GCE

AS and A Level Specification

Computing
AS exams 2009 onwards
A2 exams 2010 onwards
 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Contents

1 Introduction 2
1.1 Why choose AQA? 2
1.2 Why choose Computing? 2
1.3 How do I start using this specification? 3
1.4 How can I find out more? 3

2 Specification at a Glance 4
3 Subject Content 5
3.1 Unit 1 COMP1 Problem Solving, Programming, Data Representation 5
and Practical Exercise
3.2 Unit 2 COMP2 Computer Components, The Stored Program Concept 8
and the Internet
3.3 Unit 3 COMP3 Problem Solving, Programming, Operating Systems, 11
Databases and Networking
3.4 Unit 4 COMP4 The Computing Practical Project 15

4 Scheme of Assessment 29
4.1 Aims 29
4.2 Assessment Objectives 29
4.3 National Criteria 30
4.4 Prior Learning 30
4.5 Synoptic Assessment and Stretch and Challenge 30
4.6 Access to Assessment for Disabled Students 31

5 Administration 32
5.1 Availability of Assessment Units and Certification 32
5.2 Entries 32
5.3 Private Candidates 32
5.4 Access Arrangements and Special Consideration 33
5.5 Language of Examinations 33
5.6 Qualification Titles 33
5.7 Awarding Grades and Reporting Results 33
5.8 Re-sits and Shelf-life of Unit Results 33

6 Coursework Administration 34
6.1 Supervision and Authentication of Coursework 34
6.2 Malpractice 34
6.3 Teacher Standardisation 35
6.4 Internal Standardisation of Marking 35
6.5 Annotation of Coursework 35
6.6 Submitting Marks and Sample Work for Moderation 35
6.7 Factors Affecting Individual Candidates 36
6.8 Retaining Evidence and Re-using Marks 36

7 Moderation 37
7.1 Moderation Procedures 37
7.2 Post-moderation Procedures 37

Appendices 38
A Performance Descriptions 38
B Spiritual, Moral, Ethical, Social and other Issues 44
C Overlaps with other Qualifications 45
D Key Skills – Teaching, Developing and Providing Opportunities 46
for Generating Evidence

Vertical black lines indicate a significant change or addition to the previous version of this specification.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

1 Introduction

1.1 Why choose AQA?

It’s a fact that AQA is the UK’s favourite exam board • Service
1 and more students receive their academic We are committed to providing an efficient and
qualifications from AQA than from any other board. effective service and we are at the end of the
But why does AQA continue to be so popular? phone when you need to speak to a person about
an important issue. We will always try to resolve
• Specifications issues the first time you contact us but, should
Ours are designed to the highest standards, so that not be possible, we will always come back
teachers, students and their parents can be to you (by telephone, email or letter) and keep
confident that an AQA award provides an working with you to find the solution.
accurate measure of a student’s achievements.
And the assessment structures have been • Ethics
designed to achieve a balance between rigour, AQA is a registered charity. We have no
reliability and demands on candidates. shareholders to pay. We exist solely for the good
of education in the UK. Any surplus income is
• Support ploughed back into educational research and our
AQA runs the most extensive programme of service to you, our customers. We don’t profit
support meetings; free of charge in the first years from education, you do.
of a new specification and at a very reasonable
cost thereafter. These support meetings explain If you are an existing customer then we thank you for
the specification and suggest practical teaching your support. If you are thinking of moving to AQA
strategies and approaches that really work. then we look forward to welcoming you.

1.2 Why choose Computing?

This specification has been designed for students who Experimental Computer Science can be done with
wish to go on to higher education courses or computers whereby we can learn more about the
employment where knowledge of Computing would be natural world by observing the emergent behaviour of
beneficial. One can study Computing and go on to a a colony of interacting software agents in a simulation.
career in medicine, law, business, politics or any type Computing / Computer Science is about designing
of science. Several subject areas of the previous AQA new algorithms to solve new problems. In this sense
GCE Computing specification have been retained, with Computer Science is no more about computers than
changes made to bring the content up to date as well astronomy is about telescopes. Many great challenges
as to shift the emphasis in the direction of Computer lie in the future for Computer Scientists to solve.
Science and Computation. This course, with its emphasis on abstract thinking,
There is a clear distinction between this specification general problem-solving, algorithmic and mathematical
and the GCE ICT and GCE Applied ICT specifications. reasoning, scientific and engineering-based thinking,
It has been written to avoid any overlap of subject is a good foundation for understanding these future
content. Students following this specification do challenges.
not need to have any prior knowledge of Computing In the AS specification there are two units. Unit 1 is
or ICT. a practical, on-screen, examination which allows
The course is not about learning to use tools or just candidates to demonstrate their knowledge of the
training in a programming language. Instead the fundamental principles of the subject, focusing on
emphasis is on computational thinking. Computational programming through a problem-solving scenario
thinking is a kind of reasoning used by both humans using pre-release material. Unit 2 focuses on the
and machines. Thinking computationally is an hardware and software aspects of Computing and the
important life skill. Thinking computationally means social and economic consequences of Computing.
using abstraction and decomposition. The study of The A2 specification builds on the content of AS, with
computation is about what can be computed and how Unit 3 focusing on computational thinking, what can
to compute it. Computer Science involves questions be computed, programming and problem-solving
that have the potential to change how we view the including communication and networking. The
world. For example, we may be computing with DNA second unit, Unit 4, is an internally assessed unit,
at some stage in the future, with computer circuits with candidates required to complete a report on a
made of genes. This leads to the question, does the computer-based programmed solution to a problem-
natural world ‘compute’? solving exercise of their choice.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

