Computer

Science
Curriculum Specification

LEAVING CERTIFICATE
Ordinary and Higher Level
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 2 Teaching and learning . . . . . . . . . . . . . . 15
Applied learning tasks . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Differentiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Senior cycle . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Differentiation through the learning
The experience of senior cycle . . . . . . . . . . . . . . . . . . . 4 outcomes of the specification . . . . . . . . . . . . . . . . . . 16
Differentiation in teaching and learning . . . . . . . . 17
Differentiation in assessment . . . . . . . . . . . . . . . . . . 17
Computer Science . . . . . . . . . . . . . . . . . . . . 6
Time allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Aim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Strands and learning outcomes . . . . . . 18

Related learning . . . . . . . . . . . . . . . . . . . . . 7 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 24

Early childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Assessment for certification . . . . . . . . . . . . . . . . . . . . 24
Structure of assessment for certification . . . . . . 25
Primary school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
End-of-course examination . . . . . . . . . . . . . . . . . . . . . 25
Junior cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
End-of-course assessment criteria . . . . . . . . . . . . 26
Senior cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Coursework assessment . . . . . . . . . . . . . . . . . . . . . . . . 27
Further study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Coursework assessment criteria . . . . . . . . . . . . . . . 27
Society and community . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Assessment programming language . . . . . . . . . . . 28
Education for sustainable development . . . . . . . . . . 9 Reasonable accommodations . . . . . . . . . . . . . . . . . . . 28

Structure of Leaving Certificate Appendices . . . . . . . . . . . . . . . . . . . . . . . . . 29

Computer Science . . . . . . . . . . . . . . . . . . . 10
Appendix A: Glossary of action verbs used . . . . . 29
Strand 1: Practices and principles . . . . . . . . . . . . . . . 10
Appendix B: Glossary of core concepts . . . . . . . . . . 32
Strand 2: Core concepts . . . . . . . . . . . . . . . . . . . . . . . . . 10
Strand 3: Computer science in practice . . . . . . . . . . 10

Key skills of senior cycle . . . . . . . . . . . . 12

Information processing . . . . . . . . . . . . . . . . . . . . . . . . . 13
Critical and creative thinking . . . . . . . . . . . . . . . . . . . 13
Communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Working with others . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Being personally effective . . . . . . . . . . . . . . . . . . . . . . 14
1 Introduction
Computer science is the study of computers and algorithmic processes. Leaving Certificate Computer
Science includes how programming and computational thinking can be applied to the solution of
problems, and how computing technology impacts the world around us.

The specification is constructed into 3 strands, whose learning outcomes are interwoven. The 3
strands are:

1. Practices and principles

2. Core concepts
3. Computer science in practice

Students will learn:

 The practices and principles of computer science, such as computational thinking, computers and
society, and creative design
 How to analyse problems in computational terms and understand concepts such as abstraction,
logic, algorithms, computer systems, data representation and evaluation
 Programming languages and how to read, write, test and modify computer programs
 The process of designing computational artefacts such as web pages, digital animations,
simulations, games, apps and robotic systems
 The ethical, historical, environmental and technological aspects of computer science, and how it
impacts the social and economic development of society.

The role of programming in computer science is like that of practical work in the other subjects—
it provides motivation, and a context within which ideas are brought to life. Students learn
programming by solving problems through computational thinking processes and through practical
applications such as applied learning tasks.

The Leaving Certificate Computer Science specification is designed for all students. It applies to many
aspects of students’ lives and is therefore relevant to a wide range of student interests. It is situated
within the context of senior cycle education.

2 Computer Science Curriculum Specification : Introduction

2 Senior cycle
The objectives of Leaving Certificate Computer Science are well aligned with the vision and principles
of senior cycle education. Learners in senior cycle are approaching the end of their time in school and
are focusing on the directions they would like to take in their future lives. Senior cycle plays a vital
role in helping learners to address their current needs as resourceful, confident, engaged and active
young adults and in preparing them for life in a changing economic and social context (Figure 1).

ing
arn CYCLE CURR
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LEARNERS
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THE SENIOR CYCLE PRINCIPLES VALUES

CURRICULUM quality human dignity and
learning outcomes respect
inclusive education
key skills equality and inclusion
continuity
subjects justice and fairness
choice and flexibility
short courses freedom and democracy
participation, relevance
transition units and enjoyment
assessment well-being
certification creativity and
innovation
guidance
lifelong learning

Figure 1: Overview of senior cycle

3 Computer Science Curriculum Specification : Senior cycle

 Senior cycle is founded on a commitment to educational achievement of the highest standard for all
students, commensurate with their individual abilities. To support students as they shape their own
future, there is an emphasis on the development of knowledge and deep understanding; on students
taking responsibility for their own learning; on the acquisition of key skills; and on the processes of
learning. The broad curriculum, with some opportunities for specialisation, supports continuity from
junior cycle and sets out to meet the needs of students, some of whom have special educational needs,
but all of whom share a wide range of learning interests, aptitudes and talents.

Curriculum components at senior cycle promote a balance between knowledge and skills, and the kinds
of learning strategies relevant to participation in, and contribution to, a changing world where the
future is uncertain.

The experience of senior cycle

The vision of senior cycle (Figure 2) sees the learner at the centre of the educational experience. That
experience will enable students to be resourceful, to be confident, to participate actively in society, to
build an interest in learning, and develop an ability to learn throughout their lives.

This vision of the learner is underpinned by the values on which senior cycle is based and it is
realised through the principles that inform the curriculum as it is experienced by students in schools.
The curriculum, made up of subjects and courses, embedded key skills, clearly expressed learning
outcomes, and supported by a range of approaches to assessment, is the vehicle through which the
vision becomes a reality for the learner.

At a practical level, the provision of a high-quality educational experience in senior cycle is supported
by:

 effective curriculum planning, development, organisation and evaluation

 teaching and learning approaches that motivate and interest students, that enable them to
progress, that deepen and apply their learning, and that develop their capacity to reflect on their
learning
 professional development for teachers and school management that enables them to lead
curriculum development and change in their schools
 a school culture that respects students, that encourages them to take responsibility for their own
learning over time, and that promotes a love of learning.

Senior cycle education is situated in the context of a broader education policy that focuses on the
contribution that education can make to the development of the learner as a person and as a citizen. It
is an education policy that emphasises the promotion of social cohesion, the growth of society and the
economy, and the principle of sustainability in all aspects of development.

