GCSE Computer Science (9-1)
First teach 2016
Computer Science Community
• CS now firmly embedded in the curriculum • CS now appearing in primary schools • CAS really helping in supporting teachers • Exciting new Codio resources • Ebacc and the 4th Science • Non-specialists and technical support
New GCSE in Computer Science
• Inline now with new A Level • A new focus on algorithms and computational
thinking • New content! Deepening industry relevance • Use any relevant language, Python, C++, Java etc
– High level / Object oriented – but only procedural at GCSE
• Project more refined and more focussed on coding • Relevant and engaging within current tech and for
employment prospects
• 2 written papers – Computer Systems – Computational thinking, algorithms and programming
• 1 hour 30 minutes each • 80 marks per paper • 40% each – increased weighting on exam now • Programming Project (20% NEA, 40 marks, 20 hours)
Course structure
Computer Systems (Comp 01) • Systems Architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • System security • System software • Ethical, legal, cultural and environmental
concerns
Level of response questions
Stake holders: • Anybody involved either directly or
indirectly • How are they effected and to what
extent
Technology Involved: • Any technology and how it relates to
the problem/topic • Different technologies that are related • How the technology works within the
context • Comparisons
Moral/Social/Cultural/Legal Issues: • How the issue relates to any moral,
social or cultural context • What are the legal issues? • How are the stakeholders effected? • How does the technology relate?
Solutions: • Any technological or other solution
and how it solves the problem • Analysis of solution and its effects • How it all fits together
Extends and differentiates between 9-1. Marked using the following grid (will be included in new spec). Can prepare and teach on how to reply using a range of stimuli – tweets every week!
Computational thinking, algorithms and programming (Comp 02)
• Algorithms • Programming techniques • Producing robust programs • Computational logic • Translators and facilities of languages • Data representation
Algorithms and problem solving • Elements of computational thinking
– Thinking abstractly: taking problem out of scenario – Thinking ahead: identifying issues and planning – Thinking procedurally: working through the problem – Thinking logically: efficient/logical solutions
• Problem solving (100 coding challenges) – Programming techniques – Computational thinking – Good for practice re NEA
• Codio and FLODE – Subscription based but great for turning flow charts into
actual code (JS or Python)
Programming Project (Comp3 NEA)
• Programming techniques – Listed in the Spec: not limited and candidates may
use more complex
• Analysis • Design • Development • Testing and evaluation and conclusions
Programming Project (Comp3 NEA)
• A scenario and context is given – Now a list of parts given
• Starts simply and builds in complexity • Last component part(s) open ended, to allow
creativity and demonstration of skills • Allows more differentiation (9-1) and avoids
malpractice issues • Candidates can still design and plan sections
for marks even if they cannot code all
Programming languages • The project must be a coded solution using high-level
language • Languages given are: • Python
– C family of languages (for example C# C++ etc.) – Java – JavaScript – Visual Basic /.Net – PHP – Delphi/Lazarus – SQL – BASH
Presentation • A single narrative document is the most
appropriate way to present the work. • Easier to demonstrate the candidate’s thinking
and approach effectively. • The report is a presentation of the process
and conclusions; marks available for the clarity of approach to the practical investigation.
• Key to see cyclical development and corrections etc as they progress
Process for success Success criteria (what will a successful solution be)
Planning and design (flow charts and pseudocode)
Development (narrative of the process with explanations of code)
Testing and remedial actions (with narrative of changes made)
Evaluation (clearly linked to success criteria)
Success Criteria
Plan and Design
Development Testing & Remedial
Action
Evaluation
NEA • Teachers should prepare skills so that candidates
can start the assessment • This includes techniques listed in spec and also
write up process (teach Process to Success) • Candidates may have access to various resources,
but cannot include internet access – Online IDE Access only
• Candidates must acknowledge all source material and it is their additional contribution that is assessed.
Elements and techniques expected: • variables, operators, inputs, outputs and assignments
• the three basic programming constructs used to control the flow of a program: sequence; conditionals; iteration
• suitable loops including as appropriate count and condition controlled loops
• different data types including Boolean, string, integer and real appropriately in solutions to problems
• basic string manipulation • basic file handling operations: open, read, write and close • arrays or equivalent as appropriate • There is potential that stronger candidates may have developed more
skills that the above, however solutions that are submitted using the above techniques will still have potential to gain full credit if correctly applied.
‘Best fit’ – within mark bands • Where the learner’s work convincingly meets the
statement, the highest mark should be awarded • Where the learner’s work adequately meets the
statement, the most appropriate mark in the middle range should be awarded
• Where the learner’s work just meets the statement, the lowest mark should be awarded.
• Use these trigger words when marking • Always add annotation within the URS to guide
the moderator to supporting evidence.
Malpractice examples • Plagiarism:
– off the internet or from other students • Writing frames:
– Students must create their own responses. Guidance templates or prompt questions etc are malpractice
• Non-compliance with instructions: – e.g. using unapproved software or techniques
• Excessive help: – Individual feedback from the teacher after the task
taking has commenced is not allowed. – Use of previously created programs – Teaching similar tasks prior to commencement
Teachers may: • explain the task • advise on how the task could be approached • advise on resources • alert the learner to key things that must be
included in the final piece of work • interrogate learners on their work, to ensure test
validity. • Provide non-specific feedback to the class if there
are general errors/misconceptions
Teachers must not: • Give detailed advice or suggestions as to how work
may be improved to meet assessment criteria. • Personally intervene to improve the presentation
or content of the work, or point out individual errors.
• Practise the task with the learners, or teach very similar tasks prior to the NEA.
• Provide templates, model answers or feedback on drafts.
• Produce templates or model answers and publish them online.
