10-WEEK COURSE ON TEACH ING COMPUTING TO GCS E
This course is for teachers who have undertaken our Teaching Computing to KS3 Course, or who have preferably
some experience of programming in their degree or another course, even if they are very rusty.
Our courses take place at the end of the school day at Anglia Ruskin University, or at a local school who is able to
host the course (in exchange for some free places). The course is divided into two sections: Theory (1 hour) and
Programming (1 and a half hours).
OUTLINE
Week No
Computing Theory ( 1 hour)
Programming in Python (1.5 hours)
1
Structure of the course
Introduction to Binary
Variables/assignment
2
More binary logic/hex
Assignment/Selecion
3
Truth tables/logic diagrams
Selection/While loops
4
Structure of the processor
While loops/For loops
5
Algorithms and Dry Runs
For loops/Lists
6
The internet/ Networking
Functions
7
The internet/ HTML and CSS
Files
8
Database theory
Databases
9
GCSE Controlled Assessment Tasks
Databases
10
GCSE Controlled Assessment Tasks
Consolidation
Outline session plans for each session are given below. Powerpoint presentations that we have used are included
later.
Teaching Computing to GCSE Level with Python
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SESSION 1
This session consists of the following topics:
-
Introduction to the course
Introduction to binary and binary arithmetic
Introduction to programming in Python
Time
(mins)
5
10
15
Activity
Resources
Introductions
Background to GCSE Specifications
Binary Counting activity
Teachers take part in activity designed for students similar to that
shown at http://csunplugged.org/binary-numbers wherby
volunteers from amongst the teachers hold up cards with the
number of dots representing the place values and others in the
class help them to count in binary. It's a good ice-breaker as they
need to learn each others’ names.
Powerpoint slides
6*A4 paper/card with
these numbers of dots
on – 1,2,4,8,16
6*A4 paper/card with 1
on one side and 0 on
the other
Graduate from dots to the paper with 1 on one side and 0 on
another then repeat the exercise. Alternate counting with asking
the other teachers to pick numbers.
We also demonstrate other good techniques for teaching,
including Finger Binary and the Cisco Binary Game (see the
Resources section).
10
Example questions on binary to denary conversions and vice versa
10
Binary addition
Explanation using whiteboard and slides
Basic rules of binary addition with some examples given
10
Binary addition exercises
10
30
SHORT BREAK
Introduction to Python programming
In the programming session, the first thing we do is get our
delegates to register at http://www.pythonschool.net if they
haven't done so already.
Powerpoint slides
(displayed or printed
out)
Binary addition
worksheet
In the first session start by demonstrating a simple hello world
program and writing a program to input name and age. This
introduces
- the print and input functions
- the use of variables (We use a labelled box to illustrate the
idea of a variable)
- the use of the int function to convert a string to an integer
- string and integer data types
Teaching Computing to GCSE Level with Python
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30
After about 20-30 minutes of demonstration and copying, we give
teachers 30 minutes to work through the exercises on our Python
website:
http://www.pythonsummerschool.net/dayoneadditionalexercises/
(Basic exercises 1-7 at the bottom of this page). We circulate and
help out (there are two of us).
Some teachers want to go over the demonstrated material again
so we provide sets of headphones so that they can watch and
listen to the videoed tutorials going over the same material.
20
Recap and answer questions
Explain .format to output string output
Homework
We always stress how important it is to practise programming between sessions. This week it is by completing as
many exercises as possible in the Basic Exercises section. Our greatest concern with these sessions is that teachers
are not finding the time to work on material between sessions.
