specification computer science · j277 gcse (9–1) in computer science for first assessment 2022 7...
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1ocr.org.uk/computerscience
SCIENCE
GCSE (9–1) Specification
J277 For first assessment in 2022 Version 1
COMPUTER
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Version 1 © OCR 2019 J277 GCSE (9–1) in Computer Science for first assessment 2022 1
Contents
1 Why choose an OCR GCSE (9–1) in Computer Science? 21a. WhychooseanOCRqualification? 21b. Aims and learning outcomes 31c. Whatarethekeyfeaturesofthisspecification? 31d. HowdoIfindoutmoreinformation? 4
2 The specification overview 52a. OCR’s GCSE (9–1) in Computer Science (J277) 52b. Content of Computer systems (J277/01) 62c. ContentofComputationalthinking,algorithmsandprogramming(J277/02) 152d. PracticalProgrammingskills 222e. Priorknowledge,learningandprogression 22
3 Assessment of GCSE (9–1) in Computer Science 233a. Forms of assessment 233b. AssessmentofPracticalProgrammingskills:Component2 243c. OCR Exam Reference Language 253d. Command words 323e. AssessmentObjectives 343f. Assessmentavailability 343g. Retakingthequalification 343h. Assessment of extended response 353i. Mathematicalskillsrequirement 353j. Synopticassessment 353k. Calculatingqualificationresult 35
4 Admin: what you need to know 364a. Pre-assessment 364b. Specialconsideration 374c. External assessment arrangements 374d. PracticalProgrammingskillsadministrationrequirements 384e. Resultsandcertificates 384f. Post-resultsservices 394g. Malpractice 39
5 Appendices 405a. Grade descriptors 405b. Overlapwithotherqualifications 415c. Accessibility 41Summary of updates 42
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1a. Why choose an OCR qualification?
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1 Why choose an OCR GCSE (9–1) in Computer Science?
ChooseOCRandyou’vegotthereassurancethatyou’re working with one of the UK’s leading exam boards. Our GCSE (9–1) in Computer Science has beendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidestudentswithaqualificationthat’srelevanttothemandmeetstheir needs.
We’repartoftheCambridgeAssessmentGroup,Europe’s largest assessment agency and a departmentoftheUniversityofCambridge.Cambridge Assessment plays a leading role in developinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.
Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEs andvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.
Our Specifications
Webelieveindevelopingspecificationsthathelpyoubring the subject to life and inspire your students to achievemore.
We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.
Our Support
Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthrough tothedeliveryofourspecifications.Thisincludes:
• awiderangeofhigh-qualitycreativeresourcesincludingaccesstoresourcesprovidedbyleadingorganisationswithintheindustry
• textbooksavailablefromanumberofleadingpublisherswehaveworkedwith.Formoreinformationonourpublishingpartnersandtheirresourcesvisitocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners
• ProfessionalDevelopmentforteacherstofulfilarangeofneeds.Tojoinourtraining(eitherface-to-face or online) or to search for training materials,youcanfindwhatyou’relookingforat www.ocr.org.uk/qualifications/professional-development
• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividualstudentsorwholeschools
• ExamBuilder–ouronlinepastpapersservicethat enables you to build your own testpapersfrompastOCRexamquestions.
Subject Advisors
OCRSubjectAdvisorsprovidespecialistadvice,guidance and support to centres related to our specification,aswellasupdatesonresourcesandprofessionaldevelopmentopportunities.OurSubjectAdvisorsworkwithsubjectcommunitiesthrougharange of networks to ensure the sharing of ideas and expertisetosupportteachers.
Keep up to date with OCR
Toreceivethelatestinformationaboutanyofourqualifications,pleaseregisterforemailupdatesat:ocr.org.uk/updates
AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.
TheaccreditationnumberforOCR’sGCSE(9–1)inComputer Science is QN 601/8355/X.
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1b. Aims and learning outcomes
OCR’s GCSE (9–1) in Computer Science will encourage studentsto:
• understand and apply the fundamentalprinciplesandconceptsofComputerScience,includingabstraction,decomposition,logic,algorithms,anddatarepresentation
• analyseproblemsincomputationaltermsthroughpracticalexperienceofsolvingsuchproblems,includingdesigning,writinganddebugging programs
• thinkcreatively,innovatively,analytically,logicallyandcritically
• understand the components that make updigitalsystems,andhowtheycommunicatewith one another and with other systems
• understand the impacts of digital technologytotheindividualandtowidersociety
• applymathematicalskillsrelevanttoComputerScience.
ThekeyfeaturesofOCR’sGCSE(9–1)inComputerScienceforyouandyourstudentsare:
• asimpleandintuitiveassessmentmodel,consistingoftwopapers,onefocusingoncomputer systems and one with a focus onprogramming,computationalthinking, andalgorithms.Bothpapershaveidenticalweightingandmarkallocations
• aspecificationdevelopedwithteachersspecificallyforteachers.Thespecificationlays out the subject content clearly
• aflexiblesupportpackageformedafterlisteningtoteachers’needs.Thesupportpackage will enable teachers to easilyunderstand the requirements of thequalificationandhowitisassessed
• ateamofOCRSubjectAdvisorswhosupportteachersdirectlyandmanagethequalificationnationally
• thespecificationhasbeendesignedtotransitionseamlesslyintoComputerScienceatASLeveland/orALevel.
Thisspecification/qualificationwillenablestudentstodevelop:
• valuablethinkingandprogrammingskillsthatareextremelyattractiveinthemodernworkplace
• adeepunderstandingofcomputationalthinking and how to apply it through a chosenprogramming language.
1c. What are the key features of this specification?
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1d. How do I find out more information?
WhetheryouareanexistingOCRcentre,ornewtoOCRandwouldliketostartdeliveringthiscourse,pleasevisitwww.ocr.org.uk. Or you can contact us directly by email or phone.
Contactdetails:
Email:[email protected]
Subjectwebpage:www.ocr.org.uk/computing
Twitter:@ocr_ict
CustomerContactCentre:01223553998
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Students take J277/01 and J277/02 to be awarded the OCR GCSE (9–1) in Computer Science.
Content Overview Assessment Overview
J277/01: Computer systems
Thiscomponentwillassess:
• 1.1 Systems architecture
• 1.2 Memory and storage
• 1.3Computernetworks,connectionsandprotocols
• 1.4 Network security
• 1.5Systemssoftware
• 1.6Ethical,legal,culturalandenvironmentalimpacts of digital technology
Written paper: 1 hour and 30 minutes 50% of total GCSE80 marks
Thisisanon-calculatorpaper.
Allquestionsaremandatory.
Thispaperconsistsofmultiplechoicequestions,shortresponsequestionsandextendedresponsequestions.