4 Computer Science Curriculum Specification : Senior cycle

 RESOURCEFUL CONFIDENT
they show their imagination, they develop their physical and
intelligence, intuition and other mental well-being and
talents through
become self-aware
curiosity
have high self-efficacy
enquiry
engage with ethics, values and beliefs
open-mindedness
welcome opportunities
reflection
can cope with setbacks
connecting learning
can effect positive change
innovation

problem solving
creativity

LEARNERS
resourceful, confident,
ENGAGED engaged and active
ACTIVE
they participate in the LEARNERS
social, community, national
they pursue excellence in
and international dimensions
learning to the best of their ability
of their lives by
and develop a love of learning by
showing respect for others
seeking and using knowledge, and
forming and sustaining caring understanding how knowledge is
relationships created
making informed decisions
experiencing passion for, rigour in and
building practical know-how commitment to learning
taking interest in and responsibility for developing intellectual and critical
their social and physical environment thinking skills
developing moral/ethical and political
understanding exercising autonomy and
independence in learning
making lifestyle choices that are
sustainable managing their learning and making
learning choices
contributing to their own material
wellbeing and the material wellbeing setting and achieving learning goals
of society
pursuing learning qualifications

Figure 2: Vision of senior cycle

5 Computer Science Curriculum Specification : Senior cycle

3 Computer Science
Rationale
The accelerated expansion of computing technologies and artificial intelligence into all our lives
means students need to understand the principles of computer science now, more than at any other
time. It is necessary for all students to understand the ethical and social role of computers in society.
Computer science is the foundation of this change and so the study of Computer Science at Leaving
Certificate has become highly relevant to almost all aspects of modern life, and to every career choice.
Computer Science is the foundation, information technology is the application and digital literacy is
the implication of computing technologies. Computational thinking is one of the most fundamental
skills acquired through the study of computer science. It shares the characteristics of other sciences,
such as problem solving, abstraction and logical reasoning. However, computational thinking involves
the implementation of solutions using automation, programming and computer systems. Students
studying this subject will gain both thinking and practical skills that are valuable well beyond the
computer science classroom and are applicable in many contexts.

Aim
Leaving Certificate Computer Science aims to develop and foster the learner’s creativity and problem
solving, along with their ability to work both independently and collaboratively. Students will apply
the fundamental practices and concepts of computer science and develop an appreciation of the
diverse role of computing technology in society and the environment in which they live. Studying
computer science will nurture students’ interests and passions and empower them to engage
confidently and actively with the world.

Objectives
The objectives of Leaving Certificate Computer Science are to enable students to:

 develop an understanding of how computing technology presents new ways to address problems;
and to use computational thinking to analyse problems and to design, develop and evaluate solutions
 read, write, test, and modify computer programs
 develop an understanding of how computers work; the component parts of computer systems and
how they interrelate, including software, data, hardware, communications, and users
 appreciate the ethical and social implications relating to the use of computing technology and
information and identify the impact of technology on personal life and society
 understand how information technology has changed over time and the effects these changes
may have on education, the workforce, and society
 evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of online
information sources
 work independently and collaboratively, communicate effectively, and become responsible,
competent, confident, reflective, and creative users of computing technology.

6 Computer Science Curriculum Specification : Computer Science

4 Related learning
Leaving Certificate Computer Science builds on the knowledge, attitudes and broad range of
transferable skills that stem from the student’s educational experience at early childhood, primary
and post-primary junior cycle. Computational thinking is a problem-solving methodology that can be
automated and transferred across all disciplines. It allows us to solve problems, design systems, and
understand the power and limits of human and machine intelligence. Computational thinkers use a
set of core concepts to process and analyse data and create real and virtual artefacts.

Students who can think computationally are better able to conceptualise, understand and use
computer-based technology, and so are better prepared for today’s world and the future.

Early childhood
Aistear, the early childhood curriculum framework, celebrates early childhood as a time of wellbeing
and enjoyment where children learn from experiences as they unfold. The theme of Exploring and
Thinking is about children making sense of the things, places and people in their world by interacting
with others, playing, investigating, questioning, and forming, testing and refining ideas. The theme of
Communicating is about children sharing their experiences, thoughts, ideas, and feelings with others
with growing confidence and competence, in a variety of ways and for a variety of purposes.

Primary school
The curriculum area of Social, Environmental and Scientific Education (SESE) at primary school
provides opportunities for children to actively explore and investigate the world around them from a
human, social and cultural perspective. A scientific approach to investigations fosters the development
of important skills, concepts and knowledge through which children can observe, question, investigate,
understand and think logically about living things and their environments, materials, forces, everyday
events and problems. The knowledge and skills acquired may be applied in designing and making
activities in which children perceive a need to create or modify elements of their environments.
Through their investigations, children develop informed, critical and scientific perspectives that
acknowledge the importance of founding judgements on a respect for facts, accuracy and reason.

Computer science builds on language skills developed at primary level. Through language, students
learn to use appropriate sequencing, tenses, and vocabulary to tell and retell stories and personal
and procedural narratives of increasing complexity. They learn to use topic-specific language to give
information, to explain and to justify their ideas and to predict and reflect upon actions, events and
processes relating to real and imaginary contexts. Language skills developed at primary level will
help students of computer science to appreciate the importance of the correct use of language, and
appreciate just how powerful words and language are in the context of social media.

The Primary School Mathematics Curriculum aims to provide children with a language and a system
through which to analyse, describe, illustrate, model and explain a wide range of experiences, make
predictions, and solve problems. Leaving Certificate Computer Science builds on these skills, as it
supports students to think and communicate quantitatively and spatially, to solve problems, and to
recognise situations where mathematics can be applied.

7 Computer Science Curriculum Specification : Related learning

 Junior cycle
Many of the Statements of Learning at junior cycle relate to Leaving Certificate Computer Science,
especially those statements focused on problem solving, design, communication, and understanding
the role and contribution of technology in society. In addition, the key skills required for successful
learning by students across the curriculum at junior cycle are relevant for Leaving Certificate
Computer Science.

Many junior cycle subjects and short courses have close links with computer science, particularly
mathematics, science, CSPE, and the short courses in coding and digital media literacy.

Senior cycle
Many senior cycle subjects have close links with computer science. Computational thinking is
a thought process (or a human thinking skill) that uses analytic and algorithmic approaches to
formulate, analyse and solve problems. Whilst the alignment of computer science with the STEM
subjects is obvious, the strategies learned in computer science also relate to learning in other subjects.
For example, computer science shares similarities with language learning, as aspects such as pattern
recognition, syntax, textual analysis, and argument formation are relevant to both fields of study.
Computer science provides a context for students to develop metacognitive skills which will support
them as they take responsibility for their own learning.

Further study
Students live in a technologically-rich world. Leaving Certificate Computer Science will provide
students with the knowledge and skills that will help them to understand current computer
technology and prepare them for emerging technologies. A foundation in this discipline will introduce
students to the excitement and opportunities afforded by this growing and dynamic field, as well as
preparing them for a range of rewarding careers.

Leaving Certificate Computer Science incorporates a broad range of transferable and trans-
disciplinary skills such as problem solving, logical thinking, and creative design. It also promotes skills
of synthesis, evaluation, communication, time management, organisation, and teamwork. These skills
and capabilities provide support for further study and learning beyond formal education, including
learning in areas such as computer programming, database analysis, computer science, computer
engineering, software engineering, information technology and game development.