1.3 How do I start using this specification?

Already using the existing AQA Not using the AQA specification
1
Computing specification? currently?
• Register to receive further information, such as • Almost all centres in England and Wales use AQA
mark schemes, past question papers, details of or have used AQA in the past and are approved
teacher support meetings, etc, at AQA centres. A small minority are not. If your
http://www.aqa.org.uk/rn/askaqa.php centre is new to AQA, please contact our centre
Information will be available electronically or in approval team at
print, for your convenience. [email protected]
• Tell us that you intend to enter candidates. Then
we can make sure that you receive all the material
you need for the examinations. This is particularly
important where examination material is issued
before the final entry deadline. You can let us
know by completing the appropriate Intention to
Enter and Estimated Entry forms. We will send
copies to your Exams Officer and they are also
available on our website
http://www.aqa.org.uk/admin/p_entries.html

1.4 How can I find out more?

Ask AQA Teacher Support
You have 24-hour access to useful information and Details of the full range of current Teacher Support
answers to the most commonly-asked questions at meetings are available on our website at
http://www.aqa.org.uk/rn/askaqa.php http://www.aqa.org.uk/support/teachers.html
If the answer to your question is not available, There is also a link to our fast and convenient online
you can submit a query for our team. Our target booking system for Teacher Support meetings at
response time is one day. http://events.aqa.org.uk/ebooking
If you need to contact the Teacher Support team,
you can call us on 01483 477860 or email us at
[email protected]

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

2 Specification at a Glance

AS Examinations AS
Award
Unit 1 – COMP1 1511
Problem Solving, Programming, Data Representation and
Practical Exercise
60% of AS, 30% of A Level
2 hour on-screen examination
100 marks
Preliminary Material (comprising Instructions to Candidates), the Skeleton
Program (in each of the available programming languages) and, if appropriate,
2 test data for use in the examination will be released on 1 March on e-AQA1 only
with the Electronic Answer Document.
Centres may release the above mentioned materials to their candidates at any
time on or after 1 March, subject to the instructions given in the Teachers’ Notes.
Candidates must use the examination materials to answer short questions and to
write a program in the examination.
Teachers’ Notes will also be released on 1 March on e-AQA only.
Available in June only

Unit 2 – COMP2
Computer Components, The Stored Program Concept and The Internet
40% of AS, 20% of A Level
1 hour written examination
60 marks
Compulsory short answer questions.
Available January and June

A2 Examinations A Level
Award
Unit 3 – COMP3 2511
Problem Solving, Programming, Operating Systems, Databases
and Networking
30% of A Level
2 hour 30 minutes written examination
100 marks
Compulsory short and extended answer questions.
Available in June only

Unit 4 – COMP4
The Computing Practical Project
20% of A Level
Coursework, internally assessed, and moderated by AQA.
75 marks
Report written by the candidate documenting a programmed solution to a real
problem associated with a user whose realistic needs should be taken into
account when specifying, designing and implementing the solution.
Available in June only

AS + A2 = A Level
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Teachers can apply for access to e-AQA via the AQA Website. If your centre already has this facility, your
Examinations Officer can give you access.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

3 Subject Content

3.1 Unit 1 COMP1 Problem Solving, Programming,

Data Representation and Practical Exercise
AQA will support the following programming languages.
• Pascal
• Python
• Java
• VB
This list will be updated as required. Centres will be asked to make their preferences known to AQA at the start of
the course.

3.1.1 Fundamentals of Problem Solving

Introduction to Principles Focus on studying the processes of computation and understanding
of Computation why and where they are important in Computing.
(See the Teacher Resource Bank for examples.) 3
Stages of Problem Solving Understand the problem.
Define the problem1: given(s), goal, ownership, resources and
constraints
Given(s) = the initial situation
Goal = Desired target situation
Ownership = who does what
Resources and constraints = tools, knowledge,
skills, materials and rules, regulations, guidelines,
boundaries, timings
Define boundaries.
Plan solution.
Check solution.
Top-down Design / Step-wise Consider sub-problems and the use of modules.
Refinement
Decision tables Determine logical conditions and consequential actions.
Finite state machines with outputs Mealy machine
Finite state machines without outputs Finite State Automation
• state transition diagrams Draw and interpret simple state transition diagrams, transition tables.
• state transition tables
Algorithm Design Understand the term algorithm.
Express the solution to a simple problem as an algorithm using
flowcharts, pseudo-code or structured English and the standard
constructs:
• sequence
• assignment
• selection
• repetition.
Hand trace simple algorithms.
Convert a simple algorithm from
• structured English into pseudo-code,
• pseudo-code into high level program code.
Understand the standard algorithms: Bubble Sort, Linear Search.
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See Chapter 1.2 ‘AQA Computing AS’ by Kevin Bond and Sylvia Langfield, published by Nelson Thornes
ISBN 978-0-7487-8298-7

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

3.1.2 Fundamentals of Programming

Features of Imperative High Illustrate these features for a particular imperative, third-generation
Level Languages language such as Pascal.
Data Types Use the following appropriately.
• Built-in Integer, byte, real, boolean, character, string, date/time.
• User-defined Enumerated, subrange, sets, records, arrays.
The Role of Variables Recognise the different roles a variable can take:
fixed value, stepper, most recent holder, most wanted holder,
gatherer, transformation, follower, temporary.
Programming Statements Use these statement types.
• Type Definitions
• Variable Declarations
• Constant Definitions
• Procedure/Function
3 Declarations
• Assignment
• Iteration
• Selection
• Procedure and Function calling Explain the advantages of procedure/functions.
Arithmetic operators including +, –, /, x, DIV, MOD
modular arithmetic
Relational operators =, <, >, <>, <=, >=
Boolean operators NOT, AND, OR
Logical bitwise operators NOT, AND, OR, XOR
Set operators Union, difference, intersection, membership.
Built-in functions Arithmetic functions: round, truncation.
String handling functions: length, position, substring, concatenation.
String conversion functions to/from integer, real, date/time.
Constants and Variables Explain the advantages of named variables and constants.
Procedure and Function Describe the use of parameters to pass data within programs.
Parameters Understand the different mechanisms for parameter passing:
by value and by reference.
Fundamentals of Structured Understand the structured approach to program design and
Programming construction.
Construct and use structure tables, structure charts and hierarchy
charts when designing programs.
Use meaningful identifier names.
Use procedures/functions with interfaces.
Use procedures that execute a single task.
Explain the advantages of the structured approach.
Data Structures
• One- and Two-Dimensional Arrays Use arrays in the design of solutions to simple problems.
• Fields, Records and Files Read/write records from/to a file: csv file or file of records.
Validation Understand the importance of validation of input data.
Program simple validation.

