Transferable Skills International GCSE Subject Mapping: Computer Science

Transferable skills will help students cope with the different demands of degree study and provide a solid skills base that enables them to adapt and thrive in different environments across
educational stages; and ultimately into employment. A good international education should enable students to start developing transferable skills as early as possible. Developing these
transferable skills where they naturally occur as part of the International GCSE curriculum can help build learner confidence and embed the importance of this well-rounded development.

Our approach to enhancing transferable skills in our International GCSEs ensures that it is not only the academic and cognitive skills that are developed, but those broader elements that
universities highlight as being essential for success. Skills such as self-directed study, independent research, self-awareness of own strengths and weaknesses and time-management are
skills that students cannot learn from a textbook but have to be developed through the teaching and learning experience that can be provided through an international curriculum.

In the tables below, we have taken a framework of skills and provided mapping to suggest where each skill can be assessed, and where each skill could be developed for this subject. This
will enable teachers and learners to understand where they are developing each skill, and examples of how they can develop each skill through this International GCSE.

NRC framework skill Skill interpretation in this subject Examples of where the skill is Examples of where the skill is Opportunity for the skill to be developed through teaching and learning
covered in content explicitly assessed in examination approach

Cognitive skills

Cognitive Processes and Strategies

Critical thinking Clarifying thoughts sufficiently that they 1.2.1 SAM paper 1 question 1(b) Critical thinking is a key part of computer science. Formative assessment of
can be expressed in a form that a the outcomes of the use of critical thinking skills are embedded in
2.1.1 SAM paper 1 question 1(d)
computer can carry out developmental activities such as group projects and individual challenges.
2.1.7 SAM paper 1 question 2(a)
Analyzing and identifying possibilities and
strategies to meet a required process and 3.1.3 SAM paper 1 question 2(b) (i) (ii)
outcomes.
3.1.4
Identifying the outcome of a
computational process 3.1.5

3.4.2

5.3.3

Problem solving Solving problems is the core of computer 1.2.1 SAM paper 1 question 1(c) Problem solving skills are formatively assessed in individual, group and
science whole class activities that are key to the development of computational
1.2.2 SAM paper 1 question 6(c)
skills.
Problem solving skills include breaking
1.1.9 SAM paper 2 question 6
a large problem into a number of Problem solving activities can involve selecting appropriate techniques and
smaller ones, recognizing how 2.1.2 systems in addition to the development of algorithms and code.
problems relate to ones that have 3.3.1
been solved, setting aside details of a
problem that are less important, and 3.3.3
identifying and refining the steps
needed to reach a solution.

Analysis Organising ideas and thinking both 1.1.2 SAM paper 1 question 1(e) Analysis can often be formatively assessed during activities involving critical
creatively and logically. thinking and/or problem solving.
 2.1.5 SAM paper 2 question 5(b)

3.3.2

Reasoning/argumentation Piecing together information, usually to 4.2.5 SAM paper 1 question 3(a) A skill that supports critical thinking and problem solving.
recommend or suggest further action.

Interpretation Evaluating alternative solutions or 1.1.9 SAM paper 1 3(d) A skill that supports critical thinking and problem solving.
techniques when presented with a small
2.1.7
number of well-defined alternatives
3.1.2

3.2.4

Decision making Judging multiple options or alternatives, 4.5.1 SAM paper 1 3(b) A skill that supports critical thinking and problem solving.
in order to select one, so as to best fulfil
4.5.2 SAM paper 1 3(d)
requirements / needs
5.1.2

5.1.3

5.1.5

Adaptive learning Using skills, knowledge and understanding 1.2.3 SAM paper 1 4(c) (ii) Assessment of the way the students approach task that require ‘thinking
to respond the new and unfamiliar outside of the box’. To encourage students to approach tasks in the way the
1.2.4 SAM paper 2 question 6
challenges. formative assessment should review process as well as product.
4.2.6

6.1.4

Executive function Analysing a situation, planning and taking 2.1.2 In paper 2 Not separately summatively assessed but critical in developing confidence
action, maintaining attention, and in tackling problems of all types.
adjusting actions as needed to complete a
task.

Creativity

Creativity Using efficient / effective strategies to 1.1.7 Tested in paper 2 High level transferable skill. Formatively assessed in group work using peer
create a solution / solve a problem and self-assessment in addition to teach assessment of the outcomes.
2.1.2

Innovation Suggesting novel solutions to the design / 4.4.3 SAM paper 1 3(e) High level transferable skill. Formatively assessed in group work using peer
selection of computer science systems and self-assessment in addition to teach assessment of the outcomes.

NRC framework skill Skill interpretation in this subject Examples of where the skill is Examples of where the skill is Opportunity for the skill to be developed through teaching and learning
covered in content explicitly assessed in examination approach

Intrapersonal skills
Intellectual openness Intellectual openness is important in developing confidence in problem
solving / computational skills

Adaptability Persisting in the face of difficulties, such 1.1.5 SAM paper 1 question 8(c) Using small steps to develop a willingness to tackle problems where the
when writing code or designing an solution is not obvious at the outset. Formative assessment of group and
algorithm individual task from across the specification.