J277/02: Computational thinking, algorithms and programming
Thiscomponentwillassess:
• 2.1 Algorithms
• 2.2 Programming fundamentals
• 2.3 Producing robust programs
• 2.4 Boolean logic
• 2.5 Programming languages and Integrated DevelopmentEnvironments
Written paper: 1 hour and 30 minutes 50% of total GCSE80 marks
Thisisanon-calculatorpaper.
Thispaperhastwosections:SectionAandSectionB.Studentsmustanswerbothsections.
Allquestionsaremandatory.
InSectionB,questionsassessingstudents’abilitytowriteorrefinealgorithmsmustbeansweredusingeither the OCR Exam Reference Language or the high-levelprogramminglanguagetheyarefamiliarwith.
2a. OCR’s GCSE (9–1) in Computer Science (J277)
2 The specification overview
Practical ProgrammingAllstudentsmustbegiventheopportunitytoundertakeaprogrammingtask(s),eithertoaspecificationortosolveaproblem(orproblems),duringtheircourseofstudy.StudentsmaydrawonsomeofthecontentinbothcomponentswhenengagedinPracticalProgramming.
PleaseseeSections2dand4dforfurtherinformation.
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1.1 – Systems architecture
Sub topic Guidance
1.1.1 Architecture of the CPU
¨ ThepurposeoftheCPU:
o Thefetch-executecycle
¨ CommonCPUcomponentsandtheirfunction:
o ALU(ArithmeticLogicUnit)o CU (Control Unit)o Cacheo Registers
¨ VonNeumannarchitecture:
o MAR (Memory Address Register)o MDR (Memory Data Register)o Program Countero Accumulator
Requiredü Whatactionsoccurateachstageofthefetch-executecycle
ü Therole/purposeofeachcomponentandwhatitmanages,stores,orcontrolsduringthefetch-executecycle
ü Thepurposeofeachregister,whatitstores(dataoraddress)
ü Thedifferencebetweenstoringdataandanaddress
Not requiredû Knowledge of passing of data between registers in each stage
1.1.2 CPU performance
¨ HowcommoncharacteristicsofCPUsaffecttheirperformance:
o Clock speedo Cache sizeo Number of cores
Requiredü Understandingofeachcharacteristicaslistedü Theeffectsofchanginganyofthecommoncharacteristicson
systemperformance,eitherindividuallyorincombination
1.1.3 Embedded systems
¨ Thepurposeandcharacteristicsofembeddedsystems
¨ Examples of embedded systems
Requiredü What embedded systems areü Typicalcharacteristicsofembeddedsystemsü Familiaritywitharangeofdifferentembeddedsystems
2b. Content of Computer systems (J277/01)
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1.2 – Memory and storage
Sub topic Guidance
1.2.1 Primary storage (Memory)
¨ Theneedforprimarystorage
¨ ThedifferencebetweenRAMandROM
¨ ThepurposeofROMinacomputersystem
¨ ThepurposeofRAMinacomputersystem
¨ Virtual memory
Requiredü Whycomputershaveprimarystorage
§ How this usually consists of RAM and ROMü KeycharacteristicsofRAMandROMü Whyvirtualmemorymaybeneededinasystemü Howvirtualmemoryworks
§ TransferofdatabetweenRAMandHDDwhenRAMisfilled
1.2.2 Secondary storage
¨ Theneedforsecondarystorage
¨ Commontypesofstorage:
o Opticalo Magnetico Solid state
¨ Suitablestoragedevicesandstoragemediaforagivenapplication
¨ Theadvantagesanddisadvantagesofdifferentstoragedevicesandstoragemediarelatingtothesecharacteristics:
o Capacityo Speedo Portabilityo Durabilityo Reliabilityo Cost
Requiredü Whycomputershavesecondarystorageü Recognisearangeofsecondarystoragedevices/mediaü Differencesbetweeneachtypeofstoragedevice/mediumü Compareadvantages/disadvantagesforeachstoragedeviceü Be able to apply their knowledge in context within scenarios
Not requiredû Understanding of the component parts of these types of storage
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Sub topic Guidance
1.2.3 Units
¨ Theunitsofdatastorage:
o Bito Nibble (4 bits)o Byte (8 bits)o Kilobyte(1,000bytesor1KB)o Megabyte(1,000KB)o Gigabyte(1,000MB)o Terabyte(1,000GB)o Petabyte(1,000TB)
¨ Howdataneedstobeconvertedintoabinaryformattobeprocessed by a computer
¨ Datacapacityandcalculationofdatacapacityrequirements
Requiredü Why data must be stored in binary formatü Familiaritywithdataunitsandmovingbetweeneachü Calculatecapacityofdevicesü Calculaterequiredcapacityforagivensetoffilesü Calculatefilesizesofsound,imagesandtextfiles
§ soundfilesize=sampleratexduration(s)xbitdepth§ imagefilesize=colourdepthximageheight(px)ximage
width (px)§ textfilesize=bitspercharacterxnumberofcharacters
Alternatives• Useof1,024forconversionsandcalculationswouldbeacceptable• Allowanceformetadataincalculationsmaybeused
1.2.4 Data storage
Numbers
¨ Howtoconvertpositivedenarywholenumberstobinarynumbers(uptoandincluding8bits)andviceversa
¨ How to add two binary integers together (up to and including 8bits)andexplainoverflowerrorswhichmayoccur
¨ Howtoconvertpositivedenarywholenumbersinto2-digithexadecimalnumbersandviceversa
¨ Howtoconvertbinaryintegerstotheirhexadecimalequivalentsandviceversa
¨ Binaryshifts
Requiredü Denary number range 0 – 255ü Hexadecimal range 00 – FFü Binary number range 00000000 – 11111111ü Understandingofthetermsmostsignificantbit,andleast
significantbitü Conversionofanynumberintheserangestoanothernumber
baseü Ability to deal with binary numbers containing between 1 and
8 bits§ e.g. 11010 is the same as 00011010
ü Understandtheeffectofabinaryshift(bothleftorright)onanumber
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Sub topic Guidance
Characters¨ Theuseofbinarycodestorepresentcharacters¨ Theterm‘characterset’¨ Therelationshipbetweenthenumberofbitspercharacterina
characterset,andthenumberofcharacterswhichcanberepresented,e.g.:o ASCIIo Unicode
Images¨ Howanimageisrepresentedasaseriesofpixels,representedin
binary¨ Metadata¨ Theeffectofcolourdepthandresolutionon:
o Thequalityoftheimageo Thesizeofanimagefile
Sound¨ How sound can be sampled and stored in digital form¨ Theeffectofsamplerate,durationandbitdepthon:
o Theplaybackqualityo Thesizeofasoundfile
Requiredü How characters are represented in binaryü How the number of characters stored is limited by the bits
availableü Thedifferencesbetweenandimpactofeachcharactersetü Understandhowcharactersetsarelogicallyordered,e.g.thecode
for‘B’willbeonemorethanthecodefor‘A’ ü Binary representation of ASCII in the exam will use 8 bits Not requiredû Memorisationofcharactersetcodes
Requiredü Eachpixelhasaspecificcolour,representedbyaspecificcodeü Theeffectonimagesizeandqualitywhenchangingcolourdepth
andresolutionü Metadatastoresadditionalimageinformation(e.g.height,width,
etc.)