8 Computer Science Curriculum Specification : Related learning

 Society and community
Leaving Certificate Computer Science includes the study and discussion of current events and
emerging technologies, which will stimulate student interest and curiosity and help them connect
what they are learning in class with real-world events or situations. Exploring the benefits and
drawbacks of current and future computing technologies, and most importantly their impact
on people and societies, will help students develop and refine their understanding of how to use
computing technology and information ethically. Additionally, students will explore the role
that adaptive technology can play in the lives of people with special needs and how access to,
and engagement with computing and technology is of ever-increasing importance to societies,
democracies and human progress.

Community links are a valuable resource for schools and students participating in Leaving Certificate
Computer Science. These links can take the form of participation in industry and local business
mentoring/career programmes and university mentoring programmes, leading and participating
in local coding clubs or school coding clubs, and collaborating with local community groups to use
technology to solve a local problem.

Education for sustainable development

The National Strategy on Education for Sustainable Development 2014-2020 highlights the need to
integrate education for sustainable development (ESD) into the curriculum from pre-school to senior
cycle. The National Strategy aims to ensure that education contributes to sustainable development by
equipping learners with the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’)
and the values (the ‘why’) that will motivate and empower them throughout their lives to become
informed, active citizens who act for a more sustainable future.

Computer science supports education for sustainable development by integrating the key skills
of senior cycle throughout its strands. Many of the contexts used to explore the knowledge and
understanding of computer science provide opportunities to discuss the practical and ethical aspects
of computing, and to consider the use of computers and related technology from a societal perspective.

In strand 1, the practices and principles of computer science are encountered in a context-based
approach related to social, professional, and scientific contexts. Students will appreciate how the use
of computing technology impacts on communities. In strand 2, students learn how solutions can
be designed that exploit the power of computers. They will consider ethical dilemmas and contexts
relating to the use of computers, including how the resources used in the product lifecycle—water,
fuel, and electricity—can increase energy efficiency by changing systems and ways of working. In
strand 3, as students build computational artefacts, they appreciate the possibilities of how computing
technology can provide ways to protect natural resources. For example, students will learn how
modelling can be used to optimise systems to improve efficiency and reduce the damaging impact
of energy-consuming infrastructures and systems. Throughout the course, students will apply the
fundamental practices and concepts of computer science and develop an appreciation of the diverse
role of computing technology in society and the environment in which they live.

9 Computer Science Curriculum Specification : Related learning

5 Structure of Leaving
Certificate Computer Science
There are three strands in the Computer Science specification: Practices and principles, Core
concepts and Computer science in practice. All three strands are interwoven and should be studied
concurrently at different stages of the course and should not be studied in a linear order. Skills and
knowledge learned in strands 1 and 2 are applied to collaborative learning tasks outlined in strand
3. In that way, the applied learning tasks provide further practical context. Student application in
the strand 3 learning tasks should increase in complexity and sophistication, thus developing and
deepening the skills and knowledge learned in strands 1 and 2.

Strand 1: Practices and principles

The overarching practices and principles of computer science are the behaviours and ways of thinking
that computer scientists use. This strand underpins the specification and is fundamental to all learning
activities. By becoming familiar with, and fluent in, the practices and principles that underpin good
practice, students develop their ability to manage themselves and their learning across the subject.

Strand 2: Core concepts

The core concepts of computer science represent the major areas in the field of computer science:
abstraction, data, computer systems, algorithms and evaluation/testing. Students engage with the
core concepts theoretically and practically in this strand. As their skills and knowledge develop, they
engage in the applied learning tasks outlined in strand 3. Conceptual and practical classroom-based
learning is combined with experimental computer-based learning throughout the two years of the
course.

Strand 3: Computer science in practice

Computer Science in practice provides multiple opportunities for students to apply the practices and
principles and the core concepts. Students work in teams to carry out four applied learning tasks over
the duration of the course, each of which results in the creation of a real or virtual computational
artefact1. These artefacts should relate to the students’ lives and interests. Where possible, the
artefacts should be beneficial to the community and society in general. Examples of computational
artefacts include programs, games, web pages, simulations, visualisations, digital animations, robotic
systems, and apps.

The four applied learning tasks explore the four following contexts: Interactive information systems,
Analytics, Modelling and simulation, and Embedded systems. The tasks provide opportunities for
students to develop their theoretical and procedural understanding as they grapple with computer
science practices, principles and core concepts in increasingly sophisticated applications.

1
A computational artefact is anything created by a human using a computer..

10 Computer Science Curriculum Specification : Structure of Leaving Certificate Computer Science

 ITERATE

PLAN DESIGN CREATE EVALUATE DOCUMENT

INVESTIGATE
understand create a implement determine if report, present
define the problem the problem representation, the plan the solution is and reflect on
decide on tools appropriate the process

Figure 3: Overview of a design process

The output from each task is a computational artefact and a concise individual report outlining its
development. In the report, students outline where and how the core concepts were employed. The
structure of the reports should reflect the design process shown above in Figure 3. Initial reports
could be in the form of structured presentations to the whole class. As students progress, reports
should become detailed and individual. Reports are collected in a digital portfolio along with the
computational artefact and must be verified as completed by both the teacher and the student. The
(separate) externally-assessed coursework will be based on all learning outcomes, with those of strand
3 being particularly relevant.

Strand 1: Practices Strand 2: Core Strand 3: Computer science

and principles concepts in practice
 Computers and society  Abstraction  Applied learning task 1
 Computational thinking  Algorithms - Interactive information systems
 Design and development  Computer systems  Applied learning task 2 - Analytics
 Data  Applied learning task 3
 Evaluation/Testing - Modelling and simulation
 Applied learning task 4
- Embedded systems

Figure 4: Structure of Leaving Certificate Computer Science

11 Computer Science Curriculum Specification : Structure of Leaving Certificate Computer Science

6 Key skills of senior cycle
Recent developments in curriculum and assessment at senior cycle have focused on the embedding
of key skills within learning outcomes. This is accompanied by a different approach to assessment in
which students can generate responses that reveal the depth of their understanding. The embedding
of key skills requires careful consideration of the balance between knowledge and skills in the
curriculum and in learning, and of finding appropriate ways of assessing them.

INFORMATION COMMUNICATING
PROCESSING

THE LEARNER
CRITICAL BEING
AND CREATIVE PERSONALLY
THINKING EFFECTIVE

WORKING
WITH
OTHERS

Figure 5: Key skills of senior cycle

The key skills of information processing; being personally effective; communicating; critical and
creative thinking and working with others, and the learning outcomes associated with them,
comprise the NCCA Key Skills Framework. The Key Skills Framework was developed to provide a
common, unified approach for embedding key skills across all future Leaving Certificate specifications.
These skills are identified as being important for all students to achieve to the best of their ability,
both during their time in school and in the future, and to fully participate in society, in family and
community life, the world of work and lifelong learning. Computer science develops these skills in the
following ways:

12 Computer Science Curriculum Specification : Key skills of senior cycle

 Information processing
Learning in computer science takes place in an information-intensive environment; it promotes
independent research activities in which students are required to access a wide variety of external
materials to tackle questions. Tasks in computer science address selection, evaluation and recording
of information; as students engage in problem solving, they make decisions and judgments based
on data and qualitative and quantitative information. In this information-intensive environment,
students develop an appreciation of the differences between information and knowledge and the roles
that both play in making decisions and judgements. Programming teaches respect for accuracy and
attention to detail and provides a platform to manipulate and process abstract forms of information.
The consequence of a lack of precision is that the program fails or produces inaccurate or inconsistent
results for different inputs. Similarly, the idea of breaking down a problem into sub-problems that can
be solved separately takes a very concrete form in computer science, in which information-systems
can be accessed through carefully-defined interfaces.

