GCSE (9-1)

Specification

COMPUTER
SCIENCE
J276
For first assessment in 2018

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OCR Level 1/2 GCSE (9–1) in Computer
Science (J276)

Specification
Version 3: First assessment 2018

© OCR 2016 R10010/44 QN 601/8355/X

GCSE (9-1) in Computer Science
Contents
1 Why choose an OCR GCSE (9–1) in Computer Science? 3
1a. Why choose an OCR qualification? 3
1b. Why choose an OCR GCSE (9–1) in Computer Science? 4
1c. What are the key features of this specification? 5
1d. How do I find out more information? 5
2 The specification overview 6
2a. OCR’s GCSE (9–1) in Computer Science (J276) 6
2b. Content of Computer systems (J276/01) 7
2c. Content of Computational thinking, algorithms and programming (J276/02) 11
2d. Content for the non-exam assessment (NEA) Programming Project (J276/03/04) 15
2e. Prior knowledge, learning and progression 19
3 Assessment of GCSE (9–1) in Computer Science 20
3a. Forms of assessment 20
3b. Assessment objectives (AO) 20
3c. Assessment availability 21
3d. Retaking the qualification 21
3e. Assessment of extended response 21
3f. Non-exam assessment 22
3g. Synoptic assessment 34
3h. Calculating qualification result 34
4 Admin: what you need to know 35
4a. Pre-assessment 35
4b. Special consideration 36
4c. External assessment arrangements 36
4d. Admin of non-exam assessment 36
4e. Results and certificates 37
4f. Post-results services 38
4g. Malpractice 38
5 Appendices 39
5a. Grade descriptors 39
5b. Overlap with other qualifications 39
5c. Accessibility 39
5d. Mathematical skills requirement 39
5e. Command words 40
5f. Pseudocode, Boolean logic and flowcharts 41

© OCR 2016
GCSE (9-1) in Computer Science
1 Why choose an OCR GCSE (9–1) in
Computer Science?

1a. Why choose an OCR qualification?

Choose OCR and you’ve got the reassurance preparation through to the delivery of our
that you’re working with one of the UK’s specifications. This includes:
leading exam boards. Our new OCR GCSE
(9–1) in Computer Science course has been  A wide range of high-quality creative
developed in consultation with teachers, resources including:
employers and Higher Education to provide o Lesson plans
learners with a qualification that’s relevant to
them and meets their needs. o Delivery Guides
o Schemes of Work
We’re part of the Cambridge Assessment
o Lesson Elements
Group, Europe’s largest assessment agency
and a department of the University of o …and much more.
Cambridge. Cambridge Assessment plays a
 Access to subject specialists to support
leading role in developing and delivering
you through the transition and
assessments throughout the world, operating
throughout the lifetime of the
in over 150 countries.
specification.
We work with a range of education providers,  CPD/Training for teachers including
including schools, colleges, workplaces and face-to-face events to introduce the
other institutions in both the public and qualifications and prepare you for first
private sectors. Over 13,000 centres choose teaching.
our A Levels, GCSEs and vocational
qualifications including Cambridge Nationals,  Active Results – our free results
Cambridge Technicals and Cambridge analysis service to help you review the
Progression. performance of individual learners or
whole schools.
Our Specifications
 ExamCreator – our new online past
We believe in developing specifications that papers service that enables you to build
help you bring the subject to life and inspire your own test papers from past OCR
your learners to achieve more. exam questions.
We’ve created teacher-friendly specifications  Codio – an exciting new cloud based
based on extensive research and coding and content platform that
engagement with the teaching community. enables teachers and learners to learn
They’re designed to be straightforward and computer science practically and in line
accessible so that you can tailor the delivery with our specification. (www.codio.com)
of the course to suit your needs. We aim to
encourage learners to become responsible All GCSE (9–1) qualifications offered by OCR
for their own learning, confident in discussing are accredited by Ofqual, the Regulator for
ideas, innovative and engaged. qualifications offered in England. The
accreditation number for OCR’s GCSE (9–1)
We provide a range of support services in Computer Science is QN 601/8355/X.
designed to help you at every stage, from

© OCR 2016 3
GCSE (9-1) in Computer Science
1b. Why choose an OCR GCSE (9–1) in Computer Science?
Worthwhile through the practical application of
computational theory.
The qualification will build on the knowledge,
understanding and skills established through The non-examined assessment is designed
the Computer Science elements of the Key to be engaging, enabling learners to
Stage 3 programme of study. The content demonstrate their skills in a way which suits
has been designed not only to allow for a them.
solid basis of understanding but to engage
learners and get them thinking about real Dependable
world application.
OCR’s high-quality assessments are backed
Learner-focused up by sound educational principles and a
belief that the utility, richness and importance
The specification has been redeveloped to of Computer Science should be made evident
improve upon the strengths of OCR’s legacy and accessible to all learners.
Computing GCSE. The new specification will
enable learners to develop computational OCR’s GCSE (9–1) specification in Computer
thinking skills built on a sound base of Science encourages learners to be inspired,
conceptual learning and understanding. and challenged through completing a
coherent, satisfying and worthwhile course of
Teacher-centred study. The specification will help learners to
gain an insight into related sectors. It will
OCR will offer extensive teacher support prepare learners to make informed decisions
material, including resources developed about further learning opportunities and
specifically for non-specialists to help ease career choices.
the transition from ICT to Computer Science.
The resources will focus on empowering
teachers to explore new teaching methods
that will enthuse and engage their learners

Aims and learning outcomes

OCR’s GCSE (9–1) in Computer Science will  think creatively, innovatively,
encourage learners to: analytically, logically and critically
 understand the components that make
 understand and apply the fundamental up digital systems, and how they
principles and concepts of Computer communicate with one another and with
Science, including abstraction, other systems
decomposition, logic, algorithms, and  understand the impacts of digital
data representation technology to the individual and to
 analyse problems in computational wider society
terms through practical experience of  apply mathematical skills relevant to
solving such problems, including Computer Science.
designing, writing and debugging
programs

4 © OCR 2016
GCSE (9-1) in Computer Science
1c. What are the key features of this specification?
The key features of OCR’s GCSE (9–1) in  a team of OCR Subject Specialists who
Computer Science for you and your learners support teachers directly and manage
are: the qualification nationally
 a simple and intuitive assessment  the specification has been designed to
model, consisting of two papers, one seamlessly transition into Computer
focusing on the theory of Computer Science at AS Level and/or A Level
Science and one with a focus on
programming and algorithms. Both
papers have identical weighting and
mark allocations
This specification/qualification will enable
 a specification developed by teachers learners to develop:
specifically for teachers. The
specification lays out the subject  valuable thinking and programming
content clearly skills that are extremely attractive in the
modern workplace
 a flexible support package formed after
listening to teachers’ needs. The  a deep understanding of computational
support package will enable teachers to thinking and how to apply it through a
easily understand the requirements of chosen programming language.
the qualification and how it is assessed

1d. How do I find out more information?

If you are already using OCR specifications Want to find out more?
you can contact us at: www.ocr.org.uk
Ask our subject specialists:
If you are not already a registered OCR
centre then you can find out more information Email: [email protected]
on the benefits of becoming one at:
www.ocr.org.uk Teacher support: www.ocr.org.uk

If you are not yet an approved centre and News: @ocr_ict

would like to become one go to: Customer Contact Centre: 01223 553998
www.ocr.org.uk

© OCR 2016 5
GCSE (9-1) in Computer Science
2 The specification overview
2a. OCR’s GCSE (9–1) in Computer Science (J276)
Learners take Components: 01, 02, and 03; or 01, 02 and 04 to be awarded the OCR GCSE (9–1)
in Computer Science.

