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https://www.stem.org.uk/resources/collection/522185/ncce-student-knowledge-question-banks

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Developed by the National Centre for Computing Education, this collection contains quality-assured question banks which can be used with Key Stage 3 computing and GCSE computer science students. The collection includes a series of 10 topics, covering areas across the computing curriculum.

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Simon Haughton's Computing Curriculum - Knowledge Organisers

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Simon Haughton's Computing Curriculum - Knowledge Organisers

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do your :bit activities for your classroom

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do your :bit activities for your classroom

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do your :bit brings together the micro:bit and the UN's Global Goals to provide inspiring activities for your classroom or club and an exciting digital challenge. Resources for your classrooms and code clubs Use the brand new resources on this page to introduce the Global Goals, have fun with the micro:bit and develop world-changing ideas and solutions using technology.

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1 - Theory of Computer Science / Logic Gates

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A free, simple, online logic gate simulator. Investigate the behaviour of AND, OR, NOT, NAND, NOR and XOR gates. Select gates from the dropdown list and click "add node" to add more gates. Drag from the hollow circles to the solid circles to make connections. Right click connections to delete them. See below for more detailed instructions.

The demo above allows you to create sequences of logic gates to see how they behave when connected to various inputs and outputs. Initially, you are presented with a simple on/off input and an output. To connect them, click and drag from the hollow circle on the right side of the on/off switch, and release the mouse when you are over the solid circle on the left side of the "output" block.

For each of the logic gates, outputs are hollow circles, and inputs are solid circles. Our "on/off" switch and "output block" aren't actually logic gates, but they are required because they give us the 1s and 0s needed to see how the gates behave. Click the on/off switch and see what happens. It turns yellow. This is our way of differentiating between 0 (off) and 1 (on).

To add a new logic gate, or an additional input or output block, choose from the dropdown menu and then click "add node". The new node will be placed in the top left hand corner, and you can drag it to your desired position. To delete nodes, click the small cross in the top right corner of its enclosing box. To remove connections, you can click on the input (solid circle) and drag away and release, or alternatively you can right click anywhere on the connection.

If you need more space, click on the "Full screen mode" button which will increase the size of the workspace to fill the size of the window. Additionally, you can rename an output by double clicking on its label.

NOT Gate

The NOT gate is also known as an inverter because the output is the exact opposite of the input. It has one input and one output. The two possibilities are written out in the table below. Tables listing all logical possibilities like this are known as truth tables.

AND Gate

The AND gate has two inputs and one output. The output is 1 if both inputs are 1, and for all other cases the output is 0.

NAND Gate

The NAND gate behaves in the opposite fashion to an AND gate. You can think of it as an AND gate followed immediately by a NOT gate. Its output is 0 when the two inputs are 1, and for all other cases, its output is 1. The name NAND comes from joining NOT and AND. The symbol for NAND is the same as that for AND except for the addition of a small circle on the right side.

OR Gate

The OR gate has two inputs and one output. If at least one of the inputs is 1, then the output will be 1. If neither input is 1, the output will be 0.

NOR Gate

Just as the NAND gate could be thought of as an AND followed by a NOT, a NOR can be thought of as an OR also followed by a NOT.

XOR Gate

With an OR gate, if both inputs were 1, the output was 1. However, with an XOR, (exclusive OR), if both inputs are 1, the output is 0. For all other scenarios, the XOR behaves the same as the OR.

Credits

If you've found this educational demo helpful, please consider supporting us on Ko-fi.

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A free, simple, online logic gate simulator. Investigate the behaviour of AND, OR, NOT, NAND, NOR and XOR gates. Select gates from the dropdown list and click

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Cambridge GCSE Computing Online - supporting the GCSE in Computing Science from OCR

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Cambridge GCSE Computing Online - the home of Computer Science teaching and assessment with OCR and Cambridge University Press

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Systems

Software

Networks

Algorithms

Data

ELCEC

Ethical, legal, cultural and environmental concerns

Programming

Revision

Revision Guide

Exam Dates

Exam Dates 2020

J276/1 Computer systems 1 h 30 min 11th May am

J276/2 Computational thinking, algorithms and programming 1 h 30 min 14th May pm

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Learnlearn.uk - GCSE Computer Science Theory

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Ethical, legal, cultural and environmental concerns Revision Guide J276/1 Computer systems 1 h 30 min 11th May am J276/2 Computational thinking, algorithms and programming 1 h 30 min 14th May pm

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ANNOUNCEMENT

COVID-19 restrictions: Current restrictions mean most face-to-face course bookings are on hold until further notice. Our wide range of remote and online courses are not impacted by these restrictions. You can also visit our home teaching page to see an extensive list of free, high quality materials for teachers and parents.

Curriculum > KS4

The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons. Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences. Lessons must be taught in numerical order.

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The Teach Computing curriculum is structured into units for each year group, and each unit is broken down into lessons. Units can generally be taught in any order, with the exception of programming, where concepts and skills rely on prior knowledge and experiences. Lessons must be taught in numerical order.

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If you are vulnerable to SQL Injection, attackers can run arbitrary commands against your database. Ready to see how? → %>

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A platform for public participation in and discussion of the human perspective on machine-made moral decisions

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https://python-games.netlify.app/

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Cambridge GCSE Computing Online - supporting the GCSE in Computing Science from OCR

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Cambridge GCSE Computing Online - the home of Computer Science teaching and assessment with OCR and Cambridge University Press

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Trinket lets you run and write code in any browser, on any device.