Requiredü Analogue sounds must be stored in binaryü Sample rate – measured in Hertz (Hz)ü Duration–howmanysecondsofaudiothesoundfilecontainsü Bitdepth–numberofbitsavailabletostoreeachsample
(e.g. 16-bit)
1.2.5 Compression
¨ Theneedforcompression¨ Typesofcompression:
o Lossyo Lossless
Requiredü Common scenarios where compression may be neededü Advantagesanddisadvantagesofeachtypeofcompressionü Effectsonthefileforeachtypeofcompression
Not requiredû Abilitytocarryoutspecificcompressionalgorithms
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1.3 – Computer networks, connections and protocols
Sub topic Guidance
1.3.1 Networks and topologies
¨ Typesofnetwork:o LAN (Local Area Network)o WAN (Wide Area Network)
¨ Factorsthataffecttheperformanceofnetworks¨ Thedifferentrolesofcomputersinaclient-serverandapeer-to-
peer network¨ Thehardwareneededtoconnectstand-alonecomputersintoa
LocalAreaNetwork:o Wireless access pointso Routerso Switcheso NIC (Network Interface Controller/Card)o Transmissionmedia
¨ TheInternetasaworldwidecollectionofcomputernetworks:o DNS(DomainNameServer)o Hostingo TheCloudo Webserversandclients
¨ Star and Mesh network topologies
Requiredü ThecharacteristicsofLANsandWANsincludingcommon
examples of eachü Understandingofdifferentfactorsthatcanaffecttheperformance
ofanetwork,e.g.:§Numberofdevicesconnected§ Bandwidth
ü Thetasksperformedbyeachpieceofhardwareü TheconceptoftheInternetasanetworkofcomputernetworksü ADNS’sroleintheconversionofaURLtoanIPaddressü Conceptofserversprovidingservices(e.g.Webserver" Web
pages,Fileserver"filestorage/retrieval)ü Conceptofclientsrequesting/usingservicesfromaserverü TheCloud:remoteserviceprovision(e.g.storage,software,
processing)ü AdvantagesanddisadvantagesoftheCloudü AdvantagesanddisadvantagesoftheStarandMeshtopologiesü Applyunderstandingofnetworkstoagivenscenario
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1.3.2 Wired and wireless networks, protocols and layers
¨ Modesofconnection:o Wired • Ethernet o Wireless • Wi-Fi • Bluetooth
¨ Encryption¨ IP addressing and MAC addressing¨ Standards¨ Commonprotocolsincluding:
o TCP/IP(TransmissionControlProtocol/InternetProtocol)o HTTP(HyperTextTransferProtocol)o HTTPS(HyperTextTransferProtocolSecure)o FTP(FileTransferProtocol)o POP(PostOfficeProtocol)o IMAP (Internet Message Access Protocol)o SMTP(SimpleMailTransferProtocol)
¨ Theconceptoflayers
Requiredü Comparebenefitsanddrawbacksofwiredversuswireless
connectionü Recommendoneormoreconnectionsforagivenscenarioü Theprincipleofencryptiontosecuredataacrossnetwork
connectionsü IPaddressingandtheformatofanIPaddress(IPv4andIPv6)ü AMACaddressisassignedtodevices;itsusewithinanetworkü Theprincipleofastandardtoproviderulesforareasofcomputingü Standardsallowshardware/softwaretointeractacrossdifferent
manufacturers/producersü Theprincipleofa(communication)protocolasasetofrulesfor
transferring dataü Thatdifferenttypesofprotocolsareusedfordifferentpurposesü Thebasicprinciplesofeachprotocoli.e.itspurposeandkey
featuresü Howlayersareusedinprotocols,andthebenefitsofusinglayers;
forateachingexample,pleaserefertothe4-layerTCP/IPmodel
Not requiredû UnderstandhowEthernet,Wi-FiandBluetoothprotocolsworkû Understanddifferencesbetweenstaticanddynamic,orpublicand
privateIPaddressesû Knowledgeofindividualstandardsû KnowledgeofthenamesandfunctionofeachTCP/IPlayer
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1.4 – Network security
Sub topic Guidance
1.4.1 Threats to computer systems and networks
¨ Formsofattack:o Malwareo Socialengineering,e.g.phishing,peopleasthe‘weakpoint’o Brute-forceattackso Denialofserviceattackso Datainterceptionandthefto TheconceptofSQLinjection
Requiredü Threatsposedtodevices/systemsü Knowledge/principlesofeachformofattackincluding:
§Howtheattackisused§ Thepurposeoftheattack
1.4.2 Identifying and preventing vulnerabilities
¨ Commonpreventionmethods:o Penetrationtestingo Anti-malwaresoftwareo Firewallso Useraccesslevelso Passwordso Encryptiono Physical security
Requiredü Understanding of how to limit the threats posed in 1.4.1ü Understandingofmethodstoremovevulnerabilitiesü Knowledge/principlesofeachpreventionmethod:
§Whateachpreventionmethodmaylimit/prevent§Howitlimitstheattack
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1.5 – Systems software
Sub topic Guidance
1.5.1 Operating systems
¨ Thepurposeandfunctionalityofoperatingsystems:o User interfaceo Memorymanagementandmultitaskingo Peripheralmanagementanddriverso User managemento File management
Requiredü Whateachfunctionofanoperatingsystemdoesü Features of a user interfaceü Memorymanagement,e.g.thetransferofdatabetweenmemory,
andhowthisallowsformultitaskingü Understandthat:
§ Dataistransferredbetweendevicesandtheprocessor§ Thisprocessneedstobemanagedandwhatthisentails
(e.g.theuseofbufferswhentransferringdatatoaprinter)ü Usermanagementfunctions,e.g.:
§ Allocationofanaccount§ Access rights§ Security,etc.
ü Filemanagement,andthekeyfeatures,e.g.:§ Naming§ Allocatingtofolders§ Movingfiles§ Saving,etc.
