0478 Scheme of Work (For Examination From 2017)

Cambridge Secondary 2
Scheme of Work
Cambridge IGCSE®
Computer Science 0478
For examination from 2017
Contents
Introduction............................................................................................................................................................................................................................................... 3
1: Introduction to computer systems......................................................................................................................................................................................................... 6
2: Numbers, processors and operating systems..................................................................................................................................................................................... 11
3: Data communications and networking................................................................................................................................................................................................ 15
4: Data integrity and security.................................................................................................................................................................................................................. 19
5: Binary logic......................................................................................................................................................................................................................................... 22
6: Practical problem solving – structure diagrams, algorithms and flowcharts........................................................................................................................................ 24
7: Practical problem solving – pseudocode............................................................................................................................................................................................ 27
8: Programming concepts....................................................................................................................................................................................................................... 29
9: Databases........................................................................................................................................................................................................................................... 32
10: Use of pre-release materials............................................................................................................................................................................................................. 35
Cambridge IGCSE® Computer Science 0478 – from 2017 Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can
choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you
could take.
Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The
table below give some guidance about how many hours we recommend you spend on each topic area.
Topic Suggested teaching time (%) Suggested teaching order

1: Introduction to computer systems 15 h (12% of the course) Topics 1–5 address elements that will be
tested in Paper 1. It is recommended that Unit
2: Numbers, processors and operating systems 10 h (8% of the course) 1 is taught first. Topics 6–10 address
elements that will be tested in Paper 2. These
3: Data communications and networking 12 h (9% of the course) units are best taught in sequence, as concepts
developed in one unit will be applied in the
4: Data integrity and security 10 h (8% of the course) following units. Schools may choose to teach
units addressing Paper 1 and Paper 2 in
5: Binary logic 15 h (12% of the course) parallel, to balance theory with practical
activity.
6: Practical problem solving – structure diagrams, algorithms and flowcharts 12 h (9% of the course)
7: Practical problem solving – pseudocode 12 h (9% of the course)
8: Programming concepts 12 h (9% of the course)
9: Databases 9 h (7% of the course)
10: Use of pre-release materials 23 h (17% of the course)
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Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all
textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.
Teacher Support
Teacher Support https://teachers.cie.org.uk is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen
and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted
online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at
https://teachers.cie.org.uk. If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy
or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or
the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.
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How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Computer Science 0478 syllabus and it provides some ideas and suggestions of how to cover the
content of the syllabus. We have designed the following features to help guide you through your course.
Suggested teaching activities give you lots of

Learning objectives help your learners by making it ideas about how you can present learners with
clear the knowledge they are trying to build. Pass new information without teacher talk or videos.
these on to your learners by expressing them as ‘We Try more active methods which get your learners
are learning to / about…’. motivated and practising new skills.
Syllabus ref. Learning objectives Suggested teaching activities
1.2.3 Internet  Show understanding of Examination of browser screen to identify key components; comparison of two or more browsers.
principles of the role of the browser
operation Learner individual work – design a simple web page/website to distinguish between HTML structure and
Independent
 Distinguish between presentation. (I) study (I) gives
HTML structure and your learners
presentation Web design: www.teach-ict.com/gcse_new/software/web_design/home_web_design.htm the opportunity
Extension activities provide your also: www.w3schools.com/
to develop their
more able learners with further Extension activity: Learners could create a mini website with several linked pages, including hyperlinks to own ideas and
challenge beyond the basic content of external websites. Learners could also write Flash animations or write Java scripts. (I) understanding
the course. Innovation and with direct input
independent learning are the basis of Flash website: http://helpx.adobe.com/flash.html
from you.
these activities. Browsers could include Internet Explorer, Firefox, Chrome, Opera, Safari, etc.
Past and specimen papers
Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk (F)
2016 Specimen Paper 1 Nov 2015 Paper 11

Nov 2015 Paper 12
Nov 2015 Paper 13
June 2015 Paper 11
June 2015 Paper 12
June 2015 Paper 13
Past Papers, Specimen Papers and Mark Schemes
2015 Specimen Paper 1
are available for you to download at: Formative assessment (F) is on-going assessment
https://teachers.cie.org.uk which informs you about the progress of your learners.
Don’t forget to leave time to review what your learners
Using these resources with your learners allows you to have learnt, you could try question and answer, tests,
check their progress and give them confidence and quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
understanding. activities can be found in the scheme of work.
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1: Introduction to computer systems

1.3.3 Input  Describe the principles of Start with a class discussion about what learners already know. What computer systems do they know
devices operation (how each device about and where are they used? Write ideas on the whiteboard and expand with more examples.
works) of these input devices: 2D
and 3D scanners, barcode History of computing website: www.computerhistory.org/timeline/?category=cmptr
readers, Quick Response (QR)
code readers, digital cameras, Show a video of computer systems from the early days to modern-day devices so that learners can see
keyboards, mice, touch screens, the difference e.g. in size, application of computer science and portability (History of computers video lasts
interactive whiteboard, about five minutes).
microphones.
History of computers video:
 Describe how these principles are www.history.com/topics/inventions/invention-of-the-pc
applied to real-life scenarios, for
example: scanning of Ask learners to work in pairs to identify as many parts of a computer system that they can write up on
passports at airports, barcode board and then add to that list.
readers at supermarket
checkouts, and touch screens on Develop this list into categories by brainstorming:
mobile devices.  input devices (keyboard, mouse, touch screens, scanners, etc.)
 processing devices (from large and power-hungry in supercomputers to small, low power
consumption in smart phones and microcontrollers)
 storage devices (internal memory (RAM), backing storage such as HDD and DVD, etc.)
 output devices (printers, screens, plotters, etc.).
Outline of computer systems and their components at:

www.teach-ict.com/gcse_computing/ocr/211_hardware_software/computer_system/
home_computer_system.htm
BBC Bite size contains notes, activities, tests, etc.:

www.bbc.co.uk/schools/gcsebitesize/ict/system/0ictsystemsrev1.shtml
Teacher provides quiz or card sets, each set comprising the range of devices listed in the syllabus and
their associated functions.
Input devices, processing and output devices:

www.bbc.co.uk/schools/gcsebitesize/ict/hardware/0inputandoutputdevices_act.shtml
Use a quiz or match the definitions activity to match the basic parts and functions of a computer system.
http://computer.howstuffworks.com/
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Discuss the need to communicate with a computer and physical ways of doing this. Ask learners to identify
common features of input, processing, data storage and output by completing a gapped handout.
Specialist devices such as sensors and actuators used in monitoring and control systems and those
designed for disabled people, devices for interfacing with virtual reality systems, etc. this needs to be
explained by the teacher.
Learners are divided into small groups; each group investigates one specific input device and produces a
report/poster/leaflet on:
 how it works
 typical applications
 why it is used in these applications; its advantages and limitations.
Reports/posters/leaflets to be prepared using software such as DTP, presentation software,

intranet/internet pages etc. Each group gives a five-minute presentation on their device.
Each group prints enough copies of their reports to provide a copy for each learner. If learner work is
stored on an intranet, copy files into each learner account.
 Describe how a range of sensors Teacher introduction explaining the distinction between:
can be used to input data into a  monitoring, in which system acquires data at intervals from sensors and, where necessary,
computer system, including analogue-to-digital converters (ADCs) and how software processes the input data to provide the
light, temperature, magnetic field, user with information for monitoring physical or chemical quantities (such as temperature, flow rate
gas, pressure, moisture, humidity, or oxygen concentration) and warning signals if stored limits are exceeded
pH and motion.  control, in which input data may also be used as feedback from a system being controlled so that
software can compare feedback with stored set-points or upper and lower limits to decisions about
 Describe how these sensors are the outputs required to, where necessary, digital-to-analogue converters (DACs) and actuators,
used in real-life scenarios, for such as heaters or motorised valves.
example: street lights, security
devices, pollution control, games, Learners work in groups; each group investigates one specific sensor and produces a report / poster /
and household and industrial leaflet on:
applications.  how it works
 typical applications
 why it is used in these applications; its advantages and limitations.
Reports/posters/leaflets to be prepared using software such as DTP, presentation software,

intranet/internet pages etc. Each group gives a five-minute presentation on their device.
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Each group prints enough copies of their reports to provide a copy for each learner. If learner work is
Illustrated notes on sensors: www.igcseict.info/theory/2/sensor/
Notes on sensors:
www.bbc.co.uk/schools/gcsebitesize/ict/measurecontrol/0computercontrolrev2.shtml
1.3.4 Output  Describe the principles of Learners work in groups to investigate one specific output device and produce a report / poster / leaflet on:
devices operation of the following output  how it works
devices: inkjet, laser and 3D  typical applications
printers; 2D and 3D cutters;  why it is used in these applications; its advantages and limitations.
speakers and headphones;
actuators; flat-panel display http://computer.howstuffworks.com/
screens, including Liquid Crystal
Display (LCD) and Light-Emitting Reports / posters / leaflets to be prepared using software such as DTP, presentation software, intranet /
Diodes (LED) display; LCD internet pages etc. Each group gives a five-minute presentation on their device.
projectors and Digital Light
Projectors (DLP). Each group prints enough copies of their reports to provide a copy for each learner. If learner work is
 Describe how these principles are
applied to real-life scenarios, for
example: printing single items on
demand or in large volumes; use
of small screens on mobile
devices.
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1.3.5  Show understanding of the Class brainstorms the difference between primary (e.g. RAM, ROM), secondary (e.g. hard disks, SSD)
Memory, difference between: primary, and offline (e.g. removable storage media such as CD, USB flash memory) memory, storage devices and
storage secondary and off-line storage media.
devices and and provide examples of each,
media such as: primary: Read Only Data storage: www.bbc.co.uk/schools/gcsebitesize/ict/hardware/1datastoragerev2.shtml
Memory (ROM), and Random
Access Memory (RAM) Learners complete a gapped handout, requiring them to insert the correct class of memory device to
secondary: hard disk drive (HDD) match a definition or application. (I)
and Solid State Drive (SSD); off-
line: Digital Versatile Disc (DVD), Teacher gives a short presentation to explain and clarify the principles and differences between magnetic,
Compact Disc (CD), Blu-ray disc, optical and solid state memory.
USB flash memory and
removable HDD. Learners work in groups to describe the ways in which different types of memory are used in a typical day
in their life (e.g. DVD/ Blu-ray to watch a film, USB flash memory to carry data to and from school, CD to
 Describe the principles of play music, use of mobile, MP3 player etc.). Use an appropriate way to keep notes on their work.
operation of a range of types of
storage device and media http://computer.howstuffworks.com/computer-ram-memory-channel.htm
including magnetic, optical and
solid state.
 Describe how these principles are

applied to currently available
storage solutions, such as SSDs,
HDDs, USB flash memory, DVDs,
CDs and Blu-ray discs.
 Calculate the storage

requirement of a file.
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Nov 2015 Paper 12
Nov 2015 Paper 13
June 2015 Paper 11
June 2015 Paper 12
June 2015 Paper 13
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2: Numbers, processors and operating systems

1.1.1 Binary  Convert positive denary integers Teacher presentation to introduce the concepts of binary notation, e.g. using an automatic binary counter;
systems into binary and positive binary binary number cards available (with worksheets etc.).
integers into denary (a maximum
of 16 bits will be used). Binary counter – for example: www.mathsisfun.com/binary-decimal-hexadecimal-converter.html
Binary numbers at Computer Studies Unplugged: http://csunplugged.org/binary-numbers
Learners convert denary numbers into binary and binary numbers into denary. (I)
Reinforce with a game such as the Cisco binary game. This provides formative assessment of
understanding.
Cisco binary game: www.games.penjee.com/binary-numbers-game/
Learners answer previous exam/textbook questions on binary representation. (I)
 Recognise the use of binary Teacher presents the concept of the byte; class discussion about how the byte is used to measure
numbers in computer systems. memory size by introducing the concept of KB, MB, GB, TB.
 Show understanding of the Simple comparisons at www.bbc.co.uk/schools/gcsebitesize/ict/hardware/1datastoragerev2.shtml