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3.1.3 Fundamentals of Data Representation

Bit Patterns in a Computer Explain the different interpretations that may be associated with a
pattern of bits.
Binary number system
Pure Binary Representation of Describe the representation of unsigned denary integers in binary.
Denary Integers Perform conversion from denary to binary and vice-versa.
Binary Arithmetic Add two binary numbers and multiply two binary numbers.
Representation of signed integers by Describe the use of Two’s Complement to perform subtraction.
Two’s Complement Convert a denary integer into Two’s Complement and vice versa.
The Concept of Number Bases: Describe the conversion of a denary integer to hexadecimal form and
Denary, Binary and Hexadecimal vice versa. Describe the use of hexadecimal as shorthand for binary.
Integers and Numbers with a Draw a distinction between integers and numbers with a fractional
Fractional Part part in a computer context.
Describe how an unsigned denary number with a fractional part is
represented in fixed-point form in binary.
Information Coding Schemes Describe standard coding systems for coding character data.
3
• ASCII Differentiate between the character code representation of a denary
• Unicode digit and its pure binary representation.

Error checking and correction Parity bits, Hamming code.

Gray coding Describe Gray coding. Explain why and where it is used.
Representing Images, Sound Describe how bit patterns may represent other forms of data
and other data including graphics and sound.
Bitmapped Graphics Bitmaps: resolution, colour depth and simple bitmap file calculations.
Vector Graphics Vector graphics: drawing list – objects and their properties.
Compare bitmaps to vector graphics; advantages, disadvantages.
Sound files The need for compression and basic techniques for compression.
Sampled Sound and Nyquist-theorem Sampling resolution, sampling rate.
Sound Synthesis Streaming audio.
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
digital signals.
Analogue and Digital Signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital
converter.

3.1.4 Systems Development Life Cycle

Analysis Describe the stages of development of a hardware/software system.
Design Specify the method of testing the programmed solution (dry run
Implementation testing, black box testing, white box testing).
Testing Specify the selection of test data including normal (typical), boundary
and erroneous data.
Program the solution as per design.
Test the solution using selected test data.
Evaluation Reflect on how successful the operational system is.

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3.2 Unit 2 COMP2 Computer Components, The Stored

Program Concept and the Internet
3.2.1 Fundamentals of Computer Systems
Hardware and Software Understand the relationship between hardware and software and be
able to define both.
Classification of Software Be aware of how software is classified.
Be able to explain what is meant by system software and application
software.
Understand the need for and attributes of different types of software.
System Software Understand the need for, and functions of, system software:
• Operating system software
• Utility programs
3 • Library programs
• Translator software (Compiler, assembler, interpreter).
Application Software Describe the different types of application software and the criteria for
selecting appropriate software for particular purposes.
General purpose application software.
Special purpose application software.
Bespoke application software.
Generations of Programming Language Describe machine-code language and assembly language.
First generation Awareness of the development of programming languages and the
• Machine code limitations of both machine-code and assembly-language
programming.
Second generation
• Assembly language
Third generation
• Imperative high level language Explain the term imperative high level language and its relationship to
first and second generation languages.
Fourth generation
• Declarative language Explain the term declarative programming language and where and
why declarative languages are used.
Types of Program Translator Define each type of language translator and describe situations
• Assembler where each would be appropriate.

• Compiler
• Interpreter

3.2.2 Fundamental Hardware Elements of Computers

Logic Gates Construct truth tables for the following gates: NOT, AND, OR, XOR,
NAND, NOR.
Be familiar with drawing logic diagrams involving one or more of the
above gates.
Boolean Algebra Be familiar with the use of De Morgan’s laws and Boolean identities
to manipulate and simplify simple Boolean expressions.

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3.2.3 Machine Level Architecture

Internal and External Hardware Outline the basic internal components of a computer system.
Components of a Computer (Although questions about specific machines will not be asked it
might be useful to base this section on the machines used at the
centre.)
Understand the need for and means of connection between
components.
Processor, main memory, address bus, data bus, control bus, I/O
controllers and I/O ports, secondary storage, their purpose and how
they relate.
Know that the processor, system bus and main memory are called
the CPU (central processing unit), and that components external
to the CPU are called peripherals. An example of a peripheral is
secondary storage.
Functional Characteristics of a Processor Understand the concept of addressable memory.
Describe the stored program concept whereby machine code
instructions stored in main memory are fetched and executed serially
3
by a processor that performs arithmetic and logical operations.
Structure and Role of the Processor Understand the characteristics of contemporary processors.
• Arithmetic Logic Unit Explain the role and operation of a processor and its major
• Control Unit components.
• Clock Explain the effect of clock speed, word length and bus width on
• General purpose and performance.
dedicated registers
Machine code and processor The basic machine code operations of Load, Add, Store.
instruction set
The Fetch–Execute cycle and the role Explain how the Fetch–Execute cycle is used to execute machine
of registers within it code programs including the stages in the cycle with details of
registers used.
Machine code representation in binary and hexadecimal.

3.2.4 Hardware Devices

Input and Output Devices Know the main characteristics of contemporary devices (see the
Teacher Resource Bank) and understand their principles of operation,
including methods of error checking (check digit).
Secondary Storage Devices Explain the need for secondary storage within a computer system,
know the main characteristics and understand the principles of
operation of contemporary devices (see the Teacher Resource Bank).
Compare the capacity and speed of access of various media and
make a judgement about their suitability for different applications.

