GCSE

WJEC Eduqas GCSE in

COMPUTER SCIENCE
ACCREDITED BY OFQUAL

GUIDANCE FOR TEACHING

Teaching from 2016

This Ofqual regulated qualification is not available for

candidates in maintained schools and colleges in Wales.
Contents

Introduction 1
Aims of the Guidance for Teaching 1
Information for teachers transitioning from the 2012 WJEC GCSE
2
Computer Science Specification
1. Topics that have been removed 2
2. Topics that include more detail 3
3. New topics 3
Guidance for Teaching 4
Component 1
1. Hardware (with lesson ideas) 5
2. Logical operations (with lesson ideas) 11
3. Communication 13
4. Organisation and structure of data 17
5. Operating Systems 21
6. Principles of Programing 22
7. Software Engineering 23
8. Program Construction 24
9. Security and data management 26
10. Ethical, legal and environmental impacts of digital technology on wider
29
society
Component 2
1. Problem solving 30
2. Algorithms and programming constructs (with lesson ideas) 31
3. Programming languages 35
4. Data structures and data type 37
5. Security and authentication 38
Non-exam assessment (NEA)
Submission date 39
Submission method 39
Practical implications of the rules of non-exam assessment
Conditions/ Resources 39
Release and practice tasks 39
Word count 40
Time arrangements 40
Non-exam assessment marking grids 42
Introduction

The WJEC Eduqas GCSE Computer Science The full set of requirements is outlined in the
qualification, submitted to Ofqual for accreditation for specification which can be accessed on the Eduqas
first teaching from September 2016, is available to: website.
• all schools and colleges in England In addition to this Guidance, support is provided in
the following ways:
• independent schools in Wales.
• Specimen assessment materials
It will be awarded for the first time in summer 2018,
using grades 9 to 1. • Face-to-face CPD events
• Examiners' reports on each question paper
Our GCSE Computer Science specification has
three components. It is designed to allow learners to • Free access to past question papers and mark
apply their knowledge of the theory of computer schemes via the secure website
science and to link this seamlessly with • Direct access to the Subject Officer
programming and computational thinking. • Free online resources
The specification builds on the reputation WJEC has • Exam Results Analysis
established with its current GCSE in Computer • Online Examination Review
Science for clear, reliable assessment supported by
straightforward, accessible guidance and
administration. We have a proven track record of
successfully providing assessment that caters for a
wide range of ability and successfully motivates
many learners towards further study in the subject.

Key features include:

• Opportunities for flexible teaching approaches
• Straightforward wording of questions
• Accessibility of materials
• A range of question types
• Opportunities for producing extended writing
• Opportunities to link theoretical and practical
concepts
• High-quality examination and resource materials

Aims of the Guidance for Teaching

The principal aims of the Guidance for Teaching The Guidance offers assistance to teachers with
are to offer support to teachers in their delivery of support from the Principal Examiners who
the new WJEC Eduqas GCSE in Computer highlight areas of their components as an
Science specification and offer guidance as to expansion of the information in the specification.
the requirements of the qualification and the
assessment process.
The Guidance is not intended as a
comprehensive reference, but as support for
teachers to develop stimulating and exciting
courses tailored to the needs and skills of their
own students in their particular institutions.

1
Information for teachers transitioning from the
2012 WJEC GCSE Computer Science Specification

This section details topics that have changed from the 2012 WJEC GCSE Computer
Science Specification. These changes fall into the following three categories:

1. Topics that have been removed

2. Topics that include more detail
3. New topics

Categories 1 and 2 above are not mutually exclusive; as a removed topic may have been
replaced by a different topic that covers content originally defined under a different heading,
but has been strengthened. For example IP and TCP (as separate protocols) and protocol
stacks have been removed but in their place TCP/IP and the 5 layer model have been
included.

1. Topics that have been removed

• Storage in the cloud
• The nature of data
• Why data needs to be converted into binary format
• How the computer knows if it’s reading instructions or data
• Libraries
• Disk organisation
• Applications (WP/Spreadsheet/presentation/database/drawing)
• IP and TCP (as separate protocols), protocol stacks
• Necessary hardware to connect to the internet
• Common file standards associated with the internet
• Data redundancy
• MAC addresses
• Why HTML is important for standard web page creation
• How search engines work
• Interpret and dry run simple algorithms (replaced with more detailed breakdown)
• The need for accuracy in both algorithm and data
• Complete & test algorithms (replaced with more detailed breakdown)
• Translator (replaced with more detailed breakdown of compilers, assemblers,
interpreter)
• Strategies to avoid errors which may occur in programming code
• Small domain specific languages
• Design and write solutions to given problems such as: write an app, a game or a tool
to perform a task (replaced by far more detailed software development section)
• Debug programs (see above reference to more detailed software development
section)
• Explain how a program achieves its intended result (see above reference to more
detailed software development section)
• Use strategies for overcoming and detecting problems caused by mistakes in the
original program.

2
2. Topics that include more detail
• Von Neumann architecture explicitly stated
• Explain the difference between RISC and CISC types of processors explicitly defined
• Decode now explicit in fetch-execute cycle
• Advantages and disadvantages of network topologies stated
• Wired and wireless communication explicit
• Protocols more explicit (Ethernet, Wi-Fi, HTTPS and email protocols (e.g.
POP3/IMAP/SMTP)
• TCP/IP packets content explicit
• Digital storage of graphics and sound explicit
• Justification of data structures explicit
• The need to design, interpret and manipulate data structures now explicit
• Role of the operating system explicit in terms of the functions it provides, e.g.
resources and interface
• Utility software now a discrete element
• Programming constructs now explicit and include counts, rogue values, sequence,
selection, iteration
• Algorithms now streamlined to ‘follow, make alterations to and write’
• Data types, constants and variables explicit in algorithms
• Scope of variables included explicitly in algorithms
• Self-documenting identifiers and annotation explicit in algorithms
• Mathematical operations included explicitly in algorithms
• Understanding the purpose of high and low level languages now explicit and
identifying where they could be used
• IDE now specified and its role in developing/debugging programs
• The marking grids for the NEA is significantly more detailed
• Cybersecurity explicit and broken into malware types, forms of attack, methods of
identifying vulnerabilities.

3. New topics
• Calculate data capacity requirements (e.g. of a file)
• Role of additional hardware (GPU, sound card etc.)
• Embedded systems
• Use XOR logical operators
• Boolean expressions, rules and identities
• Circuit switching
• TCP/IP and 5 layer model
• Calculate routing cost
• Binary addition
• Shifts
• Records
• Merge and Bubble sort
• Linear and Binary search
• Validation and authentication (security)
• Cybersecurity.

3
Guidance for Teaching

The following section is intended to give teachers guidance on the specification. It is

designed to stimulate ideas for teaching and possible subject areas that may be explored to
expand upon the content of the specification. It is not an exhaustive list and is not meant to
be a substitute for sound classroom teaching.
Teachers should use this expansion in conjunction with class notes, exercises and textbooks
or similar resources.
Sections have lesson ideas, where appropriate, at the end of sections. It is hoped that these
will help in the delivery of the subject; however there is no requirement to use these ideas.
Should you have any ideas that you feel could be added to this Guidance, please send
these to [email protected] with 'Computer Science GCSE lesson idea' in the message
line.

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Component 1

1. Hardware

Topic Amplification Teacher Guidance

Architecture Describe the characteristics of Arithmetic logic unit, control unit (clock),
CPU architecture, including Von data/address/control bus within the Von
Neumann architectures. Neumann architecture.
Knowledge of the existence of the Harvard
architecture.

Identify and explain the role of Know that instructions have to be fetched
the components of the CPU in from memory, decoded within the CPU and
the fetch-decode-execute cycle. then executed.
Registers:
• Program Counter (PC) – a counter that
keeps track of the memory address of
which instruction is to be executed
next.
• Memory Address Register (MAR) – the
address in main memory that is
currently being read or written.
• Current Instruction register (CIR) – a
temporary holding area for the
instruction that has just been fetched
from memory.
Components:
• Control Unit (CU) / Clock – decodes the
program instruction in the CIR,
selecting machine resources and a
particular arithmetic operation, and
coordinates activation of those
resources.
• Arithmetic logic unit (ALU) – performs
mathematical and logical operations.

Explain how performance is Cache size

affected by the cache size, clock
• More cache memory improves the
speed and number of cores.
performance as it can provide
instructions and data to the CPU at a
much faster rate than other system
memory such as RAM.
• More cache memory will allow more
instructions that are repeatedly used by
a CPU to be stored, and therefore
increase the hit rate; increasing
performance as a result.