concept of a byte and how the
byte is used to measure memory Class brainstorm to reflect on capacity of commonly found elements of computer systems such as hard
size. disk drives, RAM, DVD, USB flash drives etc. (refer back to Unit 1 – types of memory).
Useful reinforcement material: http://computer.howstuffworks.com/bytes.htm
1.1.2  Represent positive numbers in Teacher presentation on hexadecimal notation and its relationship to binary notation. Demonstration of the
Hexadecimal hexadecimal notation. conversion of binary and denary to hexadecimal.
 Show understanding of the Learners convert positive hexadecimal integers to and from binary and to and from denary. (I)
reasons for choosing
hexadecimal to represent Class brainstorm to show understanding of the reasons for choosing hexadecimal to represent numbers,
numbers. e.g. those stored in registers and main memory.
 Convert positive hexadecimal Learners answer previous exam/textbook questions on hexadecimal representation. (I)
integers to and from denary (a
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maximum of four hexadecimal Hexadecimal counter – for example: www.mathsisfun.com/binary-decimal-hexadecimal-
digits will be required). converter.html
 Convert positive hexadecimal

integers to and from binary (a
maximum of 16 bit binary
numbers will be required).
 Represent numbers stored in

registers and main memory as
hexadecimal.
1.3.2  Show understanding of the basic Teacher presents basic concepts of computer architecture, including registers, and the fetch-execute cycle
Computer Von Neumann model for a followed by demonstration via projector of the LMC.
architecture computer system and the stored
and the program concept (program Notes/presentation on computer architecture:
fetch-execute instructions and data are stored http://web.eecs.utk.edu/research/cs100modules/module1/index.html
cycle in main memory and instructions
are fetched and executed one Notes and animations of fetch-execute cycle: www.eastaughs.fsnet.co.uk/cpu/execution-cycle.htm
1.1.1 Binary after another).
systems Learners carry out simple low level tasks using LMC software – paired work is probably most effective.
 Describe the stages of the fetch-
execute cycle, including the use Little Man Computer web based: www.yorku.ca/sychen/research/LMC/
of registers and buses.
 Use binary in computer registers

for a given application (such as in
robotics, digital instruments and
counting systems).
1.3.6  Describe the purpose of an Teacher presentation to include:

Operating operating system (Candidates will  the idea of system software as different from applications software
systems be required to understand the  general tasks and facilities of an operating system – for processor management, it is helpful to
purpose and function of an demonstrate Windows
operating system and why it is  Task Manager
needed. They will not be required  the role of the operating system (OS) in file management
to understand how operating  how peripheral devices, such as keyboards and printers, must be controlled and responded to by
systems work.). the operating system
 how communication between the computer and peripherals must be controlled and errors
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 Show understanding of the need detected.
for interrupts.
Introduction to operating systems: www.bbc.com/education/guides/ztcdtfr/revision
Several pages describing operating systems and their functions: www.howstuffworks.com/operating-

system1.htm
Learners (paired/grouped) to research:

 buffer
 polling
 interrupts
 handshaking
 checksum.
Theory notes and activities on buffers (and drivers): www.teach-ict.com/gcse_new/computer

%20systems/buffers_drivers/home_buffers.htm
Learners use their findings to create a short role play activity that demonstrates how each of these works
Learners need to make their own notes on each of these after they have been acted out. (I)
Class brainstorm to review learners’ previous experience of operating systems with graphical user
interfaces (GUI) and introduce the idea of a command line interface.
Theory notes, activities and quizzes on user interfaces:

www.teach-ict.com/gcse_computing/ocr/213_software/user_interface/home_user_interface.htm
Notes on user interfaces: www.igcseict.info/theory/1/uis/index.html
Discuss the main differences between command line interfaces and GUIs and their respective advantages
and disadvantages.
Pairs of learners devise their own quiz questions (and answers) on this unit
Teacher selects one or two quizzes to test understanding of operating systems and their function.
Quizzes to test understanding at: www.teach-ict.com/gcse_computing/gcse_computing_quizzes.htm
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Nov 2015 Paper 12
Nov 2015 Paper 13
June 2015 Paper 11
June 2015 Paper 12
June 2015 Paper 13
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3: Data communications and networking

1.2.1 Data  Show an understanding of what is Teacher leads discussion of what is meant by transmission of data; the need to check for errors;
transmission meant by transmission of data. differences between serial and parallel data transmission.
 Distinguish between serial and Notes on bandwidth:

parallel data transmission. www.teach-ict.com/as_a2_ict_new/ocr/A2_G063/333_networks_coms/bandwidth/
home_bandwidth.html
 Distinguish between simplex,
duplex and half-duplex data Pages on serial, parallel, USB, etc.: http://computer.howstuffworks.com/computer-buses-
transmission. channel.htm
 Show understanding of the

reasons for choosing serial or
parallel data transmission.
 Show understanding of the need

to check for errors. Learners complete short case study scenario questions on the need to check for errors. (I)
 Explain how parity bits are used Example of simplex, duplex and half duplex: http://www.iec-usa.com/Browse05/DTHFDUP.html
for error detection.
 Show understanding of the use of

Pages on error checking (checksum, CRC): http://computer.howstuffworks.com/encryption7.htm
serial and parallel data
transmission, in Universal Serial
Bus (USB) and Integrated Circuit
In pairs, learners identify current uses of serial and parallel data transmission e.g. Integrated Circuits (IC),
(IC).
Universal Serial Bus (USB); reasons for choosing serial or parallel data transmission.
1.2.3 Internet  Show understanding of the role of What is a network? Class brainstorms the concepts of local area network (LAN), wide area network
principles of the browser. (WAN), shared resources, communications.
operation
 Show understanding of the role of What is a network?: www.bbc.co.uk/schools/gcsebitesize/ict/datacomm/
1.1.2 an Internet Service Provider
Hexadecimal (ISP). Learners construct a virtual network. Simulated network builder:
www.gcsecomputing.org.uk/support/network/NWB_SIM.swf
concepts of MAC address, Teacher presentation of the Royal Institution Christmas Lecture ‘Untangling the Web’ – about 35 minutes
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Internet Protocol (IP) address, (W) plus time for questions during pauses: www.richannel.org/christmas-lectures/2008/2008-chris-
Uniform Resource Locator (URL) bishop#/christmas-lectures-2008-chris-bishop--untangling-the-web
and cookies.
Class brainstorm/ teacher input to enable learners to:
 Show understanding of what is  describe the nature of the internet as a worldwide collection of computer networks.
meant by hypertext transfer  describe the hardware needed to connect to the internet including modems, routers etc.
protocol (http and https) and  explain the need for IP addressing of resources on the Internet and how this can be facilitated by
HTML. the role of Domain Name System (DNS) servers; Media Access Control (MAC) address; cookies.
 explain the importance of HTML and its derivatives as a standard for the creation of web pages.
 Distinguish between HTML
structure and presentation. Video – history of the internet (8 min, animation): http://vimeo.com/2696386?pg=embed&sec=2696386
 Identify current uses of What is the internet? Activity: www.bbc.co.uk/schools/gcsebitesize/ict/datacomm/0internet_act.shtml

