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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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Systems architecture Worksheets
9 resources match. Newest first. Opening a resource shows the whole thing, with answers and marking held back.
H446 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 · 7 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 · 12 partsH446 1.2.1 · Systems software
Includes OCR H446 1.2.1 Operating system purpose and functions
The opening worksheet for H446 1.2.1 sets out what an operating system is for: hardware with very different jobs, many programs wanting it at once, and one managed layer coordinating the requests. It moves students from naming a function to explaining the mechanism behind it and the consequence for the user. Students will: - explain why a general-purpose computer needs an operating system at all - identify which operating-system function a described user action engages - describe memory, file, process, user and peripheral management with the purpose of each - explain how resource management keeps several open applications responsive - give two reasons applications reach hardware through the operating system rather than directly Inside: 5 explanation cells, 5 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 30 marks, about 35 to 45 minutes. Series: H446 1.2.1 · Systems software, part 1 of 12.
WorksheetSeries · 6 partsH446 1.1.3 · Input, output and storage
Includes OCR H446 1.1.3 Device roles and contextual selection
OCR H446 1.1.3 does not ask for the internal workings of a device, it asks students to pick one that fits the situation and say why. This worksheet builds that habit by classifying input, output and storage devices by the role they play in the flow of data, then justifying each choice from the exact data captured or effect produced. Students will: - classify a device as input, output or storage by the role it plays in a system - name the exact data captured or the effect produced by a chosen device - recommend an input and an output device for a described user and environment - explain why a technically true statement about a device can still be a poor recommendation - justify device choices in unfamiliar contexts, including noisy and weather-exposed settings Inside: 5 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 3 written answers. 28 marks, about 40 to 55 minutes. Series: H446 1.1.3 · Input, output and storage, part 1 of 6.
WorksheetSeries · 5 partsH446 1.1.2 · Types of processor
Includes OCR H446 1.1.2 CISC and RISC differences and uses
OCR H446 1.1.2 treats CISC and RISC as contrasting models rather than absolute rules about real chips, and this worksheet keeps that qualification visible throughout. Students build the instruction level difference, compare one criterion at a time, then apply the model to devices carrying genuine power and software constraints. Students will: - describe how one operation can be one complex instruction or a longer sequence of simpler ones - compare CISC and RISC using the same criterion on each side - qualify claims about cycles, pipelining and speed instead of stating them as universal rules - justify a processor choice from power, cooling and software compatibility - explain the code size and compiler consequences of the two instruction set models Inside: 6 explanation cells, 1 multiple-choice question, 2 fill-in-the-blanks cells and 4 written answers. 35 marks, about 55 to 70 minutes. Series: H446 1.1.2 · Types of processor, part 1 of 5.
WorksheetSeries · 6 parts1CP2-P-3 · Architecture and storage
Includes 1CP2-P-3.1 The stored-program concept
The opening architecture worksheet, establishing what the stored-program concept actually claims before any component is named. Students will: - define the stored-program concept accurately - follow a program from a stored file to a running process - state one benefit over a machine wired for one fixed task - distinguish the role of main memory from that of storage - correct the common claim that a program stays in RAM forever Inside: 5 explanation cells, 3 multiple-choice questions, 2 fill-in-the-blanks cells and 3 written answers. 16 marks, about 45 minutes. Series: 1CP2-P-3 · Architecture and storage, part 1 of 7.
WorksheetSeries · 2 parts1CP2-P-7 · Embedded systems, IoT and TCP/IP
Includes 1CP2-P-7.1 Embedded systems and control
The opening principles worksheet in the later progression, reading every embedded system as sensing, processing and acting. Students will: - identify an embedded system from how it is built and used - compare an embedded system with a general-purpose computer - describe how sensor readings lead to an actuator response - explain why low power consumption matters in a wearable device - state an input, an output and the processor's role in a described system Inside: 6 explanation cells, 3 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 17 marks, about 45 minutes. Series: 1CP2-P-7 · Embedded systems, IoT and TCP/IP, part 1 of 6.
WorksheetSeries · 6 partsJ277 1.1 · Systems architecture
Includes J277 1.1.1 Introducing the CPU
The opening worksheet of OCR J277 section 1.1, introducing what the CPU is for and the components inside it. Students will: - state what a CPU does and why a computer needs one - identify the control unit, arithmetic logic unit, cache and registers - describe the job each component performs - recognise the fetch, decode and execute stages - apply component knowledge to familiar devices Inside: 6 explanation cells, 3 multiple-choice questions, 1 fill-in-the-blanks cell and 4 written answers. 29 marks, about 60 minutes. Series: J277 1.1 · Systems architecture, part 1 of 6.
WorksheetSeries · 2 partsJ277 Paper 1 · Exam transition
Includes J277 1 Paper 1 mixed knowledge and application
Mixed Paper 1 retrieval across one mobile science lab, with the topic no longer named for you. Students will: - decide which specification area a question is testing - apply hardware and memory knowledge to a described system - apply network, security and impact knowledge to the same context - work with less scaffolding as the worksheet progresses - make and justify an independent technical decision Inside: 7 explanation cells, 3 multiple-choice questions, 1 fill-in-the-blanks cell and 8 written answers. 38 marks, about 60 minutes. Series: J277 Paper 1 · Exam transition, part 3 of 5.