5
 Clock speed
• The faster the clock speed, the faster
the computer is able to run the fetch-
decode-execute cycle and therefore
process more instructions.
• The faster the clock speed, the more
power is generally required which
creates greater requirements for heat
dissipation and can place more strain
on battery life.
• Impact on temperature can be
damaging.
Number of cores
• In a single-core CPU each instruction is
processed one after the other, whereas
in a dual-core CPU, two instructions
may be processed at the same time. In
theory, dual-core CPU should mean
that the computer can process
instructions twice as fast as a single-
core CPU.
• Performance may be affected where
one core is waiting on the result of
another and therefore cannot carry out
any more instructions, leading to the
performance being no better than a
single core processor.
• However multiple cores increase
processor cost.

Explain the difference between RISC has fewer instructions than CISC
RISC and CISC types of To perform complex tasks; RISC CPUs
processors. must combine simple operations so RISC
can be more efficient at performing
simpler tasks.
In order to handle complex instructions
CISC CPUs are physically larger to
accommodate more complex circuitry.
RISC CPUs are designed to use less
power and run cooler meaning that they
can be used in smartphones that don't
have dedicated cooling systems (like
fans).
RISC CPUs tend to be cheaper to mass
produce.
RISC CPUs run at lower clock speeds
than CISC CPUs. They can perform
simpler tasks more quickly than CISC,
but are generally not used to carry out
complex instructions.

6
Input / output Describe the use and Understand and relate the use of input
characteristics of input and devices to given contexts.
output devices.
For example:
• When typing documents, a keyboard is
the preferred device.
• For someone with a disability, such as
paralysis, a sip/puff tube may be used.
• In a noisy environment, voice input
would not be useful.

Primary storage Explain the functional Understand that all memory stores
characteristics of Random information as bits and bytes.
Access Memory (RAM), Read
RAM is a volatile memory type, which
Only Memory (ROM), flash
stores programs and data currently in use.
memory and cache memory.
ROM is non-volatile memory type, which
stores programs and data that does not
change.
Flash memory can be NAND memory.
Flash memory is used for the permanent
storage of data. This means that data is not
lost when the power is switched off.
However, the data stored in flash memory
can be changed.
Cache memory is volatile and can be used
for the temporary storage of frequently
accessed data and instructions. It consists
of a small number of store locations that
can be accessed very quickly by the CPU;
quicker than RAM.
Understand and be able to give uses for
these types of memory in different
contexts.

Secondary Describe the characteristics of Magnetic storage – disc/tape

storage contemporary secondary
Optical storage – CD/DVD/Blu-ray
storage technologies including
magnetic, optical and solid Solid state storage – Flash / SD
state.

Explain the functional Relate secondary storage types to a

characteristics of contemporary situation or use.
secondary storage devices in
Suitability relates to overall suitability to a
terms of suitability, durability,
task and can be based on any of the
portability and speed.
below:
Durability can relate to resistance to
damage or longevity.
Portability relates to removability and size.
Speed relates to access time.

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 For example:
Magnetic storage:
• Media: hard disk drives
• Suitability: Backing up a home
computer system
• Capacity: 500 MB – 4 TB
• Durability: 
• Portability: Yes
• Speed of access: 
Optical storage:
• Media: CD/DVD/Blu-ray
• Suitability: Storing multimedia files
• Capacity: 650 MB (CD), 9GB (DVD),
50 GB (Blu-ray)
• Durability: 
• Portability: Yes
• Speed of access: 
Solid state:
• Media: Flash memory drives
• Suitability: Moving relatively small files
from work to home
• Capacity: 2 GB – 64 GB
• Durability: 
• Portability: Yes
• Speed of access: 

Storage Describe the relationship Bit as 1 or 0

requirements between data storage units,
Nybble as 4 bit block (and usefulness in
including bit, nybble, byte,
kilobyte and additional prefix conversion from hex-binary) e.g. 11012 →
multipliers. C
Byte as 8 bits 101101102
Understand that prefix multipliers work from
bytes as 23 increments.
Symbol Value
Byte B 8 bits
Kilobyte KB 1024 bytes
Megabyte MB 1024 Kb
Gigabyte GB 1024 MB
Terabyte TB 1024 GB
Petabyte PB 1024 TB
Exabyte EB 1024 PB
Zettabyte ZB 1024 EB
Yottabyte YB 1024 ZB

8
 Describe data capacity and Understand data capacity in terms of the
calculate data capacity amount of data (measured in bytes) that
requirements. can be stored by a given medium.

Additional Describe the characteristics and Understand that additional hardware is

hardware role of additional hardware, required by computers to execute tasks.
components including GPU, sound cards and
For example, the GPU is a specialised
motherboards.
electronic circuit designed to rapidly
manipulate and alter memory. GPUs
efficiently manipulate computer graphics
and carry out image processing.

Embedded Describe the use and give Understand that embedded systems exist
systems examples of embedded in many devices in the home and outside
systems. and that these are small, dedicated
computers. Embedded systems tend to be
stored on ROM and are permanent (except
in some cases where firmware is held on
Flash memory and can be changed).
Examples could include washing machines
(the embedded system contains the
washing programs), remote garage door
entry systems, and engine sensors.

Lesson ideas:
Use an old PC – This will take place over a number of lessons
Architecture: Sometimes the scale of the CPU and internal components can be difficult to
grasp. If you can obtain a PC which is not currently in use (most schools have to retain these
until registered as discarded) it can be interesting to pull one apart. The key points here are
to show that the CPU is a small integrated system and that RAM is separate. (Pull off the fan
and heat sink, scrape off the thermal paste and pop the CPU out – then point out that the
CPU is the tiny chip in the middle of the assembly.
Discuss that this tiny chip contains the CU, the ALU and the registers. Reinforce that the
chip contains its own memory (registers and cache) but that the RAM is separate from the
chip and this stores active programs while they are being run. This is an opportunity to
explain the concepts of the CU, ALU and the registers/RAM.
Bits and Bytes: You can explain that RAM holds data stored as bits and bytes. Explain the
concept of bits as 1 and 0 (on and off) as this is all essentially a computer can 'understand'.
Explain that different combinations of 1 and 0 can represent an infinite range of data and
that data is stored as bytes, kilobytes, megabytes etc.
Secondary Storage: There are opportunities here to discuss secondary storage drives
whilst dismantling the PC and to see how these connect to the motherboard.
Discuss the suitability of different storage types in terms of capacity, portability, durability
and speed of access.
It could be an idea to have a 'storage race' to discuss speed. Compare the transfer time of a
large (>2GB) file onto magnetic HDD vs Optical vs Flash memory. The properties of the
storage devices can be looked at here to look at capacities (e.g. the HDD will probably have

9
a high GB or TB storage range whereas a DVD would only have 4.7GB, Flash memory
would be variable but normally lie between the two).
CISC and RISC: While discussing the CPU, point out that there are different types of CPUs,
including RISC and CISC. PC, invariably use the CISC architecture, whereas mobile phones
tend to use a RISC architecture. Explain the difference between RISC and CISC instruction
sets.
Clock speed: You may also want to discuss clock speeds and that it is possible to
overclock. This allows you to explain clock speed, and issues with overclocking (relate back
to the heat sink and fan that you've already taken off the CPU).
Number of cores: Ask five students to volunteer to aid you in demonstrating the advantages
of parallel processing. Explain to the class that a task such as sorting a deck of playing cards
into order (A–K → Clubs, Diamonds, Hearts and Spades), can be completed much faster by
four people (Quad-core processor) than by a single person (Single-core processor).
Give one deck to the student representing a single-core processor and give a quarter of the
other deck to each student in the group of four representing a quad-core processor.
Both groups have to sort the deck as fast as possible
Explain to the class that large problems can be divided into smaller ones, which are then
solved concurrently and faster.
Additional hardware components: The graphics card, sound card (may be integrated) and
other can be shown in this exercise.
Embedded Systems: Point out the BIOS on the motherboard, explain that this is an
example of ROM and it stores simple start-up sequences. Go on to explain that ROMs such
as this can hold any program. Relate this to ROMs in washing machines etc. Explain that
they may not always be ROMs and are sometimes NAND memory that can contain
updateable firmware (e.g. car ECUs) that can be 'flashed' in order to update it.