hexadecimal numbers in
computing, such as defining Notes and activities on networks and network OS: www.google.co.uk/search?
colours in Hypertext Markup rlz=1C1GGRV_enGB792GB792&ei=wzToWoSoJKGegAbg9YaQCw&q=networks+and+network+OS+
Language (HTML), Media Access gcse&oq=networks+and+network+OS+gcse&gs_l=psy-
Control (MAC) addresses, ab.3..33i160k1.11470.19687.0.19790.6.6.0.0.0.0.82.388.6.6.0....0...1c.1.64.psy-
assembly languages and ab..0.5.325...35i39k1j33i22i29i30k1j33i21k1.0.yKG_P-vzZAs
machine code, debugging.
http, html and associated terms: www.webopedia.com/TERM/H/HTTP.html
1.1.3 Data  Show understanding that sound Brainstorm to identify common file standards associated with the internet such as JPG, GIF, PDF, MP3,
storage (music), pictures, video, text and MPEG. Also address other file types mentioned in syllabus such as Musical Instrument Digital Interface
numbers are stored in different (MIDI).
formats.
Teacher summarises these, then looks at issues of error detection and correction.
 Identify and describe methods of
error detection and correction, Lossy and lossless compression notes: http://computer.howstuffworks.com/file-compression3.htm
such as parity checks, check
digits, checksums and Automatic Teacher presentation to explain the importance of compressing files that are transmitted via the internet:
Repeat reQuests (ARQ).  describe the differences between lossy and lossless compression
 describe methods of error detection and correction e.g. parity checks, check digits, checksums,
 Show understanding of the Automatic Repeat reQuests (ARQ).
concept of Musical Instrument
Digital Interface (MIDI) files, Notes on ARQ: http://en.wikipedia.org/wiki/Automatic_repeat_request
JPEG files, MP3 and MP4 files.
Learners complete a multiple-choice quiz. (I)
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principles of data compression
(lossless and lossy compression
algorithms) applied to
music/video, photos and text files.
1.2.3 Internet  Show understanding of the role of Examination of browser screen to identify key components; comparison of two or more browsers.
principles of the browser.
operation Learner individual work – design a simple web page/website to distinguish between HTML structure and
 Distinguish between HTML presentation. (I)
structure and presentation.
Web design: www.teach-ict.com/gcse_new/software/web_design/home_web_design.htm
also: www.w3schools.com/
Extension activity: Learners could create a mini website with several linked pages, including hyperlinks
to external websites. Learners could also write Flash animations or write Java scripts. (I)
Flash website: http://helpx.adobe.com/flash.html
Browsers could include Internet Explorer, Firefox, Chrome, Opera, Safari, etc.
1.2.2  Show understanding of the Learners work in groups to research and create a leaflet/web pages on internet safety, addressing:
Security security aspects of using the  viruses, spy-ware and hacking and report the internet risks associated with these
aspects internet and understand what  what methods are available to help minimise the risks
methods are available to help  how anti-virus and other protection software help to protect the user from security risks
1.4 Security minimise the risks.  the use of passwords, both entered at a keyboard and biometric.
(1.4.2)
 Show understanding of the Notes on network protection:
internet risks associated with www.teach-ict.com/gcse_new/protecting_systems/protecting_systems/miniweb/pg10.htm
malware, including viruses,
spyware and hacking. Information on computer security: http://computer.howstuffworks.com/computer-internet-security-
channel.htm
 Show understanding of how data
are kept safe when stored and
transmitted, including:
o use of passwords, both
entered at a keyboard and
biometric
o use of firewalls, both software Teacher input to describe technical/practical issues around use of firewalls both software and hardware,
and hardware, including proxy including proxy servers; use of Secure Socket Layer (SSL).
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servers
o use of security protocols such Information on SSL: http://en.wikipedia.org/wiki/Secure_Sockets_Layer
as Secure Socket Layer (SSL)
and Transport Layer Security Learners carry out coding and decoding activities in pairs use of symmetric encryption (plain text, cypher
(TLS) text, use of a key) – differentiation by task will make this more challenging where necessary.
o use of symmetric encryption
(plain text, cypher text and use Information on symmetric encryption: http://en.wikipedia.org/wiki/Symmetric_encryption
of a key) showing
understanding that increasing Learners attempt to decode some encrypted messages from the Central Intelligence Agency (CIA).
the length of a key increases
the strength of the encryption. Class brainstorm code-breaking and relative ease of breaking each method.
Notes on encryption: www.igcseict.info/theory/4/secure/index.html
CIA code-breaking for kids: https://www.cia.gov/kids-page/games/break-the-code/code-1.html
1.4 Security  Show understanding of the need In pairs or individually, learners research and create posters to explain safety from phishing and pharming;
(1.4.3) to keep online systems safe from other security issues that are down to user carelessness. (I)
attacks including denial of service
attacks, phishing, pharming. Notes on phishing and pharming:
www.igcseict.info/theory/6/internet/index.html
http://quizlet.com/10713330/phishing-and-pharming-flash-cards/


Nov 2015 Paper 12
Nov 2015 Paper 13
June 2015 Paper 11
June 2015 Paper 12
June 2015 Paper 13
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4: Data integrity and security