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Computer science quizziz from John bridgeman

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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THE education site for computer science and ICT

Trusted by more than 3000

schools around the world

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Have Questions?
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Computer Science learning for school students

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If you want to teach or learn GCSE, Key Stage 3 and A level computer science then come over and have a look at what we have. We have tons of free material as well as professional schemes of work for teachers.

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Next OUCC Challenge: 15th - 19th January 2024

The Bebras Computing Challenge introduces computational thinking to students.
It is organized in over 60 countries and designed to get students all over the world excited about computing.
Last November over 365,000 students took part in the UK, and over 3 million worldwide.
Each participant answer questions that focus on computational and logical thinking.
It is completed online in your own school.

What teachers say about the challenge:
"I just want to say how much the children are enjoying this competition. It is the first year we have entered, and I have students aged 8 to 11 participating in my Computing lessons, with some of our older students also taking on the challenges. It is really helping to challenge their thinking, and they are showing great determination to try and complete each task! Also fantastic to find something that works on our iPads, as most puzzles of this kind are flash based."

"Our students completed the challenge this morning, I just wanted to say thank you for running this. It's a brilliant idea!"

The Challenge is available for the following age groups:

* Kits and Castors can enter individually or as a small team (up to 4)

Anyone within these groups can participate; it does not matter if they are language students or born mathematicians! The questions only require thinking skills.

The aim of the Challenges:

Solve as many problems as you can in 40 minutes.
You are not expected to finish!

The problems come in three levels of difficulty: A, B and C.
The "A" problems are the easiest. "C" problems the hardest.
You can find a problem's difficulty in the problem overview before you click on it.
The difficulty of a problem determines how it will be scored.

The scoring rules are as follows:

Our Carbon Footprint:

Our computing based system requires no paper to be posted between schools and our offices as everything is done electronically. The data centre that hosts UK Bebras obtains its electricity from wind farms. When the wind doesn't blow the energy comes from the grid but when it does blow there is more than enough for the servers and the excess is returned to the grid. The net result is that UK Bebras is using 100% wind energy overall. The heat from cooling the servers, when everyone is beavering away, is used to heat buildings in the neighbourhood.

[ terms and conditions | privacy policy | info@bebras.uk ]

© 2018 - 2023 UK Bebras

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Next OUCC Challenge: 15th - 19th January 2024 The Bebras Computing Challenge introduces computational thinking to students. It is organized in over 60 countries and designed to get students all over the world excited about computing.Last November over 365,000 students took part in the UK, and over 3 million worldwide.Each participant answer questions that focus on computational and logical thinking.It is completed online in your own school.

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course: #examooc: gcse computer science for free

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#examooc: GCSE Computer Science for free

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This is the slimmed down, read-only version of exa.foundation's online course for GCSE Computer Science (9-1). This course contains a copy of the same learning content as the original course, but no assessment and grading content. This course has been created to facilitate easier access to each of the topics meaning that no login is required to view content.

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An Update...
I've been thinking recently about how to make Computer Science more accessible and appealing to a wider demographic. Many stereotypes about Computer Scientists need challenging. So I made a Computer Science Colouring Book!

There is the option of a free PDF which you can print at home, work or school. If you wish to support me by buying ready-made printed copies, these are available in the Computer Combat Cards shop or on Amazon priced at £5.99.

Regarding the educational card game - this was made partly for my 6-year-old son and partly for students and teachers of Computer Science. I wanted to see if it was possible to make a card game and it's been an incredible journey.

We've sold over 400 packs. Our packs have traveled to schools and universities all over the UK and further afield to Norway, Reunion Island, Canada, The U.S., New Zealand and Japan! We've also given away over 100 packs to students from low-income families.

Our students are hooked and it's generating quite a buzz. You can read some of the testimonials from other teachers here.

There are also lots of free resources now on the website such as:

The GCSE Computer Science Underground Map (shown above)

The Computer Science Colouring Book

Video tutorials showing how the cards can be used at home or in the classroom

Revision menus and lots more...

You can also enter the monthly prize draw for a free pack of Computer Combat Cards.

We've kept the prices of our packs at £7.99 per pack or you can order 10 packs for £69.99. I've also added the Little Book of Algorithms to the shop at only £4.99.

We deliver worldwide and hope to have our your order with you within 3 working days (Domestic) or 15 working days (International).

Thanks to all those who have supported these projects.

William Lau
Founder - Computer Combat Cards

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I've been thinking recently about how to make Computer Science more accessible and appealing to a wider demographic. Many stereotypes about Computer Scientists need challenging. So I made a Computer Science Colouring Book! There is the option of a free PDF which you can print at home, work or school.

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Involve students putting pen to paper

Review previous learning (See also Rosenshine)

Be completed in silence without any direction from the teacher

Be consistent in delivery format e.g. on paper or on the board as students come in

Take 3-5 minutes to complete

Many have asked for my bank of QFF Do Now's. I have included some examples here and here. However, I would say that QFFs are best designed by the teacher, as they should be based on your own students' misconceptions and will vary based on your sequencing. Some think it will take too long to make. After a year of making them, I can now modify existing QFFs in 5-10 minutes. Writing new ones take 10-20 mins at most.

For more on cognitive science and research-based practice visit:

Disclaimer: Whilst I embrace research, I also value experience. Context will shape your practice as will your own gut instinct as to what feels right. I'm a firm believer that there is no "single best way to teach" - if there was, there would be no innovation and no need for new theories. I think if you're reading this, you're open to improvement and hopefully open to the view that many of the techniques in the above texts will work but some may not.

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Involve students putting pen to paper Review previous learning (See also Rosenshine) Be completed in silence without any direction from the teacher Be consistent in delivery format e.g. on paper or on the board as students come in Take 3-5 minutes to complete Many have asked for my bank of QFF Do Now's.