Content Overview Assessment Overview

Computer systems Computer systems

 Systems Architecture (01)
 Memory 80 marks
 Storage 40%
 Wired and wireless networks 1 hour and 30 minutes
 Network topologies, protocols and of total
layers Written paper
 System security GCSE
(no calculators allowed)
 System software
 Ethical, legal, cultural and
environmental concerns

Computational thinking, algorithms Computational thinking,

and programming algorithms and
programming
 Algorithms*
 Programming techniques
(02) 40%
 Producing robust programs 80 marks
 Computational logic
of total
1 hour and 30 minutes
 Translators and facilities of
languages Written paper GCSE
 Data representation
(no calculators allowed)

Programming project ** Programming project

 Programming techniques
(03/04) 20%
 Analysis 40 marks
 Design
of
Totalling 20 hours
 Development total
 Testing and evaluation and Non-Exam
conclusions Assessment (NEA) GCSE
* Algorithm questions are not exclusive to Component 02 and can be assessed in all components
** Indicates inclusion of synoptic assessment.
Learners who are retaking the qualification may carry forward their result for the non-examined
assessment component.

6 © OCR 2016
GCSE (9-1) in Computer Science
2b. Content of Computer systems (J276/01)
This component will introduce learners to the context through the study of the ethical, legal,
Central Processing Unit (CPU), computer cultural and environmental concerns
memory and storage, wired and wireless associated with Computer Science. It is
networks, network topologies, system expected that learners will draw on this
security and system software. It is expected underpinning content when completing the
that learners will become familiar with the Programming Project component (03 or 04).
impact of Computer Science in a global

1.1 Systems architecture

Learners should have studied the following:

 the purpose of the CPU

 Von Neumann architecture:
o MAR (Memory Address Register)
o MDR (Memory Data Register)
o Program Counter
o Accumulator
 common CPU components and their function:
o ALU (Arithmetic Logic Unit)
o CU (Control Unit)
o Cache
 the function of the CPU as fetch and execute instructions stored in memory
 how common characteristics of CPUs affect their performance:
o clock speed
o cache size
o number of cores
 embedded systems:
o purpose of embedded systems
o examples of embedded sytems.

1.2 Memory

Learners should have studied the following:

 the difference between RAM and ROM

 the purpose of ROM in a computer system
 the purpose of RAM in a computer system
 the need for virtual memory
 flash memory.

© OCR 2016 7
GCSE (9-1) in Computer Science
1.3 Storage

Learners should have studied the following:

 the need for secondary storage

 data capacity and calculation of data capacity requirements
 common types of storage:
o optical
o magnetic
o solid state
 suitable storage devices and storage media for a given application, and the advantages and
disadvantages of these, using characteristics:
o capacity
o speed
o portability
o durability
o reliability
o cost.

1.4 Wired and wireless networks

Learners should have studied the following:

 types of networks:
o LAN (Local Area Network)
o WAN (Wide Area Network)
 factors that affect the performance of networks
 the different roles of computers in a client-server and a peer-to-peer network
 the hardware needed to connect stand-alone computers into a Local Area Network:
o wireless access points
o routers/switches
o NIC (Network Interface Controller/Card)
o transmission media
 the internet as a worldwide collection of computer networks:
o DNS (Domain Name Server)
o hosting
o the cloud
 the concept of virtual networks.

8 © OCR 2016
GCSE (9-1) in Computer Science
1.5 Network topologies, protocols and layers

Learners should have studied the following:

 star and mesh network topologies

 Wifi:
o frequency and channels
o encryption
 ethernet
 the uses of IP addressing, MAC addressing, and protocols including:
o TCP/IP (Transmission Control Protocol/Internet Protocol)
o HTTP (Hyper Text Transfer Protocol)
o HTTPS (Hyper Text Transfer Protocol Secure)
o FTP (File Transfer Protocol)
o POP (Post Office Protocol)
o IMAP (Internet Message Access Protocol)
o SMTP (Simple Mail Transfer Protocol)
 the concept of layers
 packet switching.

1.6 System security

Learners should have studied the following:

 forms of attack
 threats posed to networks:
o malware
o phishing
o people as the ‘weak point’ in secure systems (social engineering)
o brute force attacks
o denial of service attacks
o data interception and theft
o the concept of SQL injection
o poor network policy
 Identifying and preventing vulnerabilities:
o penetration testing
o network forensics
o network policies
o anti-malware software
o firewalls
o user access levels
o passwords
o encryption.

© OCR 2016 9
GCSE (9-1) in Computer Science
1.7 Systems software

Learners should have studied the following:

 the purpose and functionality of systems software

 operating systems:
o user interface
o memory management/ multitasking
o peripheral management and drivers
o user management
o file management
 utility system software:
o encryption software
o defragmentation
o data compression
o the role and methods of backup:
 full
 incremental.

1.8 Ethical, legal, cultural and environmental concerns

Learners should have studied the following:

 how to investigate and discuss Computer Science technologies while considering:

o ethical issues
o legal issues
o cultural issues
o environmental issues
o privacy issues.
 how key stakeholders are affected by technologies
 environmental impact of Computer Science
 cultural implications of Computer Science
 open source vs proprietary software
 legislation relevant to Computer Science:
o The Data Protection Act 1998
o Computer Misuse Act 1990
o Copyright Designs and Patents Act 1988
o Creative Commons Licensing
o Freedom of Information Act 2000.

10 © OCR 2016
GCSE (9-1) in Computer Science
2c. Content of Computational thinking, algorithms and
programming (J276/02)
This component incorporates and builds on logic, translators and facilities of computing
the knowledge and understanding gained in languages and data representation. Learners
Component 01, encouraging learners to will become familiar with computing related
apply this knowledge and understanding mathematics.
using computational thinking. Learners will be
introduced to algorithms and programming, It is expected that learners will draw on this
learning about programming techniques, how underpinning content when completing the
to produce robust programs, computational Programming Project component (03 or 04).

2.1 Algorithms

Learners should have studied the following:

 computational thinking:
o abstraction
o decomposition
o algorithmic thinking
 standard searching algorithms:
o binary search
o linear search
 standard sorting algorithms:
o bubble sort
o merge sort
o insertion sort
 how to produce algorithms using:
o pseudocode
o using flow diagrams
 interpret, correct or complete algorithms.

© OCR 2016 11
GCSE (9-1) in Computer Science
2.2 Programming techniques

Learners should have studied the following:

 the use of variables, constants, operators, inputs, outputs and assignments

 the use of the three basic programming constructs used to control the flow of a program:
o sequence
o selection
o iteration (count and condition controlled loops)
 the use of basic string manipulation
 the use of basic file handling operations:
o open
o read
o write
o close
 the use of records to store data
 the use of SQL to search for data
 the use of arrays (or equivalent) when solving problems, including both one and two
dimensional arrays
 how to use sub programs (functions and procedures) to produce structured code
 the use of data types:
o integer
o real
o Boolean
o character and string
o casting
 the common arithmetic operators
 the common Boolean operators.

2.3 Producing robust programs

Learners should have studied the following:

 defensive design considerations:

o input sanitisation/validation
o planning for contingencies
o anticipating misuse
o authentication
 maintainability:
o comments
o indentation
 the purpose of testing
 types of testing:
o iterative
o final/terminal
 how to identify syntax and logic errors
 selecting and using suitable test data.