1.4 Security  Show understanding of the need Brainstorm ideas such as corruption of data (reflect back on data transmission) and human error
(1.4.1) to keep data safe from accidental (verification) to raise a range of issues.
damage, including corruption and
2.1.1 human errors. Learners then follow this with internet-based research to produce their own notes. (I)
Problem-
solving and Notes from BBC Bite Size:
design www.bbc.co.uk/schools/gcsebitesize/ict/databases/6datasecurityrev1.shtml
and from ‘Teach ICT’:
 Understand the need for www.teach-ict.com/gcse_new/protecting_systems/protecting_systems/home_protecting_systems.
validation and verification checks htm
to be made on input data
(validation could include range
checks, length checks, type Teacher provides list of common applications (e.g. car registrations, test marks, learner names,
checks and check digits). temperatures, salaries) and learners identify possible validation rules
Teacher adds those that the class has not identified (need to cover range checks, length checks, type
checks and check digits).
Calculation of check digits using ISBN (for example) by teacher demonstration and learner completion of a
worksheet with a selection of graded problems – both calculating check digit and checking given ISBN
codes for validity. (I)
Class brainstorm and reflect the importance of verification when data is transferred between media and
discuss possible strategies for verifying input.
Notes, quizzes and activities for data validation:

www.teach-ict.com/gcse_computing/ocr/databases/validating/home_validating.htm
www.bbc.co.uk/schools/gcsebitesize/ict/databases/3datavalidationrev1.shtml
1.4 Security  Show understanding of the need Brainstorm possible malicious actions (including unauthorised viewing, deleting, copying and corruption).
(1.4.1) to keep data safe from malicious
actions, including unauthorised How to prevent computer misuse:
1.5 Ethics viewing, deleting, copying and www.bbc.co.uk/schools/gcsebitesize/ict/legal/1dataandcomputermisuserev2.shtml
corruption.
Each group of learners researches one of the issues and does a short presentation to explain the
Version 3 19

 Show understanding of the implications and ways of preventing each issue. No knowledge of any specific virus (name, action, etc.) is
ethical issues raised by the needed.
spread of electronic The internet and crime:
communication and computer www.bbc.co.uk/schools/gcsebitesize/ict/implications/0moralandsocialissuesrev3.shtml
systems, including hacking,
cracking and production of Hacking and data theft:
malware. www.teach-ict.com/gcse_new/protecting_systems/hackers/miniweb/index.htm
1.4 Security  Show understanding of the need If learners have already worked through Unit 3, this will be revision in pairs or individually. (I)
(1.4.3 and to keep online systems safe from
1.4.4) attacks including denial of service Learners research and create posters to explain safety from phishing and pharming; other security issues
attacks, phishing, pharming. that are down to user carelessness.
 Describe how the knowledge Notes on phishing and pharming: www.igcseict.info/theory/6/internet/index.html

from 1.4.1, 1.4.2 and 1.4.3 can be
applied to real-life scenarios Phishing and pharming: http://quizlet.com/10713330/phishing-and-pharming-flash-cards/
including, for example, online
banking, shopping. Teacher sets real-life scenarios to allow each group of learners to investigate a unique scenario. This
leads to the production of a poster/ leaflet/ presentation covering ways in which real-life scenarios can be
compromised and how the issues can be addressed.
If Unit 3 has not been covered yet, the activity above (phishing and pharming) can be incorporated here.
(I)
Notes on computer crime:

www.teach-ict.com/gcse_new/protecting_systems/crime/home_ictcrime.htm
1.5 Ethics  Show understanding of computer Teacher introduces issues of copyright and plagiarism. Class brainstorms these issues leading to short
ethics, including copyright issues notes.
and plagiarism.
Quizzes/tests to assess understanding of the issues raised in Unit.4. (I)
 Distinguish between free
software, freeware and A range of quizzes are available at http://quizlet.com/subject/computer-ethics/
shareware.
They can be used online, as matching cards or for revision.
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5: Binary logic

1.3.1 Logic  Understand and define the Teacher introduces the concepts of OR and AND by careful use of English in logical statement; linking
gates functions of NOT, AND, OR, TRUE and FALSE to binary states (1 and 0).
NAND, NOR and XOR (EOR)
gates, including the binary output Introduction, notes and activities at: http://nrich.maths.org/6023 and http://nrich.maths.org/5974
produced from all the possible
binary inputs (all gates, except Teacher demonstrates OR gate and AND gate by use of electrical model, projector presentation of
the NOT gate, will have 2 inputs simulation, or similar. Teacher develops the concept of truth table for OR gate; learners develop truth table
only). for AND gate.
 Draw truth tables and recognise a Introduction to binary logic: www.bbc.com/education/guides/zc4bb9q/revision

logic gate from its truth table.
A useful presentation on binary logic is:
 Recognise and use the following www.youtube.com/watch?v=_76g8EM4DVU
standard symbols used to
represent logic gates: Teacher introduces the standard symbols for both gates.
Learners use appropriate hardware or simulation software to develop understanding of the functions of the
NOT, NAND, NOR and XOR (EOR) logic gates.
Simple logic simulator using standard symbols: http://logic.ly/demo/
More functions available, but uses square boxes for gates: www.neuroproductions.be/logic-lab/
Downloadable logic gate simulator: www.softpedia.com/get/Others/Home-Education/Logic-Gate-

Simulator.shtml and www.logiccircuit.org/
Learners can observe the output produced from all possible combinations of inputs to construct each
gate’s truth table. (I)
Extension activity: Learners work out the simple logic circuits required to create NAND and NOR gates
using AND, OR and NOT gates and test them. (I)
 Produce truth tables for given Learners should perform a range of graded practical exercises, using additional columns for intermediate
logic circuits. outputs, to produce truth tables for given logic circuits (maximum of three inputs and 6 gates). (I)
 Produce a logic circuit to solve a Learners should perform practical exercises to design, build and test a simple logic circuit from a given
Version 3 22

given problem or to implement a written statement (e.g. if A OR B are on AND if C is on, then the lights will be on). (I)
given written logic statement,
such as IF (switch A is NOT on)
OR (switch B is on AND switch C Extension activity: Some learners may be able to work algebraically, as would be necessary for circuit
is NOT on) then alarm, X, simplification beyond the scope of this syllabus.
sounds.
 Work out how to create NOT, AND and OR gates using only NAND gates and test the solutions.
 Use logic gates to create  Work out how to create NOT, AND and OR gates using only NOR gates and test the solutions. (I)
electronic circuits (please see
warning in the outline for this Practical exercises can be found at: www.vivaxsolutions.com/physics/allogicgates.aspx
unit).
Some interesting challenges (and solutions): http://nrich.maths.org/5973
Work out how to create NOT, AND and OR gates using only NAND gates and test the solutions.
Work out how to create NOT, AND and OR gates using only NOR gates and test the solutions. (I)
Some solutions here: http://nrich.maths.org/5967/solution