Teaching Computing to GCSE Level with Python
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SESSION 2
This session consists of the following topics:
-
Hexadecimal numbers
Storing text: ASCII and Unicode
Variables and assignment in Python
Introduction to the IF statement
Time
(mins)
10
Activity
Resources
Past papers
5
Starter exercise
Binary and binary addition question from a past paper
Comparision of two specifications on this topic (very similar)
10
Explanation of hex numbers – use board
Powerpoint slides
10
Work through examples of hex to binary and binary to hex conversions
Hex worksheet – teachers to work through; go over answers
Worksheet
10
10
5
Discuss methods of converting hex to denary and denary to hex
This may be more difficult for teachers to do
Final slide gives a few examples to sum up whole topic. Teachers do
exercises then discuss answers
Coding text – using ASCII and Unicode
Discuss difference between data types and ASCII as a coding system.
Show Insert Symbol in Word to look at codes for particular characters
ASCII worksheet – question 1 only
10
15
BREAK
Programming
Recap concepts from previous week
- variables, data types (integer and string), assignment
Recap Python key words and functions
- print, input, int, format
10
Use chr() and asc() to write a program to convert characters to ASCII
codes and vice versa
Discuss algorithm needed for binary to denary convertor (in pairs)
Teachers to implement themselves (in pairs)
20
20
Also try: Currency convertor
Exercises from http://www.pythonschool.net
10
Before close of session, point to next week’s work on IF statement with
short demontration
Powerpoint slides
Powerpoint slides
Worksheet
ascii.py
http://www.python
school.net
Homework: to do the denary to binary convertor
Teaching Computing to GCSE Level with Python
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SESSION 3
This session consists of the following topics:
-
Binary Logic
Truth Tables
Drawing Logic diagrams
The IF Statement in Python
Introduction to the while loop (if time)
Time
(mins)
10
Activity
Resources
Starter: binary and hex conversion from last week
5
Background to GCSE Specifications (only OCR specification
covers this topic; AQA does not)
Binary logic and truth tables introduction
Practical demonstration – use examples such as “Wearing
glasses” & “Lives in Essex” to look at effect of AND and OR
statements (Stand up/Sit Down exercise)
Revision sheet from last
week
Powerpoint slides
10
Move from practical demo to truth table for AND
10
10
15
Work through Truth Table sheet for AND, OR, NOT with
extension material for NAND, NOR, XOR (not needed for GCSE
but good to know).
Introduce http://logic.ly . There is a “Try online” option that
Truth table worksheet
Give out worksheet (3 parts) with up to 6 exercises to complete
creating truth tables from logic diagrams.
Logic diagram
worksheet
http://logic.ly
Teachers can work through these in pairs; facilitator helps
Make answers available during break if short of time to go
through all exercises
10
15
BREAK
Warm up exercise (during break): Code with errors – can you
spot 7 errors
Programming
Introduce the IF Statement (if not started earlier).
Python program with
errors
Weather.py
Give weather example: if it is raining etc.
Talk through program and develop more options using elif and
else
Discuss common errors
20
20
Programming practice
Write program to give a grade for a mark. Teachers to work out
algorithm first on paper (in pairs) then implement (in pairs or
separately)
Go through correct program together
Work through other programs using IF:
- Scores of football games
- Currency conversion (developed from previous session)
Teaching Computing to GCSE Level with Python
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Grades.py
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15
- Password program
- Others on http://www.pythonschool.net
Usually, the password program leads on to a discussion about
while loops
password.py
Work through while loop for password program altogether to
allow the program to repeat until the password is correct
10
Extension: stay in while loop until either password is correct or
user has had three tries
Recap
Homework: Go over the tutorials showing examples of if
statement to make sure this is secure before we launch into
more loops
Teaching Computing to GCSE Level with Python
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SESSION 4
This session consists of the following topics:
-
Structure of the processor
Fetch-Excecute Cycle
Improving the performance of the computer
Programming: For and While loops in Python
Time
(mins)
5-10
Activity
Resources
Previous examination question on last week’s material
OCR June 2011
Specimen paper
5
Discuss what is in the GCSE Specs for two specificaitons:
OCR GCSE Computing
 state the purpose of the CPU
 describe the function of the CPU as fetching and executing instructions
stored in memory
 explain how common characteristics of CPUs such as clock speed, cache
size and number of cores affect their performance.