12 © OCR 2016
GCSE (9-1) in Computer Science
2.4 Computational logic

Learners should have studied the following:

 why data is represented in computer systems in binary form

 simple logic diagrams using the operations AND, OR and NOT
 truth tables
 combining Boolean operators using AND, OR and NOT to two levels.
 applying logical operators in appropriate truth tables to solve problems
 applying computing-related mathematics:
o +
o -
o /
o *
o Exponentiation (^)
o MOD
o DIV

2.5 Translators and facilities of languages

Learners should have studied the following:

 characteristics and purpose of different levels of programming language, including low-level

languages
 the purpose of translators
 the characteristics of an assembler, a compiler and an interpreter
 common tools and facilities available in an integrated development environment (IDE):
o editors
o error diagnostics
o run-time environment
o translators.

2.6 Data representation

Learners should have studied the following:

Units

 bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte, petabyte

 how data needs to be converted into a binary format to be processed by a computer.

Numbers

 how to convert positive denary whole numbers (0-255) into 8 bit binary numbers and vice
versa
 how to add two 8 bit binary integers and explain overflow errors which may occur
 binary shifts
 how to convert positive denary whole numbers (0-255) into 2 digit hexadecimal numbers and
vice versa
 how to convert from binary to hexadecimal equivalents and vice versa
 check digits.
© OCR 2016 13
GCSE (9-1) in Computer Science
Characters

 the use of binary codes to represent characters

 the term ‘character-set’
 the relationship between the number of bits per character in a character set and the number
of characters which can be represented (for example ASCII, extended ASCII and Unicode).

Images

 how an image is represented as a series of pixels represented in binary

 metadata included in the file
 the effect of colour depth and resolution on the size of an image file.

Sound

 how sound can be sampled and stored in digital form

 how sampling intervals and other factors affect the size of a sound file and the quality of its
playback:
o sample size
o bit rate
o sampling frequency.

Compression

 need for compression

 types of compression:
o lossy
o lossless.

14 © OCR 2016
GCSE (9-1) in Computer Science
2d. Content for the non-exam assessment (NEA) Programming
Project (J276/03/04)
OCR will issue three assessment tasks at the A form (to be confirmed) will be available at
start of the terminal academic year of www.ocr.org.uk and will be required upon
assessment. Only tasks designated for that submission to confirm the validity of the
examination series can be submitted unless learner’s work by the learner, the teacher,
carrying forward marks from a previous year. and a member of the senior leadership team
The tasks will provide opportunities for the at the centre.
learners to demonstrate their practical ability
in the skills outlined in the specification. The non-exam assessment should take a
total of 20 hours to complete unless there are
Learners will need to create suitable specific access requirements that should be
algorithms which will provide a solution to the considered.
problems identified in the task. They will then
code their solution in a suitable programming The non-exam assessment should be done
language. The solution must be tested at using a suitable high level language such as:
each stage to ensure they solve the stated
problem and learners must use a suitable test  Python
plan with appropriate test data.  C family of languages (for example C#
C++ etc.)
The code must be suitably annotated to  Java
describe the process. Test results should be  JavaScript
annotated to show how these relate to the  Visual Basic/.Net
code, the test plan and the original problem.  PHP
 Delphi
Learners will need to provide an evaluation of
 SQL
their solution based on the test evidence.
 BASH
Learners should be encouraged to be
Computational thinking is in essence the
innovative and creative in how they approach
solving the tasks. ability to model problems in a manner that
makes them amenable to computational
Learners are not allowed access to the solutions; it is not simply instructions and
internet within the non-exam assessment actions. Computational thinkers are able to
controlled environment, unless the centre is see algorithms, processes and data and
using an online IDE (Integrated Development know how to then implement them in their
Environment). In which case, only access to chosen language.
the IDE website is allowed.
In Component 03/04 learners must think
All work submitted by a learner must have computationally to solve a task and while
been done under observation by their teacher doing so create a report detailing the creation
and the final report must be only their own of their solution, explaining what they did and
work. External sources can be used but must why they did it.
be referenced and no marks can be awarded
for materials submitted which are not the
learner’s own. Common coded solutions
identified as being used by learners will not
be given credit during moderation.

Group work can be used to deliver the

content and skills but any work submitted as
non-exam assessment must be the learner’s
own.

© OCR 2016 15
GCSE (9-1) in Computer Science
The project can be carried out in many ways but is best approached using an iterative process for
developing a solution to the task, such as below:

 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).

This process will allow learners to demonstrate the key elements of computational thinking:

 Thinking abstractly – removing unnecessary detail

 Thinking ahead – identifying preconditions and inputs and outputs

 Thinking procedurally – identifying components of problems and solutions

 Thinking logically – predicting and analysing problems

 Thinking concurrently – spotting and using similarities.

16 © OCR 2016
GCSE (9-1) in Computer Science
3.1 Programming techniques

Learners should have studied the following:

 how to identify and use variables, operators, inputs, outputs and assignments
 how to understand and use the three basic programming constructs used to control the flow
of a program: Sequence; Selection; Iteration
 how to understand and use suitable loops including count and condition controlled loops
 how to use different types of data, including Boolean, string, integer and real, appropriately
in solutions to problems
 how to understand and use basic string manipulation
 how to understand and use basic file handling operations:
o open
o read
o write
o close
 how to define and use arrays (or equivalent) as appropriate when solving problems
 how to understand and use functions/sub programs to create structured code.

3.2 Analysis

Learners should have studied the following:

 how to analyse and identify the requirements for a solution to the problem
 how to set clear objectives that show an awareness of the need for real world utility
 how to use abstraction and decomposition to design the solution to a problem
 how to identify the data requirements for their system
 how to identify test procedures to be used during and after development to check their
system against the success criteria
 how to use validation to ensure a robust solution to a problem.

© OCR 2016 17
GCSE (9-1) in Computer Science
3.3 Design

Learners should have studied the following:

 how to design suitable algorithms to represent the solution to a problem

 how to design suitable input and output formats and navigation methods for their system
 how to identify suitable variables and structures with appropriate validation for their system
 how to use appropriate data types in their system
 how to use functions/sub programes to produce structured reusable code
 how to select suitable techniques for the development of the solution.

3.4 Development

Learners should have studied the following:

 how to develop a solution to the identified problem using a suitable programming

language(s)
 how to demonstrate testing and refinement of the code during development
 how to explain the solution using suitable annotation and evidence of development
 how to use suitable techniques to solve all aspects of the problem
 how to take a systematic approach to problem solving
 how to deploy practical techniques in an efficient and logical manner
 how to show an understanding of the relevant information by presenting evidence of the
development of their solutions
 how to show an understanding of the technical terminology/concepts that arise from their
investigation through analysis of the data collected
 how to use the terminology/concepts surrounding their topic and contained in the
information collected correctly when it comes to producing analysis in the supporting script.

3.5 Testing and evaluation and conclusions

Learners should have studied the following:

 how to produce a full report covering all aspects of the investigation

 how to present the information in a clear form which is understandable by a third party and
which is easily navigatable
 how to critically appraise the evidence that they have presented
 how to test their own solution
 how to present their evaluation in a relevant, clear, organised, structured and coherent
format
 how to use specialist terms correctly and appropriately
 how to present a conclusion to the report
 how to justify their conclusions based on the evidence provided.