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2. Logical operations

Topic Amplification Teacher Guidance

Logical Use AND, OR, Understand the basic principles of the 4 logical operations, for
operators NOT and XOR example:
logical operators,
1 AND 0 = 0
combinations of
these, and their 1 OR 0 = 1
application in NOT 1 = 0 (or NOT 0 =1)
appropriate truth
tables to solve 1 XOR 0 = 1
problems. Use these in combination for example:
(1 AND 0) OR (1 AND 1) = 1
NOT (1 XOR 0) = 0

Boolean Simplify Boolean Use the following Boolean identities and rules:
logic expressions
using Boolean AND Form OR Form
identities and
Commutative
rules. A. B = B . A A+B=B+A
Law

Associate
(A. B) . C = A . (B . C) (A + B) + C = A + (B + C)
Law

Distributive
(A+B)+ C = (A+C).(B+C) (A + B) . C = (A . C) + (B . C)
Law

Identity Law A.1=A A+0=A

Zero and One

A.0=0 A+1=1
Law

Inverse Law A . A' = 0 A + A' = 1

Idempotent
A.A=A A+A=A
Law

Absorption A + A. B = A
A(A+B) = A
Law A + A' B = A+B

Double
Complement x� = x
Law

11
Lesson ideas:
Logical operations - Operation chains:
First point out the difference between AND and OR in terms of a meal
'Do you want a sandwich and a drink?' differs from 'Do you want a sandwich or a drink?'
Once you have established that AND and OR are different, explain that:

1 AND 0 = 0, 0 AND 1 = 0, 1 AND 1 = 1, 0 AND 0 = 0 (explain that both must be 1 for the
result to be 1)
1 OR 0 = 1, 0 OR 1 = 1, 1 OR 1 = 1, 0 OR 0 = 0 (explain that if there is one or more 1, then
the result will be 1)
Next explain that XOR is a different operation where 'one or the other but never both' applies
and that:
1 XOR 0 = 1, 0 XOR 1 = 1, 1 XOR 1 = 0, 0 XOR 0 = 0 (explain only one 1 will give a result of
1)
Finally explain that NOT 'reverses' a result
NOT 1 = 0, NOT 0 = 1

Now try an operation chain with the class. Give a sequence of logical operations, and call
them out to the class/ write them on the board/ show on a presentation. For example start
with this chain, do not give the answers A–D:
1 OR 0 = AnswerA (1)
AnswerA AND 0 = AnswerB (0)
AnswerB XOR 0 = AnswerC (1)
NOT AnswerC = AnswerD (0)
Finally, end with a flourish (this will draw on BODMAS, which you may have to teach if they
haven't been taught it in mathematics yet).
NOT (AnswerD XOR 1) = AnswerE (1)
You can now ask the students about the result they have (this chain should have 1 as its
final result), and work through the problem. Some will have got it wrong, but working through
will help their understanding. Repeat with more chains in class, or as independent learning
tasks.
Truth tables will be the next stage once students have an appreciation of simple operations.
Explain that truth tables are shorthand for the work they have already done.

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3. Communication

Topic Amplification Teacher Guidance

Networks Explain the characteristics of Explain the difference between a wide area
networks and the importance of (WAN) and local area networks (LAN) in terms
different network types, including of distribution. Local area being sited on a
LAN and WAN. single site and wide area being sited on
multiple sites.
Specialist hardware is used to construct
networks, such as:
Switches
• A switch analyses each packet of data and
sends it to the computer it was intended
for.
Hubs
• A hub copies all packets of data to all
devices on the network.
Routers
• A router stores the addresses of
computers on the network and transfers
data between devices.
Gateways
• A gateway joins together two networks
that use different base protocols, e.g. links
a LAN to WAN.
Bridge
• A bridge joins together two networks that
use the same base protocols, e.g. links
LAN to LAN.
Other types of network are Personal Area
Networks (PAN) (very small area),
Metropolitan area networks (MAN) (within a
metropolitan district) and Virtual Private
Networks (VPN) (allows people to log into a
network remotely and access its resources,
which is an implementation of a WAN).

Describe the importance of common Understand the configuration and describe the
network topologies, including ring, importance of:
star, bus and mesh, and their
Ring – where each node connects to exactly
advantages and disadvantages.
two other nodes, providing a single pathway
for signals through each node. High transfer
speeds but can fail if one node fails.
Bus - in which nodes are directly connected to
a common linear cable (or bus). Cheap and
easy to set up but can be slow under heavy

13
 traffic (due to collisions) and a break in the
main bus will break the network.
Star – Where one or more central switch, hub
or computer acts as a central conduit to
transmit messages. Very reliable and high
data transfer speeds are possible (fewer
collisions) and easy to identify faults. Can be
expensive to set up as switches and cabling
expensive, if main switch fails, the network
fails and bottlenecking can occur if too much
data is passing through the central switch.
Mesh - each node relays data for the network.
All mesh nodes cooperate in the distribution of
data in the network. This is very reliable and a
network can 'self-heal' by reconfiguring itself
around broken paths. A network is complex,
expensive and difficult to set up. A large part
of the network may be redundant.

Explain the importance of Connectivity is important for the transfer of

connectivity, both wired and data. Without connectivity, data could not be
wireless. easily exchanged between computers without
the use of removable storage.
Wired connections use a wired connection
protocol e.g. Cat6 cabling using Ethernet.
Wireless does not use cabling but requires
both the transmitting and receiving machine to
have wireless network adapter cards and
normally additional wireless routing equipment
is required (not with P2P).
Wireless is generally slower than wired in
terms of bitrate although the advantage of
greater freedom can offset this.

Explain and give advantages and Understand that circuit switching was a
disadvantages of circuit switching globally accepted standard until superseded
and packet switching. by packet switching.
Circuit switching requires a series of
connections to be made to form a single route
and that all data traverses the same route.
This is susceptible to interception and failure
as failure of any one connection results in
failure of the entire route.
Packet switching differs in that the data is
broken into packets that all traverse different
routes. The data is reassembled once it
arrives at the destination. Packet switching is
less susceptible to interception and is more
robust because if a route fails then the packet
can use an alternate route.

14
Explain the importance and the use Network protocols are vital to allow computers
of a range of contemporary network on networks to communicate. Without shared
protocols, including Ethernet, Wi-Fi, common protocols, computers would not be
TCP/IP, HTTP, HTTPS, FTP and able to communicate.
email protocols.
There are many types of protocol:
Ethernet – wired (cable connection) protocol.
Wi-Fi – wireless, two common standards are
Bluetooth and 801.11.
TCP/IP– transmission control protocol/
internet protocol – is the basic communication
language or protocol of the Internet.
HTTP – hypertext transfer protocol – allows
webpages to be shared across different
computers and browsers.
HTTPS – A secure variant of HTTP – it works
together with another protocol, Secure
Sockets Layer (SSL), to transport data
securely.
POP3 – post office protocol 3 – is a protocol
for receiving email, in which email is received
and stored by an email server with a client
downloading messages when ready.
SMTP – simple mail transfer protocol -mail
servers use SMTP to send and receive mail
messages, mail applications typically use
SMTP only for sending messages to a mail
server.
IMAP – internet message access protocol -
transfers emails between computer systems
via the internet. The IMAP protocol however is
generally used for email retrieval and storage
as an alternative to POP.

Describe the typical contents of a The typical contents of a TCP/IP packet are:
TCP/IP packet.
• The source address
• The destination address
• Information which enables the data to be
reassembled into its original form
• Other tracking information
• The data itself
• A checksum that checks that the data has not
been corrupted

15
 Explain the importance of layers and The TCP/IP protocol, on which the Internet is
the TCP/IP 5-layer model. built, is not a single protocol but rather an
entire suite of related protocols.
The 5 layers of the TCP/IP model are:
• Application
• Transport
• Network
• Data link
• Physical
5 Application Layer
Generates the data and
Host A Host B
The Application layer is the group of applications requiring requests connections
network communications Web Web
Browser Server
4 Transport Layer (TCP/UDP)
Establishes connections
The Transport layer establishes the connection between
with remote host
applications on different hosts.
3 Network Layer (IP)
Transfers packets with
The Network layer is responsible for creating the frames that virtual (IP) addresses
move across the network.
2 Data Link Layer (MAC)
Transfers frames with
The Data Link layer is responsible for creating the frames that physical (MAC)
move across the network. addresses

1 Physical Layer
Transmits and receives data
The Physical layer is the transceiver that drives the signals on
the network.

