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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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4 resources match. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
H446 2.2.1 · Programming techniques
Includes OCR H446 2.2.1 Control structures in OCR and Python
OCR H446 2.2.1 expects students to move between OCR's exam reference language and Python, where the same loop can carry different boundaries. This worksheet builds the sequence, selection and iteration model first, makes the FOR and range boundary difference explicit, then asks students to construct control flow from a stated requirement. Students will: - identify sequence, selection and iteration in a described requirement - translate OCR exam reference language loop boundaries into the equivalent Python range - trace a timetable algorithm and record how its state changes on each pass - write Python selection that assigns values across several discrete cases - recommend a loop type when the number of attempts is not known in advance and justify it Inside: 7 explanation cells, 2 multiple-choice questions, 1 fill-in-the-blanks cell, 2 written answers, 2 Python tasks and 1 trace table. 16 marks, about 25 to 35 minutes. Series: H446 2.2.1 · Programming techniques, part 1 of 14.
WorksheetSeries · 10 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 · 2 parts1CP2-P-8 · Environment, languages and intellectual property
Includes 1CP2-P-8.2 High-level and low-level programming languages
A high-level language uses abstractions and syntax closer to human problem descriptions. A low-level language is closer to processor instructions and hardware organisation. These are relative levels; neither is automatically best for every task. Students will: - compare high-level and low-level language characteristics - connect abstraction and hardware access to project requirements - avoid absolute claims about speed or difficulty - justify a language level for a stated task Inside: 5 explanation cells, 1 fill-in-the-blanks cell, 3 multiple-choice questions and 3 written answers. 15 marks, about 45 minutes. Series: 1CP2-P-8 · Environment, languages and intellectual property, part 2 of 5.
WorksheetSeries · 4 partsJ277 2.5 · Programming languages and IDEs
Includes J277 2.5.1 High- and low-level languages
What high-level and low-level actually describe, and why the difference matters to a programmer. Students will: - define high-level and low-level languages - explain what the terms do and do not describe - give the characteristics of each level - explain why a high-level program must be translated - choose a suitable level for a stated purpose Inside: 4 explanation cells, 2 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 19 marks, about 45 minutes. Series: J277 2.5 · Programming languages and IDEs, part 1 of 4.