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Computer Science lessons for Year 10 students - Oak National Academy

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Free online Computer Science lessons for Year 10 students

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World-class lesson plans, unit guides and teacher guides to help you teach computing.

If you would like to provide feedback on any of our resources, you can do so via this form or by emailing us at[email protected] .

Year 1

Programming A - Moving a robot

This unit introduces learners to early programming concepts. Learners will explore using individual commands, both with other learners and as part of a computer program. They will identify what each floor robot command does and use that knowledge to start predicting the outcome of programs. The unit is paced to ensure time is spent on all aspects of programming and builds knowledge in a structured manner. Learners are also introduced to the early stages of program design through the introduction of algorithms.

Computing Systems and Networks - Technology Around Us

Develop your learners' understanding of technology and how it can help them. They will become more familiar with the different components of a computer by developing their keyboard and mouse skills, and also start to consider how to use technology responsibly.

Creating Media - Digital Painting

Explore the world of digital art and its exciting range of creative tools with your learners. Empower them to create their own paintings, while getting inspiration from a range of other artists. Conclude by asking them to consider their preferences when painting with, and without, the use of digital devices.

Creating Media - Digital Writing

Promote your learners' understanding of the various aspects of using a computer to create and change text. Learners will familiarise themselves with typing on a keyboard and begin using tools to change the look of their writing, and then they will consider the differences between using a computer and writing on paper to create text.

Year 2

Programming A - Robot algorithms

This unit develops pupils' understanding of instructions in sequences and the use of logical reasoning to predict outcomes. Pupils will use given commands in different orders to investigate how the order affects the outcome. Pupils will also learn about design in programming. They will develop artwork and test it for use in a program. They will design algorithms and then test those algorithms as programs and debug them.

Data and Information - Pictograms

This unit introduces the learners to the term 'data'. Learners will begin to understand what data means and how this can be collected in the form of a tally chart. They will learn the term 'attribute' and use this to help them organise data. They will then progress onto presenting data in the form of pictograms and finally block diagrams. Learners will use the data presented to answer questions.

Computing Systems and Networks - Information Technology Around Us

How is information technology (IT) being used for good in our lives? With an initial focus on IT in the home, learners explore how IT benefits society in places such as shops, libraries, and hospitals. Whilst discussing the responsible use of technology, and how to make smart choices when using it.

Creating media - Digital photography

Through the lessons in this unit, learners will learn to recognise that different devices can be used to capture photographs and will gain experience capturing, editing, and improving photos. Finally, they will use this knowledge to recognise that images they see may not be real.

Creating Media - Making Music

Learners will explore how music can make them think and feel. They will make patterns and use those patterns to make music with both percussion instruments and digital tools. They will also create different rhythms and tunes, using the movement of animals for inspiration. Finally, learners will share their creations and compare creating music digitally and non-digitally.

Year 3

Programming A - Sequence in music

This unit explores the concept of sequencing in programming through Scratch. It begins with an introduction to the programming environment, which will be new to most learners. They will be introduced to a selection of motion, sound, and event blocks which they will use to create their own programs, featuring sequences. The final project is to make a representation of a piano. The unit is paced to focus on all aspects of sequences, and make sure that knowledge is built in a structured manner. Learners also apply stages of program design through this unit.

Computing Systems and Networks - Connecting Computers

Challenge your learners to develop their understanding of digital devices, with an initial focus on inputs, processes, and outputs. Start by comparing digital and non-digital devices, before introducing them to computer networks that include network infrastructure devices like routers and switches.

Creating media - Desktop publishing

During this unit, learners will become familiar with the terms 'text' and 'images' and understand that they can be used to communicate messages. They will use desktop publishing software and consider careful choices of font size, colour and type to edit and improve premade documents. Learners will be introduced to the terms 'templates', 'orientation', and 'placeholders' and begin to understand how these can support them in making their own template for a magazine front cover. They will start to add text and images to create their own pieces of work using desktop publishing software. Learners will look at a range of page layouts thinking carefully about the purpose of these and evaluate how and why desktop publishing is used in the real world.

Creating Media - Stop frame animation

During this unit, learners will use a range of techniques to create a stop frame animation using tablets. Next, they will apply those skills to create a story-based animation. This unit will conclude with learners adding other types of media to their animation, such as music and text.

Year 4

Computing systems and networks - The internet

During this unit learners will apply their knowledge and understanding of networks, to appreciate the internet as a network of networks which need to be kept secure. They will learn that the World Wide Web is part of the internet, and be given opportunities to explore the World Wide Web for themselves to learn about who owns content and what they can access, add, and create. Finally they will evaluate online content to decide how honest, accurate, or reliable it is, and understand the consequences of false information.

Creating media - Audio editing

In this unit, learners will initially examine devices capable of recording digital audio, which will include identifying the input device (microphone) and output devices (speaker or headphones) if available. Learners will discuss the ownership of digital audio and the copyright implications of duplicating the work of others. In order to record audio themselves, learners will use Audacity to produce a podcast, which will include editing their work, adding multiple tracks, and opening and saving the audio files. Finally, learners will evaluate their work and give feedback to their peers.

Creating media - Photo editing

In this unit, learners will develop their understanding of how digital images can be changed and edited, and how they can then be resaved and reused. They will consider the impact that editing images can have, and evaluate the effectiveness of their choices.

Year 5

Flat-file Databases

This unit looks at how a flat-file database can be used to organise data in records. Pupils use tools within a database to order and answer questions about data. They create graphs and charts from their data to help solve problems. They use a real-life database to answer a question, and present their work to others.