Describe methods of routing traffic Understand that during routing, networks will
on a network and calculate routing search for the shortest path and the fastest
costs. nodes to transfer data. Together the path
between nodes and the speed of the nodes
are assessed by the device transmitting data.
Computers will look for the route with the
lowest cost (that is the shortest path and
fastest nodes) and transmit data via this
lowest cost route.

Internet Explain how Domain Name System Understand how DNS servers are used to
(DNS) servers and Internet Protocol resolve web addresses into IP addresses.
(IP) addresses work.
Understand that IP addresses are difficult to
remember compared to web addresses and
that this is why DNS is vital to the ease of use
of web addresses.

16
4. Organisation and structure of data

Topic Amplification Teacher Guidance

Representation of Use and convert between Convert from:

numbers denary, binary (up to 16 bits)
Denary to binary
and hexadecimal counting
systems. Denary to hexadecimal
Binary to denary
Binary to hexadecimal
Hexadecimal to denary
Hexadecimal to binary
Direct conversion or using an
intermediate base are both acceptable

Explain the use of Understand that a binary number is far

hexadecimal notation as easier to use as the shorter hexadecimal
shorthand for binary numbers. notation.
e.g. 1101101010111102 = 6D5E16

Use arithmetic shift functions Understand the effect of shifts both left
and explain their effect. and right.
Left shift
e.g. for the number 0011002 (1210)
a shift one place to the left would give
0110002 = 2410
Which is equivalent to multiplying by 2
a shift two places to the left would give
1100002 = 48 10
Which is equivalent to multiplying by 4
Right shift
e.g. for the number 0011002 (1210)
a shift one place to the left would give
0001102 = 610
Which is equivalent to dividing by 2
a shift two places to the left would give
0000112 = 310
Which is equivalent to dividing by 4

Apply binary addition Use the add/divide/remainder method to

techniques. add binary numbers.

Explain the concept of Understand that if the result of an

addition or shift process results in a

17
 overflow. number that is too large to fit in the space
available then an overflow has occurred.
For example if we tried to store the
addition of the following two 8 bit
numbers in an 8 bit register.
11011011
11111011 +
111010110
The answer is too large to fit into the
register (it is 9 bits in length). Where this
happens, an overflow is said to have
occurred.

Representation of Explain the digital storage of Understand that both raster and vector
graphics and sound graphics. graphics can be stored on a computer.
Understand that raster graphics are dot
matrix data structures representing a grid
of pixels and cannot scale up without loss
of apparent quality. They tend to be large
in terms of the memory required to store
them.
A bitmap image is a type of raster image
and is composed of many tiny parts,
called pixels, which are often many
different colours. It is possible to edit
each individual pixel.
Vector graphics use geometrically
primitive objects (geometric primitives)
such as points, lines, curves, and shapes
or polygons which are based on
mathematical expressions to represent
images. Vector graphics can be scaled
up without loss of apparent quality. They
are smaller than bitmap graphics in terms
of the memory required to store them.

Explain the digital storage That sound is stored as a digital

and sampling of sound. representation. The digital representation
is achieved by sampling (signal
processing).
The sample quality can be affected by
the sample rate and sample frequency.
The higher the sample rate and
frequency, the larger the resultant
sample.

18
 Describe the use of metadata Understand and be able to give examples
in files. of the types of metadata that are stored
with files e.g. location, date etc. within an
image or in a sound file, the file or artist,
recording date, song title etc.

Storage of Describe how characters are Understand that characters are

characters stored as a binary number. represented by binary numbers
e.g. in ASCII
01100001 represents a
01000001 represents A
(There is no need to remember the
number that represents a character).

Describe standardised Understand that standardised character

character sets, including sets allow for data interchange between
Unicode and American different programs.
Standard Code for
Understand that ASCII and Unicode are
Information Interchange
two such standards.
(ASCII).
Unicode can represent more characters
than ASCII, but is more memory-hungry.

Data types Describe the concept of data Integer (whole number) 7, 0, 15, -5
types, including integer,
Boolean (true/false)
Boolean, real, character and
string. Real (number with, or without, fraction)
7.2, 8.9, -6.8, 12.0
Character (single character) a, @, #, 8, Q
String (one or more character) Hello, abc,
b, Y

Data structures Describe, design, interpret Describe relates to being able to describe
and manipulate data and identify a data structure (for instance
structures including records, drawing a representation of a one-
one-dimensional and two- dimensional array or a two-dimensional
dimensional arrays. array).
Design relates to being able to design an
array or record that would be suitable for
a particular purpose (e.g. to design an
array suitable for storing sales data over
a time period).
Interpret relates to being able to utilise a
data structure to select data or to convert
a graphical representation of an array to
a programmed form or vice versa.
Manipulate relates to adding, deleting
and editing data within an array or record.

19
 Select, identify and justify This relates to selecting a correct data
appropriate data structures structure for a given situation (e.g. to
for given situations. design an array suitable for storing sales
data over a time period) or to identify the
most appropriate data structure from a
selection of data structures, in each case
being able to justify why the data type is
suitable.

File design Design files and records As above, but in relation to files and
appropriate for a particular records.
application.

Data validation and Explain and use appropriate Validation:

verification techniques for data validation
Range check, type check, format check,
and verification.
presence check, lookup table, check
digit.
Verification:
Double keying, proofreading.

Design algorithms and Algorithms relating to the above list.

programming routines that
validate and verify data.

Lesson ideas:
Explaining bases
'Back to basics' – Many students will have forgotten that they learned to count in base 10,
and will simply accept 'that's the way it is'.
You may want to start with the line:
'There are 10 types of people in the world, those who understand binary and those who
don't' – leave it on the screen/board during the lesson. Tell the students that this is a fact,
and they will hopefully be intrigued, or point out that it makes no sense.
Remind students that in primary school they will have written 'Hundreds, Tens and Units'
above numbers that they were going to use in maths problems. Explain that by using this
system, and 10 numbers (0-9) they had the building blocks to construct any number.
Now ask them what if they'd only had two numbers, 1 and 0. Could they then represent any
number? Ask for the largest number that they could represent using just two digits. They will
say '11' (unless they already understand binary).
Go on to explain that binary is a different base system. And rather than columns with
'thousands, hundreds, tens, units' the columns are divided …128, 64, 32, 16, 8, 4, 2, 1, and
that with this system, any number can be represented.
Explain that binary as a system produces very long numbers that are difficult to handle and
that although denary can be used as shorthand, a better system is to use base 16
(hexadecimal). Explain that we need 0-9, and some extra digits A-F, and that columns are in
the order …256, 16, 1
Refer back to the 'There are 10 types of people in the world, those who understand binary
and those who don't'

20
5. Operating Systems

Topic Amplification Teacher Guidance

Managing Describe the purpose and The O/S manages resources, such as:
resources functionality of the operating
• Manages peripherals such as input
system in managing
and output devices
resources, including
peripherals, processes, • Manages printing using spooling
memory and backing store. • Manages backing store
• File compression
• Disk de-fragmentation
• Manages memory (RAM)
• Manages processes
• Manages security

Providing an Describe the purpose and The O/S provides an interface by:
interface functionality of the operating
• Provides a graphical user interface
system in providing a user
(windows, icons, menus, pointers)
interface.
• Provide a command line interface
• Allowing users to
copy/delete/move/sort/search a file or
folders
• Access system settings such as
hardware.
• Allows users to have more than one
window open
• Provides user with errors/help
messages.
• Allows customisation of interface, e.g.
change desktop background/layout
• Allows user to switch between tasks
(programs/windows)

Utility software Explain the purpose and Explain the purpose and functionality of
functionality of a range of utility software, such as:
utility software.
• Virus scanning
• Firewall
• Defragmentation
• Compression
• System monitoring
• Task management
• Disc scanning and repair
• System backup

21
6. Principles of Programming

Topic Amplification Teacher Guidance

Levels of computer Describe the characteristics Low level programming languages do not
language and purpose of high-level and resemble natural languages, such as
low-level languages. English or Welsh. They are made up
entirely of bit patterns (instructions or
data) that can be executed directly by the
CPU.
A high level language is a programming
language that allows code to be written
which is similar to a natural human
language, such as English. Some
programmers prefer to use high level
programming languages as they are
easier to understand, learn and program
as commands are more English-like and
identifiers can be long and meaningful.
High level programming languages also
allow the use of powerful commands that
perform quite complex tasks such as
MsgBox in Visual Basic or the SORT
clause in COBOL.