Not requiredû Understandingofpagingorsegmentation
1.5.2 Utility software
¨ Thepurposeandfunctionalityofutilitysoftware¨ Utilitysystemsoftware:
o Encryptionsoftwareo Defragmentationo Data compression
Requiredü Understandthatcomputersoftencomewithutilitysoftware,and
how this performs housekeeping tasks ü Purposeoftheidentifiedutilitysoftwareandwhyitisrequired
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1.6 – Ethical, legal, cultural and environmental impacts of digital technology
Sub topic Guidance
1.6.1 Ethical, legal, cultural and environmental impact
¨ Impactsofdigitaltechnologyonwidersocietyincluding:o Ethical issueso Legal issues o Cultural issueso Environmentalissueso Privacyissues
¨ LegislationrelevanttoComputerScience:o TheDataProtectionAct2018o Computer Misuse Act 1990o Copyright Designs and Patents Act 1988o Softwarelicences(i.e.opensourceandproprietary)
Requiredü Technologyintroducesethical,legal,cultural,environmentaland
privacyissuesü Knowledgeofavarietyofexamplesofdigitaltechnologyandhow
this impacts on societyü An ability to discuss the impact of technology based around the
issues listed ü Thepurposeofeachpieceoflegislationandthespecificactionsit
allows or prohibits ü Theneedtolicensesoftwareandthepurposeofasoftware
licence ü Featuresofopensource(providingaccesstothesourcecodeand
theabilitytochangethesoftware)ü Featuresofproprietary(noaccesstothesourcecode,purchased
commonlyasoff-the-shelf)ü Recommendatypeoflicenceforagivenscenarioincluding
benefitsanddrawbacks
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2.1 – Algorithms
Sub topic Guidance
2.1.1 Computational thinking
¨ Principlesofcomputationalthinking:o Abstractiono Decompositiono Algorithmic thinking
Requiredü Understanding of these principles and how they are used to
defineandrefineproblems
2.1.2 Designing, creating and refining algorithms
¨ Identifytheinputs,processes,andoutputsforaproblem¨ Structure diagrams¨ Create,interpret,correct,complete,andrefinealgorithmsusing:
o Pseudocodeo Flowcharts o Referencelanguage/high-levelprogramminglanguage
¨ Identifycommonerrors¨ Tracetables
Requiredü Producesimplediagramstoshow:
§ Thestructureofaproblem§ Subsectionsandtheirlinkstoothersubsections
ü Complete,writeorrefineanalgorithmusingthetechniqueslistedü Identifysyntax/logicerrorsincodeandsuggestfixesü Create and use trace tables to follow an algorithm
Flowchart symbols
Line Input/Output
Process Decision
Sub program
Terminal
2c. Content of Computational thinking, algorithms and programming (J277/02)
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2.1.3 Searching and sorting algorithms
¨ Standardsearchingalgorithms:o Binary searcho Linear search
¨ Standardsortingalgorithms:o Bubble sorto Merge sorto Insertionsort
Requiredü Understand the main steps of each algorithmü Understand any pre-requisites of an algorithmü Apply the algorithm to a data setü Identifyanalgorithmifgiventhecodeforit
Not requiredû Torememberthecodeforthesealgorithms
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2.2 – Programming fundamentals
Sub topic Guidance
2.2.1 Programming fundamentals
¨ Theuseofvariables,constants,operators,inputs,outputsandassignments
¨ Theuseofthethreebasicprogrammingconstructsusedtocontroltheflowofaprogram:o Sequenceo Selectiono Iteration(count-andcondition-controlledloops)
¨ Thecommonarithmeticoperators¨ ThecommonBooleanoperatorsAND,ORandNOT
Requiredü Practicaluseofthetechniquesinahigh-levellanguagewithinthe
classroomü Understanding of each techniqueü Recogniseandusethefollowingoperators:
Comparison operators Arithmetic operators
== Equalto + Addition
!= Notequalto – Subtraction
< Less than * Multiplication
<= Lessthanorequalto / Division
> Greater than MOD Modulus
>= Greaterthanorequalto DIV Quotient
^ Exponentiation(tothepower)
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2.2.2 Data types
¨ Theuseofdatatypes:o Integero Realo Booleano Character and stringo Casting
Requiredü Practicaluseofthedatatypesinahigh-levellanguagewithinthe
classroomü Abilitytochoosesuitabledatatypesfordatainagivenscenarioü Understand that data types may be temporarily changed through
casting,andwherethismaybeuseful
2.2.3 Additional programming techniques
¨ Theuseofbasicstringmanipulation¨ Theuseofbasicfilehandlingoperations:
o Openo Reado Writeo Close
¨ Theuseofrecordstostoredata¨ TheuseofSQLtosearchfordata¨ Theuseofarrays(orequivalent)whensolvingproblems,including
both one-dimensional and two-dimensional arrays¨ Howtousesubprograms(functionsandprocedures)toproduce
structured code¨ Randomnumbergeneration
Requiredü Practicaluseoftheadditionalprogrammingtechniquesina
high-levellanguagewithintheclassroomü Abilitytomanipulatestrings,including:
§ Concatenation§ Slicing
ü Arraysasfixedlengthstaticstructuresü Theuseoffunctionsü Theuseofproceduresü Wheretousefunctionsandprocedureseffectivelyü SQLcommands:
§ SELECT§ FROM§ WHERE
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2.3 – Producing robust programs
Sub topic Guidance
2.3.1 Defensive design
¨ Defensivedesignconsiderations:o Anticipatingmisuseo Authentication
¨ Inputvalidation¨ Maintainability:
o Use of sub programso Namingconventionso Indentationo Commenting
Requiredü Understanding of the issues a programmer should consider to
ensurethataprogramcatersforalllikelyinputvaluesü Understandingofhowtodealwithinvaliddatainaprogramü Authenticationtoconfirmtheidentityofauserü Practicalexperienceofdesigninginputvalidationandsimple
authentication(e.g.usernameandpassword)ü Understandwhycommentingisusefulandapplythis
appropriately
2.3.2 Testing
¨ Thepurposeoftesting¨ Typesoftesting:
o Iterativeo Final/terminal
¨ Identifysyntaxandlogicerrors¨ Selectingandusingsuitabletestdata:
o Normalo Boundaryo Invalido Erroneous
¨ Refiningalgorithms
Requiredü Thedifferencebetweentestingmodulesofaprogramduring
developmentandtestingtheprogramattheendofproductionü Syntaxerrorsaserrorswhichbreakthegrammaticalrulesofthe
programming language and stop it from being run/translatedü Logic errors as errors which produce unexpected outputü Normal test data as data which should be accepted by a program
without causing errorsü Boundary test data as data of the correct type which is on the
veryedgeofbeingvalidü Invalidtestdataasdataofthecorrecttypebutoutsideaccepted
validationlimitü Erroneous test data as data of the incorrect type which should be
rejected by a computer systemü Abilitytoidentifysuitabletestdataforagivenscenarioü Ability to create/complete a test plan
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2.4 – Boolean logic
Sub topic Guidance
2.4.1 Boolean logic
¨ SimplelogicdiagramsusingtheoperatorsAND,ORandNOT
¨ Truthtables¨ CombiningBooleanoperatorsusingAND,ORand
NOT¨ Applyinglogicaloperatorsintruthtablestosolve
problems
Requiredü Knowledge of the truth tables for each logic gateü Recognitionofeachgatesymbolü Understandingofhowtocreate,completeoreditlogicdiagramsandtruth
tablesforgivenscenariosü Ability to work with more than one gate in a logic diagram
Boolean Operators Logic Gate Symbol
AND(Conjunction)
OR(Disjunction)
NOT(Negation)
Truth Tables
AND OR NOT
A B A AND B A B A OR B A NOTA
0 0 0 0 0 0 0 1
0 1 0 0 1 1 1 0
1 0 0 1 0 1
1 1 1 1 1 1
Alternatives• Useofothervalidnotationwillbeacceptedwithintheexamination,e.g.Using
T/Ffor1/0,orVforOR,etc.