3.2.5 The Structure of the Internet

The Internet and its Uses Understand the structure of the Internet, the role of packet switching
World Wide Web (WWW) and routers.
Intranet Understand the difference between the Internet, the Web and an
intranet.
Uniform Resource Locator (URL) Describe the term URL in the context of Internet working.
Uniform Resource Identifier (URI) Describe the role of URIs in the context of Internet working.
Domain Names and IP Addresses Explain the terms domain name and IP address.
Describe how domain names are organised.
Know that an IP address is split into a network identifier part and a
host identifier part.

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Internet registries and Internet registrars Explain why such services are provided.
Internet Service Providers (ISP) Understand the role of an ISP.
Domain Name Server (DNS) Understand the purpose of Domain Name Server.
The Client–Server Model Be familiar with the client–server model.
Common Standard Protocols: Describe the role of the four layers of the TCP/IP protocol stack,
• TCP/IP including sockets.
• FTP Be familiar with
• HTTP • Telnet server for remote management of a server
• TELNET • Web server to retrieve web pages in text form
• POP3, SMTP • E-mail server to read and send e-mail
• Well-known ports • FTP client software and an FTP server to transfer files using
• Client ports anonymous and non-anonymous access.

• HTTPS Understand the role of a web browser in retrieving web pages and
web page resources and rendering these accordingly.
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3.2.6 Web page design
Web page construction Have practical experience of creating simple web pages containing
hyperlinks using the tags listed in the Teacher Resource Bank.
HTML & style sheets Know that HTML is used for structure only and that style sheets are
used for style and layout of web pages (see the Teacher Resource
Bank for list of style sheet type, class and ID selectors, properties
and values).

3.2.7 Consequences of Uses of Computing

Legal and Ethical Issues Discuss issues of ownership of information and programs, and the
protection of data.
Consider current legal controls which specifically refer to
computerised data and programs, and the implications of current
legislation (see the Teacher Resource Bank).
Hacking.
Consider how digital rights can be managed.
Code of Conduct.
Economic and Social Issues Discuss the social consequences of current uses of computing.
Be aware of emerging technologies and appreciate their potential
impact on society.
Robotics:
• What are machines good and bad at, in comparison to humans?
• What can this tell us about the way that the human mind works?
• What can we learn from machines?
• What are the limitations of using machines as tools?

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3.3 Unit 3 COMP3 Problem Solving, Programming, Operating

Systems, Databases and Networking
3.3.1 Problem Solving
Information hiding
Abstraction Be familiar with the concept of abstraction as the modelling of a
complex system, only including the essential details.
Comparing algorithms Understand that algorithms can be compared by expressing their
complexity as a function relative to the size of the problem.
Understand that some algorithms are more efficient time-wise than
other algorithms.
Understand that some algorithms are more space-efficient than other
algorithms.
Big-O notation Linear time, polynomial time, exponential time.
Order of complexity 3
Intractable problems Be aware that software and hardware present limitations to solving
problems.
Solvable and non-solvable Understand that some algorithms involve too many steps to be
solvable in a reasonable time by computer (The Travelling Salesman
Problem) in the general case but that a heuristic approach can
provide a solution for specific cases.
Halting problem The unsolvable problem of determining whether any program will
eventually stop given particular input.
Turing Machine (level 1) The abstract model of the Turing Machine and the Universal Machine.
Universal Machine
Finite state machines with and Draw and interpret state transition diagrams for finite state
without output machines with no output (automata) and with output.
Regular expressions Form simple regular expressions for string manipulation and
matching.
Backus-Naur Form (BNF) / syntax Be able to check language syntax by referring to BNF or syntax
diagrams diagrams.
Reverse Polish notation Be able to convert simple infix notation to reverse Polish notation and
vice versa.

3.3.2 Programming Concepts

Programming Paradigms
Structured programming techniques Understand the need for and characteristics of a variety of
Procedural-oriented programming programming paradigms.
Event-driven programming Be familiar with the concept of an object class, an object,
instantiation, encapsulation, inheritance.
Object-oriented programming
Practical experience of programming using objects to model a simple
problem.
Recursive Techniques Illustrate the use of recursive techniques in programming languages.
Abstract Data Types / Data Structures Be familiar with the concept of a list, a tree, a queue, a stack, a
Lists pointer and be familiar with the data structures and methods for
Queues representing these when a programming language does not support
these structures as built-in types.
• linear, circular and priority
Distinguish between static and dynamic structures and compare their
Stacks uses.
Pointers Use of free memory, the heap and pointers.
Linked lists
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Graphs Be aware of a graph as a data structure to represent more complex

Trees relationships. Explain the terms graph, labelled graph, unlabelled
graph, vertex, edge, digraph and arc. Know how an adjacency matrix
Rooted trees and an adjacency list may be used to represent a graph.
Compare the use of each.
A tree is a connected undirected graph with no cycles.
A rooted tree is a tree in which one vertex has been designed as the
root and every edge is directed away from the root.
Standard Algorithms
Describe, using algorithms or programming examples, the methods
used by programmers when manipulating structured data.
Discuss methods used in relation to efficiency criteria.
Be aware of the link between choice of algorithms and volume of
data to be processed.
Insertion sort
Binary search
Explain the technique of hashing and its application.
3 Hashing
Describe the creation and maintenance of data within lists, trees,
Binary tree search stacks, queues and linked lists.
Tree traversal algorithms for a
binary tree
Stack, queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms Simple graph traversal algorithms which traverse every edge and
vertex, e.g. getting out of an arbitrary maze. The traversal algorithm
should maintain, for each vertex, two flags:
• Discovered – have we encountered this vertex before?
• Completely explored – have we finished exploring this vertex yet?
Graph traversal algorithms: Breadth-First Search, Depth-First Search
Simulations Be familiar with a simulation as a compuer program or network of
computers that attempts to simulate a model of a particular system
Know that computer simulations can represent real and imaginary
situations. Know that simulations allow users to study or try things
that would be difficult or impossible to do in real life. Be familiar with
simple simulation techniques involving queues.