18 © OCR 2016
GCSE (9-1) in Computer Science
2e. Prior knowledge, learning and progression
Learners in England who are beginning a GCSEs (9–1) are qualifications that enable
GCSE (9–1) in Computer Science course are learners to progress to further qualifications,
likely to have followed a Key Stage 3 either Vocational or General.
programme of study.
There are a number of Computing and
No prior knowledge of this subject is required Computer Science specifications available
and there are no prior qualifications required from OCR.
in order for learners to enter for a GCSE (9–
1) in Computer Science. Find out more at www.ocr.org.uk

© OCR 2016 19
GCSE (9-1) in Computer Science
3 Assessment of GCSE (9–1) in Computer
Science

3a. Forms of assessment

 The GCSE (9–1) in Computer Science  Learners answer all questions in both of
is a linear qualification with a 100% the examined components.
terminal rule. There are three
 Learners are not permitted to use a
components, two externally examined
calculator in the examinations.
components (01 and 02) weighted at
40% each and a non-exam assessment  Some questions will require an
(03, 04) weighted at 20% that is extended response. Extended response
assessed by the centre and externally assessment will enable learners to
moderated by OCR. demonstrate the ability to construct and
develop a sustained line of reasoning.
 Each examined component consists of
an exam paper with a duration of 1 hour  Learners will have a choice of three
30 minutes. The non-exam assessment non-exam assessment tasks to choose
has a duration totalling 20 hours. from. Learners or centres will need to
choose only one task to complete.
 Learners must take all three
components.

3b. Assessment objectives (AO)

There are three Assessment Objectives in Learners are expected to:

OCR GCSE (9–1) in Computer Science.
These are detailed in the table below.

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 Analyse problems in computational terms:

 to make reasoned judgements
 to design, program, evaluate and refine solutions.

20 © OCR 2016
GCSE (9-1) in Computer Science
Assessment Objective weightings in OCR GCSE (9–1) Computer Science
The relationship between the Assessment
Objectives and the components are shown in
the following table:

Component % of overall GCSE (9–1) in Computer

Science (J276)

AO1 AO2 AO3

Computer systems (J276/01) 15 22 3
Computational thinking, algorithms and
14 14 12
programming (J276/02)
Programming project (J276/03/04) 1 4 15
Total (%) 30% 40% 30%

3c. Assessment availability

There will be one examination series This specification will be certificated from the
available each year in May/June to all June 2018 examination series onwards.
learners.

All examined components must be taken in

the same examination series at the end of the
course.

3d. Retaking the qualification

Learners can retake the qualification as many exam component or to carry forward their
times as they wish. They can retake all mark for the non-exam component by using
examined components of the qualification. the carry forward entry option (see Section
Learners can choose either to retake the non- 4d).

3e. Assessment of extended response

The assessment materials for this Marks for extended responses are integrated
qualification provide learners with the into the marking criteria for Component 01
opportunity to demonstrate their ability to and Component 03/04.
construct and develop a sustained and
coherent line of reasoning.

© OCR 2016 21
GCSE (9-1) in Computer Science
3f. Non-exam assessment
OCR GCSE (9–1) Computer Science  Testing and remedial actions (with
Component 03/04 is the only component narrative of changes made)
which comprises non-examined assessment.
 Evaluation (clearly linked to success
The non-exam assessment in GCSE (9–1) criteria).
Computer Science will represent 20% of the
overall grade for the qualification. The Non-exam assessment tasks will be available
requirements for the subject permit this on OCR’s Interchange from 1 September for
assessment either to be marked by the that academic year and three new tasks will
awarding organisation, or to be marked by be produced every year. Guidance on how to
the centre and then moderated by the access non-exam assessment tasks from
awarding organisation. Interchange is available on the OCR website.
Centres must ensure that learners undertake
The awarding organisations are working a task applicable to the correct year of the
together to agree common approaches for examination by checking carefully the
monitoring centres’ marking in addition to examination dates of the tasks on
standard moderation procedures. Interchange.
Specifications will be updated, before
teaching of these courses begins, to include Within this specification, OCR expects
information about the processes all awarding teachers to equip the learner with the
organisations will follow. knowledge, understanding and skills before
they begin the non-exam assessment task. It
The learners will choose (or be given) a set should be remembered that learners are
task from a choice of three tasks that will be required to reach their own judgments and
provided by OCR. Learners will produce a conclusions without any guidance or
report that details the iterative development assistance. When supervising the non-exam
for the project and demonstrates the following assessment task, teachers are expected to
for each task as appropriate. offer learners advice on how best to prepare
for the research/data collection elements of
The methodology is not a formal requirement
this component.
for the non-exam assessment and is meant
for guidance only: Non-exam assessment tasks are available at
an early stage to allow planning time. It is
 Success criteria (what will a anticipated that learners will spend a total of
successful solution be) 20 hours in producing the work for this
component.
 Planning and design (flow charts and
pseudocode)
It is essential that any material directly used
 Development (narrative of the process from a source is appropriately referenced.
with explanations of code)
Exams directory: www.ocr.org.uk

22 © OCR 2016
GCSE (9-1) in Computer Science
Programming project
The OCR programming project (Component When supervising tasks, teachers are
03/04) will consist of a task to be solved by expected to:
the learner. The marking criteria refer to the
overall solution set in the project, and for full  exercise continuing supervision of work
marks to be available the learner must in order to monitor progress and to
provide a full solution to the task. The overall prevent plagiarism
solution will be considered against the
 ensure that the work is completed in
marking criteria to identify the most
accordance with the specification
appropriate range, and appropriate mark
requirements and can be assessed in
within that range, for each section.
accordance with the specified marking
The learners must be formally supervised criteria and procedures.
when working on the non-exam assessment.
Learners must work independently to
Formal supervision means under direct
produce their own final piece of work. It is the
teacher supervision: teachers must be able to
responsibility of the Head of Centre to ensure
authenticate the work and there must be
the controls set out in the specification and in
acknowledgement and referencing of any
the individual components are imposed.
sources used.

Teachers may:

 explain the task

 advise on resources
 provide the support described within the ‘Permitted Support’ section of the Specification
 interrogate learners to ensure that the work is their own
 provide a copy of the mark scheme to candidates

Teachers must not:

 give detailed advice and suggestions as to how the work may be improved in order to meet
the assessment criteria. This includes indicating errors or omissions and personally
intervening to improve the presentation or content of the work
 practise the task with the learners
 practise tasks which are similar in nature with the learners
 provide templates, model answers or feedback on drafts
 produce templates or model answers and publish them online.

Teachers must ensure that:

 learners do not access the internet*

 learners are not allowed to take the NEA tasks home with them
 all work presented for submission must have been completed under supervised conditions
 accounts associated with the NEA tasks must be locked between sessions to ensure that
learners cannot access them outside of the supervised conditions
 learners do not access online file storage accounts or email during the supervised conditions
in order to prevent learners from completing work at home and bringing it into the supervised
conditions.
* unless the centre is using an online IDE, in which case, only access to the IDE website is
allowed.

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GCSE (9-1) in Computer Science
Permitted support

Teachers are allowed to provide support Failure to do so will be considered as

during the Analysis and Design stages malpractice. If malpractice is suspected, the
where the learner is unable to carry out Awarding Organisation will investigate. If
sufficient work within these stages to allow malpractice is found to have taken place a
them to progress to the next stage. penalty will be given dependent on the
circumstances and severity of the
Teachers must not provide assistance to malpractice.
learners who are able to progress to the next
stage, but whose work may contain For full information regarding malpractice,
omissions or errors. please see the JCQ document ‘Suspected
Malpractice in Examinations and
Teachers are not permitted to provide Assessments’.
support within the Development, or Testing
and Evaluation and Conclusions sections. The support that is permitted for each section
Any support given should be noted on the of the NEA task is described below.
URS (Unit Recording Sheet) and marks
awarded accordingly.