Personal and social responsibility Appreciating ethical issues in computer 6.1.2 SAM paper 1 5(a) Contribution to whole class research activities.
science
6.1.3

Continuous learning Expanding skills and skill-sets through 1.1.1 Tested in paper 1 and 2 Using small steps to develop a willingness to tackle problems where the
learning and increasing knowledge solution is not obvious at the outset. Formative assessment of group and
1.1.7
individual tasks.

Intellectual interest and curiosity Willing to tackle challenging problems; 1.1.9 Tested in paper 1 and 2 Contribution to whole class research activities. Group research activities –
researching appropriate solutions and presentations and involvement in challenging others and response to peer
seeking to widen knowledge and increase questioning
understanding

Work ethic/conscientiousness Formative assessment in these areas can be supported by self-assessment

including the use of I can statements.

Initiative Using computational skills to develop 1.1.2 Observation and the use of student activity logs when involved in group /
own understanding and problem solving individual tasks.
1.1.9
abilities

Self-direction Demonstrating autonomous learning 1.2.1 SAM paper 2 question 6 Use of class focussed research activity carried out in small groups and
including presentations on outcomes of a task.
1.2.2

Responsibility Taking responsibility for finding and 1.1.5 SAM paper 1 question 8(c) Acting as ‘test buddy’ in supporting another student’s work as well as
correcting errors in coding and algorithms logging the debugging of their own work.
2.1.5 SAM paper 2 question 5(a)

2.1.6

Perseverance Seeking to remove all errors in code and 1.1.5 SAM paper 1 question 8(c) Review of development process.
algorithms using testing and other tools.

Productivity Using computational skills accurately and 1.1.1 SAM paper 2 question 1(a) Individual and group focussed and extended tasks.
efficiently to produce code and
1.1.4 SAM paper 2 question 1(c)(ii)
algorithms
1.1.6 SAM paper 2 question 2(a)

1.1.7 SAM paper 2 question 2(b)

1.1.8 SAM paper 2 question 2(c)

1.2.1 SAM paper 2 question 3(b)

2.1.1 - 2.1.7 SAM paper 2 question 3(c)

 2.2.1 – 2.2.2 SAM paper 2 question 4(b)

2.3.1 – 2.3.5 SAM paper 2 question 5(b)

2.4.1 – 2.4.3 SAM paper 2 question 6

2.5.1 – 2.5.3

2.6.1 – 2.6.3

Self-regulation (metacognition, Developing an approach to problem 1.1.9 SAM paper 2 question 1(b) Group activity, peer review and whole class presentations of problem
forethought, reflection) solving and program design that solving activity.
1.2.1 SAM paper 2 question 2(b)
maximises both the suitability of the
product and the efficiency of the process 1.2.2 SAM paper 2 question 6

2.1.2

2.1.4

2.1.7

Ethics Demonstrating awareness of the need to 5.2.1 SAM paper 1 question 8(a) Research activity and small scale projects.
utilise the power of computer science in a
5.2.2 SAM paper 1 question 8(b)
way that benefits all
5.2.3 SAM paper 1 question 8(d)

5.2.4

5.2.5

6.1.2

Integrity Taking ownership of their own work and 6.1.2 Self-evaluation and development logs / diaries.
responding to challenges
6.1.3

Positive Core Self Evaluation

Self-monitoring/self-evaluation/self- Planning and reviewing own work as a Self-evaluation and development logs / diaries. Short term and longer term
reinforcement matter of course planning.
NRC framework skill Skill interpretation in this subject Examples of where the skill is Examples of where the skill is Opportunity for the skill to be developed through teaching and learning
covered in content explicitly assessed in examination approach

Interpersonal skills

Teamwork and collaboration

Communication Able to communicate ideas to peers Group work, presentations and peer questioning.
and teachers and to discuss the logic
of algorithms and code (verbally or
written)

Collaboration Working with peers on shared tasks; Group work, presentations and peer questioning.
giving feedback on peers on problem
solving and other tasks

Teamwork Working with peers to solve Group work, presentations and peer questioning.
problems and create programs

Co-operation Share ideas with peers and supports Peer mentoring; acting as test buddy
peers who are finding tasks difficult

Interpersonal skills Giving feedback to peers that is Acting as test buddy.

appropriate and delivered in a way
that encourages them

Empathy/perspective taking Not applicable

Negotiation Not applicable

Leadership

Leadership Leading a group of peers to Observation, peer evaluation, assessment of outcomes.

complete a task

Responsibility Taking responsibility for the progress Observation, peer evaluation, assessment of outcomes.
and outcomes of a group task
involving problem solving or similar

Assertive communication Leading the discussions in a group Teacher observation; peer review
task ensuring that decisions are
made and that group members are
all involved

Self-presentation Presenting outcomes of a group or Presentations of individual and group activity.

individual task to the whole class