Content Additional information
Be able to calculate the number of bits required Students should be familiar with carrying out
to store a piece of data compressed using calculations to determine the number of bits
Huffman coding. saved by compressing a piece of data using
Huffman coding.
Be able to calculate the number of bits required
to store a piece of uncompressed data in ASCII.
Explain how data can be compressed using run Students should be familiar with the process of
length encoding (RLE). using frequency/data pairs to reduce the
amount of data stored.
Represent data in RLE frequency/data pairs. Students could be given a bitmap
representation and they would be expected to
show the frequency and value pairs for each
row,
eg 0000011100000011
would become 5 0 3 1 6 0 2 1.
3.4 Computer systems
3.4.1 Hardware and software
Content Additional information
Define the terms hardware and software and
understand the relationship between them.
3.4.2 Boolean logic
Content Additional information
Construct truth tables for the following logic Students do not need to know about or use
gates: NAND and NOR logic gates.
• NOT
• AND
• OR
• XOR.
Construct truth tables for simple logic circuits Students should be able to construct truth
using combinations of NOT, AND, OR and XOR tables which contain up to three inputs.
gates.
Interpret the results of simple truth tables.
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Content Additional information
Create, modify and interpret simple logic circuit Students should be able to construct simple
diagrams. logic circuit diagrams which contain up to three
inputs.
Students will only need to use NOT, AND, OR
and XOR gates within logic circuits.
Students will be expected to understand and
use the following logic circuit symbols:
Create and interpret simple Boolean Students will be expected to understand and
expressions made up of NOT, AND, OR and use the following Boolean expression
XOR operations. operators:
. to represent the AND gate
+ to represent the OR gate
⊕ to represent the XOR gate
Overbar to represent the NOT gate
For example the expression (A AND B) OR
(NOT C) would be represented as:
A . B + C̅
Create the Boolean expression for a simple
logic circuit.
Create a logic circuit from a simple Boolean
expression.
3.4.3 Software classification
Content Additional information
Explain what is meant by: Students should understand that:
• system software • system software manages the computer
• application software. system resources and acts as a platform
to run application software
Give examples of both types of software.
• application software is software that
performs end-user tasks.
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Content Additional information
Understand the need for, and functions of,
operating systems (OS) and utility programs.
Understand that the OS handles management
of the:
• processor(s)
• memory
• input/output (I/O) devices
• applications
• security.
3.4.4 Classification of programming languages and translators
Content Additional information
Know that there are different levels of Students should understand that most
programming language: computer programs are written in high-level
languages and be able to explain why this is the
• low-level language
case.
• high-level language.
Explain the main differences between low-level
and high-level languages.
Know that machine code and assembly Students should be able to
language are considered to be low-level
• understand that processors execute
languages and explain the differences between
machine code and that each type of
them.
processor has its own specific machine
code instruction set
• understand that assembly language is
often used to develop software for
embedded systems and for controlling
specific hardware components
• understand that assembly language has a
1:1 correspondence with machine code.
Understand that all programming code written
in high-level or assembly languages must be
translated.
Understand that machine code is expressed in
binary and is specific to a processor or family of
processors.
Understand the advantages and disadvantages
of low-level language programming compared
with high-level language programming.
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Content Additional information
Understand that there are three common types Students will need to know that:
of program translator:
• assemblers and compilers translate their
• interpreter input into machine code directly
• compiler • each line of assembly language is
• assembler. assembled into a single machine code
instruction
Explain the main differences between these
• interpreters do not generate machine
three types of translator.
code directly (they call appropriate
Understand when it would be appropriate to use machine code subroutines within their
each type of translator. own code to carry out statements).
3.4.5 Systems architecture
Content Additional information
Explain the role and operation of main memory A bus is a collection of wires through which
and the following major components of a central data/signals are transmitted from one
processing unit (CPU) within the Von Neumann component to another.
architecture:
Knowledge of specific registers is not required.
• arithmetic logic unit
• control unit
• clock
• register
• bus.
Explain the effect of the following on the
performance of the CPU:
• clock speed
• number of processor cores
• cache size.
Understand and explain the Fetch-Execute The CPU continually reads instructions stored
cycle. in main memory and executes them as
required:
• fetch: the next instruction is fetched to the
CPU from main memory
• decode: the instruction is decoded to work
out what it is
• execute: the instruction is executed
(carried out). This may include reading/
writing from/to main memory.
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Content Additional information
Understand the different types of memory within
a computer:
• RAM
• ROM
• Cache
• Register.