Programming techniques Only general syntax support is allowed. No other support may
be given.
Analysis The teacher may provide support to enable the learner to
identify the requirements of the problem and/or data
requirements so that they can carry on to the next stage of the
project. However, the teacher should not provide support for
anything beyond that.
Design Teachers may provide support in designing a minimal solution
that may not address all the requirements but will allow the
learner to progress to the Development section.
Development No support is allowed other than general syntax support.
Testing and evaluation No support is allowed.
and conclusions

24 © OCR 2016
GCSE (9-1) in Computer Science
Presenting the project
Learners must observe the following o videos
procedures when producing their final piece o digital resources
of work for the project tasks:
The report should be submitted as a single
 any copied material must be suitably document (.pdf format preferably) and all the
acknowledged code must be visible in the report and be fully
 quotations must be clearly marked and annotated.
a reference provided wherever possible
Videos can be used where appropriate to
 work submitted for moderation or
evidence work; however, centres must be
marking must be marked with the:
cautious to not prompt learners for responses
o centre number
o centre name as the evidence must be the learners’ own.
o learner number Work must be submitted in a digital format
o learner name either online (via the OCR Repository) or sent
o component code via post (on a USB drive or CD/DVD) for
o title assignment title moderation in a suitable file structure e.g. a
folder for each learner containing the
 All resources used must be recorded learner’s report, the completed URS and
for submission, including but not limited signed CCS160_CS forms.
to:
o text books
o teacher resources

Marking and moderating non-exam assessment

All non-exam assessment components are External moderation is done through e-
marked by the centre assessor(s) using OCR moderation where evidence in a digital format
marking criteria and guidance, and are is supplied via the OCR Repository or sent
moderated by the OCR-appointed moderator. via post on a USB drive or CD/DVD.

Applying the marking criteria

The starting point for marking the tasks is the OCR will provide exemplification through real
marking criteria. The criteria identify levels of or simulated learner work which will help to
performance for the skills, knowledge and clarify the level of achievement that centre
understanding that the learner is required to assessors should be looking for when
demonstrate. Before the start of the course, awarding marks.

© OCR 2016 25
GCSE (9-1) in Computer Science
Use of ‘best fit’ approach to marking criteria
The assessment task(s) should be marked by Teachers should use the full range of marks
teachers according to the marking criteria available to them and award full marks in any
using a ‘best fit’ approach. For each of the band for work which fully meets that
marking criteria sections, teachers select one descriptor. Where there are only two marks
of the three band descriptors provided in the within a band the choice will be between work
marking grid that most closely describes the which, in most respects, meets the statement
quality of the work being marked. and work which just meets the statement. For
wider mark bands, the marks on either side of
Marking should be positive, rewarding the middle mark should be used where the
achievement rather than penalising failure or standard is lower or higher than ‘adequate’
omissions. The award of marks must be but not the highest or lowest mark in the
directly related to the marking criteria. band.
Teachers use their professional judgement in Only one mark per marking criteria section
selecting the band descriptor that best will be entered. The final mark for the learner
describes the work of the learner. for each non-exam assessment component is
out of a total of 40 marks and is found by
To select the most appropriate mark within
totalling the marks for each of the marking
the band descriptor, teachers should use the
criteria sections.
following guidance:

 where the learner’s work convincingly There should be clear evidence that work has
meets the statement, the highest mark been attempted and some work produced. If
a learner submits no work for the internally
should be awarded
assessed component, then the learner should
 where the learner’s work adequately be indicated as being absent from that
meets the statement, the most component. If a learner completes any work
appropriate mark in the middle range at all for the internally assessed component,
should be awarded then the work should be assessed according
to the marking criteria and the appropriate
 where the learner’s work just meets the mark awarded, which may be zero.
statement, the lowest mark should be
awarded.

Annotation of learners' work

Each piece of internally assessed work Any support given must be noted on the URS
should show how the marks have been (Unit Recording Sheet) and marks awarded
awarded in relation to the marking criteria. accordingly. Failure to do so will be
considered as malpractice. If malpractice is
The writing of comments on learners' work, suspected, the Awarding Organisation will
and URS (Unit Recording Sheet), provides a investigate. If malpractice is found to have
means of communication between teachers taken place a penalty will be given dependent
during the internal standardisation and with on the circumstances and severity of the
the moderator if the work forms part of the malpractice.
moderation sample. A URS must be provided
for every learner as this ensures the
moderator can see how teachers have
awarded marks.

26 © OCR 2016
GCSE (9-1) in Computer Science
Techniques
It is expected that most of the following Example elements and techniques
programming elements and techniques will expected:
be used as appropriate in the solution of the (a) variables, operators, inputs, outputs
task. This does not mean that they all have to and assignments
be identifiably present, but responses that (b) the three basic programming constructs
use few of them are unlikely to merit the used to control the flow of a program:
higher mark bands, this list is not intended to sequence; conditionals; iteration
be exclusive. The use of further techniques (c) suitable loops including as appropriate
such as functions might well be appropriate count and condition controlled loops
for some learners in order to produce an (d) different data types including Boolean,
efficient and elegant solution to a problem. string, integer and real appropriately in
solutions to problems
The mark bands are a guide to the (e) basic string manipulation
characteristics of work at each level. They (f) basic file handling operations: open,
are not check lists. read, write and close
(g) arrays or equivalent as appropriate.
If any component part of the task is not
attempted, the final mark must take this
omission into account.

© OCR 2016 27
GCSE (9-1) in Computer Science
Marking Criteria
Using ‘best-fit’, decide first which set of marks band. They are not ‘borderline’ but they have
best describes the overall quality of the only achieved some of the qualities in the
answer. Once the band is located, adjust the band descriptors.
mark concentrating on features of the answer
which make it stronger or weaker following Be prepared to use the full range of marks,
the guidelines for refinement*. e.g. do not reserve high band 3 marks ‘in
case’ something turns up of a quality you
Highest mark: If clear evidence of all the have not yet seen. If an answer gives clear
qualities in the band descriptors is shown, the evidence of the qualities described in the
HIGHEST Mark should be awarded. band descriptors, reward appropriately.

Lowest mark: If the answer shows the *When only two marks are available, only use
candidate to be borderline (i.e. they have Highest and Lowest mark guidance for ‘best-
achieved all the qualities of the bands below fit’. When four marks are available, determine
and show limited evidence of meeting the if sufficient evidence is available to justify the
criteria of the band in question), the LOWEST higher middle mark being awarded, using the
mark should be awarded. band criteria. The teacher commentary on the
URS must be used to explain this decision.
Middle mark(s): This mark(s) should be
used for candidates who are secure in the

© OCR 2016 28
GCSE (9-1) in Computer Science
Programming techniques (0 – 12 marks available)

Marks

Marking criteria 1–4 5–8 9 – 12

AO3 – 12  There is an  There is an  There is an

attempt to program attempt to program attempt to program
a solution to solve a solution to most a solution to solve
component parts of component parts of the task using
the task using few the task using most of the
of the techniques several techniques listed.
identified. techniques.
 The task is clearly
 Code may be  The code is mostly broken down into
minimal, correct. its component
disorganised or parts, with reasons
hard to follow.  The task is clearly given, and there is
broken down into a clear
 Component parts its component correspondence of
of the task may be parts and there are the design with the
trivial, incomplete, links to the design. final code.
or not attempted.
 A good range of  The techniques are
techniques are used appropriately
used appropriately, in all cases, giving
giving a working an efficient,
solution to most working solution to
component parts of all parts of the
the task. problem.
 Some sections of  There may be
the solution may additional
be inefficiently programming
coded, although techniques used to
basic functionality produce an
is mostly efficient and
successful. elegant solution to
the task.
 The task is mostly
complete, but it  The solution is
may be limited in sufficiently
its scope. challenging and
makes good use of
a range of
techniques.