3.3.3 Real Numbers

Floating point numbers Describe the format of floating point numbers, including the concept
of mantissa and exponent and the need for normalisation.
Only Two’s Complement representation of mantissa and exponent
needs to be covered (IEEE standard does not need to be covered).

Significant digits Explain the limitations of representing real numbers in a computer

Precision system, and how errors occur.

Rounding errors (absolute errors,

relative errors)
Cancellation Error
Underflow
Overflow

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3.3.4 Operating Systems

Role of an Operating System Understand that the role of the operating system is to hide the
Provision of a virtual machine complexities of the hardware from the user. In addition, it manages
the hardware resources in order to provide for an orderly and
Resource management controlled allocation of the processors, memories and I/O devices
among the various processes competing for them.
Operating System Classification Define interactive, real time and network operating systems and
• Interactive explain their operational characteristics.
• Real time Compare and contrast device operating systems (smartphone,
• Network PDA), embedded operating systems (car, aircraft), desktop operating
systems, server operating systems.
• Device
• Embedded
• Desktop
• Server

3.3.5 Databases 3
Conceptual data model Produce a data model from the given data requirements for a simple
Entity Relationship modelling scenario involving two or three entities.

Database Design and Be able to normalise relations to Third Normal Form.

Normalisation techniques
Relational Databases Explain the concept of a relational database.
Define the terms: attribute, primary key, composite key, foreign key,
referential integrity.
Querying a Database Use SQL to retrieve, update, insert and delete data from several
• Structured Query Language (SQL) tables of a relational database (see Teacher Resource Bank).
Data Definition Language (DDL) Explain the term DDL. Use DDL to define a database (see Teacher
Resource Bank for commands/statements).

3.3.6 Communication and Networking

Communication Methods Define both serial and parallel transmission methods and describe
• Serial data transmission where they are used.
• Parallel data transmission Consider the effect of distance on the transmission of data.
Baud, bit rate, bandwidth, latency Define these terms.
Differentiate between baud and bit rate.
Consider the relationship between bit rate and bandwidth.
Asynchronous data transmission Define asynchronous data transmission.
Start and stop bits Describe the purpose of start and stop bits in asynchronous data
transmission.
Odd and even parity Explain the use of parity checks.
Handshaking Explain what is handshaking in the context of data transmission.
Protocol Explain what is meant by a protocol in this context.
Baseband Define each mode of network operation and describe where each is
Broadband appropriate.

Networks
Local Area Networks Contrast wide area and local area networks.
Wide Area Networks

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Network adapter
Topology Define the term topology.
• Bus Differentiate between physical and logical network topologies.
• Star Describe in general terms the operation of these networks.
Compare the advantages and disadvantages of each.
Candidates should be able to compare local area networking with
standalone operation.
Network Segment Define the term and explain why local-area networks based on a bus
topology are segmented.
Peer-to-peer networking Explain these terms and describe situations where these might be used.
Server-based networking
Thin client computing Compare and contrast thin client computing (software as a service,
Web services AJAX, Web 2.0, etc) vs rich client computing (client-server, peer-to-
peer), web services as examples of ‘systems architectures’.
Wireless networking
3
• Wi-Fi Radio-based LAN protocols for connecting mobile/portable devices.
• Bluetooth
Inter-networking Explain the meaning of the term inter-networking.
Routers Define these and consider where and why they are used. In
particularly, Gateways consider how routing is achieved across the Internet and how local
area networks are connected to the Internet via gateways.
Consider how a subnet mask is used to identify the network identifier
part of an IP address. Be familiar with the role of MAC addresses in
routing packets/frames.
Distinguish between routable and non-routable IP addresses.
Server-side scripting Common Gateway Interface (CGI)
Server-side scripting – the basis of dynamic web page content.
Practical experience of writing simple server-side scripts.
Accessing data from a DBMS using server-side scripts.
Internet Security
• Firewalls Packet filtering. Proxy Server.
• Encryption Private/Public key encryption.
• Digital Signatures and Digital Certificates and digital signatures – how they are obtained
Digital Certificates and used.
• Virus detection Discuss worms, spam, phishing, pharming as well as viruses, also
vulnerabilities that these exploit and how to address them through
improved code quality, monitoring, protection.
Computer Security Procedures Authentication, Authorisation, Accounting.

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3.4 Unit 4 COMP4 The Computing Practical Project

The Project provides an opportunity to test the Candidates should investigate a real problem
candidates’ understanding of the connections associated with a user whose realistic needs should
between the different areas of computing. It allows be taken into account when designing the solution.
candidates to demonstrate their knowledge and The object of the project is to produce a complete
understanding of the systems development life working solution to a problem. Technical competence
cycle. The skills to be demonstrated include analysis, should be demonstrated in implementing the solution
design, construction/implementation, testing and by writing a suitable program or suite of programs.
evaluation of a substantial computer-based task Although it is envisaged that the candidate will
undertaken over an extended period. The report develop a complete working solution, the project
should summarise the work carried out by the report need only contain carefully selected samples of
candidate. evidence in order to demonstrate each skill.
Projects should be selected which allow candidates The Project is centre-assessed and externally
to demonstrate practical and problem-solving skills, moderated.
as well as the techniques of documentation and
system testing. Further details about what is defined as ‘complex’,
‘adequate’, ‘limited’ and ‘simple’ problems are
The project topic could involve a computer provided in the support and exemplar materials 3
solution to: available for centres and the Teacher Resource Bank.
• a data-processing problem of an organisation
• a scientific or mathematical problem
• a simulation of a real-life situation
• a computer-aided learning system
• a control system / robotics.