AQA GCSE Computer Science
 be able to categorise devices as input or output depending on their
function
 be able to describe the purpose of the processor (CPU)
 understand how different components link to a processor (ROM, RAM, I/O,
Storage, etc)
 be able to explain the effect of common CPU characteristics on the
performance of the processor. These should include clock speed, number
of cores and cache size/types
10
Start off with a few clips from the Royal Institution lectures and look at resources
on the CS4FN website too.
Hi Tech Trek DVD
Breaking the speed
limit
3:15 to 4-ish
6:45 to 8-ish
12:00 ish
10
Hand out the OCR handout with the content on that they need.
Powerpoint presentation is on the shared area for reference also.
Demonstrate animation from hartismere.com
A few minutes to digest then in groups, discuss good ways of teaching the
material. What will students know? What will they not know? How can it be
made more interesting?
OCR Handout
http://www.hartisme
re.com/Subjects/ICT/
ALevelComputing/CP
UCycleAnimation
10
Activity Role Play
This is a role play exercise from cse4k12 whereby teachers (as students) work in
groups of three as Display, Memory and Computer. It is perfect for GCSE
Computer Science so is a good resource that teachers can use in their own
Teaching Computing to GCSE Level with Python
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http://cse4k12.org/h
ow_computers_work
/index.html
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lessons.
10
Little Man Computer exercises
This introduces another resource that teachers can use to teach basic assembly
language. It runs on the web and there are simple instruction sheets to follow.
5
Little Man Computer coursework – introduce but do not spend time attempting
it. This is a difficult task to master in a short session.
BREAK
Programming
10
30
http://www.atkinson.
yorku.ca/~sychen/res
earch/LMC/LittleMan.
html
OCR A452
Coursework task
Python
Password – while loop
Guessing game – while loop
Introduce the For loop
30
20
Exercises from http://www.pythonschool.net
For and While loops
Teachers work through, mostly on own.
Average problem (using running total)
Difference between using a while and a for loop
Teaching Computing to GCSE Level with Python
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PythonSchool.net
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SESSION 5
We have changed this session. The theory aspects of the course used to be on Sounds and Images but we now do
that in the KS3 course. This session now consists of the following topics:
-
Dry runs
Understanding pseudocode
Working through trace tables
Flow charts
Programming: using Lists in Python, together with the For loop
Time
(mins)
10
5
Activity
Resources
Recap: Spot the errors in a program with a For Loop on the board
Go through answers
Background to GCSE Specifications – programming topics compared
IWB
Handout with more
detail of different
specification content
OCR









AQA








Powerpoint slides
Pseudocode
Flowcharts
Selection and iteration
Data types
1-dimensional arrays
Generations of languages
Assembly language/machine code
Compilers and interpreters
Syntax, run-time and logical errors
Data types
Data structures (1 and 2 dimensional arrays)
Flowcharts
Structure diagrams
Procedures
Functions
Parameters
Syntax, run-time and logical errors
15
Move around to work in different pairs
Work through exercise 1 of IterationSelection sheet
Go through answers
IterationSelection
sheet (Adam’s)
10
Pseudocode summary – what is expected in Pseudocode
AQA Pseudocode
Summary – print out
for teachers
Introduce dry run and trace table explananation – give example on board
of working through a program using a trace table
10
Dry Run Practice
Teaching Computing to GCSE Level with Python
Whiteboard
Exercises 3 & 4 from
sheet
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10
10
If time, Question 7 from AQA Specimen – writing a program in Pseudocode
Break
AQA Specimen paper
Programming
30
Shopping example to introduce lists.
Model the development of a list step by step
Use shopping.py
Introduce – adding to a list, printing a list using the for loop, slicing the list,
delete from list, search in a list.
25
Exercise from website. Teachers work on exercises on their own
15
Introduce 2D list. Simple example.