0 marks = no response or no response worthy of credit.

© OCR 2016 29
GCSE (9-1) in Computer Science
Analysis (0 – 6 marks available)

Marks

Marking criteria 1–2 3–4 5–6

AO2 – 2  There is limited  There is some  There is a detailed

analysis, with analysis indicating analysis of what is
AO3 – 4 some comments what is required for required for solving
on what the task each of the the problem.
involves. component parts.
 There is clear and
 There may be little  The problems have logical
decomposition of been decomposed decomposition of
the task into into clearly defined larger tasks into
component parts. component parts. component parts.

 There are brief  There is some  There is a clear

comments on how discussion of how requirements
testing might take testing will take specification which
place, but with no place. covers all the
mention of success functionality of the
criteria.  The link between task.
testing and
success criteria is  Approaches are
evident. justified.

 In the solution to  There is detailed

the task, the discussion of
objectives are testing and
clear. success criteria.

 The solution to the  The importance of

task shows validation in order
awareness of real- to produce a
world utility value robust program is
but may be limited taken into account.
in scope.
 In the solution to
the task, objectives
are clear and show
awareness of the
need for real-world
utility and
robustness.

0 marks = no response or responses not worthy of credit.

© OCR 2016 30
GCSE (9-1) in Computer Science
Design (0 – 8 marks available)

Marks

Marking criteria 1–2 3–5 6–8

AO1 – 1  There are basic  Most component  All the component

plans to solve parts of the task parts of the task
AO2 – 2 some of the are planned. are clearly
component parts of planned.
AO3 – 5  The user interface
the task.
is described.  There is discussion
 There may be a and planning of the
limited outline  There is a set of user interface.
describing the basic algorithms
intended approach outlining a solution  There is a full set
to some parts of to most parts of the of detailed
the task. problem. algorithms
representing a
 Testing is not  There is some solution to each
planned or only discussion of how part of the
briefly mentioned. testing will take problem.
place.
 The solution may  The design is
be outlined but not  The link between complete enough
in sufficient detail testing and for it to be used as
to produce a success criteria is the basis for
workable solution. evident. coding.
 There is some  There is detailed
discussion of the discussion of
variables to be testing and
used. success criteria.
 There is  There is
awareness of the awareness of why
need for validation. testing should be
destructive.
 The solution to the
task shows  Variables and data
awareness of real- structures are
world utility value, identified.
but may be limited
in scope.  The solution to the
task shows
consideration of
building in
robustness.

 The solution to the

task is clearly
designed in a
modular way.

0 marks = no response or responses not worthy of credit.

© OCR 2016 31
GCSE (9-1) in Computer Science
Development (0 – 8 marks available)

Marks

Marking criteria 1–2 3–5 6–8

AO1 – 1  There is limited  There is evidence  There is detailed

evidence to show a to show how the evidence showing
AO2 – 2 solution to solution was development of the
component parts of developed. solution.
AO3 – 5
the task.
 There is some  There is detailed
 There is some evidence of testing evidence of
evidence to show during systematic testing
that the solution development. and refinement
works. during
 Testing shows that development to
 Code is presented many parts of the show that all parts
with little or no solution work. work as required.
annotation.
 The code is  The code is well
 Variable names organised with organised with
may not reflect sensible variable meaningful
their purpose. names and with variable names
some annotation and detailed
 The code shows indicating the annotation
little organisation purpose of each indicating the
or structure. part of the code. function of each
 section.
There is a limited  There is a record
record of of resources used.  There is a detailed
resources used. record of
 Quality of resources used.
 Quality of extended response
extended response - the report, for the  Quality of
- the report is most part, is extended response
presented in an presented in a - the report is
unstructured structured format. presented in a
format. Information The information coherent and
may be supported presented is, in the structured format.
by limited evidence most part, relevant The information
and the and supported by presented is
relationship to the some evidence. relevant and
evidence may not substantiated.
be clear.

0 marks = no response or responses not worthy of credit.

© OCR 2016 32
GCSE (9-1) in Computer Science
Testing and evaluation and conclusions (0 – 6 marks available)

Marks

Marking criteria 1–2 3–4 5–6

AO2 – 2  There is evidence  There is a test plan  The detailed test

AO3 – 4 to show that the covering many plan covers all
system has been parts of the major success
tested for basic problem with some criteria for the
functionality but suggested test original problem.
the test plan is data.
 The testing
limited in scope
 There is evidence demonstrates how
with little structure.
that the system the solution relates
 There is limited has been tested to the success
evidence to show using this data. criteria.
how the result
 There is some  Unresolved issues
matches the
evidence to show are highlighted
original criteria.
how the results of together with
 Quality of testing have been comments on how
extended response compared to the the issues might
- the report may be original criteria. be resolved.
ambiguous or
 There is a brief  Testing is clearly
disorganised, with
evaluation of how more than just a
little or no use of
successful or demonstration of
specialist terms.
otherwise the success – it is
solution is. used destructively
to uncover errors.
 Quality of
extended response  There is a full
- the report, for the evaluation of the
most part, is solution against
presented in a the success
structured format criteria.
with use of some
 Quality of
specialist terms.
extended response
- the report is
presented in a
coherent and
structured format,
and specialist
terms are used
accurately and
confidently.

0 marks = no response or responses not worthy of credit.

© OCR 2016 33
GCSE (9-1) in Computer Science
3g. Synoptic assessment
 Synoptic assessment tests the learners’  The assessment for Component 03/04
understanding of the connections will require learners to demonstrate
between different elements of the their knowledge of the full content of the
subject. It involves the explicit drawing specification and is therefore synoptic.
together of knowledge, skills and
understanding within different parts of
the GCSE (9–1) Computer Science
course.

3h. Calculating qualification result

A learner’s overall qualification grade for compared to the qualification level grade
GCSE (9–1) in Computer Science will be boundaries for the entry option taken by the
calculated by adding together their marks learner, and for the relevant exam series, to
from the three components taken to give their determine the learner’s overall qualification
total weighted mark. This mark will then be grade.

© OCR 2016 34
GCSE (9-1) in Computer Science
4 Admin: what you need to know
The information in this section is designed to More information about these processes,
give an overview of the processes involved in together with the deadlines, can be found in
administering this qualification. All of the the OCR Admin Guide and Entry Codes: 14–
following processes require you to submit 19 Qualifications, which can be downloaded
something to OCR by a specific deadline. from the OCR website: www.ocr.org.uk

4a. Pre-assessment

Estimated entries
Estimated entries are your best projection of Estimated entries should be submitted to
the number of learners who will be entered OCR by the specified deadline. They are free
for a qualification in a particular series. and do not commit your centre in any way.

Final entries
Final entries provide OCR with detailed data Final entries must be submitted to OCR by
for each learner, showing each assessment the published deadlines or late entry fees will
to be taken. It is essential that you use the apply.
correct entry code, considering the relevant
entry rules and ensuring that you choose the All learners taking a GCSE (9–1) in Computer
entry option for the moderation you intend to Science must be entered for one of the
use. following entry options:

Entry option Components

Entry
Title Code Title Assessment type
code
J276 A Computer 01 Computer systems External assessment
Science 02 Computational thinking, External assessment
(OCR algorithms and programming
Repository) 03 Programming project Non-exam assessment
(OCR Repository)
J276 B Computer 01 Computer systems External assessment
Science
02 Computational thinking, External assessment
(postal
algorithms and programming
moderation)
04 Programming project Non-exam assessment
(postal moderation)
J276 C* Computer 01 Computer systems External assessment
Science
02 Computational thinking, External assessment
(carried
algorithms and programming
forward)
80 Programming project Non-exam assessment
(carried forward)

*Entry option J276 C should only be selected for learners who are retaking the qualification who
want to carry forward their mark for the non-exam component.