Systems Development
Analysis Evaluate the possible need for development of a computer-based
solution to a problem.
Judge the feasibility of a computer-based solution to a problem.
Derive the user, data and processing requirements of a system
including a consideration of the human aspects and physical
environment.
Specify and document the data and processing requirements for a
computer-based solution to a problem.
Requirements Analysis
• fact-finding techniques Interview, observation, survey, examination of paperwork.
• research Research into possible methods of solution using reference texts of
published appropriate algorithms.
• produce system
objectives/specification
Data flow diagrams (to level 1) Specify and document the data flow and the processing
requirements for a system.
Entity Relationship data modelling Establish the data requirements of the system and produce a full
conceptual data model.
E-R diagrams Document any constraints and assumptions.
Data dictionary Produce a preliminary analysis data dictionary.
Object-analysis diagrams Object-analysis diagrams cover association diagrams, inheritance
diagrams, aggregation diagrams, class definitions of class attributes
and operations.
Volumetrics Data volumes.

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Design
Specify and document:
• the method of solving the problem including, where appropriate,
evaluation of alternative proposals
• the functions of the constituent parts of the system
• the inter-relationships between the various parts of the system
• the selection of an appropriate hardware and software
configuration
• the algorithms, data types, data structures and any other
requirements of the solution
• the effectiveness of the proposed solution in meeting the
requirements of the problem.
System flowcharts Specify and document a design that meets the requirements of a real
Algorithm design problem in terms of hardware and software, using system flowcharts,
structure charts, hierarchy charts, pseudo-code, relations, class and
Object-oriented design object diagrams as appropriate.
3 Hierarchy charts
Structure charts
Pseudo-code
Relations

Prototyping Consider the impact of prototyping on the design and development

process.
Human–Computer-Interface design (HCI) Consider:
• The user – type and context (eg business or home)
• User needs, usability
• Input/output devices – choice of and appropriateness of
• Dialogues – to be relevant, simple and clear
• Colour – use of and combinations of colour
• Icon usage and presentation – 3D effects and depth perception.
Provide:
• Feedback
• Exits – clearly marked
• On-line help
• Shortcuts
• Helpful error messages.
Produce good HCI design that prevents errors occurring and
minimises the amount a user has to remember.
Testing Strategies for the Development Identify suitable test strategies.
of a System Top down, Bottom up; Black-box testing, White-box testing.
Test data, Test plan Select and document suitable test data with expected results for:
• normal (typical) data
• erroneous data
• boundary data.
Unit testing, Integration testing.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Construction / Implementation
Select appropriate software and hardware, and techniques for
their use.
Implement the design: make use of appropriate software tools and
techniques to construct a solution to a problem.
Conversion / Rollout Consider the problems that may arise when converting from the old
to the new system.
Parallel, direct, pilot, phased Consider the four main methods of converting from the old to the
new and justify the method chosen to implement the solution.
Testing
System testing Test solution and document the evidence of testing.
Acceptance testing Consider the different types of testing that may be applied to the
developed system. Justify the method(s) chosen to test the solution.
Alpha and beta testing
Training
Installation manual, user manual, Consider the training needs for the new system.
operations manual, training
3
Develop technical and user documentation.
manual / documentation
Maintenance
Develop and document a solution for maintainability.
Consider the factors that affect the maintainability of a solution and
evaluate a solution for maintainability in terms of the ease with which
a program/solution can be corrected if an error is encountered,
adapted if its environment changes, or enhanced if the customer
changes requirements.
Evaluation
Evaluate methods and solutions against the specification and on the
basis of effectiveness, usability and maintainability.
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual 7
Appraisal 6
Quality of Written Communication 3
TOTAL 75

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Assessment Criteria
Analysis
0–3 marks 4–6 marks 7–9 marks 10–12 marks

Complex problem Complex problem Complex problem Complex problem

• Some evidence of • Evidence of a structured • Evidence of a well • Evidence of an
an investigation, but investigation, but with structured investigation extensive, well-
somewhat lacking in gaps that hinder full structured investigation
structure understanding
• Some attempt at • The set of system • The set of system • A comprehensive set of
documenting system requirements falls short requirements falls system requirements,
requirements of being comprehensive just short of being fully meeting a real end
by omission or lack of comprehensive user’s needs
depth so that only one because of some
third to one half of the omissions or some
comprehensive set of lack of depth
3 system requirements
are covered
• Some attempt at • Real end user’s needs • The majority, but not • High level of
understanding a real addressed, but with all of a real end user’s understanding of a real
end user’s needs some omissions so that needs are addressed end user’s needs
only one third to one
half are considered
• Some attempt at • The set of SMART1 • The set of SMART1 • A comprehensive set
documenting SMART1 objectives falls short of objectives falls of SMART1 objectives
objectives being comprehensive just short of being to the necessary depth
by omission or lack of comprehensive
depth, so that only one because of some
third to one half of the omissions or some
comprehensive set are lack of depth
covered

OR

Problem of adequate Problem of adequate Problem of adequate

complexity complexity complexity
• Some evidence of an • Evidence of a structured • Evidence of a well-
investigation, but investigation structured investigation
somewhat lacking in
structure
• Some attempt at • The set of system • Comprehensive set of
documenting system requirements falls just system requirements,
requirements short of being fully meeting a real end
comprehensive because user’s needs
of some omissions or
some lack of depth
• Some attempt at • The majority, but not all • High level of
understanding a real of a real end user’s understanding of a
end user’s needs needs addressed real end user’s needs
• Some attempt at • The set of SMART • A comprehensive set of
documenting SMART objectives falls just short SMART objectives to the
objectives of being comprehensive
because of some
omissions or some
lack of depth
1
Specific – Objectives should be specific to the problem being solved and should specify what should be achieved.
Measurable – You need to be able to measure whether you are meeting the objectives or not.
Achievable – Are the objectives you set achievable and attainable?
Realistic – Can you realistically achieve the objectives with the resources you have?
Time – When do you want to achieve the set objectives?
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Analysis (continued)
0–3 marks 4–6 marks 7–9 marks 10–12 marks