Work through together
20
Stop 20 mins before end and give question from AQA specimen paper
which combines lists, dry runs and all topics covered today.
Teachers to answer
Teaching Computing to GCSE Level with Python
10
Powerpoint slides on
shared area as resource
for teachers
http://www.pythonsch
ool.net
AQA Specimen GCSE
Paper Question 6
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SESSION 6
This session consists of the following topics:
-
The internet
Networking – topologies
IP addresses and domain names
The Client-Server model
Programming: Functions and passing parameters
Time
(mins)
10
10
Activity
Resources
Starter exercise: Dry run exercise as revision from last week
Powerpoint slides
Compare contents of different specifications (AQA and OCR)
OCR
(a) explain the advantages of networking stand-alone computers into a local
area network
(b) describe the hardware needed to connect stand-alone computers into a
local area network, including hub/switches, wireless access points
(c) explain the different roles of computers in a client-server and a peer-topeer network
(d) describe, using diagrams or otherwise, the ring, bus and star network
topologies
(e) describe the differences between a local area network and a wide area
network such as the Internet
(f) explain the terms IP addressing, MAC addressing, packet and protocols
(g) explain the need for security measures in networks, such as user access
levels, suitable passwords and encryption techniques
(h) describe and justify network policies such as acceptable use, disaster
recovery, failover, back up, archiving.
(i) describe the nature of the Internet as a worldwide collection of computer
networks
(j) describe the hardware needed to connect to the Internet including modems,
router
(k) explain the need for IP addressing of resources on the Internet and how this
can be facilitated by the role of DNS servers
AQA
 understand what a computer network is
 be able to discuss the advantages and disadvantages of using a computer
network
 be able to describe and explain the bus, ring and star networking
topologies
 be able to discuss the advantages and disadvantages of each of these
topologies
 understand the client-server model
 be able to explain, in simple terms, the handshake process used in most
modern networking protocols
 be able to explain how coding for a client-server model is different from
coding for a stand-alone application
 understand the concept of coding at the server and client end
Teaching Computing to GCSE Level with Python
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
know what can be coded at the server end know what can be coded at the
client end

have experience of coding solutions to simple web application problems.
This session may have to be carefully tweaked according to the knowledge base
of the group of teachers, as some of them may have covered some of this
material in A-level or GCSE Ict teaching, or have general knowledge on these
topics. Focus on “how to teach” by taking suggestions from teachers on good
ideas for teaching in an interesting and engaging way.
5
Introduction to the internet (short video less than 2 minutes) – suggestion for
introducing to students
http://www.wydea.co
m/topic/internet
15
Optional : [Topologies – take feedback from teachers. This may well be familiar
as exists in GCSE ICT, in which case this will not need to be covered. The
material is in the Powerpoint slides
- Ring
- Bus
- Star]
Powerpoint slides
10
IP Addressing
- format of an IP address
- role of the DNS server
- top-level domains
Short reminders of what is in the specification may be all that is needed
Client Server Model
- role of client / server - some simple animations here:
http://www.webclasses.net/3comu/intro/units/unit01/a_ClientServer.html
- http://www.webclasses.net/3comu/intro/units/unit01/a_PeertoPeer.html
Powerpoint slides
Protocols – e.g. HTTP, TCP/IP, POP3 – take examples from teachers.
Other suggested activities:
- List non-computing examples of servers which can supply information
resources to clients. Examples include a librarian, a friend with a watch,
and a teacher. (from CSTA K-12 syllabus)
10
10
30
-
Define an informal protocol for making requests of a server and returning
information.