Computing systems and networks - Sharing information

In this unit, learners will develop their understanding of computer systems and how information is transferred between systems and devices. Learners will consider small-scale systems as well as large-scale systems. They will explain the input, output, and process aspects of a variety of different real-world systems. Learners will also take part in a collaborative online project with other class members and develop their skills in working together online.

Creating media - Vector drawing

In this unit learners will find out that vector images are made up of shapes. They will learn how to use the different drawing tools and how images are created in layers. They will explore the ways in which images can be grouped and duplicated to support them in creating more complex pieces of work. This unit is planned using the Google Drawings app other alternative pieces of software are available.

Creating media - Video editing

This unit gives learners the opportunity to learn how to create short videos in groups. As they progress through this unit, they will be exposed to topic-based language and develop the skills of capturing, editing, and manipulating video. Active learning is encouraged through guided questions and by working in small groups to investigate the use of devices and software. Learners are guided with step-by-step support to take their idea from conception to completion. At the teacher's discretion, the use of green screen can be incorporated into this unit. At the conclusion of the unit, learners have the opportunity to reflect on and assess their progress in creating a video.

Year 6

Creating Media - 3D Modelling

During this unit, learners will develop their knowledge and understanding of using a computer to produce 3D models. Learners will initially familiarise themselves with working in a 3D space, including combining 3D objects to make a house and examining the differences between working digitally with 2D and 3D graphics. Learners will progress to making accurate 3D models of physical objects, such as a pencil holder, which include using 3D objects as placeholders. Finally, learners will examine the need to group 3D objects, then go on to plan, develop, and evaluate their own 3D model of a photo frame.

Creating media - Web page creation

This unit introduces learners to the creation of websites for a chosen purpose. Learners identify what makes a good web page and use this information to design and evaluate their own website using Google Sites. Throughout the process learners pay specific attention to copyright and fair use of media, the aesthetics of the site, and navigation paths.

Computing systems and networks - Communication

In this unit, the class will learn about the World Wide Web as a communication tool. First, they will learn how we find information on the World Wide Web, through learning how search engines work (including how they select and rank results) and what influences searching, and through comparing different search engines. They will then investigate different methods of communication, before focusing on internet-based communication. Finally, they will evaluate which methods of internet communication to use for particular purposes.

Year 7

Impact of Technology - Collaborating Online Respectfully

A primer for learners on how to use the school network appropriately. This unit builds in time for teacher-led discussions on why appropriate usage is important, as well as allowing for opportunities to highlight online safety issues.

Using Media - Gaining Support for a Cause

Do you want your learners to change the world? Here's a good place to start. They will develop a deeper understanding of information technology and digital literacy by using their skills across the unit to create a blog post about a real world cause that they are passionate about and would like to gain support for.

Modelling Data - Spreadsheets

Introduce your learners to the wonderful world of spreadsheets and the concept of cell referencing. Ask them to collect, analyse, and manipulate data, before turning it into graphs and charts. Data is beautiful!

Networks: from semaphores to the Internet

Imagine a world without computer networks: there would be no more YouTube, Google, instant messaging, online video gaming, Netflix, and iTunes; no online shopping; no file sharing; and no central backups of information. This unit begins by defining a network and addressing the benefits of networking, before covering how data is transmitted across networks using protocols.

Programming essentials in Scratch: part I

This unit is the first programming unit of KS3. The aim of this unit and the following unit (Programming II) is to build learners' confidence and knowledge of the key programming constructs. Importantly, this unit does not assume any previous programming experience, but it does offer learners the opportunity to expand on their knowledge throughout the unit. The main programming concepts covered in this unit are sequencing, variables, selection, and count-controlled iteration. All of the examples and activities for this unit use Scratch 3.

Programming essentials in Scratch: part II

This unit begins right where 'Programming I' left off. Learners will build on their understanding of the control structures' sequence, selection, and iteration (the big three), and develop their problem-solving skills. Learners will learn how to create their own subroutines, develop their understanding of decomposition, learn how to create and use lists, and build upon their problem-solving skills by working through a larger project at the end of the unit.

Year 8

Computing systems is online

This unit takes learners on a tour through the different layers of computing systems: from programs and the operating system, to the physical components that store and execute these programs, to the fundamental binary building blocks that these components consist of. The aim is to provide a concise overview of how computing systems operate, conveying the essentials and abstracting away the technical details that might confuse or put off learners.The last lessons cover two interesting contemporary topics: artificial intelligence and open source software. These are linked back to the content of the unit, helping learners to both broaden their knowledge and focus on the topics addressed in the unit.

The unit assumes no prior knowledge. There are, however, links to the 'Representations' units taught in Years 8 and 9 and the 'Networks' units taught in Years 7 and 8.

Representations: from clay to silicon

Humans use symbols to record, process and transmit information. Introduce binary digits to your learners as the symbols computers use to perform these tasks and focus on the representation of text and numbers.

Programming: Mobile app development

Today, there's an app for every possible need. With this unit you can take learners through the entire process of creating their own mobile app, using App Lab from code.org. Building on the programming concepts learners used in previous units, they will work in pairs to perform user research, design their app, write the code for it, before finally evaluating and publishing it for the world to use.

Introduction to Python Programming

This unit introduces learners to text-based programming with Python.
The lessons form a journey that starts with simple programs involving input and output, and gradually moves on through arithmetic operations, randomness, selection, and iteration. Emphasis is placed on tackling common misconceptions and elucidating the mechanics of program execution.
A range of pedagogical tools is employed throughout the unit, with the most prominent being pair programming, live coding, and worked examples.
The Year 7 Programming units are a prerequisite for this unit.