Know what the different types of memory are
used for and why they are required.
Understand the differences between main Students should be able to explain the terms
memory and secondary storage. volatile and non-volatile.
Understand the differences between RAM and Main memory will be considered to be any form
ROM. of memory that is directly accessible by the
CPU (except for cache and registers).
Secondary storage is considered to be any non-
volatile storage mechanism not directly
accessible by the CPU.
Understand why secondary storage is required.
Be aware of different types of secondary Students should be aware that SSDs use
storage (solid state, optical and magnetic). electrical circuits to persistently store data but
will not need to know the precise details such
Explain the operation of solid state, optical and
as use of NAND gates.
magnetic storage.
Discuss the advantages and disadvantages of
solid state, optical and magnetic storage.
Explain the term cloud storage. Students should understand that cloud storage
uses magnetic and/or solid state storage at a
remote location.
Explain the advantages and disadvantages of
cloud storage when compared to local storage.
Understand the term embedded system and Students must be able to give examples of
explain how an embedded system differs from a embedded and non-embedded systems.
non-embedded system.
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3.5 Fundamentals of computer networks
Content Additional information
Define what a computer network is.
Discuss the advantages and disadvantages of
computer networks.
Describe the main types of computer network PAN – only Bluetooth needs to be considered.
including:
LAN – know that these usually cover relatively
• Personal Area Network (PAN) small geographical areas.
• Local Area Network (LAN) LAN – know that these are often owned and
• Wide Area Network (WAN). controlled/managed by a single person or
organisation.
WAN – know that the Internet is the biggest
example of a WAN.
WAN – know that these usually cover a wide
geographic area.
WAN – know that these are often under
collective or distributed ownership.
Understand that networks can be wired or Students should know that wired networks can
wireless. use different types of cable such as fibre and
copper and when each would be appropriate.
Discuss the advantages and disadvantages of
wireless networks as opposed to wired
networks.
Describe the following common LAN topologies: Students should be able to draw topology
diagrams and describe the differences between
• star
the two topologies. They should also be able to
• bus. select the most appropriate topology for a given
scenario.
Define the term network protocol.
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Content Additional information
Explain the purpose and use of common Students should know what each protocol is
network protocols including: used for (eg HTTPS provides an encrypted
version of HTTP for more secure web
• Ethernet
transactions).
• Wi-Fi
• TCP (Transmission Control Protocol) Students should understand that Ethernet is a
• UDP (User Datagram Protocol) family of related protocols rather than a single
protocol. They do not need to know the
• IP (Internet Protocol)
individual protocols that make up the Ethernet
• HTTP (Hypertext Transfer Protocol)
family.
• HTTPS (Hypertext Transfer Protocol
Secure) Students should understand that Wi-Fi is a
• FTP (File Transfer Protocol) family of related protocols rather than a single
• email protocols: protocol. They do not need to know the
individual protocols that make up the Wi-Fi
• SMTP (Simple Mail Transfer Protocol)
family but they should know that Wi-Fi is a
• IMAP (Internet Message Access trademark and that the generic term for
Protocol). networks of this nature is WLAN.
Understand the need for, and importance of,
network security.
Explain the following methods of network Students should be able to explain, using
security: examples, what each of these security methods
is and when each could be used.
• authentication
• encryption Students should understand how these
• firewall methods can work together to provide a greater
• MAC address filtering. level of security.
The capabilities of firewalls have changed
dramatically in recent years and will continue to
do so. Students should be aware that a firewall
is a network security device that monitors
incoming and outgoing network traffic and
decides whether to allow or block specific traffic
based on a defined set of security rules.
Students should understand that MAC address
filtering allows devices to access, or be blocked
from accessing a network based on their
physical address embedded within the device’s
network adapter.
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Content Additional information
Describe the 4 layer TCP/IP model: Students should be able to name the layers and
describe their main function(s) in a networking
• application layer
environment.
• transport layer
• internet layer Application layer: this is where the network
• link layer. applications, such as web browsers or email
programs, operate.
Understand that the HTTP, HTTPS, SMTP,
IMAP and FTP protocols operate at the Transport layer: this layer sets up the
application layer. communication between the two hosts and they
agree settings such as the size of packets.
Understand that the TCP and UDP protocols
operate at the transport layer. Internet layer: addresses and packages data for
transmission. Routes the packets across the
Understand that the IP protocol operates at the network.
internet layer.