Identify and describe situations Low level language are useful when
that require the use of a high- speed of execution is critical or when
level or a low-level language. writing software which interfaces directly
with the hardware, e.g. device drivers.
High level languages are used when the
execution speed is not critical, e.g. in
common productivity applications, such
as a word processor.

22
7. Software Engineering

Topic Amplification Teacher Guidance

Software tools Explain the role of Integrated Understand the ways in which the IDE
Development Environment assists in the development and
(IDE) tools in developing and debugging of programs including:
debugging programs.
• Editor
• Compiler
• Interpreter
• Linker
• Loader
• Debugger
• Trace
• Break point
• Variable watch
• Memory inspector
• Error diagnostics

23
8. Program Construction

Topic Amplification Teacher Guidance

Compilers, Describe the purpose and give An assembler is a program, which

interpreters and examples of the use of converts the low level assembly
assemblers compilers, interpreters and programming language into machine
assemblers. code.
An interpreter is a program, which
converts code one line at a time, into
machine code and executes it.
A compiler is a program that converts
high level programs into machine code
for execution at a later time (the entire
program is converted, not one line at a
time as with an interpreter).

Explain the principal stages Lexical analysis:

involved in the compilation
• Comments and unneeded spaces
process: lexical analysis,
are removed.
symbol table construction,
syntax analysis, semantic • Keywords, constants and identifiers
analysis, code generation and are replaced by 'tokens'.
optimisation. Symbol table construction:
• A symbol table is created which
holds the addresses of variables,
labels and subroutines.
Syntax analysis:
• Tokens are checked to see if they
match the spelling and grammar
expected, using standard language
definitions. This is done by parsing
each token to determine if it uses
the correct syntax for the
programming language
• If syntax errors are found, error
messages are produced.
Semantic analysis:
• Variables are checked to ensure
that they have been properly
declared and used.
• Variables are checked to ensure
that they are of the correct data
type, e.g. real values are not being
assigned to integers.
• Operations are checked to ensure
that they are legal for the type of
variable being used, e.g. you would
not try to store the result of a
division operation as an integer.

24
 Code generation:
• Machine code is generated.
Code optimisation:
• Code optimisation may be
employed to make it more
efficient/faster/less resource
intense.

Describe and give examples Programming errors, such as:

of programing errors.
• Syntax
• Runtime/execution
• Logical
• Linking
• Rounding
• Truncation.

25
9. Security and data management

Topic Amplification Teacher Guidance

Data security Describe the dangers that can An awareness of the risks to data held
arise from the use of on personal computers. Risks of
computers to store personal hacking, loss to viruses, technical
data. breakdown, interception, physical theft
and data theft from discarded
components.

Describe methods that protect Methods such as:

the security of data including
• Access levels permitting user
access levels, suitable
access to designated
passwords for access and
functions/areas
encryption techniques.
• Password design ('strong' vs 'weak'
passwords)
• Encryption techniques (e.g. XOR
encryption.

Data management Explain the need for file Understand that backups protect data
backups and generations of following primary data loss.
files. Generations of files, e.g. the
grandfather-father-son regime, allows
data to be restored to a previous
version following catastrophic data loss.

Explain the need for archiving Archiving is the process of storing data
files. which is no longer in current or frequent
use. It is held for security, legal or
historical reasons.

Compression Explain how lossy and lossless Understand that compression reduces
data compression algorithms file size in memory terms.
are used.
Lossy compression results in reduction
of data quality following compression.
Lossless compression results in no loss
of data quality following compression.

Calculate compression ratios. Calculate compression ratios based on

before and after file sizes (e.g. a 10MB
file compressed to a 2 MB file will have
a file compression ratio of 5:1).
Using ratios, calculate the size of files
following compression.
Using data (e.g. size of destination
storage medium), calculate the
compression ratio required to store
data.

Network security Recognise the importance of Knowledge of network security,

network security and describe including:

26
 the dangers that can arise • Antivirus software
from the use of networks. • Firewalls
• Two-factor authentication
• Access levels
• Passwords
Description of the dangers that can
arise from the use of networks, such as:
• Risks of hacking
• Risks of viruses
• Technical breakdown
• Interception.

Explain the purpose and Contents and purpose of model

typical contents of an acceptable use policies and disaster
acceptable use policy and recovery policies.
disaster recovery policy.

Cybersecurity Describe the characteristics Malware

and explain the methods of
• Short for malicious software,
protection against malware,
malware is a broad-spectrum term
including viruses, worms and
used to describe software used to
key loggers.
disrupt computer operation.
Viruses
• A virus is a computer program that
is able to copy itself onto other
programs often with the intention of
maliciously damaging data. A virus
is transmitted by 'piggybacking' on
another program known as a
'vector'.
Worm
• Is similar to a virus but is a
standalone program that replicates
itself in order to spread to other
computers. It does not need a
vector.
Key loggers
• Are covert programs that capture
keyboard (or other input device)
input and transmit this data to a
third party or hold the data for
collection.
Protection can be from:
• firewalls
• antivirus programs
• patching out-dated software
• security tools
• personnel.

27
Describe the different forms of Technical weakness:
attack based on technical
• Infection by any of the programs
weaknesses and/or user
above.
behaviour.
• SQL injection
• DoS attack.
• Password-based attack.
• IP address spoofing.
User behaviour
• Social engineering.
• Phishing.

Describe methods of Footprinting

identifying vulnerabilities.
• Interrogating resources on the
Internet for information about
systems, looking to discover what a
potential attacker can also discover
without an organisation's knowledge
(can remove 'enticements' or 'low
hanging fruit' by this method).
Penetration testing
• Attempting to penetrate a system's
security layers in order to
demonstrate security risks.

Explain different ways of Understand that software systems can

protecting software systems be insecure and that following certain
during design, creation, testing practices during design, creation and
and use. testing can mitigate these insecurities.
This is commonly called ‘secure by
design’. Malicious practices are taken
for granted and it is assumed that the
system will have invalid data entered or
will be the subject of a hacking attempt
and therefore these issues are taken
into account when creating a new
system. Common examples include:
• Buffer overflows
• Too many permissions
• Scripting restrictions
• Accepting parameter without
validation

Describe the role of internet A cookie is the term given to describe a

cookies. small piece of code that is given to a
Web browser by a Web server.
The main purpose of a cookie is to
identify users and prepare customized
Web pages or to save site login
information.

28
 Cookies can be seen as a security
issue as they hold personal information
and this can be used or sold and
tracking cookies can hold information
on the websites visited by users.

10. Ethical, legal and environmental impacts of

digital technology on wider society

Topic Amplification Teacher Guidance

Ethical Describe the ethical impacts Digital divide.

of digital technology,
Working conditions.
including issues of privacy
and cybersecurity. Environmental impact (links to
environmental issues).
The implications of privacy of private
data.

Black hat/white hat/grey hat hacking.

The growing importance of cybersecurity
in light of increasing frequency of attacks.

Explain the importance of A formal code would comprise an

conforming to professional acceptable use policy or internet access
standards, including formal policy. Any policy that is formally written
and informal codes of ethical and signed up to is considered a formal
behaviour. code.
An informal code comprises
expectations, customs, habits, personal
integrity.

Legislation Explain how relevant current Current legislation including:

legislation impacts on
Data protection Act.
security, privacy, data
protection and freedom of Computer misuse Act.
information. Copyright Act.
Regulation of Investigatory Powers Act.
Freedom of Information Act.

Environmental Describe the environmental Technotrash/Ewaste.

issues impacts of digital technology
Increased energy use in the home.
on wider society.
Global assembly lines.
Increased mining for rare earth elements.
Huge energy consumption by server
farms (servers and more significantly,
cooling).

29
Component 2

1. Problem solving

Topic Amplification Teacher Guidance

Problem solving Use a systematic approach to Decomposition is the process of

problem solving including the breaking a complex problem into
use of decomposition and smaller component parts.
abstraction.
Abstraction is the process of removing
unnecessary detail and simplifying.
Generally, abstraction precedes
decomposition.

Use abstraction effectively to Using abstraction to remove

model selected aspects of the unnecessary detail from a real-world
external world in an algorithm or situation and to model the simplified
program. result in an algorithm or program.

Use abstraction effectively to Using abstraction to produce a well-

appropriately structure structured (as simple and elegant as
programs into modular parts possible) program. Modular programs
with clear, well-documented should be built of self-contained
interfaces. subroutines. Interfaces should be clear,
unambiguous and, where documented,
documentation should be as
unambiguous as possible.