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2.5 – Programming languages and Integrated Development Environments
Sub topic Guidance
2.5.1 Languages
¨ Characteristicsandpurposeofdifferentlevelsofprogramminglanguage:o High-levellanguageso Low-levellanguages
¨ Thepurposeoftranslators¨ Thecharacteristicsofacompilerandaninterpreter
Requiredü Thedifferencesbetweenhigh-andlow-levelprogramming
languages ü Theneedfortranslatorsü Thedifferences,benefitsanddrawbacksofusingacompileroran
interpreter
Not requiredû Understanding of assemblers
2.5.2 The Integrated Development Environment (IDE)
¨ CommontoolsandfacilitiesavailableinanIntegratedDevelopmentEnvironment(IDE):o Editorso Errordiagnosticso Run-timeenvironmento Translators
Requiredü KnowledgeofthetoolsthatanIDEprovidesü Howeachofthetoolsandfacilitieslistedcanbeusedtohelpa
programmerdevelopaprogramü Practicalexperienceofusingarangeofthesetoolswithinatleast
one IDE
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2d. Practical Programming skills
Students in England who are beginning a GCSE (9–1) inComputerSciencecoursearelikelytohavefollowed a Key Stage 3 programme of study.
No prior knowledge of this subject is required and therearenopriorqualificationsrequiredinorder for students to enter for a GCSE (9–1) in Computer Science.
GCSEs(9–1)arequalificationsthatenablestudentstoprogresstofurtherqualifications,eitherVocationalorGeneral.
OCRofferarangeofComputingandICTbasedqualificationstosuitstudents’needs.
Find out more at www.ocr.org.uk/computing
2e. Prior knowledge, learning and progression
Allstudentsmustbegiventheopportunitytoundertake a programming task or tasks during their course of study.
Theprogrammingtask(s)mustallowthemtodevelopskillswithinthefollowingareaswhenprogramming:
• Design• Write• Test• Refine
Eachtask(s)mustuseoneormorehigh-leveltext-basedprogramminglanguage,eithertoaspecificationortosolveaproblem(orproblems).Theycanuseanyhigh-leveltext-basedprogramminglanguage,suchas:
• Python • Cfamilyoflanguages(C#,C++,etc.)• Java• JavaScript• Visual Basic/.Net • PHP • Delphi • BASIC
Somehigh-levellanguagesdonotallowdemonstrationofallthePracticalProgramming skills.Wherethisisthecase,schoolsareencouragedtoconsiderusingasecondlanguageforpracticalexperience.
PracticalProgrammingskillswillbeassessedinComponent2ofthequalification,inparticularSectionB.SeeSection3b‘AssessmentofPracticalProgrammingskills:Component2’formoredetails.
CentresmustsubmitaPracticalProgrammingStatement.SeeSection4dformoredetails.i
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OCR’s GCSE (9–1) in Computer Science consists of two compulsory components that are externally assessed.
J277/01: Computer systems
Thisisacompulsorycomponent.Itisworth80 marks,representing50% of the total marks for the GCSE (9–1).
ThiscomponentisanexternallyassessedwrittenexaminationtestingAO1andAO2.
Theexaminationlasts1 hour 30 minutes.
Allthequestionsaremandatory.
Studentsarenotpermittedtouseacalculatorintheexamination.
Thequestionpaperwillconsistofshortandmediumanswerquestions.Therewillalsobeone8-markextendedresponsequestion.Thisquestionwillenablestudents to demonstrate the ability to construct and developasustainedlineofreasoning.
3a. Forms of assessment
3 Assessment of GCSE (9–1) in Computer Science
J277/02: Computational thinking, algorithms and programming
Thisisacompulsorycomponent.Itisworth80 marks,representing50% of the total marks for the GCSE (9–1).
ThiscomponentisanexternallyassessedwrittenexaminationtestingAO1,AO2andAO3.
Theexaminationlasts1 hour 30 minutes and is formedoftwosections.
Allthequestionsaremandatory.
Section A is worth 50 marks,andassessesstudents’knowledge and understanding of concepts of
Computer Science. Students then apply these to problemsincomputationalterms,wheretheymayuse an algorithmic approach.
Section B is worth 30 marks,andassessesstudents’PracticalProgrammingskillsandtheirabilitytodesign,write,testandrefineprograms.
Studentsarenotpermittedtouseacalculatorintheexamination.
Thequestionpaperwillconsistofshortandmediumanswerquestions.
SampleAssessmentMaterialsandotherresourceswhichexemplifyourapproachtotheexaminationscanbefound on the J277 web page of the OCR website.
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Section B
SectionBassessesastudent’sabilitytodesign,write,testandrefineprograms.Thefollowingtableshowshowwewillsetourquestionswithinthissection,andhowstudentsmustrespond.
Question focus Questions asked in: Students respond using:
Design Natural English P PseudocodeP FlowchartsPTick-boxresponsesP Natural English
Write PseudocodeNatural EnglishFlowcharts
P OCR Exam Reference LanguagePAhigh-levelprogramminglanguage
Test OCR Exam Reference Language PTracetablesPCreatingtestplansPIdentifyingsuitabletestdata
Refine OCR Exam Reference Language P OCR Exam Reference LanguagePAhigh-levelprogramminglanguageP Natural English
3b. Assessment of Practical Programming skills: Component 2
AllprogrammingcodegiveninexaminationpaperswillbepresentedusingtheOCRExamReferenceLanguage.