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6: Practical problem solving – structure diagrams, algorithms and flowcharts

2.1.1  Show understanding that every Class brainstorms a non-computer system to show that it is comprised of sub-systems.
Problem- computer system is made up of
solving and sub-systems, which in turn are Learners analyse a relevant and appropriate system to identify sub-systems, and to sub-divide these. This
design made up of further sub-systems. could be the academic or personnel structure of a school/college, a department store, a large company,
etc. Structure diagrams can be used to document this.
A tutorial on how to draw structure diagrams using SmartDraw, of which a free, trial version is available at:
www.smartdraw.com/resources/tutorials/
 Use top-down design, structure Learners are introduced to the need for algorithms in developing software solutions. In pairs they can
diagrams, flowcharts, identify the sequence of operations required to carry out a simple multi-stage everyday process such as
pseudocode, library routines and making a cup of tea/coffee, preparing a meal, etc. (I)
subroutines.
An introduction to algorithmic thinking: http://raptor.martincarlisle.com/Introduction%20to
 Work out the purpose of a given %20Algorithmic%20Thinking.doc
algorithm.
Teacher presents a simple flowchart to show:
 Explain standard methods of  flow of control/ data
solution.  explanation of terminator, input/output, process and decision boxes.
PowerPoint presentation on flowcharts and program design:

http://staffweb.itsligo.ie/staff/bmulligan/Lectures/CSFrench/French08.ppt
Use of formal or informal variable names and mapping of values (e.g. x ← 3 means the value 3 is written
as the new value stored in the memory location labelled x, x ← y means the value stored in the memory
location labelled y is copied to the memory location labelled x)
use of conventional mathematical operators
(+, -, *, /).
Learners carry out analysis of prepared flowcharts to work out purpose. The difficulty/ complexity of the
flowchart can be increased to make it more challenging where necessary. (I)
Some self-checking flowchart exercises, with outline structure and available operations:
www.cimt.plymouth.ac.uk/projects/mepres/book8/bk8i1/bk8_1i2.htm
Brainstorm to consider the limits for input data in any system; identify possible different types of input data
Version 3 24

(normal, boundary/extreme and abnormal/erroneous).
Learners identify examples of each type for a range of given situations, as test data.
Teacher explains need for validation checks to prevent input of incorrect data; teacher provides list of
common applications (e.g. car registrations, test marks, learner names, temperatures, salaries) and
learners identify possible validation rules.(I)
Teacher adds those that the class has not identified (need to cover range checks, length checks, type
checks and check digits).
Teacher demonstrates introduction of validation checks with decision boxes in a sample flowchart;
learners add validation to existing flowcharts.
Calculation of check digits using ISBN (for example) by teacher demonstration and learner completion of a
selection provided. (I)
Brainstorm the importance of verification when data is transferred between media (design flowchart for
double entry of e.g. password).
Teacher demonstrates design and completion of trace table for dry runs of a simple flowchart.
Learners carry out exercise on flowcharts (opportunity for differentiation by complexity of flowchart). (I)
Learners use a trace table to analyse a flowchart for an incorrect algorithm and identify the source of the
error. (I)
Notes, quizzes and activities for data validation:

www.teach-ict.com/gcse_computing/ocr/databases/validating/home_validating.htm
www.bbc.co.uk/schools/gcsebitesize/ict/databases/3datavalidationrev1.shtml
www.klbict.co.uk/gcse/theory/5_3/5_3_3_valid_verif.htm
 Produce an algorithm for a given Learners should perform practical exercises to demonstrate solution design such as:
problem (either in the form of  finding the average of a set of input numbers
pseudocode or flowchart).  finding largest and smallest numbers in a set of input numbers calculating the frequency
distribution of ranges of numbers in a set of input numbers (e.g. when a series of temperatures T
 Comment on the effectiveness of are input, how many are in each of the ranges -20  T < 0, 0  T < 20 and 20  T < 40?)
a given solution.
Version 3 25
These could be followed by case studies and questions. For example, an automatic supermarket stock
control system for calculating stock levels and automatically re-ordering items. (I)
Extension activity: Learners answer more complex questions on the case study.
Learners’ capability in generating an algorithm and presenting it as a flowchart, and their analysis of
prepared flowcharts, can be assessed by completion of some test questions before moving on to
pseudocode in Unit 7. (I)
RAPTOR, free program flowchart interpreter software that allows learners to draw a flowchart and check
its functioning by executing it: http://raptor.martincarlisle.com/


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7: Practical problem solving – pseudocode

2.2.1  Declare and use variables and Teacher introduces concepts of constants and variables; brainstorm to identify basic data types.
Problem- constants.
solving and Learners obtain definitions of each type from web research. (I)
design  Understand and use basic data
types: Integer, Real, Char, String Theory notes on data types:
2.1.2 and Boolean. www.teach-ict.com/gcse_computing/ocr/216_programming/handling_data/
Pseudocode home_handling_data.htm
and  Understand and use pseudocode
flowcharts for assignment, using ←.
Teacher explains the role of pseudocode as a step between informal problem-solving or use of flowcharts
 Understand and use pseudocode, and the formal approach of a programming language.
using the following commands
and statements: Using a simple algorithm, represented as a paragraph of English or as a flowchart, learners convert this to
INPUT and OUTPUT (e.g. READ pseudocode. Simple examples could be numerical problems such addition, subtraction, multiplication,
and PRINT) totalling (e.g. Sum ← division; more challenging examples could be set in the real world, such as the use of an ATM.
Sum + Number) counting (e.g.
Class brainstorm to revise use of variable names, assignment commands (←) and arithmetic operators (+,
Count ← Count + 1).
-, *, /); teacher introduces input and output commands (e.g. READ and PRINT), conditional statements (IF
… THEN … ELSE … ENDIF, CASE OF … OTHERWISE … ENDCASE).
 Understand and use pseudocode,
using the following conditional
Learners convert previous flowchart algorithms to pseudocode. (I)
statements:
IF … THEN … ELSE …ENDIF
CASE … OF … OTHERWISE … Pseudocode in ‘Absolute beginner’s guide to programming’: http://books.google.co.uk/
ENDCASE.
 Understand and use standard