30
2. Algorithms and programming constructs

Topic Amplification Teacher Guidance

Algorithms Use common methods of See appendix C of specification for detail

defining algorithms, including on pseudo-code conventions and flowchart
pseudo-code and flowcharts. conventions used.

Programming Identify, explain and use Identify subroutines in algorithms and

constructs subroutines in algorithms and explain their function.
programs.
Understand that subroutines are a
sequence of instructions that perform a
specific task.
Use subroutines to solve given problems.

Identify, explain and use Identify sequence, selection and iteration

sequence, selection and in algorithms and explain their function.
iteration in algorithms and
Sequence: an action, or event, leads to the
programs.
next ordered action in a predetermined
order.
Selection: In selection, a question is asked,
and depending on the answer, the program
takes one of two courses of action.
Iteration: An iteration is a single pass
through a set of instructions. Most
programs contain loops of instructions that
are executed over and over again. The
computer repeatedly executes the loop,
iterating through the loop.

Identify, explain and use Iterations within a loop must eventually be

counts and rogue values in terminated. Counts and rogue values can
algorithms and programs. be used to terminate iteration loops.
Counts count the number of times a
process has occurred.
Rogue values are values that fall outside
the range or type of the 'normal' data that
will be processed by a program.
In both cases a loop can be terminated if a
count reaches a pre-set value or if the loop
encounters a rogue value.

31
 Identify and explain Identify and explain the following in a given
constructs in object program:
orientated programs.
• superclass
• class
• object
• property
• method
• comment

Follow and make alterations Follow the flow of and dry run algorithms,
to algorithms and programs making changes to the algorithms that will
that solve problems using: affect output or repair a 'broken' algorithm.
sequence, selection and Algorithms can be of sequence, selection
iteration and iteration types and can contain input,
processing and output of values.
input, processing and output.

Write algorithms and Write algorithms to solve given problems.

programs that solve problems
Algorithms can be of sequence, selection
using:
and iteration types and can contain input,
sequence, selection and processing and output of values.
iteration
input, processing and output.

Variables Identify, explain and use local Identify global and local variables in
and global variables in algorithms and be able to use these
algorithms and programs. appropriately.
Understand that local variables only exist
for the lifetime of a subroutine and that the
data in those variables is only available to
the subroutine in which it is declared.
Understand that global variables exist
throughout an entire program and that the
data in those variables is available to all
routines within the entire program.

Identifiers Explain why the use of self- Understand that programs should be,
documenting identifiers and wherever possible, named sensibly so that
annotation are important in a third party can understand their purpose
programs. e.g. a variable containing a first name
should be defined as firstname
Give examples of self-
documenting identifiers and
annotation.

32
String handling Identify, explain and use String passing
routines for string handling in
Concatenation
algorithms and programs.
String comparison
Substitution
Trimming
Measuring length

Mathematical Identify, explain and apply See appendix C of specification for detail
operations computing-related of computing-related mathematical
mathematical operations in operation used. Use these within
algorithms and programs. algorithms and programs to process data.

Logical Identify, use and explain the See appendix C of specification for detail
operations logical operators AND, OR, of logical operations used. Use these
NOT and XOR in algorithms within algorithms and programs to process
and programs. data.

Sorting Describe the characteristics Merge sort as a divide and conquer

of merge sort and bubble sort algorithm where:
algorithms.
An unsorted list is divided into n sublists,
each containing 1 element.
The sublists are repeatedly merged to
produce new sorted sublists until there is
only 1 sorted sublist remaining.
Bubble sort as a simple sorting algorithm
where:
The algorithm that repeatedly steps
through the list to be sorted.
The algorithm compares each pair of
adjacent items and swaps them if they are
in the wrong order.
The passes through the list are repeated
until no swaps are needed

Searching Explain and use linear and Use linear searches and understand that
binary search algorithms. this is a simple search process where a list
is searched until the required value is
found.
Use binary search algorithms and
understand binary search as a divide and
conquer algorithm where:
The middle value in a list is inspected to
see if it matches the search value.
If the middle value is greater than the
search value, the upper half of the list is
discarded. If it is less than the search
value, the lower half is discarded.

33
 This process is repeated, with the list
halving in size each time until the search
value is found.

Testing and Explain how an algorithm or Explain how an algorithm processes data
evaluation program works and evaluate to produce an outcome.
its fitness for purpose in
Compare different algorithms (e.g. is a
meeting requirements.
nested IF statement longer than a nested
loop, if so which has been programmed
more efficiently?).
Dry run algorithms using test data and
explain the outputs.

Lesson ideas:
Binary Search vs Linear search – Ask two groups of students to guess the number you're
thinking of (which is between 1 and 1000). One group should use the binary search
methodology, the others linear search. Who guesses your number first? (For added fun, do
this a number of times with different numbers, then pick 1 as your number to prove that a
binary search is not always quicker).

34
3. Programming languages

Topic Amplification Teacher Guidance

Markup languages Design, write, test and refine Understand that tags have different
HTML pages using the effects on text and be able to identify
following tags: tags that have these effects.
• HTML <html> Use the tags to mark up a document to
• Head <head> specific requirements.
• Title <title>
• Body <body>
• Headings <h1> - <h6>
• Paragraph <p>
• Italic <i>
• Bold <b>
• Centre align <center>
• Anchor <a
href=”URL”>
• Unordered List <ul>
• List Item <li>
• Blockquote <blockquote>
• Horizontal Rule <hr>
• Image <img>
and their corresponding
closures.

Object oriented Design, write, test and refine For example, candidates could be
languages Java programs within the required to:
Greenfoot environment, using
• Create a new Greenfoot world
the following skills:
• Populate a given world with one or
• Create new and extend more objects
existing classes • Edit the objects so that they turn
• Create new and edit and move randomly
existing objects • Edit the program code to make the
• Create new and edit objects move in the direction of the
existing worlds arrow keys when pressed
• Write and invoke methods • Edit the objects to detect object
• Change existing methods collision and remove these objects
• Create new and edit from the world
existing properties • Add a sound which will play when
(including public, private, objects requires it to
static, etc.) • Add objects which can receive
• Add and remove objects messages from other objects
from worlds • Edit objects so that they can change
• Use actors the image/value displayed on the
• Move objects around a Greenfoot world
world • Save completed worlds as file
• Keyboard input names stated.
• Add and play sounds
• Implement and use

35
 parameter passing (by
value and by reference)
• Access one object from
another
• Implement object collision
detection
• Implement random number
generation
• Use the concept of
inheritance and
encapsulation.

Assembly language Design, write, test and refine For example, candidates could be
simple assembly programs required to design, write, test and
using the following mnemonics: refine simple assembly programs that:
• Input INP • loads register R with the contents of
• Output OUT address X
• Store STA • loads register S with the contents of
• Load LDA address Y
• Add ADD and adds the two numbers together.
• Subtract SUB
• Branch BRA
• End/Stop/Halt HLT
• Data definition DAT

36
4. Data structures and data type

Topic Amplification Teacher Guidance

Implementing data Use one-dimensional and two- Use, as appropriate, one dimensional
structures dimensional arrays, files and arrays in algorithms and programs to
records. input, store, process and output data.
Use, as appropriate, two dimensional
arrays in algorithms and programs to
input, store, process and output data.
Use, as appropriate, records in
algorithms and programs to input, store,
process and output data.

Implementing data Use a variety of data types, Use as appropriate data types to hold
types including integer, Boolean, real, data in variables/arrays/records in
character and string. algorithms and programs.
Integer (whole number) 7, 0, 15, -5
Boolean (true/false)
Real (number with, or without, fraction)
7.2, 8.9, -6.8, 12.0
Character (single character) a, @, #, 8,
Q
String (one or more character) Hello,
abc, b, Y
(May be extended practically to different
data types in programs (e.g. single,
double, char, date, decimal etc.)

Variables and Assign, identify and explain the Assign, identify and use constants in
constants use of constants and variables programs and algorithms to store data
in algorithms and programs. that does not change.
Assign, identify and use variables in
programs and algorithms to store data
that can change.
Understand where constants and
variables are appropriate and use
appropriately.

Describe the scope and lifetime Scope of a variable refers to the

of variables in algorithms and visibility/accessibility of a variable.
programs.
In other words, which parts of your
program can see or use the variable.
Can be global or local.
Lifetime of a variable The lifetime of a

37
 variable is the duration of the location
where the variable exists.
Lifetime of Global variables.
Global variables begin to exist when the
program starts.
Global variables cease to exist when
the program exits.
Lifetime of Local variables.
A local variable begins to exist when
the variable is defined within a
subroutine.
A local variable ceases to exist at the
end of the scope in which the variable
is defined (when the subroutine ends).