Developing for the web

In this unit, learners will explore the technologies that make up the internet and World Wide Web. Starting with an exploration of the building blocks of the World Wide Web, HTML, and CSS, learners will investigate how websites are catalogued and organised for effective retrieval using search engines. They will also consider the hidden network technologies that protect us from the threats that a connected world brings, as well as looking at the impact of these services and technologies.

Year 9

Data science

In this unit, learners will be introduced to data science, and by the end of the unit they will be empowered by knowing how to use data to investigate problems and make changes to the world around them. Learners will be exposed to both global and local data sets and gain an understanding of how visualising data can help with the process of identifying patterns and trends.

Python programming with sequences of data

This unit introduces learners to how data can be represented and processed in sequences, such as lists and strings. The lessons cover a spectrum of operations on sequences of data, that range from accessing an individual element to manipulating the entire sequence. Great care has been taken so that the selection of problems used in the programming tasks are realistic and engaging: learners will process solar system planets, book texts, capital cities, leaked passwords, word dictionaries, ECG data, and more.

A range of pedagogical tools are employed throughout the unit, with the most prominent being pair programming, live coding, and worked examples. The Year 7 and 8 Programming units are prerequisites for this unit. It is assumed that learners are already able to write Python programs that display messages, receive keyboard input, use simple arithmetic expressions, and control the flow of program execution through selection and iteration structures.

Cybersecurity

This unit takes learners on a journey of discovery of techniques that cybercriminals use to steal data, disrupt systems, and infiltrate networks. The learners will start by considering the value their data holds and what organisations might use it for. They will then learn about social engineering and other common cybercrimes, and finally look at methods to protect against these attacks.

Representations: going audiovisual

In this unit, learners will focus on making digital media such as images and sounds, and discover how media is stored as binary code. You will draw on familiar examples of composing images out of individual elements, mix elementary colours to produce new ones, take samples of analogue signals to illustrate these ideas, and then bring all these things together to form one coherent narrative. The unit has a significant practical aspect; you will use design software (GIMP and Audacity in this case) to manipulate images and sounds. This will help you to understand how the underlying principles of digital representations are applied in real settings.

Years 10 & 11

Data Representations

This unit allows learners to gain the understanding and skills required for the data representation sections of the GCSE computer science exam. First, learners look at binary and hexadecimal numbering systems, how they work, and how to convert between bases. Then, learners explore different coding systems and find out how text, images, and sound are represented in computers. All lessons include worksheets to allow learners to explore each topic through practical application.

IT and the World of Work

The world of work has been transformed by the use of information technologies. Learners must be able to identify how the modern structure of the workplace will impact their future lives. This unit will facilitate a deeper comprehension of the methods employed by organisations and the impact the use of IT in the working environment has on all stakeholders.

Networks

This unit guides learners to gain an understanding of computer networks as required for GCSE Computer Science. It starts by defining what networks are and where we find them in our modern world. Then, learners look at the hardware involved in creating networks. In this unit, you will use Raspberry Pi computers to create a network and demonstrate to learners how data is shared across networks.

Security

This unit enables students to gain knowledge and understanding of the range of cybersecurity threats impacting the world, our organisations, as well as us as individuals. Learners will explore security measures that can be put in place to protect networks and your data against different forms of automated and non-automated forms of attack. Once they have understood the impact of cybercrime, they will be inspired to be part of the solution, when they learn about the potential for lucrative and fulfilling careers in cybersecurity.

Spreadsheets

In this unit, learners will gain an understanding and knowledge of how to use spreadsheets to store and manipulate data, how to use common functions, and how to extract data to create visual representations using charts. Learners will use spreadsheets to track and calculate income, make predictions, and answer "what if...?" questions. It is assumed that learners have had some experience of spreadsheets at KS3 level and therefore know how to use cell references, fill colours, and borders, and are familiar with the basic functions, e.g. SUM, AVERAGE, MAX, and MIN.

Online Safety

As most learners will already have some form of online presence and familiarity with online spaces, the purpose of this unit is for them to start thinking more critically about how they, and others, conduct themselves online. Learners will also be asked to discuss key debates around the online world, such as the extent of their right to privacy, and which powers should be granted to organisations and states. As much as possible, learners should be encouraged to develop their own ideas and opinions in order to become engaged citizens when it comes to online rights.

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World-class lesson plans, unit guides and teacher guides to help you teach computing. If you would like to provide feedback on any of our resources, you can do so via this form or by emailing us at[email protected] . Programming A - Moving a robot This unit introduces learners to early programming concepts.

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Clear Revise - OCR Computer Science J277 | PG Online

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A new generation of illustrated revision and practice guides for GCSE.

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Logic gate explanation amongst other bits

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Computer Science GCSE GURU is a popular and free revision website for anyone studying or teaching Computer Science GCSE.
Created by experienced teachers, this website contains Computer Science Theory, Quizzes, News, Resources and a Glossary of key terms - all useful for students studying the AQA, OCR, Edexcel, CIE or Eduqas GCSE or IGCSE in Computer Science.

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Computer Science GCSE GURU - Revision, Quizzes and Resources

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Computer Science GCSE GURU is a popular and free revision website for anyone studying or teaching Computer Science GCSE. Created by experienced teachers, this website contains Computer Science Theory, Quizzes, News, Resources and a Glossary of key terms - all useful for students studying the AQA, OCR, Edexcel, CIE or Eduqas GCSE or IGCSE in Computer Science.