Critical and creative thinking

Design, modelling, and programming require careful analysis of patterns and relationships, which
develops skills of higher-order reasoning and problem solving. Part of computational thinking is the
ability to identify, analyse and deconstruct problems, explore options and alternatives, and hence
solve problems. Hypothesising, making predictions, examining evidence, and reaching conclusions
underpins the core of all the activities that students will undertake as part of computer science.
As they develop these skills, students reflect critically on the forms of thinking and values that
shape their own perceptions, opinions and knowledge. This develops the metacognitive dimension
of knowledge which is essential in promoting good habits of mind. In computer science, students
are designers and creators of technology rather than merely users of technology. Students must be
creative and expressive to design artefacts that solve specific problems.

Communicating
Strong communication skills are developed in collaborative project work. Students use technology to
communicate both face-to-face and through digital media. Although literacy skills are not targeted
directly, they enable full participation in the learning experience. Internet research and the use of
external sources require and build analysis and interpretation skills. Students will read a wide range
of information sources. As part of the course students will be required to express and share their
opinions through dialogue, discussion and argument. This encourages engaging in dialogue, listening
attentively and eliciting opinions, views and emotions. They will also learn to provide technical
information in ways that are relevant to and easily understood by people with diverse levels of
technical knowledge and understanding. There is an opportunity to develop communication skills
further as students compose and present using a variety of media.

13 Computer Science Curriculum Specification : Key skills of senior cycle

 Working with others
Leaving Certificate Computer Science is underpinned by collaboration and working with others. In
their project work, students gain appreciation of the dynamics of groups and the social skills needed
to engage in collaborative work. Computer science contributes to an appreciation that working
collectively can help motivation, release energy and capitalise on all the talents in a group. One
of the crucial factors in working with others is to identify, evaluate and achieve collective goals.
Students learn to negotiate and resolve conflicts as they discuss their different strategies and achieve
consensus.

Being personally effective

Self-awareness and persistence in the face of challenges enable students to grow and to develop. In
computer science, students work on uncertain problems and learn to persist through ambiguity and
face the risk of failure. As they work through challenges and potential failure they build persistence
and resilience which serves them in all areas of their lives. There is no right way to answer a problem
or set up a problem-solving strategy; as students build confidence in their self-direction they develop
tenacity and rigour. Through developing the skill of being personally effective, students develop
strategies for problem solving and for learning in general.

14 Computer Science Curriculum Specification : Key skills of senior cycle

7 Teaching and learning
Senior cycle students are encouraged to develop the knowledge, skills, attitudes, and values that will
enable them to become independent learners and to develop a lifelong commitment to improving
their learning. Leaving Certificate Computer Science supports the use of a wide range of teaching and
learning approaches. During the course, students will develop learning strategies that are transferable
across different tasks and different subjects, enabling them to make connections between computer
science, other subjects, and everyday experiences. Through engaging in self-directed learning and
reflection, students will plan, monitor, and evaluate their own learning and develop a positive sense
of their own capacity to learn. By engaging in group work students will develop skills in reasoned
argument: listening to each other, informing one another of what they are doing, and reflecting
on their own work and that of others. They will develop skills in communication by collaborating
to generate reports and present them to their peers. The strand 3 tasks will enable students to take
an active role in their own learning by setting goals, developing action plans, and receiving and
responding to assessment feedback.

Applied learning tasks

Learning in computer science needs, as far as is practical, to be applied to problem solving and design
exercises. The strand 3 applied learning tasks that students undertake collaboratively during the
two years of the course, provide significant engaging opportunities for students to work within the
practices and principles of computer science and to apply the core concepts in authentic situations.
The resourcefulness of the student will be paramount to the success of the tasks. Students will
be expected to learn new concepts and skills according to the demands of the chosen tasks. The
computational artefacts that students design should be personally relevant to them or their peers,
to their community or to society in general. Examples of computational artefacts include programs,
simulations, visualisations, games, digital animations, robotic systems, and apps. Over the course of
the two years of computer science students will:

1. Create an artefact or website that can display information from a database.

2. Create an interdisciplinary artefact using some form of analytics.
3. Develop a computer system that simulates or models a problem that is difficult to solve
analytically.
4. Implement an embedded system that uses sensors and controls digital inputs and outputs.

In each of the tasks, students work together to apply learning from strands 1 and 2, in addition to
cumulative learning from the tasks, so that they will have the opportunity to achieve all of the
learning outcomes to their full extent.

15 Computer Science Curriculum Specification : Teaching and learning

 The learning outcomes from all strands are interwoven and to complete their strand 3 applied
learning tasks students:

 approach problems in a systematic way and use abstraction to identify tasks and select appropriate
strategies to generate solutions
 create visual representations or models, and decide which tools to use and which algorithms to use,
adapt or create as they employ appropriate techniques to develop their solution
 develop computer systems as they use programming, analysis and design skills combined with
hardware knowledge to create network/Internet/cloud-based applications
 evaluate and test their solutions to identify and remove errors from their programs and base their
solutions upon integration, analysis and evaluation of qualitative and quantitative information and
data.

As they progress through the practical exercises and applied learning tasks, students learn from
their successes and their mistakes. They take this learning to the next task to effectively solve new
problems in different situations.

Teachers will assess and provide feedback on student learning as part of ongoing teaching and
learning in the classroom. The strand 3 tasks will not be assessed by the SEC. The learning achieved
through practical exercises and the applied learning tasks will be assessed both by the coursework
project assessment and by the end-of-course examination. Both teacher and student will be required
to verify completion of the strand 3 applied learning tasks.

Differentiation
The Leaving Certificate Computer Science specification is differentiated to cater for students of
differing abilities and levels of achievement.

DIFFERENTIATION THROUGH THE LEARNING OUTCOMES OF THE SPECIFICATION

Ordinary level Higher level

Only the learning outcomes presented in All learning outcomes including those in bold
normal type. type.