5. Security and authentication

Topic Amplification Teacher Guidance

Security techniques Use appropriate security Use techniques that validate data
techniques, including validation (could be any of the range of validation
and authentication. checks discussed) in algorithms.
Use techniques that authenticate
information entered into an algorithm.

38
Non-exam assessment (NEA)

Submission date

The work will be submitted so that it arrives with the moderator by March 31 of the year of
academic certification. The task must be the one set by WJEC Eduqas as the task for that
academic year.

Submission method

All marks must be submitted to WJEC's Internal Assessment Mark Input System (IAMIS).
This system will automatically identify the required sample and provide the name and
address of a moderator.

Work must be submitted in electronic format. Currently this will involve copying the sample to
removable media (optical or solid state) and to send that media to the moderator's address.
Work should be arranged as described on page 17 of the specification.

Practical implications of the rules of non-exam assessment

Conditions/ Resources

NEA must be conducted under the conditions prescribed. That is, accounts used for the NEA
must be locked down between NEA sessions, and these accounts must have no access to
the internet or email.

No work can be brought in from outside of the NEA controlled environment. Candidates are
free to research outside of the controlled conditions, but this research should be used to
develop their skills and knowledge. No typed work, diagrams or code should be brought into
the exam. This rule is comparable to examination rules in that candidates are free to revise
to improve knowledge and skills outside of examinations, but cannot bring in any physical
work to an examination.

The time spent by candidates on the NEA must be tracked by centres and candidates must
not be permitted to exceed the 20 hours. Centres are free to choose their method of tracking
time, although there must be evidence of this. WJEC Eduqas may request this evidence at
any time.

Release and practice tasks

As the task for the NEA will not be released until September of the year of award, centres will
be free to use other tasks to ensure that candidates are upskilled in preparation for the task.
This could be from specimen material or past papers.

Centres are free to issue 'practice tasks' prior to commencing the NEA to facilitate skill
building. However these tasks must not be drawn directly from the released task.

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Word count

The 2000 word limit relates to the report that is supplied with the programmed solution. This
word count does not include the program code or annotation.

Time arrangements

The time permitted for the NEA is 20 hours. Clearly, it is impossible for candidates to work
for 20 hours in a single sitting and therefore it is at the discretion of the centre of how to
arrange this time.

The approaches below are valid; however centres may choose different methods.

1. Sitting the task in a single week

This would involve candidates working over a single week (say, for 2 x 2 hour sessions in a
single day) and to produce the entire task over this time.

Advantages of this method

• The task is completed in a short period of time and this may improve manageability in
terms of continuity
• Less susceptible to impact of learner absence
• The 'full immersion' achieved by this approach will result in focused, continuous work
• Students may research as homework nightly and this will be fresh in their memory on
commencement of the next day's tasks
• Tracking of time spent is simple.

Disadvantages of this method

• Is highly reliant on all skills for the task having been taught prior to commencement of
the task and is reliant on candidates remembering a large number of concepts
• Requires curriculum rearrangement
• Unforgiving if candidates become stuck on an individual area, as they will not be able
to research and return to the task until they are released from the controlled
conditions
• Inflexible if an individual candidate is absent during the task week

2. 'Chunking' the work over multiple sessions.

This approach would involve setting aside time within the curriculum for candidates and all
work would be conducted during these sessions. (Sessions of say, blocks of 2 hours each
week are run over a 10 week period).

Advantages of this method

• The task is completed in a defined time period and this may improve manageability in
terms of tracking of time
• Skills for different sections can be taught discretely in lessons between test sessions
• Candidates may research as homework in the time between tasks.

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Disadvantages of this method

• Requires curriculum rearrangement

• Candidates missing days where test sessions are being conducted will lose
significant blocks of time and this will require rearrangement
• Candidates missing teaching sessions between NEA sessions will be under-skilled.

3. Running the task in normal lesson sessions

This would involve teaching skills relevant to the task and then switching to NEA conditions
once candidates had been taught. For example, teaching the concepts of analysis for 30
minutes then switching to controlled conditions for the next 30 minutes once candidates had
been taught the concepts required to tackle the task.

The lessons tasks must not be drawn directly from the released task, and only the skills
required should be taught prior to commencement of the NEA.

Advantages of this method

• Does not require curriculum rearrangement

• Skills for individual sections can be taught discretely between test sessions.
• Candidates may research as homework in the time between tasks.

Disadvantages of this method

• Difficult to track time, as the time candidates are active on the NEA must be tracked
in terms of the minutes spent (as the time on task may be a subset of a lesson (e.g.
30 minutes)
• The methodology can result in candidates relying on short term memory which will
impact their understanding
• Fragmented delivery will impact candidates being able to see the bigger picture in the
development of the project which may result in weaker or disjointed planning,
implementation and evaluations.

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Non-exam assessment marking grids

Given Task
The task for Component 3 will be a set scenario that will be available for completion in the
academic year of certification. A different scenario will be set for each academic year. All
work carried out for this task should be under teacher supervision, with no access to the
Internet or email. The time permitted for this task is 20 hours, and all time spent on the task
should be monitored and logged by the centre as detailed in this specification.
The scenario will provide candidates with a description of a client’s need for a new computer
based solution to a given problem. In addition to a functional computer program, candidates
will need to produce a word processed report with an advisory limit of 2000 words. The
areas for inclusion in the report are covered in detail in the content for this component and
are summarised below:
Section 1 – Scope of the problem
• Description of the given scenario in terms of input, processing and output
• Objectives, including measurable success criteria for the proposed system.
Section 2 – Design
Descriptions of:
• Input and output facilities required to produce a user interface
• Data structures that will be required
• Documentation of the following routines using a standard convention (pseudo code
or flowchart):
o validation routines
o data handling and processing
o authentication
Section 3 – Software development
• Annotated listing(s) of all programming code
• Evidence of the user interface
Section 4 – Test strategy
• Description of the test strategy
• Description of the purpose of unit, integration and functional testing
• Test plan and test data
Section 5 – Testing
• Evidence of test outcomes with commentaries
Section 6 – Further development
• Discussion of the outcomes of the testing
• Description of the successful features of the solution and identification of areas for
further development
• Suggestions for extensions to the solution
The Refinement Log
The refinement log is an integral part of the project and should be completed during each
session. The purpose of the log is for candidates to demonstrate that they are working in a
logical and systematic manner.
Candidates are expected to record any issues encountered and how these issues were
addressed.

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The refinement log is supplied as an electronic document and must be submitted with the
computer program and the report.
A sample log page is shown on page 23 of the specification.
The marking grids should be used in conjunction with the advice given on page 24 of the
specification. The NEA marking grids in the specification are designed in a vertical
hierarchical table structure, however, in practice, these grids are easier to use in a horizontal
format, as it is easier to compare the outcomes in the grids in this format. Below, the grids
have been transferred to such a format to facilitate easier use.

43
 Scope of the problem - AO3.1
Max 8 marks
Band 0 Band 1 Band 2 Band 3 Band 4
0 marks 1 - 2 marks 3 – 4 marks 5 - 6 marks 7 - 8 marks

Response not credit worthy The candidate has: The candidate has: The candidate has: The candidate has:
or not attempted • Carried out a superficial • Carried out an analysis • Completed an analysis • Completed a thorough
analysis of the given of the given scenario, of the given scenario, analysis of the given
scenario that has only identifying the basic: with no significant scenario identifying all:
partially identified the omissions, identifying
input, processes and most of the:
output required to o data required to create a o data required to create a o data required to create
produce a working working solution functional solution an effective solution
solution o processing requirements o processing to be carried o processing to be carried
to produce a working out by the solution out by the solution
• Put forward objectives solution o required outputs from o required outputs from
for the solution in terms o outputs from the solution the solution the solution
of tasks to be carried
out. Not all objectives • Set objectives, a • Put forward objectives, • Produced a detailed set
are measureable or minority of which are most of which are of objective, that are
appropriate to the measurable, that measurable, that define measurable, that define
solution describe the main tasks the tasks to be carried clearly the tasks
required to create a out by the proposed required to create
working solution solution effective and fully
functional solution

44
 Design - AO3.2a
Max 12 marks
Band 0 Band 1 Band 2 Band 3 Band 4
0 marks 1 - 3 marks 4 - 6 marks 7 - 9 marks 10 - 12 marks