-
Any sort of role play with clients and server works well
-
CS Inside Tablets of Stone Activity (http://csi.dcs.gla.ac.uk/workshopview.php?workshopID=4 )
Extract from Chris Bishop 2008 RI Lecture
http://richannel.org/christmas-lectures/2008/2008-chris-bishop#/christmaslectures-2008-chris-bishop--untangling-the-web about encrypting messages
over the web
BREAK
Programming
Introduce some of the reasons for using functions
Teaching Computing to GCSE Level with Python
12
Titles.py
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Work through example of using separate functions alongside use of a structure
diagram (Title and initial program), covering:
- parameters passed into functions
- the return keyword
20
30
Teachers complete the exercise
Old MacDonald example using functions and parameters for each animal and
each noise
Extension – return “a” or “an” depending on whether the animal and noise
begin with a vowel
Quiz – start to develop in pairs
Use WB for building up
the structure diagram
Macdonald.py
Quiz.py
Task described at:
http://www.pythonschool.net/basics_task2/ then extended at:
http://www.pythonschool.net/daytwo_task3/
10
Recap
Teaching Computing to GCSE Level with Python
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SESSION 7
This session consists of the following topics:
-
HTMl and CSS
Python and CGI scripting (a very basic introduction)
Programming – reading and writing to text and .csv file
Time
(mins)
10
Activity
Resources
Networking past paper question
5
Drawing from GCSE Specifications:
OCR January 2012,
Question 4
Powerpoint slides
OCR
Only specific area is:
(l) explain the importance of HTML and its derivatives as a standard for
the creation of web pages
(However OCR has a coursework task using JavaScript)
AQA




understand the concept of coding at the server and client end
know what can be coded at the server end
know what can be coded at the client end
have experience of coding solutions to simple web application
problems
10
Difference between HTML, CSS and JavaScript
15
Creating an HTML Page with an external style sheet
Work through with examples in shared area
15
Creating an HTML form
Teachers create a simple Name and Age form
Responding dynamically to the form using a simple CGI Script (needed for
AQA specification)
20
10
20
20
Break (late)
Programming with files
Work through an example on reading from a file
- create a text file in Notepad
- read into a list
- process in Python (eg print out)
- add a record
- write new contents of file
Exercises to carry out from website:
Task 1a
Additional Exercises 4 Exercise 1 and others that appeal
Teaching Computing to GCSE Level with Python
14
Examples of HTML
page/ CSS
Ready-made
examples as
normally we would
have all day to do
this in the summer
school
http://www.python
school.net
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20
Continue with Quiz example from last week
Store quiz questions with answers in a .csv file
10
Recap and summarise
Homework: complete the quiz
Teaching Computing to GCSE Level with Python
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SESSION 8
This session consists of the following topics:
-
Database theory – entities, attributes and relationships
Primary and foreign keys
SQL queries
Creating tables using DDL
Python and sqLite3
Time
(mins)
5
10
Activity
Resources
Starter: Database theory – matching exercise
Short exercise to link terms to definitions
Comparision of specifications
OCR
Candidates should be able to:
(a) describe a database as a persistent organised store of data
(b) explain the use of data handling software to create, maintain
and interrogate a database.
(c) separation of data from applications and why this is desirable
(d) describe the principal features of a DBMS and how they can be
used to create customised data handling applications.