OR

Limited complexity Limited complexity

• Evidence of investigation • Evidence of a well-
ranges from limited structured investigation
to falling just short of
being well structured
• System requirements • Comprehensive set of
range from limited to system requirements,
falling just short of fully meeting a real end
meeting a real end user’s needs
user’s needs
• Some attempt at • High level of
understanding a real understanding of a real
end user’s needs end user’s needs 3
• Set of SMART • A comprehensive set
objectives ranges from of SMART objectives to
limited to just short of the necessary depth
comprehensive
OR
Simple problem
• Evidence of investigation
ranges from limited to
being well structured
• System requirements
range from limited to
meeting a real end
user’s needs
• Understanding of a real
end user’s needs
ranges from some
attempt to a high level
• Set of SMART objectives
ranges from limited to
comprehensive

Expected contents for this section of the report are:

• background to and identification of problem
• description of the current system
• identification of the prospective user(s)
• identification of user needs and acceptable limitations (use of formal methods, eg observation, analysis of
existing paperwork, interviews, surveys)
• data source(s) and destination(s)
• data volumes
• Analysis Data Dictionary (from perspective of end user)
• DfDs (existing and proposed system) to level 1
• objectives for the proposed system
• realistic appraisal of the feasibility of potential solutions
• justification of chosen solution
If appropriate:
• E-R Models for database projects
• identification of Objects and Object analysis diagrams for Object-oriented programmed solutions.

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Design
0–3 marks 4–6 marks 7–9 marks 10–12 marks

Complex problem Complex problem Complex problem Complex problem

• not feasible design • less than feasible • feasible design • effective design
• poor reporting of design • detailed reporting of • detailed reporting of
criteria for design • detailed reporting of all criteria for design all criteria for design
all criteria for design in the context of the
problem being solved

OR

Problem of Problem of Problem of

adequate complexity adequate complexity adequate complexity
• less than feasible • feasible design • effective design
design • detailed reporting of • detailed reporting
• detailed reporting of all criteria for design of all criteria for design
all criteria for design in the context of the
3 problem being solved

OR

Limited complexity Limited complexity

• inadequate design • effective design
detail • detailed reporting of
• poor reporting all criteria for design

OR

Simple problem
• effective design
• detailed reporting of
all criteria for design
in the context of the
problem being
solved

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Expected contents for this section of the report are:

• overall system design
• description of modular structure of system
• definition of data requirements (Design data dictionary – from the viewpoint of programmer) including where
necessary:
– description of record structure
– validation required
– file organisation and processing
or
– database design including description of normalised relations and revised E-R diagram
– identification of appropriate storage media
• identification of processes and suitable algorithms for data transformation
• or class/object diagrams/definitions and details of object behaviours and methods
• user interface design (HCI) rationale including:
– sample of planned data capture and entry designs (prototype screen dumps may be used but must be
3
annotated with the HCI rationale)
– sample of planned valid output designs
• description of measures planned for security and integrity of data
• description of measures planned for system security
• overall test strategy in relation to the problem being solved and tested.

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Technical Solution
Lack of technical Limited technical Adequate High technical Very high
competence competence technical competence technical
competence competence

0–4 marks 5–8 marks 9–12 marks 13–16 marks 17–20 marks

For a complex Few processing Complex problem Fully analysed Effective use of
problem very little objectives of a with basic complex problem appropriate software
evidence of code complex problem functionality. with majority of tools and
met processing techniques to
Individual objectives met produce a robust
components solution.
working but system
not functional Meets all or nearly
all of the objectives
of a fully analysed
3 complex problem

OR

Few processing Some processing Majority of All or nearly all of

objectives working objectives working processing the processing
for a problem of for a problem of objectives working objectives met for a
adequate complexity adequate complexity for a problem of problem of adequate
adequate complexity complexity
OR

Some processing Majority of All or nearly all of

objectives met for a processing the processing
problem of limited objectives objectives met for a
complexity working for a problem of limited
problem of limited complexity
complexity

OR

Majority of All or nearly all of

processing objectives the processing
working for a simple objectives met for a
problem simple problem

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Candidates are expected to code routines in order to demonstrate their technical competence in programming.
Much of the evidence will be contained in the appendices and/or the system maintenance section. Code
should be self-documenting wherever possible, using meaningful identifiers. Layout should aid readability.
Annotation can be added to clarify the meaning of code.
The types of evidence expected include the following:
• listings of the program(s)
• listings of macros coded by the candidate
• samples of annotated ‘design views’2 showing details of application-generated forms, reports, queries;
buttons, cross-tabulations etc
• any other reported evidence showing how the implementation was achieved. Testing to prove the system
works as expected
• system maintenance to enable understanding of how the system works and to enable it to be maintained
• user manual to show the system in use.

2
Not evidence from the Design Section but screen dumps showing the structure of these elements as developed

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System Testing (not related to complexity)

0–2 marks 3 or 4 marks 5 or 6 marks 7 or 8 marks

No test plan. Test plan with at least A nearly complete test A well-designed test plan
typical and erroneous plan showing expected showing expected results
Limited evidence of test data supported by results supported by supported by selected
output. annotated test output. selected samples of samples of carefully
carefully annotated and annotated and cross-
Only tested using typical cross-referenced test referenced hard copy
data. output. showing test runs that
prove the reliability and
Incomplete testing, eg robustness of the
omitting a boundary test. candidate’s system.

All significant aspects

thoroughly tested using
typical, boundary and
3 erroneous data.

OR

Limited test plan with A set of annotated test

some output (eg from output with at least
user manual). typical and erroneous
data, but limited test plan
to support the evidence.

Expected contents for this section of the report are:

A test plan that includes:
• details of individual tests using a minimal set of test data
• expected results for clearly defined typical data
• expected results for clearly defined erroneous data
• expected results for clearly defined boundary (extreme) data
• samples of annotated hard copy of actual test runs for typical, erroneous and boundary data, and samples
of annotated hard copy showing the system working (system testing)
• all samples cross-referenced to the test plan.