Teachers must ensure that: • Learners are not allowed to take the NEA tasks home, or
access them from home remotely or otherwise • Learners are not allowed to take work on the NEA task
home to complete, e.g. via pen-drive or remote access. • All work presented for submission must have been
completed under supervised conditions. • Accounts associated with the NEA tasks are locked
between sessions to ensure that learners cannot access them outside of the supervised conditions.
• Learners do not access email/file storage accounts during the supervised sessions in order to prevent them being able to complete work at home and bringing it into the supervised sessions.
Command words • Command words will be used consistently in
all assessment material and resources • Makes assessment more transparent • Allows easier teacher resource and exam
preparation material creation • Removes barrier to answering questions • Makes mark schemes easier to work with • Contained as appendix to specification
Pseudocode guide • Guidance on pseudocode that will be used in
the exams and in resources • Includes Boolean Algebra • Includes flowcharts • No requirement for learners to have to write
in any one style • Pseudocode needs to be functional and
understandable so that a competent programmer could develop a solution from it
NEA • Work can only be completed in the terminal
year of the course • CA only released on 1st Sept for that year • Late submission of work causes many
problems • Please unsure you are using the correct tasks
as new tasks are released each year (do not use the exemplar material)
Submission of URS
• Please check that all details are given on the URS form.
• Missing URS forms make moderation much more difficult.
• Teacher comments are usually helpful. – Avoid just pasting in extracts from the mark
scheme. – Comments should be used to justify a contentious
mark, for example choosing between mark boundaries.
Submission of work • 100% of candidate work must be submitted
electronically either via the OCR repository or by post
• You should: • Submit work as a single pdf document • Submit work electronically • Ideally use the repository
• Repository allows bulk uploads but only with correct folders & naming conventions
Interchange • Ensure you have a log in - see your Exams
Officer • Ensure you download the correct task for year
(look for year of submission within title of document)
• Practice Papers will be released through interchange
Developments • MOOC V3 – www.codio.com – under development
– Teacher Dashboard/Tracking – Online IDE, students can practise at home – Online courses for LMC, JavaScript, etc – FLODE mapping Flowcharts to Code – 30-day free trial
• Teaching ‘Computational thinking’ • The ICT/CS divide • New Resources pack to aid delivery of all specification
content • New regular video FAQ/Tweets for Content +
Resources/Facebook Group now up to 1,400 members
Support • A dedicated subject-specific telephone number/email • Centre visits where needed and attendance at CAS hubs • Coursework Consultancy – get it in quick! • Individual feedback to each Centre on the moderation of
coursework • Examiner’s Report • Mod Rep from Moderation • Coursework Consultancy (if used)
• CPD: Upcoming UK Tour, Marking Support, Best Practice
Teacher Packs
• For each section of syllabus we will provide: – Lesson Plans – Lesson Activities – MCQs – Common Misconceptions – Contextual Videos – LOR exercises – SOW
• Assessment App – Hundreds of MCQs on all the topics
Teach the new Computing curriculum with confidence
Codio is a uniquely differentiated web based platform
for learning and teaching computing.
What is Codio?
Computing A world-class, web based coding environment (IDE) usable by beginners and professionals alike with extraordinary features.
Content A comprehensive portfolio of
courses and modules designed for and mapped to
the new Computing curriculum.
Support Substantial teacher focused functionality for managing
classes, integrated assessments, accessing
student code and much more.
“The cloud coding and course content platform for teaching Computer Science in schools and universities.
Addressing Teachers’ Pain Points
The community seems to be flooded with resources – how can I be sure resources map
to the curriculum and support a scheme of work?, not just
GCSE/A level but KS3 as well.
We have a local server and we’ve downloaded some software – but it’s
not adequate and we can’t get it working on students’ own devices.
I can’t add another administrative burden
of having to extract/copy/paste
information from one system to our own VLE.
Textbooks alone aren’t cutting it – I need students’ to have the technology and
tools to put theory into practice.
I’d like to be sure I can track and monitor student progress –
against the curriculum and against learning
objectives.
I need a platform that keeps student project
work secure and version controlled.
Codio offers teachers a comprehensive set of benefits
4. Accessible anywhere.
5. Savings on IT infrastructure costs, administration & set up time.
6. Unlimited project workspace and storage.
3. Uniquely engaging teaching and student experience.
1. Comprehensive curriculum- mapped course content.
2. Extensive teacher support for organising and tracking students.
Codio’s Schools Proposition
“The complete solution for teaching the new Computing curriculum”
Making learning more engaging
Codio’s teaching and learning experience uniquely
combines instructional resources with working code
and a preview window
The interface can be configured to a range of backgrounds including
dyslexic support.
Content is structured in modules and units mapped to the curriculum – and bite
sized to support lesson planning.
Extensive teacher support
Easily organise students into classes & track whole class
progression.
See individual student progress via built-in assessments;
auto-marked
Wide variety of assessment types
integrated or create your own.
How much does Codio cost?
Users Price, £ p.a.
With 15% Introductory offer
1
50
100
250
500
1,000
£12
£600
£960
£1,950
£3,000
£4,800
n.a.
£510
£816
£1,657.50
£2,550
£4,080
Fully inclusive Annual Licence:
All curriculum mapped content
All new content during licence period
Built in assessments
Teacher dashboard for student progress tracking**
Easy school set up; VLE/MIS integration**
UK support
Unlimited cloud computing space
** under development
Codio offers a “whole school” licence for a defined number of users, inclusive of content, teacher support and unlimited project workspace.
Per User
£12
£10.20
£8.16
£6.63
£5.10
£4.08
• OCR Website – www.ocr.org.uk
• @ocr_ict - tweet/follow for resources
• Were also on CAS and on Facebook
• Customer Contact Centre – Tel: 01223 553998 – Email: [email protected]
Questions?
@ocr_ict #CompSciCPD
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