Students engage with a broad range of Students engage with a broad range of
knowledge, mainly concrete in nature, but knowledge, including theoretical concepts
with some elements of abstraction or theory. and abstract thinking, with significant
They will be expected to demonstrate and use depth in some areas. They will be expected
a moderate range of practical and cognitive to demonstrate and use a broad range of
skills and tools and to plan and develop simple specialised skills and tools to evaluate and use
investigative strategies. They will be expected information, to plan and develop investigative
to select from a range of procedures and apply strategies, and to determine solutions to varied,
known solutions to a variety of problems in unfamiliar problems. They will be expected to
both familiar and unfamiliar contexts. They identify and apply skills and knowledge in a
will design and produce computational artefacts wide variety of both familiar and unfamiliar
that serve a useful purpose. contexts. They will design and produce
computational artefacts that serve a useful
purpose.

Table 2: Differentiation in Leaving Certificate Computer Science

16 Computer Science Curriculum Specification : Teaching and learning

 DIFFERENTIATION IN TEACHING AND LEARNING
Students vary in the amount and type of support they need to be successful. The use of strategies
for differentiated learning, such as adjusting the level of skills required, varying the amount and the
nature of teacher intervention, and varying the pace and sequence of learning will allow students to
interact at their own level.

DIFFERENTIATION IN ASSESSMENT
Assessment of Leaving Certificate Computer Science will be based on the learning outcomes in the
specification. The computer-based, end-of-course examination will be assessed at two levels, Higher
and Ordinary. At Higher level, all the learning outcomes will be assessed including those presented in
bold type. At Ordinary level, only those learning outcomes that are presented in normal type will be
assessed. Examination questions will require candidates to demonstrate knowledge, understanding,
application, analysis, and evaluation appropriate to each level. Differentiation at the point of
assessment will also be achieved through the depth and complexity of the questions and tasks, the
stimulus material used, and the extent of the structured support provided for examination candidates
at different levels.

Time allocation
Computer science is designed for 180 hours of class contact time. Meeting each learning outcome
will be achieved through an interweaving of all three strands, and through a balance of theoretical
learning, applied learning (through both the four applied learning tasks and tasks set by the teacher),
problem-based learning and project management.

17 Computer Science Curriculum Specification : Teaching and learning

8 Strands and learning outcomes

Strand 1: Practices and principles

The practices and principles of computer science describe the behaviours and ways of thinking
that computationally-literate students use to fully engage in a data-rich and interconnected world.
Computational thinking, at the heart of computer science practices, is a problem-solving process
that involves designing solutions that exploit the power of computers. The practices and principles
are encountered in a context-based approach related to social, professional, and scientific contexts.
Studying the role of computers in society will enhance students’ attitudes towards computer science
and make it more meaningful and relevant. In learning about designing and developing, students will
recognise the creative challenge involved in creating artefacts and in project management.

Students learn about:2 Students should be able to:

S1: Computational thinking 1.1 describe a systematic process for solving problems and
making decisions
1.2 explain how the power of computing enables different
solutions to difficult problems

Problem solving 1.3 solve problems by deconstructing them into smaller units
using a systematic approach in an iterative fashion
1.4 solve problems using skills of logic

Logical thinking 1.5 evaluate alternative solutions to computational problems

1.6 explain the operation of a variety of algorithms

Algorithmic thinking 1.7 develop algorithms to implement chosen solutions

1.8 evaluate the costs and benefits of the use of computing
technology in automating processes
1.9 use modelling and simulation in relevant situations
1.10 discuss when heuristics should and could be used and
explain the limitations of using heuristics

S1: Computers and society 1.11 discuss the complex relationship between computing
technologies and society including issues of ethics
Social and ethical considerations
1.12 compare the positive and negative impacts of computing
of computing technologies
on culture and society

2
The column ‘Students learn about’ lists some specific areas that students must learn.

18 Computer Science Curriculum Specification : Strands and learning outcomes

 Students learn about:2 Students should be able to:
Turing machines
1.13 identify important computing developments that have
The Internet
taken place in the last 100 years and consider emerging
Machine learning trends that could shape future computing technologies
1.14 explain when and what machine learning and AI
Artificial intelligence
algorithms might be used in certain contexts
1.15 consider the quality of the user experience when
interacting with computers and list the principles of
universal design, including the role of a user interface and
the factors that contribute to its usability

User-centred design 1.16 compare two different user interfaces and identify
different design decisions that shape the user experience
1.17 describe the role that adaptive technology can play in the
lives of people with special needs
1.18 recognise the diverse roles and careers that use computing
technologies

S1: Designing and developing

1.19 identify features of both staged and iterative design and
Design process
development processes

Working in a team, assigning 1.20 collaborate and assign roles and responsibilities within a
roles and responsibilities team to tackle a computing task

Communication and reporting 1.21 identify alternative perspectives, considering different

disciplines, stakeholders and end users
1.22 read, write, test, and modify computer programs

Software development and 1.23 reflect and communicate on the design and development
management process

19 Computer Science Curriculum Specification : Strands and learning outcomes

 Strand 2: Core concepts
This strand introduces five core concepts that represent major content areas in the field of computer
science: Abstraction, Algorithms, Computer systems, Data, and Evaluation and testing. The core concepts
are developed theoretically and applied practically. In this way, conceptual classroom-based learning is
intertwined with experimental computer lab-based learning throughout the two years of the course.

Students learn about: Students should be able to:

S2: Abstraction 2.1 use abstraction to describe systems and to explain the
relationship between wholes and parts
2.2 use a range of methods for identifying patterns and
abstract common features
2.3 implement modular design to develop hardware or
software modules that perform a specific function
2.4 illustrate examples of abstract models

S2: Algorithms
2.5 use pseudo code to outline the functionality of an
Programming concepts
algorithm

Sorting: Simple sort, Insert sort, 2.6 construct algorithms using appropriate sequences,
Bubble sort, Quicksort selections/conditionals, loops and operators to solve a
range of problems, to fulfil a specific requirement
2.7 implement algorithms using a programming language to
solve a range of problems

Search: Linear search, Binary 2.8 apply basic search and sorting algorithms and describe the
search limitations and advantages of each algorithm
2.9 assemble existing algorithms or create new ones that use
functions (including recursive), procedures, and modules

Algorithmic complexity 2.10 explain the common measures of algorithmic efficiency

using any algorithms studied

S2: Computer systems

2.11 describe the different components within a computer and
CPU: ALU, Registers, Program
the function of those components
counter, Memory

Basic electronics: voltage, 2.12 describe the different types of logic gates and explain how
current, resistors, capacitors, they can be arranged into larger units to perform more
transistors complex tasks

Operating system layers: 2.13 describe the rationale for using the binary number system
Hardware, OS, Application, User in digital computing and how to convert between binary,
hexadecimal and decimal
2.14 describe the difference between digital and analogue
input

Web infrastructure - Computer 2.15 explain what is meant by the World Wide Web (WWW)
Network Protocols: HTTP, TCP, and the Internet, including the client server model,
IP, VOIP hardware components and communication protocols

20 Computer Science Curriculum Specification : Strands and learning outcomes

 Students learn about: Students should be able to:
S2: Data
2.16 use data types that are common to procedural high-level
Boolean, integer, real, char,
languages
string, date, array