Section A
SectionAassessesastudent’sabilitytostructureanswerslogicallywithoutafocusonsyntacticprecision.Studentshaveflexibilityandchoiceinhowtheypresenttheiranswer.
Thefollowingtableshowshowwewillsetourquestionswithinthissection,andhowstudentsmustrespond.
Questions asked in: Students respond using:
Natural EnglishOCR Exam Reference LanguageFlowcharts
P PseudocodeP FlowchartsP Bullet pointsP OCR Exam Reference Language/a high-level programming languagePNatural English
Where a response requires an answer in OCR Exam ReferenceLanguageorahigh-levelprogramminglanguage,astudent’slevelofprecisionwillbeassessed.Thesequestionsaredesignedtotestbothastudent’s programming logic and understanding of coreprogrammingstructures.Answerswritteninpseudocode,naturalEnglishorbulletpointswillnotbe awarded marks.
Responses in OCR Exam Reference Language or a high-levelprogramminglanguagetestastudent’sability to form an answer using precise programming commandsbutwillavoidpenalisingthemforminorerrorsinsyntax.Thisreflectsreal-lifescenarios,whereoftenminorerrorswouldhavebeenflaggedwithintheirdevelopmentenvironment.
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OCRExamReferenceLanguageisaformallydefinedlanguage.Allexaminationquestionswillbewritteninourdefinitionlanguageforclarityandconsistency.
Operators
Comparison operators Arithmetic operators
== Equal to
!= Not equal to
< Less than
<= Less than or equal to > Greater than>= Greater than or equal to
+Addition
-Subtraction
*Multiplication
^ Exponent
/Division
MOD Modulus
DIVQuotient
Comparison operators
AND Logical AND
OR Logical OR
NOTLogicalNOT
3c. OCR Exam Reference Language
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Concept Keyword(s)/Symbols Example
Commenting
Comment // //This function squares a numberfunction squared(number) squared = number^2 return squaredendfunction//End of function
Variables
Assignment
ConstantsGlobal Variables
=
constglobal
x = 3name = "Louise"const vat = 0.2global userID = "Cust001"
Input/Output
Input
Output
input(…)
print(…)
myName = input("Please enter a name")
print("My name is Noni")print(myArray[2,3])
Casting
Convertingtoanotherdatatype
str()
int()
float()
real()
bool()
str(345)
int("3")
float("4.52")
real("4.52")
bool("True")
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Concept Keyword(s)/Symbols Example
Iteration
FOR loop(Count-controlled)
for … to …
next …
for … to … step …
next …
for i=0 to 9
print("Loop")
next iThiswillprinttheword“Loop”10times,i.e.0-9inclusive.
for i=2 to 10 step 2
print(i)
next iThiswillprinttheevennumbersfrom2to10inclusive.
for i=10 to 0 step -1
print(i)
next iThiswillprintthenumbersfrom10to0inclusive,i.e.10,9,8,…,2,1,0.
Note that the ‘step’ command can be used to increment or decrement the loop by any positive or negative integer value.
WHILE loop (Condition-controlled)
while …
endwhile
while answer != "Correct" answer = input("New answer")endwhile
Willloopuntiltheuserinputsthestring“Correct”.Checkconditioniscarriedoutbeforeenteringloop.
DO WHILE loop(Condition-controlled)
do
until …
do answer = input("New answer")until answer != "Correct"Willloopuntiltheuserinputsthestring“Correct”.Loopiteratesonce before a check is carried out.
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Concept Keyword(s)/Symbols Example
Selection
IF-THEN-ELSE if … then elseif … then elseendif
if answer == "Yes" then
print("Correct")
elseif answer == "No" then
print("Wrong")
else
print("Error")
endif
CASESELECTorSWITCH
switch … :
case … :
case … :
default:
endswitch
switch day :
case "Sat":
print("Saturday")
case "Sun":
print("Sunday")
default:
print("Weekday")
endswitch
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Concept Keyword(s)/Symbols Example
String handling/operations
String length .length subject = "ComputerScience"
subject.length gives the value 15
Substrings .substring(x , i).left(i).right(i)
subject.subString(3,5) returns "puter"
subject.left(4) returns "Comp"
subject.right(3) returns "nce"
x is starting index; i is number of characters; 0 indexed
Uppercase .upper subject.upper gives "COMPUTERSCIENCE"
Lowercase .lower subject.lower gives "computerscience"
ASCIIConversion ASC(…)CHR(…)
ASC(A) returns 65 (numerical)CHR(97) returns ‘a’ (char)
File handling
Open open(…) myFile = open("sample.txt")
Note that the file needs to be stored as a variable.
Close .close() myFile.close()
Read line .readLine() myFile.readLine() returns thenextlineinthefile
Write line .writeLine(…) myFile.writeLine("Add new line")
Note that the line will be written to the END of the file.
Endoffile .endOfFile() while NOT myFile.endOfFile() print(myFile.readLine())endwhile
Createanewfile newFile() newFile("myText.txt")
Creates a new text file called "myText". The file would then need to be opened using the above command for Open.
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Concept Keyword(s)/Symbols Example
Arrays
Declaration
Arrays are 0 indexedArrays only store a single data type
array names[…] array names[5]Creates 1D array with 5 elements (index 0 to 4).
array gameboard[8,8]Creates 2D array with 8 elements (index 0 to 7).
Assignment
array gameboard[…,…]
names[…] = …gameboard[…,…] = …
names[3] = "Noni"gameboard[1,0] = "Pawn"
Sub programs
Procedure procedure name(…)
endprocedure
procedure agePass() print("You are old enough to ride")endprocedure
procedure printName(name) print(name)endprocedure
procedure multiply(num1, num2) print(num1 * num2)endprocedure
Calling a procedure procedure(parameters) agePass()
printName(parameter)
multiply(parameter1, parameter2)
Function function name(…) … return …endfunction
function squared(number) squared = number^2 return squaredendfunction
Callingafunction function(parameters) print(squared(4))
newValue = squared(4)Note: Function returns should be stored in a variable if needed for later use in a program.
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Concept Keyword(s)/Symbols Example
Random numbers
Random numbers random(…,…) myVariable = random(1,6)Creates a random integer between 1 and 6 inclusive.
myVariable = random(-1.0,10.0)Creates a random real number between -1.0 and 10.0 inclusive.
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3d. Command words
Thecommandwordsbelowwillbeusedconsistentlyinallassessmentmaterialandresources.
Command word Definition
Add Joinsomethingtosomethingelsesoastoincreasethesize,number,oramount.
Analyse Breakdowninordertobringouttheessentialelementsorstructure.Identifypartsandrelationships,andinterpretinformationtoreachconclusions.
Annotate Add brief notes to a diagram or graph.
Calculate Obtainanumericalanswershowingtherelevantstagesintheworking.
