Specification COMPUTER SCIENCE · J277 GCSE (9–1) in Computer Science for first assessment 2022 7...

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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.

ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners

ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners

https://www.ocr.org.uk/qualifications/professional-development

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http://www.ocr.org.uk/exambuilder

https://www.ocr.org.uk/qualifications/email-updates/

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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

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mailto:[email protected]

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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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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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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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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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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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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.


3

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.


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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http://www.ocr.org.uk/administration


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


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


• 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


• 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.


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

http://www.ocr.org.uk/gcsecomputerscience

http://www.ocr.org.uk/updates

http://www.cpdhub.ocr.org.uk

http://www.ocr.org.uk/skillsguides

http://www.ocr.org.uk/exambuilder

http://www.ocr.org.uk/activeresults

http://www.social.ocr.org.uk

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

follow us on

facebook.com/ocrexams

linkedin.com/company/ocr

@OCR_ICT youtube.com/ocrexams

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.

ocr.org.uk/gcsecomputerscience

6191854580


mailto:computerscience%40ocr.org.uk%20?subject=

https://twitter.com/OCR_ict

http://www.ocr.org.uk/updates

http://www.social.ocr.org.uk


http://www.facebook.com/ocrexams

http://www.facebook.com/ocrexams

http://www.linkedin.com/company/ocr

http://www.linkedin.com/company/ocr

https://twitter.com/OCR_ict

http://www.youtube.com/ocrexams

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Specification COMPUTER SCIENCE · J277 GCSE (9–1) in Computer Science for first assessment 2022 7...

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Transcript of Specification COMPUTER SCIENCE · J277 GCSE (9–1) in Computer Science for first assessment 2022 7...