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Product Description

Our Computer Science GCSE Revision Guides are the perfect learning aid for the new computer science specification. The ideal alternative to text-heavy revision guides, our Computer Science Pocket Poster simplifies difficult topics into bite-size chunks of information to improve students' understanding and confidence.

Additional features

Our Computer Science revision guides also come with a FREE digital app that includes over 600 assessment questions! The app is a complementary addition to the book, which can be used to reinforce students' understanding of each topic. Available on computers, tablets and smart phones, our Computer Science Pocket Poster and digital app make learning easy and accessible for all students, whether that's at school, at home or on the go!

Titles Included:

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GCSE Computer Science Revision Guide - Computer Science Pocket Poster

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Our Computer Science GCSE Revision Guides are the perfect learning aid for the new computer science specification. The ideal alternative to text-heavy revision guides, our Computer Science Pocket Poster simplifies difficult topics into bite-size chunks of information to improve students' understanding and confidence.

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Cyber challenges

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Between 2017 - 2021 Cyber Discovery helped discover and develop the UK's most talented cyber defenders

young people in the UK took part in the Cyber Discovery programme.

schools in the UK took part in the Cyber Discovery programme.

of participants* said that Cyber Discovery helped them secure a job in cyber security.

female participation. That is 13% higher than the total % of girls taking Computer Science at GCSE at the time.

*who took part in our careers survey

Learn more about the programme that introduced 13 to 18 year-olds to cyber security

Cyber Discovery was created as a free, extracurricular programme to inspire secondary school students to try cyber security while providing a stepping stone to this essential industry through real-world training.

From landing their first jobs to joining a community of friends, hear how Cyber Discovery impacted students' lives

"It's an amazing platform that made me very interested in the field of cyber security, as well as opening career prospects that I would have never known about otherwise or felt confident enough to pursue. I knew little to nothing about cyber security before Cyber Discovery, and in some ways, it has changed my life."

"My experience in the program has been amazing. I went into Cyber Discovery knowing absolutely nothing in cyber, and came out the other side a 3-time Elite Student, 1 GIAC Certification, 86.67% in SANS Foundations and knew loads more than I thought I could learn from an online program. Thank you.

Read about more Cyber Discovery students' experiences in this blog.

Cyber Discovery brought together a community of like-minded young people

Cyber Discovery didn't just empower students with cyber security skills; it also allowed them to share a common interest and make friends from different backgrounds. During the programme students built their own Cyber Discovery Discord where they collaborated on challenges, shared tips or advice, and made life-long friends.

Discuss a programme with us

"The community was very encouraging and everyone was nice. I felt very welcome and made lots of friends. It was somewhere I could express my passion for computing and not be judged for it."

Read through the external evaluation of Cyber Discovery

Cyber Discovery engaged a greater proportion of ethnic minority participants than sit computer science school exams.

Students generally had a very positive view of cyber careers, with most (80%) agreeing that they were suitable for someone like them.

Industry experts generally felt it was possible that the programme could contribute towards longer-term impact and closing the cyber security skills gap.

Download report

Students formed comprehensive cyber security skillsets through free training with industry-respected resources

Cyber Discovery students were introduced to the fascinating world of cyber security through several learning stages. Those who progressed through the programme encountered hundreds of hours worth of thrilling cyber security challenges, hands-on labs and self-paced learning materials through the CyberStart and SANS Foundations platforms.

CyberStart

In this stage of the programme, known as CyberStart Game, Cyber Discovery students gained access to CyberStart - the most proven gamified cyber security training platform for young adults. Through hundreds of progressive cyber security challenges and engaging resources, students jumped into the exciting world of a cyber agent, learning to investigate crimes and catch criminals using many real cyber security techniques.

Learn more

Advanced Training & Events

The final phase, known as CyberStart Elite, gave students the opportunity to undertake more advanced cyber security training, both remotely and at face-to-face camps. During live events, students made friends with like-minded people, gained invaluable training from industry experts and showcased their skills while competing in an exciting capture the flag competition.

SANS Foundations

In this stage of the programme, known as CyberStart Essentials, Cyber Discovery students who showed an aptitude for the challenges in CyberStart were invited to participate in SANS Foundations. Students advanced their security and computer skills through hands-on labs, engaging video tutorials created by experts, and a final GIAC exam to prepare them for employment.

Learn more

World-class cyber security training provided through premium programme delivery

Promotion

With an expertise of the channels and campaigns that convert a Gen Z audience, the CyberStart team inspired 100,000+ students to give cyber security a try, significantly surpassing our original goal of just 4000 students! From hobbyist students through to complete newcomers, the CyberStart team created a bespoke evidence-based promotional plan to ensure the programme reached a wide audience. Users were targeted both directly and via their schools, magnifying the search for talent in this programme.

Registration

A bespoke GDPR compliant registration system was developed for Cyber Discovery to safely collect and securely store user data for programme management and communication with users, efficient data analysis, and custom reporting to meet government requirements which was capable of scaling to millions of users.

Reporting

From week-to-week progress reports to in-depth data analysis after each annual intake, the data collected at registration allowed for comprehensive insight into the students taking part in the programme. An expert team of data analysts provided recommendations on programme structure, recruitment methods, and identified trends in talented students to help improve the programme year on year.

Recognition

Cyber Discovery offered students the opportunity to validate and earn recognition for the skills they learnt during the programme. A process formed to engage and celebrate students through personalised certificate distribution, digital badges to recognise achievement milestones and partnerships with PR agencies to amplify participants' success.

