to moderate, with some short explanation questions and careful attention needed for nibble boundaries and leading zeroes.
WorksheetCAIE P1 S1 Binary addition and overflow
Pupils practise adding positive 8 bit binary numbers from right to left, tracking carries and deciding when a result overflows the available width. The worksheet also asks for explanations of overflow in context, so it is a focused but fairly demanding bit of binary arithmetic and reasoning.
WorksheetCAIE P1 S1 Binary foundations
This worksheet introduces the foundations of binary number representation. Pupils learn why computers use binary, how 8 bit place values work, how to convert simple binary patterns to denary, and how bit width affects the number of values and the maximum value. It is fairly accessible and suits a guided first look, with some short challenge questions for stretch.
WorksheetSeries · 9 partsH446 1.1.1 · Structure and function of the processor
Includes OCR H446 1.1.1 Control unit, ALU and processor organisation
OCR H446 1.1.1 expects students to separate the control unit, the ALU and the registers by what each one does or holds, and weak answers collapse all three into a vague claim that the processor "processes data". This worksheet builds that division of labour from a worked pricing calculation so every action is attributed to a named component. Students will: - distinguish the control unit from the ALU by the action each one performs - state which processor component holds a temporary value during a calculation - explain the roles of the CU and ALU in carrying out a supplied comparison instruction - say where the result of an operation may be held once it has been produced - complete component statements from memory without an answer bank Inside: 6 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 1 written answer. 12 marks, about 15 to 25 minutes. Series: H446 1.1.1 · Structure and function of the processor, part 1 of 12.
WorksheetSeries · 14 partsH446 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.
WorksheetSeries · 9 partsH446 2.2.1 · Programming techniques
Includes OCR H446 2.2.1 Tracing and debugging control flow
Faults that appear only at particular input sizes are the ones students find hardest to explain. Sitting in H446 2.2.1, this worksheet turns execution into visible state, so students trace combined control flow, name the observable effect of an off-by-one condition and prove a repair with boundary tests. Students will: - construct a trace of combined selection and iteration in execution order - recognise an off-by-one fault in a Python range and state what it causes - identify a faulty boundary condition, explain its effect and give a corrected version - repair a counting function so it terminates with the required result - write a fresh algorithm to a stated specification and justify the test values chosen Inside: 8 explanation cells, 1 multiple-choice question, 1 fill-in-the-blanks cell, 2 written answers, 3 Python tasks and 1 trace table. 19 marks, about 25 to 35 minutes. Series: H446 2.2.1 · Programming techniques, part 2 of 14.
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 · 8 partsH446 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 · 4 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 · 8 partsH446 1.4.3 · Boolean algebra
Includes OCR H446 1.4.3 Logic gates and signal tracing
Reading a circuit is a separate skill from knowing what a gate does, and OCR H446 1.4.3 examines both. This worksheet covers the four required gate symbols and the discipline of tracing one signal at a time, including why a flowchart decision symbol never answers a logic-circuit question. Students will: - recognise the OCR symbols for AND, OR, NOT and XOR gates - name the intermediate signals between gates instead of jumping to the output - work out a circuit output for a given set of input values - explain what a small circle on a gate output indicates - predict how a circuit behaves when one of its gates is replaced Inside: 5 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 1 written answer. 15 marks, about 40 to 50 minutes. Series: H446 1.4.3 · Boolean algebra, part 2 of 11.
WorksheetSeries · 12 partsH446 1.4.2 · Data structures
Includes OCR H446 1.4.2 Arrays, records, lists and tuples
OCR H446 1.4.2 expects students to choose between arrays, records, lists and tuples rather than reach for whichever structure is most familiar. This worksheet builds that choice from shape, meaning, mutability and the operations a program actually performs, using a creative-events app that holds seat grids, performer details, editable set lists and fixed colour values. Students will: - describe arrays, records, lists and tuples in terms of shape, access and whether values may change - choose a structure for a described requirement and reject one close alternative with reasons - explain how traversal, update, addition and removal differ across the four structures - design storage for a changing ordered collection of player records with named fields - complete closed-book sentences on structure choice without an answer bank Inside: 8 explanation cells, 3 multiple-choice questions, 1 fill-in-the-blanks cell and 2 written answers. 21 marks, about 40 to 50 minutes. Series: H446 1.4.2 · Data structures, part 1 of 14.