8-bit ASCII 2.17 use ASCII and Unicode character sets to encode/decode
Non-Roman character sets a message and consider the importance of having such
Unicode: UTF-8, Emojis standards

Information systems 2.18 collect, store and sort both continuous and discrete data

S2: Evaluation and testing

2.19 test solutions and decisions to determine their short-term
Debugging
and long-term outcomes
Testing: Unit test, Function test, 2.20 identify and fix/debug warnings and errors in computer
System test code and modify as required
2.21 critically reflect on and identify limitations in completed
code and suggest possible improvements
2.22 explain the different stages in software testing

21 Computer Science Curriculum Specification : Strands and learning outcomes

 Strand 3: Computer science in practice
Computer science in practice provides multiple opportunities for students to use their conceptual
understanding in practical applications. Over the two years of the course students engage with four
team-based applied learning tasks. Student groups plan, design and develop computational artefacts
that are personally relevant or beneficial to their community and society in general. Examples of
computational artefacts include programs, games, simulations, visualisations, digital animations,
robotic systems, and apps. Students are expected to document, reflect and present on each applied
learning task.

APPLIED LEARNING TASK 1: INTERACTIVE INFORMATION SYSTEMS

Design is one of the key practices and principles of computer science. As designers and creators of
technology, students can be innovative and expressive through the creation of artefacts. Computer
science is also an information-intensive discipline that involves the selection, evaluation, recording
and presentation of information. In this applied learning task, students will develop an interactive
website that can display information (either local or remote data) from a database to meet a set of user
needs. Through planning and designing an infrastructure that can display data, students will develop
their knowledge of the role computing systems can play in communicating with and providing
information about the world around them.

Students learn about: Students should be able to:

Information systems 3.1 understand and list user needs/requirements before
defining a solution
User-centred design
3.2 create a basic relational database to store and retrieve a
Web design variety of forms of data types
3.3 use appropriate programming languages to develop an
File systems and relational
interactive website that can display information from a
databases database that meets a set of users’ needs

Design process

APPLIED LEARNING TASK 2: ANALYTICS

Hypothesising, making predictions, examining evidence, recognising patterns and reaching
conclusions are at the heart of computer science. In this applied learning task, students will identify
an interdisciplinary topic, develop a hypothesis and utilise existing resources to highlight the salient
information and inform future decisions. By identifying, analysing, and deconstructing a problem,
students will deepen their understanding of the practices and principles of computer science.

Students learn about: Students should be able to:

Analytics Abstraction 3.4 develop algorithms that can find the frequency, mean,
median and mode of a data set
Data collection and analysis 3.5 structure and transform raw data to prepare it for
Interpretation of data analysis
3.6 represent data to effectively communicate in a graphical
Algorithms form
3.7 use algorithms to analyse and interpret data in a way
that informs decision-making

22 Computer Science Curriculum Specification : Strands and learning outcomes

 APPLIED LEARNING TASK 3: MODELLING AND SIMULATION
Modelling, programming, and coding require careful analysis of patterns and relationships to solve
problems. In this applied learning task, students will engage with a problem that is difficult to solve
analytically, but that is amenable to a solution using simulation or modelling. Students will develop
a computer system that simulates or models the problem. Engaging with a problem in this way will
heighten students’ awareness and understanding of how algorithms can be used across a wide range
of disciplines and subjects.

Students learn about: Students should be able to:

Modelling/simulation 3.8 develop a model that will allow different scenarios to be
tested
Abstraction
3.9 analyse and interpret the outcome of simulations both
Algorithms before and after modifications have been made
3.10 explain the benefits of using agent-based modelling and
how it can be used to demonstrate emergent behaviours

APPLIED LEARNING TASK 4: EMBEDDED SYSTEMS

The design and application of computer hardware and software are a central part of computer science.
In this applied learning task, students will implement a microprocessor system that uses sensors and
controls digital inputs and outputs as part of an embedded system. By building the component parts of
a computer system, students will deepen their understanding of how computers work and how they
can be embedded in our everyday environments.

Students learn about: Students should be able to:

Embedded systems 3.11 use and control digital inputs and outputs within an
embedded system

Computing inputs and outputs 3.12 measure and store data returned from an analogue input

Computer systems 3.13 develop a program that utilises digital and analogue
inputs

Design process 3.14 design automated applications using embedded systems

23 Computer Science Curriculum Specification : Strands and learning outcomes

9 Assessment
Assessment in senior cycle involves gathering, interpreting and using information about the processes
and outcomes of learning. It takes different forms and is used for a variety of purposes. It is used to
determine the appropriate route for students through a differentiated curriculum, to identify specific
areas of difficulty or strength for a given student and to test and certify achievement. Assessment
supports and improves learning by helping students and teachers to identify next steps in the
teaching and learning process.

As well as varied teaching strategies, varied assessment strategies will support learning and provide
information that can be used as feedback so that teaching and learning activities can be modified
in ways that best suit individual learners. By setting appropriate and engaging tasks, asking higher-
order questions and giving feedback that promotes learner autonomy, assessment will support
learning and summarise achievement.

There are several important aspects of computer science assessments to consider: the use of authentic
tasks, the breadth of concepts being assessed, and the special role computers can play in delivering
instruction and measuring performance. Compared to other subjects, computer science provides a
unique opportunity to take advantage of online learning and computerised assessment. Students can
create programs such as games, apps and simulations within an environment that also collects data,
analyses achievement, and communicates progress to both students and teachers.

Project-based/portfolio assessment of coursework can measure many of the computer science

learning outcomes associated with performance. Coursework assessment provides students with
opportunities to demonstrate their understanding in multiple ways that highlight their creativity,
interests, and understanding.

Assessment for certification

Assessment for certification is based on the aim, objectives, and learning outcomes of this
specification. Differentiation at the point of assessment is achieved through examinations at two
levels –Ordinary level and Higher level.

There are two components to the assessment of Leaving Certificate Computer Science: (i) an end-of-
course computer-based examination and (ii) coursework. Both components reflect the relationship
between the application of skills and the theoretical content of the specification.

The end-of-course assessment may comprise questions of varied format and type. The questions will
assess both the core concepts and the practices and principles of computer science. The questions will
be based on the learning outcomes in the specification; however, any question may address more than
one learning outcome, or require students to combine knowledge and skills from across several areas
of the specification.

The coursework assessment will require students to demonstrate proficiency in course content and skills
that are not easily assessed by the end-of-course examination. The assessment will require students to
create an innovative computational artefact, and to report on the work and process involved. Students
must acknowledge, through appropriate citations and references, the source or author of all information
or evidence taken from someone else’s work. It is anticipated that student work for both components will
be submitted electronically and will be marked by the State Examinations Commission (SEC).