User Support

World-class in-product tech support is provided for each product student's access, plus overall programme support. Infrastructure is set up to provide an enhanced level of support that can cater to huge volumes of enquiries and questions. CyberStart's friendly and knowledgeable support team goes above and beyond to ensure that any questions, issues or troubleshooting requirements are resolved quickly and efficiently.

Students loved being part of Cyber Discovery

"I have always been fascinated by both technology and problem solving; the programme combined these two interests in a way that had me instantly hooked."

"Excellent resources, a really well thought out, varied, stimulating, challenging, fun activity for the students."

"I have never really come across anything that goes from the complete basics to the advanced levels like Cyber Discovery does, and the impact it has had on my life is massive."

"Cyber Discovery is the best cyber security learning platform I've seen. Great materials, beautiful presentation, level of challenges just right!"

Are you a student looking to try something like Cyber Discovery? Play some free challenges and learn more here.

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The free programme that empowered over 100,000 young people to try cyber security

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Cyber Discovery was a four-year national schools programme in the UK funded by the Department for Digital, Culture, Media and Sport.

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Dive full of computer science and ICT materials
@mrgibsonict

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The new year began with the unwanted news that another round of school closures was necessary for containing the spread of COVID-19.

Our Chair, Professor Simon Peyton Jones, believes that the NCCE is in great shape to support the education community at this difficult time:
"Learning from home presents all of us, teachers, students, and parents, with new challenges. So it helps to have some ideas, activities, and resources to approach those challenges. The National Centre for Computing Education is offering just that for computing: the Teach Computing Curriculum is a comprehensive set of teaching resources, grounded in educational research, classroom tested, mapped to the National Curriculum and GCSE syllabi, 100% free, and available in soft-copy so that you can adapt and change them."
To support teachers, parents, and students with home learning, our subject experts have gathered together an extensive, high-quality selection of computing education materials, all of which are free to access.

Teach remotely with our classroom resources

Teach Computing Curriculum

Our curriculum contains everything you need to teach computing at Key Stages 1 to 4, including lesson plans, slides, worksheets, homework and assessment.

All of the content is free, and has been created by subject experts, based on the latest pedagogical research and teacher feedback. It also provides an innovative progression framework where computing content (concepts, knowledge, skills, and objectives) has been organised into interconnected networks we call learning graphs. You can get an overall view of progression using our curriculum journey poster.

Oak National Academy

If you're looking for free computing video lessons to complement your remote teaching, visit our partners Oak National Academy.

All the KS2-4 computing lessons on their site have been created by our team and are based on the units from our Teach Computing Curriculum.

KS2 (ages 7-11) | KS3 (ages 11-14) | KS4 (ages 14-16)

Isaac Computer Science

If you're looking for A level resources, or bridging material for GCSE, check out Isaac Computer Science: our online learning platform for A level computer science teachers and students.

You can access a huge range of time-saving learning materials that covers the full A level computer science curriculum for the AQA and OCR exam boards.

Set questions for your students and our system will mark it and give you a detailed breakdown of their progress. Isaac Computer Science is great for supporting remote teaching, homework, and revision sessions, and helps you to quickly identify areas where students can improve.

Hello World Magazine

There's a whole issue of the free computing education magazine Hello World dedicated to teaching remotely. Download the free PDF and see what practices other computing teachers recommend.

Learn about computing from home

Alongside our home teaching resources above, we have collated a variety of useful websites that can support parents and students with learning about computing from home.

Primary

Secondary and GCSE

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Teach remotely or learn from home with the NCCE - Teach Computing

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Providing resources, training and support for teaching Computing in primary and secondary schools and colleges from Key Stage 1 through to A Level

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content creator who has 4 downloadable workbooks for free and other content to purchase. @nichola_wilkin

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A personal note from Nichola

I am happy to help out teachers during this difficult time but I am making a personal plea. I create resources full time, this is my only form of income and I am scared about what is going to happen during the school shut down. I am not lucky enough to have another job which is going to continue to pay me whilst this crisis is happening and there seems no help for self-employed workers at this time and yet I still have to pay my mortgage, bills etc.

Please take these free resources and use them to help your pupils who are working from home, I am happy to help. And I ask, if you could spend a few minutes of your time looking through my other I would be very grateful and if you could see your way of purchasing any of these resources in readiness for September, that would be great. Please purchase them sooner rather than later as this website may not be here in September if I am forced to close my business that I have worked so hard in building over the past 8 years.

I am sorry to have to ask for your help, but this is an uncertain time for us all and I would not ask unless I needed to.

GCSE Computer Science

These handouts can be used for year 9 and 10. They have been designed so they can be emailed out to students to either fill in electronically, print at home or can be printed at school and posted to pupils who do not have the facilities to print at home or fill them in electronically. They include links to videos and activities to complete including answering questions, and revision tasks and some practise exam questions.

These workbooks have been updated to allow pupils to fill them in electronically so they can be submitted via a VLE or emailed to you for feedback.

Python Activities for KS3 and GCSE Computer Science

I am giving away 1/3 of the challenges from my book " Python by Example: Learning to program in 150 challenges " which is available to purchase from . I have split the book into separate sections and include each as a PDF which can be emailed home and include the answers in a separate document.

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Working From Home - Coronavirus | Nichola Wilkin Ltd

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I am happy to help out teachers during this difficult time but I am making a personal plea. I create resources full time, this is my only form of income and I am scared about what is going to happen during the school shut down.

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CGP makes the UK's most popular educational books for KS1, KS2, SATS, 11+, KS3, GCSE and A-Level - they're used in 9 out of 10 UK schools! We cover Maths, Science, English, History, Geography, French... you name it. And it's not just Revision Guides - our huge range has everything students need for exam preparation and study throughout the course.