WorksheetSeries · 9 partsH446 1.4.1 · Data types
Includes OCR H446 1.4.1 Primitive data types and casting
OCR H446 1.4.1 asks students to choose a primitive data type from what a value represents and what the program does with it, not from how the value looks. Set in a music-event booking system, this worksheet builds that two-question method and then has students trace what casting really does to a value, including in running Python. Students will: - choose an OCR primitive type from a value's purpose and the operations needed - justify storing a fixed-format identifier as a string rather than an integer - trace the effect of a cast, including the loss of a fractional part - complete a Python function that casts supplied text, calculates a total and returns a set sentence - recall the type and casting definitions in a closed-book check Inside: 10 explanation cells, 2 multiple-choice questions, 2 fill-in-the-blanks cells, 1 written answer and 2 Python tasks. 17 marks, about 40 to 50 minutes. Series: H446 1.4.1 · Data types, part 1 of 11.
WorksheetSeries · 6 partsH446 1.3.4 · Web technologies
Includes OCR H446 1.3.4 HTML structure, content and forms
H446 1.3.4 expects students to read and write HTML using the language named in the specification's appendix, so this worksheet works from nested source to rendered page and back again. Students repair broken elements and attributes first, then write a complete page of their own. Students will: - read a nested HTML document and connect its elements to the regions a browser displays - repair misused attributes and missing container elements, explaining each repair - use named form controls for text, password and submit inputs - write a complete page with a heading, image, link, list and form, indented to show the nesting Inside: 5 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 2 written answers. 29 marks, about 40 to 50 minutes. Series: H446 1.3.4 · Web technologies, part 1 of 8.
WorksheetSeries · 8 partsH446 1.3.3 · Networks
Includes OCR H446 1.3.3 Network purpose, protocols, standards, LANs and WANs
OCR H446 1.3.3 puts network purpose, protocols, standards and network scope within a few lines of each other, and students routinely blur them. This worksheet keeps the four ideas apart, then asks for benefits argued from an organisation's actual situation rather than from a memorised list. Students will: - separate a protocol from a standard, and both from the purpose of a network - describe LAN and WAN as questions of geographical scope and ownership of infrastructure - explain benefits of networking for a named single-site organisation without falling back on a LAN and WAN comparison - recommend a network scope for contrasting organisations and name a cost, management or security limitation for each Inside: 5 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 2 written answers. 21 marks, about 35 to 45 minutes. Series: H446 1.3.3 · Networks, part 1 of 10.
WorksheetSeries · 7 partsH446 1.3.2 · Databases
Includes OCR H446 1.3.2 Entity relationships and linking tables
Cardinality is where students most often guess, so relationship modelling for H446 1.3.2 is taught here as a derivation from business rules and foreign-key placement. The worksheet also shows why a many-to-many relationship needs a linking table of its own. Students will: - read a relationship in both directions before naming its cardinality - distinguish one-to-one, one-to-many and many-to-many relationships - explain how a foreign key in a child table supports a stated relationship - correct a model that confuses the number of tables with the cardinality between them - specify an entity relationship model in words, including the linking table a many-to-many case requires 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 2 of 13.
WorksheetSeries · 5 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 · 8 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 · 5 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 · 5 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 · 9 partsH446 1.2.1 · Systems software
Includes OCR H446 1.2.1 Paging and segmentation
Paging and segmentation both divide memory, and H446 1.2.1 answers lose marks by blurring them. This worksheet fixes the distinction on four points: how the division is made, where the parts are placed in RAM, how they are mapped back to the program, and which kind of fragmentation follows. Students will: - distinguish equal fixed-size pages from variable-size logical segments - read a page table to explain why storage order need not match program order - separate internal from external fragmentation and state the cause of each - recommend paging or segmentation for a described program and acknowledge one limitation - explain how controlled memory allocation protects one process from another Inside: 6 explanation cells, 5 multiple-choice questions, 3 fill-in-the-blanks cells and 3 written answers. 28 marks, about 40 to 50 minutes. Series: H446 1.2.1 · Systems software, part 2 of 12.