Link layer: this is where the network hardware
such as the NIC (network interface card) is
located. OS device drivers also sit here.
Teachers should be aware that the link layer is
sometimes referred to as the network access
layer or network interface layer. However,
students will not be expected to know these
alternative layer names.
3.6 Cyber security
3.6.1 Fundamentals of cyber security
Content Additional information
Be able to define the term cyber security and be Students should know that cyber security
able to describe the main purposes of cyber consists of the processes, practices and
security. technologies designed to protect networks,
computers, programs and data from attack,
damage or unauthorised access.
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3.6.2 Cyber security threats
Content Additional information
Understand and be able to explain the following Pharming is a cyber attack intended to redirect
cyber security threats: a website's traffic to a fake website.
• social engineering techniques
• malicious code (malware)
• pharming
• weak and default passwords
• misconfigured access rights
• removable media
• unpatched and/or outdated software.
Explain what penetration testing is and what it Penetration testing is the process of attempting
is used for. to gain access to resources without knowledge
of usernames, passwords and other normal
means of access.
Students should understand the following two
types of penetration testing:
• when the person or team testing the
system has knowledge of and possibly
basic credentials for the target system,
simulating an attack from inside the
system (a malicious insider)
• when the person or team testing the
system has no knowledge of any
credentials for the target system,
simulating an attack from outside the
system (an external attack).
[Link] Social engineering
Content Additional information
Define the term social engineering. Students should know that social engineering is
the art of manipulating people so they give up
Describe what social engineering is and how it
confidential information.
can be protected against.
Blagging is the act of creating and using an
Explain the following forms of social
invented scenario to engage a targeted victim in
engineering:
a manner that increases the chance the victim
• blagging (pretexting) will divulge information or perform actions that
• phishing would be unlikely in ordinary circumstances.
• shouldering (or shoulder surfing). Phishing is a technique of fraudulently obtaining
private information, often using email or SMS.
Shouldering is observing a person's private
information over their shoulder eg cashpoint
machine PIN numbers.
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[Link] Malicious code (malware)
Content Additional information
Define the term malware. Malware is an umbrella term used to refer to a
variety of forms of hostile or intrusive software.
Describe what malware is and how it can be
protected against.
Describe the following forms of malware:
• computer virus
• trojan
• spyware.
3.6.3 Methods to detect and prevent cyber security threats
Content Additional information
Understand and be able to explain the following
security measures:
• biometric measures (particularly for
mobile devices)
• password systems
• CAPTCHA (or similar)
• using email confirmations to confirm a
user’s identity
• automatic software updates.
3.7 Relational databases and structured query language
(SQL)
3.7.1 Relational databases
Content Additional information
Explain the concept of a database.
Explain the concept of a relational database.
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Content Additional information
Understand the following database concepts: Note that whilst the terms entity, attribute and
entity identifier are more commonly used when
• table
an abstract model of a database is being
• record considered, the terms given here will be used
• field for both implementations of and abstract
• data type models of databases.
• primary key
• foreign key.
Understand that the use of a relational
database facilitates the elimination of data
inconsistency and data redundancy.
3.7.2 Structured query language (SQL)
Content Additional information
Be able to use SQL to retrieve data from a Exam questions will require that data is
relational database, using the commands: extracted from no more than two tables for any
one query.
• SELECT
• FROM
• WHERE
• ORDER BY…ASC | DESC
Be able to use SQL to insert data into a
relational database using the commands.
INSERT INTO table_name (column1,
column 2 …)
VALUES (value1, value2 …)
Be able to use SQL to edit and delete data in a
database using the commands.
UPDATE table_name
SET column1 = value1, column2
= value2 ...
WHERE condition
DELETE FROM table_name WHERE
condition
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3.8 Ethical, legal and environmental impacts of digital
technology on wider society, including issues of privacy
Content Additional information
Explain the current ethical, legal and Exam questions will be taken from the following
environmental impacts and risks of digital areas:
technology on society. Where data privacy
• cyber security
issues arise these should be considered.
• mobile technologies
• wireless networking
• cloud storage
• hacking (unauthorised access to a
computer system)
• wearable technologies
• computer based implants
• autonomous vehicles.
Students will be expected to understand and
explain the general principles behind the issues
rather than have detailed knowledge on specific
issues.
Students should be aware that ordinary citizens
normally value their privacy and may not like it
when governments or security services have
too much access.
Students should be aware that governments
and security services often argue that they
cannot keep their citizens safe from terrorism
and other attacks unless they have access to
private data.
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