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OCR GCSE Computer Science (9-1) (from 2020) qualification information including specification, exam materials, teaching resources, learning resources

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Lots of revision Resources including the ones for J277. @Gripweed1

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Scheme of work and content creator @MrAColley

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Codebreaker & Algorithm a Day

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101 Computing - Boost your programming skills!

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Hundreds of computing challenges to boost your programming skills: Python Challenges, HTML, CSS and JavaScript Challenges, BBC microbit challenges, Computer Science concepts.

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Creator of high quality, engaging teaching resources to support the delivery of Computer Science, Computational Thinking and Digital Competence!

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Discover what the CyberFirst Schools / Colleges scheme is doing for young people interested in cyber security.

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A magazine where the digital world meets the real world.

Welcome to the fun side of computer science! Explore how computer science is also about people, solving puzzles, creativity, changing the future and, especially having fun. All cs4fn articles are archived here.

Read all about computer science research and find out what excites computer scientists here or via our blog.

Learn about computing while teaching yourself magic tricks perhaps?

Find out how women's research has been at the centre of computing from the start and still is.

If you like puzzles then have a go at some of our computational thinking puzzles and read about the linked computer science

Use Last One In to find what's new. Browse using the Site Map or wander aimlessly in the maze. Thinking of doing CS, but not sure what it's all about? - Try our interactive guide.

If you have any comments or ideas for things we can put into cs4fn then email us at cs4fn@eecs.qmul.ac.uk

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Use Last One In to find what's new. Browse using the Site Map or wander aimlessly in the maze. Thinking of doing CS, but not sure what it's all about? - Try our interactive guide.

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The free online learning platform for GCSE and A level Computer Science students and teachers. Discover our computer science revision and homework questions today.

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Multiple choice computer science questions

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Project Quantum - A Collection of Computing Quizzes

Project Quantum is an ambitious project to crowd source a bank of high quality multiple choice questions for assessing computing in schools, developed jointly by Computing At School, The Centre for Evaluation and Monitoring (CEM), Cambridge Assessment and the Diagnostic Questions team.

The questions have been grouped into the three main elements of national curriculum computing:

Computer science (foundations)

Information technology (applications)

Digital literacy (implications)

The quizzes in most topics have been developed in sets of three. One quiz can be used as a baseline; one quiz can be used as formative assessment during teaching, perhaps as 'hinge' questions between the introduction of a concept and a practical activity; the last quiz could be used later to check that pupils have understood the content.

Every quiz and question here can also be located using the navigation features of Diagnostic Questions. Individual questions are available via the questions tab. Individual quizzes are available via the quizzes tab.

This collection page will be updated frequently with new quizzes, so please keep checking back!

As a teacher, for every question you can see:

Data on how many students have answered this question, how many chose each answer, and what explanations they gave.

A per-question professional dialogue thread, which allows you to offer constructive feedback to the author.

It is also easy for you to write new questions or group existing questions into quizzes.

The following graphics show the number of computing questions and quizzes created over time and the number of active students and teachers.

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Project Quantum - A Collection of Computing Quizzes Project Quantum is an ambitious project to crowd source a bank of high quality multiple choice questions for assessing computing in schools, developed jointly by Computing At School, The Centre for Evaluation and Monitoring (CEM), Cambridge Assessment and the Diagnostic Questions team.

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Teaching London Computing: A RESOURCE HUB from CAS LONDON & CS4FN

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Find activities for learning about Computer Science in fun ways on this site (see the menus above).

Read fun stories about Computer Science research, history, diversity, news and more on our sister cs4fn blog site.

Supporting Diversity in Computing
Download our diversity posters

Supporting Secondary Education

Supporting Primary Education

Read our 'A Bit of CS4FN' magazine (for primary kids)

Industry Volunteering

If you are in industry and wish to help, see our ideas for volunteering.

Teaching London Computing supports Computing teachers in London and beyond (we hope our resources help you where ever you are) providing workshops and free classroom resources . It is a resource Hub for CAS London: the Computing at School Regional Centre.

We provide resources and workshops, and help teachers to do the same. Those who use them then share them with other teachers so spreading the understanding and reinforcing the learning. Other teachers can provide a supportive environment to improve your understanding.

The best way to learn as a teacher is to teach other teachers!

Teachers: What can I do?

Read, and share, the linked stories in our inspiring computer booklets.

Go to the meetings of your nearest CAS Hub. Find them using the postcode finder on the CAS website or contact us for help.

Get 1-1 support from a local CAS 'Master' Teacher. Find them using the postcode finder on the CAS website or contact us for help.

Demonstrate the activities and share what you have learnt with other teachers in your school (then tell us about it!). If you want help ask us.

Deliver one of our or to your local teachers.

Start a CAS Hub in your local area (contact us for advice).

Teaching London Computing is the sister site to cs4fn. It was originally set up by Paul Curzon, William Marsh, Peter W McOwan, Sue Sentance and Mary Webb as a partnership between Queen Mary University of London and King's College London to provide support for teachers. It is now run by Paul Curzon.

We were originally provided funding through the London Schools Excellence Fund and the London Schools Excellence Legacy Fund from the Mayor of London and the Department for Education (2013-2017) and we work closely with Computing At School. More recently cs4fn as a whole is funded by EPSRC.

Google has in the past provided extra support for our work through their CS4HS programme.

We are also working with Hertford College, University of Oxford on Interdisciplinary Computing resources.

A range of our resources have been integrated in the national Tenderfoot programme training teachers, and used by the National Centre for Computing Education as well as a variety of other organisations.