flowchart symbols to represent
the above statements, commands
and structures.
2.1.2  Understand and use pseudocode, Introduction of FOR … TO … NEXT loop command by teacher.
Pseudocode using the following loop
and structures: Learners use this (for example) to input specific number of items to calculate the average. Stress the
flowcharts FOR … TO … NEXT need to initialise variables before the loop and to output results after exiting the loop. (I)
REPEAT … UNTIL
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2.2.2 Data WHILE … DO … ENDWHILE.
structures;
arrays  Declare and use one-dimensional Teacher leads an introduction to arrays, explaining how to declare the size of one-dimensional arrays; for
arrays, for example: A[1:n]. example: A[1:n]; the use of index variables in arrays; reading values into an array using a FOR … TO …
NEXT loop to increment the index variable.
one-dimensional arrays, including Notes on arrays:
the use of a variable as an index www.docs.oracle.com/javase/tutorial/java/nutsandbolts/arrays.html
in an array.
Learners amend the previous task to read a set of data into an array and calculate the average.
 Read or write values in an array
using a FOR … TO … NEXT loop. Teacher introduces REPEAT … UNTIL and WHILE … DO … ENDWHILE loops, explaining difference of
bottom-testing and top-testing.
Learners identify which type of loop is most appropriate for about six different scenarios; explain rationale
to class, who agree (or otherwise) on choice and rationale.
Teacher introduces nested loops; learners design algorithms using nested loops.
Summative testing of learners’ capability with pseudocode can be made using exam-type questions.


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8: Programming concepts

1.3.7 High-  Show understanding of the need Whole class brainstorms the nature of a program and its requirements (data input and output;
and low-level for both high-level and low-level manipulation of data of various types and structures; sequence, selection, repetition and subprogram
languages languages. intercommunication; the concepts of totals and counting).
and their
translators An introduction to different levels of programming language:
www.teach-ict.com/gcse_computing/ocr/216_programming/programming_languages/
home_programming_languages.htm
 Show understanding of the need
for assemblers when translating Teacher introduces learners to different types of programming languages by considering:
programs written in assembly  historical origins of computer programming in machine-specific types of language (machine
language. language and assembly language)
 the characteristics of these languages
 the need for an assembler translation program for assembly language
 why they are still used for certain applications.
 Show understanding of the need Learners research the characteristics of high-level languages; the need for compiler and/or interpreter
for compilers when translating translation programs for these languages; why they are preferred for many applications. (I)
programs written in a high-level
language. Introduction to high-level language: www.teach-ict.com/gcse_computing/ocr/216_programming/
 Show understanding of the use of History of compiler writing: http://en.wikipedia.org/wiki/History_of_compiler_writing

interpreters with high-level
language programs. First high-level language to have a complete compiler: http://en.wikipedia.org/wiki/Fortran
The first programming language to express operations using English-like statements:

http://en.wikipedia.org/wiki/FLOW-MATIC
2.2.1  Understand and use the concepts Introduction to programming with Scratch – teacher presentation should cover:
Programming of sequence, selection, repetition,  different data types and their declaration
concepts totalling and counting.  iteration, counting and totalling – implementation of some examples previously devised as
pseudocode representations
 Use predefined  calling procedures/functions/sub-routines.
procedures/functions.
‘Scratch’ – simple programming language that makes it easy to create animations, games, music,
interactive stories, etc. without complex syntax: http://scratch.mit.edu/
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Some simple tasks in Scratch: www.teach-ict.com/programming/scratch/scratch_home.htm
Followed by a range of learner practical activities. These can be differentiated by task to provide
appropriate challenge for learners. (I)
Repetition of the previous sequence of activities using:

 a control programming language (e.g. GO, Logo, Flowol)
 a more conventional procedural language such as Visual Basic, Python or Pascal. (I)
Control programming:
www.gcsecomputing.org.uk/theory/control-flow/
Flowol website: www.flowol.com/Default.aspx
Python tutorials: www.tutorialspoint.com/python/index.htm
Free downloadable version of Pascal: www.lazarus.freepascal.org/
Tutorials for various programming languages: www.codecademy.com/learn
Some LOGO websites and ideas: www.mathcats.com/gallery/logodownloadinfo.html
2.2.2 Data  Declare and use one-dimensional Learners write programs from algorithms developed in the previous unit (Unit 7), to read values from a
structures; arrays, for example: A[1:n]. data source (data statement, keyboard) into a specified array and calculate e.g. average, largest, smallest.
arrays These will have been tailored to give appropriate challenge to learners. (I)
one-dimensional arrays, including Notes on arrays:
the use of a variable as an index www.teach-ict.com/2016/GCSE_Computing/OCR_J276/2_2_programming_techniques/
in an array. arrays_solve_problems/miniweb/index.php
 Read or write values in an array

using a FOR … TO … NEXT loop.
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9: Databases