Compare Giveanaccountofthesimilaritiesanddifferencesbetweentwo(ormore)itemsorsituations,referringtoboth(all)ofthemthroughout.
Complete Provideallthenecessaryorappropriateparts.
Convert Changetheform,character,orfunctionofsomething.
Define Givetheprecisemeaningofaword,phrase,conceptorphysicalquantity.
Describe Giveadetailedaccountorpictureofasituation,event,patternorprocess.
Design Produceaplan,simulationormodel.
Discuss Offeraconsideredandbalancedreviewthatincludesarangeofarguments,factorsor hypotheses. Opinions or conclusions should be presented clearly and supported byappropriateevidence.
Draw Produce(apictureordiagram)bymakinglinesandmarksonpaperwithapencil,pen,etc.
Evaluate Assesstheimplicationsandlimitations.Makejudgementsabouttheideas,works,solutionsormethodsinrelationtoselectedcriteria.
Explain Giveadetailedaccountincludingreasonsorcauses.
Give Presentinformationwhichdeterminestheimportanceofaneventorissue,ortoshowcausation.
How Inwhatwayormanner;bywhatmeans.
Identify Provideananswerfromanumberofpossibilities.Recogniseandstatebrieflyadistinguishingfactororfeature.
Justify Givevalidreasonsorevidencetosupportananswerorconclusion.
Label Addtitle,labelsorbriefexplanation(s)toadiagramorgraph.
List Giveasequenceofbriefanswerswithnoexplanation.
Order Put the responses into a logical sequence.
Outline Giveabriefaccountorsummary.
Refine Makemoreefficient,improve,modifyoredit.
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Command word Definition
Show Givestepsinaderivationorcalculation.
Solve Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.
State Giveaspecificname,valueorotherbriefanswerwithoutexplanationorcalculation.
Tick Mark(anitem)withatickorselect(abox)onaform,questionnaire,etc.toindicatethat something has been chosen.
What Askingforinformationspecifyingsomething.
Write/Rewrite Mark(letters,words,orothersymbols)onasurface,typicallypaper,withapen,pencil,orsimilarimplement/write(something)againsoastoalterorimproveit.
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3e. Assessment Objectives
TherearethreeAssessmentObjectives(AOs)inOCRGCSE(9–1)inComputerScience.Thesearedetailedinthetable below.
Studentsareexpectedto:
Assessment Objective
AO1 Demonstrate knowledge and understanding of the key concepts and principles of Computer Science.
AO2 Apply knowledge and understanding of key concepts and principles of Computer Science.
AO3 Analyseproblemsincomputationalterms:• to make reasoned judgements• todesign,program,evaluateandrefinesolutions.
TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:
Component% of overall GCSE (9–1) in Computer Science (J277)
AO1 AO2 AO3
Computer systems (J277/01) 21 29 0
Computationalthinking,algorithmsandprogramming (J277/02)
9 11 30
Total (%) 30% 40% 30%
Assessment Objective weightings in OCR GCSE (9–1) in Computer Science
3f. Assessment availability
Therewillbeoneexaminationseriesavailableeachyear in May/June to all students.
All examined components must be taken in the same examinationseriesattheendofthecourse.
ThisspecificationwillbecertificatedfromtheJune2022examinationseriesonwards.
3g. Retaking the qualification
Studentscanretakethequalificationasmanytimesastheywish.Theymustretakeallexaminedcomponentsofthequalification.
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3h. Assessment of extended response
Theassessmentmaterialsforthisqualificationprovidestudentswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustained and coherent line of reasoning.
Marks for extended responses are integrated into the marking criteria for Component 1.
Synopticassessmenttestsstudents’understandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingwithindifferentparts of the GCSE (9–1) Computer Science course.
ExaminationquestionsinComponent1andComponent 2 will expect students to combine understandingfromacrossthespecificationinordertoprovideafullresponse.
3j. Synoptic assessment
3k. Calculating qualification result
Astudent’soverallqualificationgradeforGCSE(9–1)in Computer Science will be calculated by adding together their marks from the twowrittenexaminations–Component1andComponent2.
Thismarkwillthenbecomparedtothequalification-levelgradeboundariesfortheentryoptiontakenbythestudent,andfortherelevantexamseries,todeterminethestudent’soverallqualificationgrade.
3i. Mathematical skills requirement
InthecontextofAssessmentObjective2,‘apply’means using knowledge and understanding in a particularcontextorcontexts.Itincludesboth
practicalandtheoreticalcontexts,andtheuse ofcomputing-relatedmathematicswithinthosecontexts.
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4 Admin: what you need to know
Theinformationinthissectiongivesanoverviewoftheprocessesinvolvedinadministeringthisqualification.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.
OCR’s Admin overviewisavailableontheOCRwebsiteathttp://www.ocr.org.uk/administration
4a. Pre-assessment
Estimated entries
Estimatedentriesareyourbestprojectionofthenumber of students who will be entered for a qualificationinaparticularseries.Estimatedentries
shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommit your centre in any way.
Final entries
FinalentriesprovideOCRwithdetaileddatafor eachstudent,showingeachassessmenttobetaken. Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrulesandensuring thatyouchoosetheentryoptionforthemoderationyou intend to use.
FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.
All students taking a GCSE (9–1) in Computer Science must be entered for the following entry option.
Entry option Components
Entry code Title Code Title Assessment type
J277 Computer Science
01 Computer systems External assessment
02 Computationalthinking,algorithms and programming
External assessment
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4b. Special consideration
Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessment was taken.
DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.
4c. External assessment arrangements
RegulationsgoverningexaminationarrangementsarecontainedintheJCQpublicationInstructions for conducting examinations.
Studentsarenotpermittedtouseacalculatorineither of the externally assessed components.
Head of Centre Annual Declaration
TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.
AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeing suspended and could lead to the withdrawal of ourapprovalforyoutooperateasacentre.
Private candidates
PrivatecandidatesmayenterforOCRassessments.
Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.Theymustbebasedin the UK.
PrivatecandidatesneedtocontactOCRapprovedcentres to establish whether they are prepared to hostthemasaprivatecandidate.Thecentremaycharge for this facility and OCR recommends that the arrangement is made early in the course.
FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk
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4d. Practical Programming skills administration requirements
It is a requirement for all centres to complete and submitaPracticalProgrammingStatementforeachyear in which students are entered for a GCSE (9–1) in Computer Science.
Bysigningthestatement,yourcentreisconfirmingthatithasgivenallstudentstheopportunitytoundertake a programming task or tasks during their courseofstudy,asoutlinedinSection2d.