24 Computer Science Curriculum Specification : Assessment

 The assessment of both components will be aligned with the objectives of the specification, and assess
the extent to which students:

 understand how computing technology presents new ways to address problems

 use computational thinking to analyse problems, and to design, develop and evaluate solutions
 can read, write, test and modify computer programs
 understand how computers work and the component parts of computer systems and how they
interrelate, including software, data, hardware, communications, and users
 understand the evolution of computing technology and appreciate the ethical and social
implications of the use of computing technology in contemporary and future social issues
 work independently, communicate effectively, and understand the factors that influence
collaboration and teamwork
 become responsible, competent, confident, reflective and creative users of computing technology.

STRUCTURE OF ASSESSMENT FOR CERTIFICATION

There are two assessment components at each level, an end-of-course examination (70%) and
coursework (30%).

Component Percentage
End-of-course examination 70
 Computer-based assessment of learning outcomes

Coursework assessment 30
 One computational artefact with report

Total 100

Table 3: Overview of assessment

End-of-course examination
The end-of-course examination will be made up of a range of question types. It is anticipated the
exam will be computer-based. The questions will require students to demonstrate knowledge,
understanding, application, analysis, evaluation and creativity appropriate to each level. The key skills
are embedded in the learning outcomes and will be assessed in the context of the learning outcomes.
The examination will assess:

 knowledge and recall of facts, principles and methods relating to computer science
 application of knowledge and understanding of the principles and concepts of computer science,
including abstraction, logic, algorithms and data representation, and how to analyse problems in
computational terms
 ability to write code and to compile, test and debug program code
 ability to evaluate computer systems that solve problems, making reasoned judgements about these
and presenting conclusions
 problem solving based on integration, analysis and evaluation of qualitative and quantitative
information and data, using knowledge gained from all three strands
 understanding of the ethical, historical, environmental and technological aspects of Computer
Science, and of how computer science contributes to the social and economic development of
society.

25 Computer Science Curriculum Specification : Assessment

 The examination will have sections covering questions that address:

 Computer science topics across the entire specification

 Practical questions requiring the use of a programming language
 Questions based on contexts and drawn from across different areas of the specification.

END-OF-COURSE ASSESSMENT CRITERIA

High level of Moderate level of Low level of

achievement achievement achievement
demonstrates a thorough demonstrates a good demonstrates a limited
knowledge and understanding knowledge and understanding knowledge and understanding
of the principles and concepts of the principles and concepts of the principles and concepts
of Leaving Certificate of Leaving Certificate of Leaving Certificate Computer
Computer Science with few Computer Science. Science.
significant omissions.

consistently applies knowledge applies knowledge and selects appropriate facts and
and understanding of the understanding of principles principles to solve problems
principles and concepts of and concepts of computer concerning familiar material
computer science to problem science to problem solving in using a limited range of
solving in both familiar both familiar and some new computational thinking
and new contexts using contexts using appropriate methods.
appropriate computational computational thinking
thinking methods. methods.

is able to write, compile, test is able to write, compile, test only has a limited ability to
and debug program code in a and debug program code with write compile, test and debug
manner that eliminates almost some errors. program code.
all errors.

consistently designs, programs designs programs and designs programs that do not
and evaluates computer evaluates some computer solve problems that they were
systems that solve problems, systems that solve problems, designed to solve. Presents
making reasoned judgements making judgements about limited evaluation of some
about these and presenting these and presenting computer systems without
conclusions. conclusions. making judgements about these
or presenting conclusions.

demonstrates a thorough demonstrates a good demonstrates a limited

knowledge and understanding knowledge and understanding knowledge and understanding
of the ethical, historical, of the ethical, historical, of the ethical, historical,
environmental and environmental and environmental and
technological aspects of technological aspects of technological aspects of
computer science, and of how computer science, and of how computer science, and of how
computer science contributes computer science contributes computer science contributes
to her/his personal life and to her/his personal life and to her/his personal life and
to the social and economic to the social and economic to the social and economic
development of society. development of society. development of society.

Table 4: End-of-course examination assessment criteria

26 Computer Science Curriculum Specification : Assessment

 Coursework assessment
The coursework assessment will use practical situations to assess how students design data structures
and develop algorithms, integrate ideas, test hypotheses, and explore alternative approaches. It will be
similar to the structure of the strand 3 applied learning tasks that students complete during the two
years of the course. However, the coursework assessment must be carried out individually. Students
will not be permitted to work in groups for the coursework assessment.

In January of the second year of the course, the State Examinations Commission (SEC) will set a task
in which students are required to generate a computational artefact in response to a brief set out by
the SEC. The time-period for completion of the coursework will be set out in the brief. A period of
6-8 weeks is anticipated, after which the completed task is submitted, electronically, to the SEC for
marking. The date for submission will be set by the SEC each year.

COURSEWORK ASSESSMENT CRITERIA

High level of achievement Moderate level of Low level of

achievement achievement
systematically breaks down identifies problems/things engages with limited aspects of
problems and filters out that can be solved. Uses the problem. Avoids problems/
unnecessary information and can innovative thinking in challenges that have more
explain the processes involved. design and development. than one step or part to solving
Uses innovative thinking in design them. May unintentionally
and development. over-complicate problems.
independently designs, models, iteratively develops, tests, expresses ideas at a basic level.
tests, debugs and refines solutions and debugs solutions. Submits the first working
(using a test plan and data where solution as the finished product.
appropriate), and chooses an Testing, debugging and
appropriate way to represent refinement of solutions is done
solutions. in a linear fashion.
consistently displays curiosity deals with complexity requires a plan and clear
to exhaustively investigate and with open-ended expectations or deliverables.
and analyse a broad range of problems. Follows instructions and is
appropriate problems/solutions. limited in their self-direction.
independently identifies and acts adapts existing application of previous learning
on patterns in problems/solutions. knowledge or solutions to new problems is limited.
Independently seeks out pre- to solve new problems
existing solutions, transferring and weighs outcomes
ideas and/or solutions from one carefully.
problem context to another.
celebrates ambiguity and shows an ability to uses pre-learned solutions to
having different interpretations. tolerate ambiguity in both attempt to solve new problems.
Compares the performance of problems and solutions. Has difficulty accepting
different solutions that solve the ambiguity in problems or their
same problem. solutions.

Table 5: Coursework assessment criteria

27 Computer Science Curriculum Specification : Assessment

 ASSESSMENT PROGRAMMING LANGUAGE
Leaving Certificate Computer Science does not require a specific language. However, for the
initial years of the subject, Python and JavaScript will be the languages used in the end-of-course
assessment and the coursework assessment; this will be reviewed on an ongoing basis. There is no
restriction in choice of language used in the strand 3 applied learning tasks.

Reasonable accommodations
This Leaving Certificate Computer Science specification requires that students engage with practical
applications of computational thinking on an ongoing basis throughout the course. In addition, the
assessment involves a coursework element, which accounts for 30% of the total marks awarded. This
emphasis on practical applications may have implications for students with physical/medical/sensory
and/or specific learning difficulties. In this context, the scheme of Reasonable Accommodations,
operated by the State Examinations Commission, is designed to assist candidates in the Leaving
Certificate who have physical/medical/sensory and/or specific learning difficulties. In considering the
course, it is recommended that any student with a disability should contact the State Examinations
Commission beforehand to find out if any accommodations can be made.