© OCR 2016 35
GCSE (9-1) in Computer Science
4b. Special consideration
Special consideration is a post-assessment Detailed information about eligibility for
adjustment to marks or grades to reflect special consideration can be found in the
temporary injury, illness or other indisposition JCQ publication A guide to the special
at the time the assessment was taken. consideration process.

4c. External assessment arrangements

Regulations governing examination
arrangements are contained in the JCQ
Instructions for conducting examinations.

4d. Admin of non-exam assessment

Regulations governing examination The exam boards and Ofqual are working
arrangements are contained in the JCQ together to determine the admin guidelines
document Instructions for conducting non- for non-exam assessment in Computer
examination assessments. Science GCSE (9–1).

OCR’s Admin Guide and Entry Codes: 14–19

Qualifications provides guidance for centres
on the administration of lost or damaged work
in centres.

Authentication of learner’s work

Learners and centres must declare that the be confirmed) will be available at
work is the learner’s own. www.ocr.org.uk and will be required upon
submission to confirm the validity of the
Teachers must declare that the work learner’s work by the candidate, the teacher,
submitted for internal assessment is the and a member of the senior leadership team
learner’s own work by submitting a centre at the centre. This should be sent to the
authentication form (CCS160_CS) for each moderator at the same time as the marks.
internally assessed component. This form (to

Internal standardisation
Centres must carry out internal and consistent across all learners entered for
standardisation to ensure that marks the component from that centre.
awarded by different teachers are accurate

© OCR 2016 36
GCSE (9-1) in Computer Science
Moderation
The purpose of moderation is to bring the Postal moderation – Where you post the
marking of internally assessed components in sample of work to the moderator.
all participating centres to an agreed
standard. This is achieved by checking a The method that will be used to submit the
sample of each centre’s marking of learners’ moderation sample must be specified when
work. making entries using the codes in Section 4a.

Following internal standardisation, centres All learners’ work must be submitted using
submit marks to OCR and the moderator. If the same entry option. It is not possible for
there are fewer than 10 learners, all the work centres to offer both options within the same
should be submitted for moderation at the series.
same time as marks are submitted.
Centres will receive the outcome of
Once marks have been submitted to OCR moderation when the provisional results are
and your moderator, centres will receive a issued. This will include:
moderation sample request. Samples will
Moderation Adjustments Report – Listing
include work from across the range of
any scaling that has been applied to internally
attainment of the learners’ work.
assessed components.
There are two ways to submit a sample:
Moderator Report to Centres – A brief
Moderation via the OCR Repository – report by the moderator on the internal
Where you upload electronic copies of the assessment of learners’ work.
work included in the sample to the OCR
Repository and your moderator accesses the
work from there.

Carrying forward non-exam assessment

Learners who are retaking the qualification It is not possible for a learner to retake the
can choose either to retake the non-exam non-exam assessment and then choose
assessment or to carry forward their mark for whether the retake result or a carried forward
that component from the previous exam result is used for certification.
series.
Learners can only carry forward from one
If a learner decides to carry forward their year into the following year. Where the gap
mark, they must be entered in the retake between the initial qualification and the retake
series using the entry codes for the carry is more than one year, carry forward is not
forward option listed in section 4a. permitted.

Learners must decide at the point of entry A result for a non-exam assessment
whether they are going to carry forward the component can only be carried forward once.
non-exam assessment, or if they are going to
retake it to count towards their result.

4e. Results and certificates

Grade Scale
GCSE (9–1) qualifications are graded on the will be Unclassified (U). Only subjects in
scale: 9–1, where 9 is the highest. Learners which grades 9 to 1 are attained will be
who fail to reach the minimum standard of 1 recorded on certificates.

© OCR 2016 37
GCSE (9-1) in Computer Science
Results
Results are released to centres and learners The following supporting information will be
for information and to allow any queries to be available:
resolved before certificates are issued.
 raw mark grade boundaries for each
Centres will have access to the following component
results information for each learner:
 weighted mark grade boundaries for
 the grade for the qualification each entry option.

 the raw mark for each component Until certificates are issued, results are
deemed to be provisional and may be subject
 the total weighted mark for the to amendment.
qualification.
A learner’s final results will be recorded on an
OCR certificate. The qualification title will be
shown on the certificate as ‘OCR Level 1/2
GCSE (9–1) in Computer Science’.

4f. Post-results services

A number of post-results services are omitted entirely from the results

available: supplied.
 Access to scripts – Centres can
 Enquiries about results – If you are
request access to marked scripts.
not happy with the outcome of a
learner’s results, centres may submit an
enquiry about results.
 Missing and incomplete results –
This service should be used if an
individual subject result for a learner is
missing, or the learner has been

4g. Malpractice
Any breach of the regulations for the conduct information on malpractice can be found in
of examinations and non-exam assessment the JCQ publication Suspected Malpractice in
may constitute malpractice (which includes Examinations and Assessments: Policies and
maladministration) and must be reported to Procedures.
OCR as soon as it is detected. Detailed

© OCR 2016 38
GCSE (9-1) in Computer Science
5 Appendices

5a. Grade descriptors

Ofqual to confirm.

5b. Overlap with other qualifications

The knowledge, understanding and skills that are distinct and have very little overlap with
are developed throughout this qualification other qualifications.

5c. Accessibility

Reasonable adjustments and access be found in the JCQ Access Arrangements

arrangements allow learners with special and Reasonable Adjustments.
educational needs, disabilities or temporary
The GCSE (9–1) qualification and subject
injuries to access the assessment and show
criteria have been reviewed in order to
what they know and can do, without changing
identify any feature which could disadvantage
the demands of the assessment. Applications
learners who share a protected characteristic
for these should be made before the
as defined by the Equality Act 2010. All
examination series. Detailed information
reasonable steps have been taken to
about eligibility for access arrangements can
minimise any such disadvantage.

5d. Mathematical skills requirement

In the context of Assessment Objective 2, theoretical contexts, and the use of
‘apply’ means using knowledge and computing-related mathematics within those
understanding in a particular context or contexts.
contexts. It includes both practical and

© OCR 2016 39
GCSE (9-1) in Computer Science
5e. Command words
The command words below will be used consistently in all assessment material and resources.