ThePracticalProgrammingStatementcanbedownloaded from our website at www.ocr.org.uk
AnyfailuretosubmittoOCRaPracticalProgrammingStatementinatimelymannermayresultinamalpractice/maladministrationinvestigation.
Results
Results are released to centres and students for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.
Centreswillhaveaccesstothefollowingresultsinformationforeachstudent:
• thegradeforthequalification• the raw mark for each component.
Thefollowingsupportinginformationwillbeavailable:• raw mark grade boundaries for each
component.
Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.
Astudent’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/Level2GCSE(9–1)inComputer Science’.
4e. Results and certificates
Grade scale
GCSE(9–1)qualificationsaregradedonthescale:9–1,where 9 is the highest. Students who fail to reach the minimumstandardof1willbeUnclassified(U).
Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.
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4f. Post-results services
Anumberofpost-resultsservicesareavailable:
• Review of results – If you are not happy with theoutcomeofastudent’sresults,centresmaysubmit areviewofresults.
• Missing and incomplete results–Thisserviceshouldbeusedifanindividualsubjectresultforastudentismissing,orthestudenthasbeenomittedentirelyfromtheresultssupplied.
• Access to scripts – Centres can request access to marked scripts.
4g. Malpractice
Anybreachoftheregulationsfortheconduct ofexaminationsmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCR as soon as it is detected.
DetailedinformationonmalpracticecanbefoundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.
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5 Appendices
5a. Grade descriptors
Grade 8
To achieve grade 8 candidates will be able to:
• demonstraterelevantandcomprehensiveknowledgeandunderstandingoffundamentalconceptsandprinciples including digital systems and societal impacts
• effectivelyapplyfundamentalconcepts,principlesandmathematicalskills,usingsustainedanalytical,logicalandevaluativecomputationalthinking,toawiderangeofcomplexproblems
• developandrefineacompletesolutionthatmeetstherequirementsofasubstantialproblem.
Grade 5
To achieve grade 5 candidates will be able to:
• demonstrate mostly accurate and appropriate knowledge and understanding of fundamental concepts and principles including digital systems and societal impacts
• appropriatelyapplyfundamentalconcepts,principlesandmathematicalskills,usinganalytical,logicalandevaluativecomputationalthinking,toarangeofproblems
• produceaworkingsolutionthatmeetsmostrequirementsofasubstantialproblem.
Grade 2
To achieve grade 2 candidates will be able to:
• demonstrate limited knowledge and understanding of fundamental concepts and principles including digital systems and societal impacts
• applyfundamentalconcepts,principlesandmathematicalskills,usingbasicanalyticalandlogicalcomputationalthinking,tostraightforwardproblemswithlimitedaccuracy
• produceapartiallyworkingsolutionthatmeetssomerequirementsofasubstantialproblem.
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5b. Overlap with other qualifications
Theknowledge,understandingandskillsthat aredevelopedthroughoutthisqualificationare
distinctandhaveverylittleoverlapwithotherqualifications.
5c. Accessibility
Reasonable adjustments and access arrangements allowstudentswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,without changing the demands of the assessment. Applicationsfortheseshouldbemadebeforetheexaminationseries.
Detailedinformationabouteligibilityforaccessarrangements can be found in the JCQ Access Arrangements and Reasonable Adjustments.
TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcoulddisadvantagestudentswhoshareaprotectedcharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimise anysuchdisadvantage.
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Summary of updates
ThisspecificationisanupdatedversionoftheJ276GCSE(9–1)ComputerSciencespecificationtomeetOfqualrequirementsintroducedforfirstassessment2022.AllexamboardsofferingGCSEComputerSciencehavetoassessPracticalProgrammingskillsintheexternalexaminationfrom2022onwards.
WewillcontinuetosupportyouwithyourtransitionfromJ276toJ277.PleaseseetheJ277webpageforfurthersupport,orcontactusdirectly.
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J276 to J277: Summary of updates – key changes Throughout the process of updating our specification, we have engaged with teachers and listened to their feedback. In our most recent survey to teachers and examiners, 100% of respondents said the specification was either extremely or very familiar. Guidance column added We have introduced a guidance column in response to
customer feedback. Having consulted with teachers, we have made the content tables landscape to make them easier to read.
Content divided into sub-sections In response to teacher feedback we have divided the content into sub-sections and made sure this was in a logical order for teaching. You may notice the content has moved around in some places.
OCR Pseudocode guide is now the OCR Exam Reference Language
The format of the OCR Exam Reference Language is different to the previous pseudocode guide to make it easier to read, with more examples of its use included.
Moved content out of the appendices The J276 specification had a lot of information in the appendices. Teachers told us they’d prefer to see this information at the relevant point within the specification e.g. Boolean logic tabulation of symbols
Data representation moved from Component 2 to Component 1
We have moved data representation content to Component 1 where it is better suited to the theme of the Component. It also allows us to insert the new assessment of programming skills in Component 2 where it fits best.
Practical Programming skills are assessed by examination in Component 2, Section B.
See sections 3a and 3b of the specification for more information.
We have added some content We have added some content to enable us to assess practical programming skills in the examination, see 2.1, 2.2, 2.3, and 2.5. We have also, for example, refreshed our networks section.
We have updated some content We have updated content e.g. the Data Protection Act from 1998 to 2018.
We have removed some content To balance out the additional content, we took the opportunity to review and remove some of our existing content. E.g. packet switching, the concept of virtual networks, characteristics of an assembler, and check digits.
Our aim is to provide you with all the information and support you need to deliver our specifications.
¨ Bookmark ocr.org.uk/gcsecomputerscience for all the latest resources,information and news on GCSE (9–1) Computer Science
¨ Be among the first to hear about support materials and resourcesas they become available – register for Computer Science updates at ocr.org.uk/updates
¨ Find out about our professional development at cpdhub.ocr.org.uk
¨ View our range of skills guides for use across subjects and qualificationsat ocr.org.uk/skillsguides
¨ Discover our online past paper service at ocr.org.uk/exambuilder
¨ Learn more about Active Results at ocr.org.uk/activeresults
¨ Join our Computer Science social network community for teachersat social.ocr.org.uk
YOUR CHECKLIST
Download high-quality, exciting and innovative GCSE (9–1) Computer Science resources from ocr.org.uk/gcsecomputerscience Resources and support for our GCSE (9–1) Computer Science qualification, developed through collaboration between our Computer Science Subject Advisors, teachers and other subject experts, are available from our website. You can also contact our Computer Science Subject Advisors who can give you specialist advice, guidance and support.
Contact the team at: 01223 553998 [email protected] @OCR_ICT
To stay up to date with all the relevant news about our qualifications, register for email updates at ocr.org.uk/updates
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OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge.
For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2019 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA. Registered company number 3484466. OCR is an exempt charity.
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