28 Computer Science Curriculum Specification : Assessment

10 Appendices
Appendix A: Glossary of action verbs used
Verb Description
Analyse study or examine something in detail, break down in order to bring out
the essential elements or structure; identify parts and relationships, and to
interpret information to reach conclusions

Annotate add brief notes of explanation to a diagram or graph

Apply select and use information and/or knowledge and understanding to explain
a given situation or real circumstances

Appraise evaluate, judge or consider text or a piece of work

Appreciate recognise the meaning of, have a practical understanding of

Brief description/ a short statement of only the main points

explanation

Argue challenge or debate an issue or idea with the purpose of persuading or

committing someone else to a particular stance or action

Calculate obtain a numerical answer showing the relevant stages in the working

Classify group things based on common characteristics

Comment give an opinion based on a given statement or result of a calculation

Compare give an account of the similarities between two (or more) items or situations,
referring to both (all) of them throughout

Consider describe patterns in data; use knowledge and understanding to interpret

patterns, make predictions and check reliability

Construct develop information in a diagrammatic or logical form; not by factual recall

but by analogy or by using and putting together information

Contrast detect correspondences between two ideas

Convert change to another form

Criticise state, giving reasons the faults/shortcomings of, for example, an experiment
or a process

Deduce reach a conclusion from the information given

Define give the precise meaning of a word, phrase, concept or physical quantity

Demonstrate prove or make clear by reasoning or evidence, illustrating with examples or

practical application

29 Computer Science Curriculum Specification : Appendices

 Verb Description
Derive arrive at a statement or formula through a process of logical deduction;
manipulate a mathematical relationship to give a new equation or
relationship

Describe develop a detailed picture or image of, for example a structure or a process,
using words or diagrams where appropriate; produce a plan, simulation or
model

Determine obtain the only possible answer by calculation, substituting measured or

known values of other quantities into a standard formula

Differentiate Identify what makes something different

Discuss offer a considered, balanced review that includes a range of arguments,

factors or hypotheses; opinions or conclusions should be presented clearly
and supported by appropriate evidence

Distinguish make the differences between two or more concepts or items clear

Estimate give a reasoned order of magnitude statement or calculation of a quantity

Evaluate (data) collect and examine data to make judgments and appraisals; describe
how evidence supports or does not support a conclusion in an inquiry or
investigation; identify the limitations of data in conclusions; make judgments
about the ideas, solutions or methods

Evaluate (ethical collect and examine evidence to make judgments and appraisals; describe
judgement) how evidence supports or does not support a judgement; identify the
limitations of evidence in conclusions and make judgments about ideas,
solutions or methods

Explain give a detailed account including reasons or causes

Examine consider an argument or concept in a way that uncovers the assumptions

and interrelationships of the issue

Find general term that may variously be interpreted as calculate, measure,

determine etc.

Formulate Express the relevant concept(s) or argument(s) precisely and systematically

Group identify objects according to characteristics

Identify recognise patterns, facts, or details; provide an answer from a number of

possibilities; recognise and state briefly a distinguishing fact or feature

Illustrate use examples to describe something

Infer use the results of an investigation based on a premise; read beyond what has
been literally expressed

Investigate observe, study, or make a detailed and systematic examination, in order to

establish facts and reach new conclusions

Interpret use knowledge and understanding to recognise trends and draw conclusions
from given information

Justify give valid reasons or evidence to support an answer or conclusion

30 Computer Science Curriculum Specification : Appendices

 Verb Description
List provide a number of points, with no elaboration

Measure quantify changes in systems by reading a measuring tool

Model generate a mathematical representation (e.g., number, graph, equation,

geometric figure) for real world or mathematical objects, properties, actions,
or relationships

Order describe items/systems based on complexity and/or order

Outline give the main points; restrict to essentials

Plot a graphical technique for representing a data set, usually as

a graph showing the relationship between two or more variables.

Predict give an expected result of an event; explain a new event based on

observations or information using logical connections between pieces of
information

Prove use a sequence of logical steps to obtain the required result in a formal way

Provide evidence provide data and documentation that support inferences or conclusions

Recognise identify facts, characteristics or concepts that are critical (relevant/

appropriate) to the understanding of a situation, event, process or
phenomenon

Recall remember or recognise from prior learning experiences

Relate associate, giving reasons

Sketch represent by means of a diagram or graph (labelled as appropriate); the

sketch should give a general idea of the required shape or relationship, and
should include relevant features

Solve find an answer through reasoning

State provide a concise statement with little or no supporting argument

Suggest propose a solution, hypothesis or other possible answer

Synthesise combine different ideas in order to create new understanding

Understand have and apply a well-organised body of knowledge

Use apply knowledge or rules to put theory into practice

Verify give evidence to support the truth of a statement

31 Computer Science Curriculum Specification : Appendices

 Appendix B: Glossary of core concepts
Abstraction
Abstractions are formed by identifying patterns and extracting common features from specific
examples to create generalisations. Using generalised solutions and parts of solutions designed for
broad reuse simplifies the development process and helps to manage complexity.

Data
Students learn how data about themselves and their world is collected and used. Data is collected and
stored so that it can be analysed to better understand the world and make more accurate predictions.

Data is collected with both computational and non-computational tools and processes.

Computing systems
A computing system consists of hardware, software, computational processes and networks and
users. Students will develop programming, analysis and design skills combined with the hardware
knowledge needed to create network/Internet/cloud-based applications. They will learn how
computing devices (such as smart devices, desktop computers and tablets) communicate with each
other and the world around them and how to plan and design the infrastructure and systems that
allow this to happen.

Algorithms
An algorithm is a sequence of steps designed to accomplish a specific task. Algorithms are translated
into programs, or code, to provide instructions for computing devices. Students learn how to read,
write, modify and test algorithms, as well as how to evaluate competing algorithms. The words
programming, coding and programming language are defined as:

 Programming is the craft of analysing problems and designing, writing, testing and maintaining
programs to solve them
 Coding is the act of writing computer programs in a programming language
 A programming language is the formal language used to give a computer instruction

Software evaluation
Software evaluation is the process of determining if the program or combination of programs is the
best possible solution to a given problem or task. The evaluation process should include factors such as
feasibility, efficiency, and ethical use.

Software testing
Software testing is the process of finding and correcting errors (bugs) in a program or system and
ensuring that the program produces the intended output. Debugging includes identifying errors, gaps,
and missing requirements.

Heuristic
A heuristic is an approach to problem solving which aims to make an approximate solution to the
problem. This can be used when time and resources are limited. The solution may not be feasible
using classic or standard methods but should aim to approximate the optimal solution. This may
involve the loss of precision, accuracy, optimal performance or completeness.

32 Computer Science Curriculum Specification : Appendices

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