2.3  Define a single-table database Teacher leads a review of a range of databases (manual, printed, electronic). Refer back to data types
Databases from given data storage (Unit 7); identify structure of each record, data type of each field, field size, and record size. Issues of
requirements. coding data should also be discussed.
 Choose and specify suitable data Overview of database issues: www.bbc.com/education/guides/zvq634j/revision

types.
Databases and data capture:
www.bbc.co.uk/schools/gcsebitesize/ict/databases/2databasesrev1.shtml
Review of data types: www.teach-ict.com/gcse_new/data_info_knowledge/data_types/miniweb/

index.htm
Assess learners’ understanding with a quiz or similar activity. A pre-prepared set of questions can be
used, or groups of learners could produce their own questions to test others. (I)
Class brainstorm to identify appropriate contexts for learners’ own database design, relevant to their
experience and interests e.g. school register, clubs, library, video hire, stock in small shop.
Learners select a context, identify fields, calculate field lengths, data types in each field, consider coding
and validation for each field. (I)
Learners create a sample database in a sensible context; each learner needs to add about 20 records
(enough to search later), so a data identification/ collection exercise will be needed. This could be done as
homework. (I)
Use software to create this database. Learners will need instruction on using the software if they have not
used it before. (I)
Discussion about coding data:

www.teach-ict.com/gcse_new/data_info_knowledge/coding/home_coding.htm
Quiz-type activities: http://quizlet.com/2647975/gcse-ict-database-keywords-flash-cards/
Microsoft Access, OpenOffice Base

Videos to support first-time use of the software can be found at:
www.youtube.com/watch?v=TVaH-cgNz98
Version 3 32
 Choose a suitable primary key for Learners look at database examples again; identify primary key in each case by class discussion.
a database table.
Quiz/short questions to identify key fields in five sample databases, of increasing difficulty. (I)
Learners identify primary key in their own databases. (I)
Information on record structure and key fields:

www.bbc.co.uk/schools/gcsebitesize/dida/using_ict/databasesrev2.shtml
Data organisation: www.igcseict.info/theory/5/dbase/index.html
 Perform a query-by-example from Teacher leads a discussion of query structure and strategies.
given search criteria.
Learners carry out examples of querying using specimen databases. Learners write and carry out
searches on their own databases. This is then repeated using other learners’ databases and they can give
constructive criticism of other learners’ work. (I)
Common issues can be drawn together by the teacher in a class session.
In groups or pairs learners carry out searches using search engines, using Boolean logic, e.g. Google,
Yahoo.
Learners’ understanding can be tested with questions from textbooks and/or past/specimen papers. (I)
Overview of searching: www.bbc.co.uk/schools/gcsebitesize/ict/databases/2databasesrev5.shtml
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10: Use of pre-release materials

2.1.1  Use skills knowledge and Teacher presents the pre-release materials and holds a class discussion to ensure that all the learners
Problem- understanding to find methods to have a clear understanding of what is required of them.
solving and address the tasks specified in the
design pre-release materials. Initial class brainstorm to consider possible methods of solution; learners then work in groups or
individually to refine solutions by:
2.1.2  designing algorithms
Pseudocode  creating flowcharts and/or pseudocode
and  testing these with appropriate test data
flowcharts  coding the solution using an appropriate high-level language
 testing the program with appropriate test data. (I)
2.2.1
Programming Teacher monitors progress and gives support as necessary.
concepts
More able learners should be encouraged to extend their solution beyond the confines of the
2.2.2 Data specifications given in the pre-release materials; for example, they may design input/output screens, and
structures; extend the functionality of their programs. (I)
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Version 3 35
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Cambridge Secondary 2

Guided learning hours

Topic Suggested teaching time (%) Suggested teaching order

7: Practical problem solving – pseudocode 12 h (9% of the course)

8: Programming concepts 12 h (9% of the course)

9: Databases 9 h (7% of the course)

10: Use of pre-release materials 23 h (17% of the course)

Suggested teaching activities give you lots of

Syllabus ref. Learning objectives Suggested teaching activities

Past and specimen papers

2016 Specimen Paper 1 Nov 2015 Paper 11

1: Introduction to computer systems

Syllabus ref. Learning objectives Suggested teaching activities

Outline of computer systems and their components at:

BBC Bite size contains notes, activities, tests, etc.:

Input devices, processing and output devices:

Syllabus ref. Learning objectives Suggested teaching activities

Reports/posters/leaflets to be prepared using software such as DTP, presentation software,

Reports/posters/leaflets to be prepared using software such as DTP, presentation software,

Syllabus ref. Learning objectives Suggested teaching activities

Illustrated notes on sensors: www.igcseict.info/theory/2/sensor/

Syllabus ref. Learning objectives Suggested teaching activities

 Describe how these principles are

 Calculate the storage

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

2016 Specimen Paper 1 Nov 2015 Paper 11

2: Numbers, processors and operating systems

Syllabus ref. Learning objectives Suggested teaching activities

Binary numbers at Computer Studies Unplugged: http://csunplugged.org/binary-numbers

Cisco binary game: www.games.penjee.com/binary-numbers-game/

Learners answer previous exam/textbook questions on binary representation. (I)

 Show understanding of the Simple comparisons at www.bbc.co.uk/schools/gcsebitesize/ict/hardware/1datastoragerev2.shtml

Useful reinforcement material: http://computer.howstuffworks.com/bytes.htm

Syllabus ref. Learning objectives Suggested teaching activities

 Convert positive hexadecimal

 Represent numbers stored in

 Use binary in computer registers

1.3.6  Describe the purpose of an Teacher presentation to include:

Syllabus ref. Learning objectives Suggested teaching activities

Several pages describing operating systems and their functions: www.howstuffworks.com/operating-

Learners (paired/grouped) to research:

Theory notes and activities on buffers (and drivers): www.teach-ict.com/gcse_new/computer

Theory notes, activities and quizzes on user interfaces:

Notes on user interfaces: www.igcseict.info/theory/1/uis/index.html

Quizzes to test understanding at: www.teach-ict.com/gcse_computing/gcse_computing_quizzes.htm

Past and specimen papers

Syllabus ref. Learning objectives Suggested teaching activities

2016 Specimen Paper 1 Nov 2015 Paper 11

3: Data communications and networking

Syllabus ref. Learning objectives Suggested teaching activities

 Distinguish between serial and Notes on bandwidth:

 Show understanding of the

 Show understanding of the need

 Show understanding of the use of

Syllabus ref. Learning objectives Suggested teaching activities

 Identify current uses of What is the internet? Activity: www.bbc.co.uk/schools/gcsebitesize/ict/datacomm/0internet_act.shtml

Syllabus ref. Learning objectives Suggested teaching activities