Add: Join something to something else so as to increase the size, number, or amount.
Analyse: Break down in order to bring out the essential elements or structure. To identify parts
and relationships, and to interpret information to reach conclusions.
Annotate: Add brief notes to a diagram or graph.
Calculate: Obtain a numerical answer showing the relevant stages in the working.
Compare: Give an account of the similarities and differences between two (or more) items or
situations, referring to both (all) of them throughout.
Complete: Provide all the necessary or appropriate parts.
Convert: Change the form, character, or function of something.
Define: Give the precise meaning of a word, phrase, concept or physical quantity.
Describe: Give a detailed account or picture of a situation, event, pattern or process
Design: Produce a plan, simulation or model.
Discuss: Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate
evidence.
Draw: Produce (a picture or diagram) by making lines and marks on paper with a pencil, pen, etc.
Evaluate: Assess the implications and limitations; to make judgements about the ideas, works,
solutions or methods in relation to selected criteria.
Explain: Give a detailed account including reasons or causes.
Give: Present information which determines the importance of an event or issue. Quite often used
to show causation.
How: In what way or manner; by what means.
Identify: Provide an answer from a number of possibilities. Recognise and state briefly a
distinguishing factor or feature.
Justify: Give valid reasons or evidence to support an answer or conclusion.
Label: Add title, labels or brief explanation(s) to a diagram or graph.
List: Give a sequence of brief answers with no explanation.
Order: Put the responses into a logical sequence.
Outline: Give a brief account or summary.
Show: Give steps in a derivation or calculation.
Solve: Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.
State: Give a specific name, value or other brief answer without explanation or calculation.
Tick: Mark (an item) with a tick or select (a box) on a form, questionnaire etc. to indicate that
something has been chosen.
What: Asking for information specifying something.
Write/ Rewrite: Mark (letters, words, or other symbols) on a surface, typically paper, with a pen,
pencil, or similar implement/ Write (something) again so as to alter or improve it.

© OCR 2016 40
GCSE (9-1) in Computer Science
5f. Pseudocode, Boolean logic and flowcharts
The following guide shows the format The guide below shows languages and
pseudocode will appear in the examined Boolean logic that will be used in the external
components. It is provided to enable teachers assessments and indicates the limits and
to provide learners with familiarity before the scope of each.
exam. Learners are not expected to
memorise the syntax of this pseudocode and, Centres are free to go beyond these
when asked, may provide answers in any parameters.
style of pseudocode they choose providing its
meaning could be reasonably inferred by a
competent programmer.

© OCR 2016 41
GCSE (9-1) in Computer Science
Variables and constants
Variables and constants are assigned using the = operator.

x=3
name="Bob"

Variables and constants are declared the first time a value is assigned. They assume the data type
of the value they are given.

Variables and constants that are declared inside a function or procedure are local to that
subroutine.

Variables in the main program can be made global with the keyword global.
global userid = 123

Variables in the main program can be made constant with the keyword const.
const vat = 20

Casting
Variables can be typecast using the int str and float functions.

str(3) returns "3"

int("3") returns 3
float("3.14") returns 3.14

Outputting to screen
print(string)
print(variable)

Example

print("hello")
print(myAge)

Taking Input from User

variable=input(prompt to user)

Example

name=input("Please enter your name")

Iteration – count-controlled

for i=0 to 7
print("Hello")
next i

Will print hello 8 times (0-7 inclusive).

Iteration – condition-controlled
while answer!="computer"
answer=input("What is the password?")
endwhile

© OCR 2016 42
GCSE (9-1) in Computer Science
do
answer=input("What is the password?")
until answer=="computer"

Logical operators
AND OR NOT

e.g.
while x<=5 AND flag==false

Comparison operators

== Equal to
!= Not equal to
< Less than
<= Less than or equal to
> Greater than
>= Greater than or equal to

Arithmetic operators

+ Addition e.g. x=6+5 gives 11

- Subtraction e.g. x=6-5 gives 1
* Multiplication e.g. x=12*2 gives 24
/ Division e.g. x=12/2 gives 6
MOD Modulus e.g. 12MOD5 gives 2
DIV Quotient e.g. 17DIV5 gives 3
^ Exponentiation e.g. 3^4 gives 81

Selection
Selection will be carried out with if/else and switch/case.

if/else
if entry=="a" then
print("You selected A")
elseif entry=="b" then
print("You selected B")
else
print("Unrecognised selection")
endif

switch/case
switch entry:
case "A":
print("You selected A")
case "B":
print("You selected B")
default:
print("Unrecognised selection")

endswitch

© OCR 2016 43
GCSE (9-1) in Computer Science
String handling
To get the length of a string:
stringname.length

To get a substring:

stringname.subString(startingPosition, numberOfCharacters)
NB The string will start with the 0th character.
Converting cases:
stringname.upper
stringname.lower

Ascii conversion:
ASC(character)
CHR(asciinumber)

Example
someText="Computer Science"
print(someText.length)
print(someText.substring(3,3))

Will display

16
put

Subroutines

function triple(number)
return number*3
endfunction

Called from main program

y=triple(7)

procedure greeting(name)
print(“hello”+name)
endprocedure

Called from main program

greeting(“Hamish”)

Arrays
Arrays will be 0 based and declared with the keyword array.

array names[5]
names[0]="Ahmad"
names[1]="Ben"
names[2]="Catherine"
names[3]="Dana"
names[4]="Elijah"

print(names[3])

Example of 2D array:
array board[8,8]
board[0,0]="rook”

© OCR 2016 44
GCSE (9-1) in Computer Science
Reading to and writing from files
To open a file to read from openRead is used and readLine to return a line of text from the file.

The following program makes x the first line of sample.txt

myFile = openRead(“sample.txt”)
x = myFile.readLine()
myFile.close()

endOfFile() is used to determine the end of the file. The following program will print out the contents of
sample.txt

myFile = openRead(“sample.txt”)
while NOT myFile.endOfFile()
print(myFile.readLine())
endwhile
myFile.close()

To open a file to write to, openWrite is used and writeLine to add a line of text to the file. In the program below,
hello world is made the contents of sample.txt (any previous contents are overwritten).

myFile = openWrite(“sample.txt”)
myFile.writeLine(“Hello World”)
myFile.close()

Comments
Comments are denoted by //

print(“Hello World”) //This is a comment

Structured Query Language (SQL)

Learners will be expected to be familiar with the structures below. Should any other aspects of SQL be used,
they will be introduced and explained in the question.

SELECT (including nested SELECTs)

FROM (including use of * wildcard)

WHERE

LIKE (with % used as a wildcard)

AND

OR

© OCR 2016 45
GCSE (9-1) in Computer Science
Boolean algebra
When Boolean algebra is used in questions, the notation described below will be used.

AND – Conjunction OR - Disjunction NOT - Negation

Notation used Notation used: Notation used:

e.g. A B e.g. A B e.g. A

A B A B A B A B A A
T T T T T T T F
T F F T F T F T
F T F F T T
F F F F F F

Alternatives accepted: Alternatives accepted: Alternatives Accepted:

bar e.g. A
AND e.g. A AND B OR e.g. A OR B ~ e.g. ~A
e.g. A + e.g. A+B NOT e.g. NOT A

© OCR 2016 46
GCSE (9-1) in Computer Science
Flow charts

Flow charts like pseudocode are informal but the most common flow chart shapes are:

Line An arrow represents control passing between the

connected shapes.

Process This shape represents something being performed

or done.

Sub Routine This shape represents a subroutine call that will

relate to a separate, non-linked flow chart

Input/Output This shape represents the input or output of

something into or out of the flow chart.

Decision This shape represents a decision (Yes/No or

True/False) that results in two lines representing
the different possible outcomes.
Terminal This shape represents the “Start” and “End” of the
process.

© OCR 2016 47
GCSE (9-1) in Computer Science
Registered office:  We will inform centres about any changes to the specifications. We will also
1 Hills Road publish changes on our website. The latest version of our specifications
Cambridge will always be those on our website (ocr.org.uk) and these may differ from
CB1 2EU printed versions.

OCR is an exempt charity. Copyright © 2015 OCR. All rights reserved.

Copyright
OCR retains the copyright on all its publications, including the specifications.
However, registered centres for OCR are permitted to copy material from this
specification booklet for their own internal use.

Oxford Cambridge and RSA is a Company Limited by Guarantee.

Registered in England. Registered company number 3484466.
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GCSE (9-1) Computer Science resources from
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