(e) understand the relationship between entities and tables
(f) understand the components of a relational database, such as
tables, forms, queries, reports and modules
MatchingExercise.doc
AQA






10
20
Powerpoint slides
know how to read and write data from an external database in
a way that is appropriate for the programming language(s)
used and the problem being solved
understand the basic concepts of a relational database as a
data store
be able to explain the terms record, field, table, query,
primary key, relationship, index and search criteria
be able to create simple SQL statements to extract, add and
edit data stored in databases
have experience of using these SQL statements from within
their own coded systems
be able to use databases from within their own web based
applications
Note that there are significant differences here between the
requirements of the different specifications
Recap on:
- primary key
- relationships
- foreign key
- QBE queries
Introduction to SQL
SELECT
FROM
Teaching Computing to GCSE Level with Python
SQL Exercise sheet
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WHERE
ORDER BY
20
Use slides and exercises to work through
Open sqliteBrowser
Open Movie database (from home page at http://pythonschool.net )
Try out exercises on worksheet (in pairs)
Go through answers
http://sqlitebrowser.sourcef
orge.net/
Sqlitebrowser can be
downloaded and run from a
memory stick or My
Documents (no
administrative permissions
needed)
Movie worksheet.doc
10
20
Break (slightly late)
Demonstrate how to write same SQL queries on the Movie database in
Python. For example:
sql = "select * from film"
cursor.execute(sql)
result = cursor.fetchall() #returns a list
print(result)
25
Teachers follow first example and then work through further examples
with Movie database
Change database to Animals Database
(http://www.pythonschool.net/daythree_tablemake/ )
Python Schoo resources
Demonstrate how to create a table
Demonstrate how to insert records
All work through the example together
20
10
Teachers work through Animal database example
- insert records
- query result
- delete a record
- start to develop menu-based system of animals
Recap and summarise
http://www.pythonschool.n
et/daythree_task1/
Homework: Very important to go over this material during the week as
we will need to move on from this in the next session
Teaching Computing to GCSE Level with Python
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SESSION 9
This session consists of the following topics:
-
Coursework examples from current specifications
GUI options in Python
More on database programming in Python
Time
(mins)
10
20
15
15
10
30
50
10
Activity
Resources
Starter exercise: past paper question on database
Look at A452 examples
- Encryption and Excel/VBA
- JavaScript
- Little Man Computer
- App Inventor
AQA Specimen SQL question
Powerpoint slides/ OCR
coursework resources
Discuss in groups value and disadvantages of different tasks
Look at AQA examples
- mobile development
- game programming (introduce PyGame)
- web-based scenario (using CGI scripting)
Examples of GUI in Python
- EasyGui
- Tkinter
- PyQT (http://www.riverbankcomputing.com )
Break
Programming: working with databases (continued)
Linking two tables using foreign key
Referential integrity in Python
Animal database example from website
Develop menu then add/delete/list animals
Link vet table to animal table
AQA Coursework material
(currently only specimen
materials available)
See
http://www.pythonschool.net
for PyQT resources
http://www.pythonschool.net
Recap/discuss/summarise and point to further work
Teaching Computing to GCSE Level with Python
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SESSION 10
This session consists of the following topics:
-
Programming coursework examples from current specifications
Mark schemes and examples of student work
Python: creating solutions to coursework exercises
Time
(mins)
15
25
Activity
Resources
Starter: Dry run exercise from OCR Past paper
Comparison of coursework programming examples
Mark schemes
20
Time to look at student work/ examples of coursework
OCR Past papers
Powerpoint slides
Handouts – mark
schemes etc.
Sophie/ examples of
coursework
10
10
Discussion of schemes of work/timing of coursework
Break
Programming consolidation
Programming task 11: using functions/text files
30
OCR Controlled
assessments
Controlled assessment 3 (OCR)
- simulating a dice throw
- determining a character’s attribute
5
30
5
20
Recap and discussion
Programming task 2: Validation & CSV files
Controlled assessments
Controlled assessment 4 (OCR)
- validating an email address (use regular expressions)
- retrieving and checking a password (use CSV files)
Recap and discussion
Where now? Planning of future meetings & developing skills
through the website
List of resources to look at
Further courses with Python School (summer 2013)
Hub meetings (Essex)
1
Examples of coursework chosen depend on what is current at the time
Teaching Computing to GCSE Level with Python
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8-WEEK COURSE ON TEACHING COMPUTING TO GCSE LEVEL WITH PYTHON
This is an alternative model, followed by offering the course on databases as an additional one-day course. The
discussion about Controlled Assessments is often a discussion at Hub meetings and also increasingly awarding-body
dependent as teachers are now choosing different specificaitons to teach.
In the revised course outline, the programming section stops short of databases and Python and the theory section
does not include any discussion of examination-board specific controlled assessment material.
Teaching Computing to GCSE Level with Python
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