Response not credit worthy The candidate has: The candidate has: The candidate has: The candidate has:
or not attempted • Used the objectives • Used the objectives for the • Used the objectives for the • Produced a comprehensive
for the solution as a solution as a basis for the solution to inform a design design that would allow a
basis for an outline design that will produce a that will produce the competent third party to create
design for a partial solution that will achieve a facilities required to ensure a solution that covers all stated
solution majority of the required that the solution is objectives
• Produced outline functionality functional • Identified fully and described in
designs for the • Identified the basic input • Identified and described detail the input and output
identified input and and output facilities to be most of the input and facilities to be provided by the
output facilities provided by the user output facilities to be user interface which will be fit
provided by the user interface provided by the user for purpose
interface • Identified the data interface and has • Described all data structures
• Outlined the key files structures required to considered the needs of required to create an effective
and/or data structures produce a solution that is the user solution, using correct technical
required to produce a partially functional but • Described most data terminology
partial solution carries out the basic structures required using • Described fully the validation
• Given consideration requirements of the given appropriate terminology routines required to ensure that
to possible validation scenario • Identified most inputs that only appropriate data can be
of input data, which • Identified several inputs will require validation and entered into the solution
may not be accurate that will require validation outlined proposals for • Considered fully the need for
or appropriate • Outlined the need for implementing validation authentication
• Partially outlined authentication processes routines • Described all processing
processing routines • Described the basic • Considered the need for routines for an effective
that may use a processing routines for the authentication routines solution as algorithms using a
standard convention solution as algorithms • Described most processing standard convention such as
such as pseudo code using a standard routines for the solution as pseudo code or flowcharts
or flowcharts. The convention such as algorithms using a
descriptions may not pseudo code or flowcharts. standard convention such
be accurate or Some routines may be as pseudo code or
correct. incorrect or incomplete. flowcharts

45
 Refinement Log - AO3.2c
Max 5 marks
Band 0 Band 1 Band 2 Band 3
0 marks 1 mark 2 - 3 marks 4 - 5 marks

Response not credit worthy or not The candidate has: The candidate has: The candidate has:
attempted • Outlined the progress made in • Demonstrated a structured • Demonstrated a structured
most sessions approach to developing the approach to developing the
• Described problems solution solution
encountered but may lack the • Carried out activities in an • Carried out activities in an
use of technical terminology appropriate order appropriate order
• Outlined changes that have • Described the progress made in • Evaluated effectively the
been made to the original design each session progress made in each session
• Identified one or more activity for • Provided a description of any • Provided a full description of any
the next session problems encountered with problems encountered with good
satisfactory use of technical use of technical terminology
terminology • Justified any changes that have
• Described any changes that been made to the original design
have been made to the original demonstrating an informed
design understanding of the need for
• Produced sensible actions for change
subsequent sessions • Produced logical and prioritised
actions for subsequent sessions

46
 Effectiveness of solution – AO3.2b
Max 15 Marks
Band 0 Band 1 Band 2 Band 3 Band 4 Band 5
0 Marks 1 – 3 Marks 4 – 6 Marks 7 – 9 Marks 10 – 12 Marks 13 – 15 Marks

Response not credit The candidate has The candidate has The candidate has The candidate has The candidate has
worthy or not attempted created a solution that: created a solution that: created a solution that: created a solution that created a solution that
• Partially achieves • Achieves the basic • Achieves a majority is: is:
the requirements of requirements of the of the requirements • Correct and fulfils • Correct and fulfils
the given scenario given scenario of the given most of the all the requirements
• Has a partially • Includes a basic scenario requirements of the of the given
functional user user interface that • Provides evidence given scenario scenario
interface may not be fit for of a functional user • Usable with a user • Usable with a user
purpose interface interface that is interface that is
• Includes a basic • Includes some functional and intuitive and fit for
number of elements of generally easy to audience and
elements of structured use purpose
structured programming • Structured and • Well-structured and
programming • Makes use of modular in nature modular in nature
authentication • Secure with • Efficient in use of
routines authentication resources
• Is portable routines • Secure with
• Portable and effective
generally robust authentication
routines
• Portable, reliable
and robust

47
 Technical Quality – AO3.2b
Max 20 Marks
Band 0 Band 1 Band 2 Band 3 Band 4 Band 5
0 Marks 1 – 4 Marks 5 – 8 Marks 9 – 12 Marks 13 – 16 Marks 17 – 20 Marks

Response not credit The candidate has The candidate has The candidate has The candidate has The candidate has created a
worthy or not created a partial solution created a solution that created a functional created a functional successful solution that covers all
attempted to at least one of the covers the basic solution that covers the solution that covers most the requirements of the given
requirements of the requirements of the majority of the requirements of the given scenario.
given scenario. given scenario. requirements of the scenario.
given scenario. The candidate has:
The candidate has: The candidate has: The candidate has: • Written code that is self-
• Made use of • Written code that The candidate has: • Written code that is documenting, well-structured
meaningful includes some • Written code that is self-documenting and and modular in nature
identifiers self-documentation self-documenting modular in nature • Used a consistent
• Used indentation • Used appropriate • Used a consistent • Used a consistent programming style
indentation programming style programming style throughout, including
• Made use of including indentation including indentation indentation and the use of
meaningful • Made use of • Made use of white space around operators
identifiers meaningful meaningful identifiers and keywords
• Provided basic identifiers and and appropriate use • Made full use of meaningful
annotation of the appropriate use of of constants identifiers and appropriate
code constants • Made use of local use of constants
• Made use of local variables and • Created subroutines with well-
variables and minimised the use of defined interfaces
generally minimised global variables • Made effective use of local
the use of global • Produced validation variables and minimised the
variables routines and created use of global variables
• Produced validation routines for exception • Produced effective validation
routines handling routines and created routines
• Provided annotation • Provided effective for exception handling
of the code where annotation of the • Provided informed annotation
appropriate code where of the code where appropriate
appropriate

48
 Test strategy - AO2.1b
Max 8 marks
Band 0 Band 1 Band 2 Band 3
0 marks 1 - 2 marks 3 - 5 marks 6 - 8 marks

Response not credit worthy or not The candidate has: The candidate has: The candidate has:
attempted • Attempted to describe of the • Considered the nature of the • Considered fully the nature of the
scope and range of the chosen solution when developing a test solution when developing a well-
test strategy strategy structured test strategy
• Identified the purpose of testing • Provided a description of the • Provided an informed description
the solution scope and range of the chosen of the scope and range of the
• Produced a test plan to carry out test strategy chosen test strategy
the testing of the solution but the • Described the purpose of unit, • Fully explained the purpose of
plan may not cover all key areas integration and functional testing, unit, integration and functional
• Identified test data to partially test taking into account the nature of testing, taking into account the
the solution the solution nature of the solution
• Considered how the outcomes of • Considered in detail how the
the testing process may be useful outcomes of the testing process
in any further development of the will be used to influence any
solution further development of the
• Produced a test plan to carry out solution
unit, integration and functional • Produced a comprehensive plan
testing of most of the for carrying out unit, integration
requirements of the given and functional testing to cover all
scenario requirements of the given
• Identified appropriate test data to scenario
test most functionality of the • Identified comprehensive test data
solution to fully test the solution

49
 Testing - AO3.2c
Max 8 marks
Band 0 Band 1 Band 2 Band 3
0 marks 1 - 2 marks 3 - 5 marks 6 - 8 marks

Response not credit worthy or not The candidate has: The candidate has: The candidate has:
attempted • Made use of data to test most • Used the test plan to carry • Followed the test plan in a logical and systematic
areas of the solution that out testing of the solution manner
have been completed • Made use of realistic data to • Made effective use of typical, extreme and
• Presented testing outcomes test all areas of the solution erroneous data
with brief correct • Presented testing outcomes • Presented all testing outcomes with detailed and
commentaries with suitably technical informed commentaries
commentaries

Further development - AO3.2c

Max 4 marks
Band 0 Band 1 Band 2 Band 3
0 marks 1 mark 2 - 3 marks 4 marks

Response not credit worthy or not The candidate has outlined: The candidate has: The candidate has:
attempted • Outcomes of the testing process • Considered the outcomes of the • Considered fully the outcomes of
• Suggestions for extension to the testing processes against the the testing process in terms of the
solution solution objectives solution objectives
• Identified successful features and • Fully described the successful
areas for further development features and areas for further
• Proposed specific suggestions for development
extensions to the solution • Proposed detailed and
comprehensive suggestions for
specific extensions to the solution

50