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System Maintenance
0–1 mark 2–3 marks 4–5 marks 6–7 marks

Complex problem Complex problem Complex problem Complex problem

With complete code with self-documenting with self-documenting Candidate-written
listings which are not code listings or code listings or code/scripts listing that is
self-documenting or appropriately annotated appropriately annotated self-documenting and/or
appropriately annotated. code listings. code listings and some well annotated, easy to
technical aspects follow (very easy to
described. comprehend).

Explanation of the modular

structure of all the code.

Reference to the design

section.

Reference to testing. 3
Explanation of difficult-to-
understand parts of code.

List or description of
system settings/
configuration.

OR

Adequate complexity Adequate complexity Adequate complexity

with self-documenting with self-documenting with self-documenting
code listings or code listings or code listings or
appropriately annotated appropriately annotated appropriately annotated
code listings. code listings and some code listings and most
technical aspects technical aspects
described. fully described.

OR

Limited complexity Limited complexity

with self-documenting system fully documented
code listings or with code listings
appropriately annotated appropriately annotated
code listings and some and most technical
technical aspects aspects fully described.
described.
OR

Simple problem,
system fully documented
with code listings
appropriately annotated
and most technical
aspects fully described.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Expected contents for this section of the report are:

• system overview
• a sample of the detailed algorithms as implemented by the candidate
• procedure and variable lists with descriptions for programs, and a list of package items developed with
descriptions (if a package is used).
All cross-referenced to listings of candidate-written program code and representative samples of
annotated ‘design views’ showing details of forms, reports, queries; buttons, cross-tabulations etc that have
been tailored by the candidate (if a package is used).
Automatically generated code or details of items generated by using ‘wizards’ should NOT be
included. An acknowledgement that the item has been used is all that is required.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Text

User manual
0–1 mark 2–3 marks 4–5 marks 6–7 marks

Some of the elements Complex problem Complex problem Complex problem

below are addressed to Not all contents below Well-presented Well-presented
produce an incomplete are included. documentation. documentation, at a level
document that would appropriate for the
not enable easy use of prospective user.
the system.

OR

Adequate complexity Adequate complexity Adequate complexity

Not all contents below Well-presented Well-presented
are included. documentation. documentation, at a level
appropriate for the
prospective user.

OR 3
Limited complexity Limited complexity
Well-presented Well-presented
documentation. documentation, at a
level appropriate for the
prospective user.
OR

Simple problem
Well-presented
documentation, at a
level appropriate for the
prospective user.

Expected contents for this section of the report are:

• contents page
• a brief introduction and installation instructions
• detailed description of how to use the whole system including:
– samples of actual screen displays in situ
– samples of error messages and error recovery procedures.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Appraisal
Maximum 6 marks to be allocated as below

0–1 mark 2 marks 3 marks

A reasoned and detailed A reasoned and detailed A reasoned and detailed

explanation of how objectives have explanation of how objectives explanation of how objectives
been met for a problem of limited have been met for a problem have been met for a complex
complexity. of adequate complexity with problem with SMART1 objectives.
SMART1 objectives.
or
or
A reasoned and detailed
explanation of how objectives have A reasoned and detailed
been met for a problem of explanation of how objectives
adequate complexity with less have been met for a complex
SMART1 objectives. problem with less SMART1
3 objectives.

PLUS 1 mark for each of the following:

• Clear evidence of genuine user

feedback authenticated by
assessor.

• Thorough analysis of user

feedback and/or evidence of
continual interaction with user
during the development of the
system.

• Full and realistic suggestions as

to how improvements and/or
extensions are related to user
feedback.

Quality of Written Communication

Maximum 3 marks to be allocated as below

1 mark Set out in a clear and logical way using the sections identified in the specification.

1 mark Good use of English grammar, punctuation and spelling. Few errors so that
meanings are clear. Information presented in continuous prose that is easy to follow.

1 mark Good use of word-processing features to include: header, footer with project title, candidate
name, and automatically generated page numbers. Consistent heading styles with word-
processor-generated table of contents.

1
Specific – Objectives should be specific to the problem being solved and should specify what should be achieved.
Measurable – You need to be able to measure whether you are meeting the objectives or not.
Achievable – Are the objectives you set achievable and attainable?
Realistic – Can you realistically achieve the objectives with the resources you have?
Time – When do you want to achieve the set objectives?

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

4 Scheme of Assessment

4.1 Aims
AS and A Level courses based on this specification • the ability to apply skills, knowledge and
should encourage candidates to develop a broad understanding of computing, including
range of skills and knowledge of computing as a programming, in a range of contexts to solve
basis for progression into further learning, including problems
progression from AS to A2, and/or employment in • project and time management skills
computing-related fields.
• the capacity to see relationships between different
A Level specifications in computing should encourage aspects of the subject and perceive their field of
students to develop: study in a broader perspective
• the capacity for thinking creatively, innovatively, • an understanding of the consequences of uses
analytically, logically and critically of computing, including social, legal, ethical and
• an understanding of the organisation of computer other issues
systems including software, hardware, data, • an awareness of emerging technologies and an
communications and people appreciation of their potential impact on society.

4.2 Assessment Objectives (AOs)

The Assessment Objectives are common to AS and AO2 Skills
A Level. The assessment units will assess the following
Candidates should be able to:
Assessment Objectives in the context of the content
and skills set out in Section 3 (Subject Content). • analyse a problem and identify the parts which are
appropriate for a computer-based solution 4
AO1 Knowledge and understanding • select, justify and apply appropriate techniques
Candidates should be able to: and principles to develop data structures and
algorithms for the solution of problems
• describe and explain the purpose and
characteristics of a range of computing • design, implement and document an effective
applications and show an understanding of the solution using appropriate hardware and software,
characteristics of computer systems (hardware, including the use of a programming language.
software and communication) which allow
effective solutions to be achieved Quality of Written Communication (QWC)
• describe and explain the need for, and the use of, In GCE specifications which require candidates to
various forms of data organisation and processing produce written material in English, candidates must:
to support the requirements of a computer-based • ensure that text is legible and that spelling,
solution punctuation and grammar are accurate so that
• describe and explain the systematic development meaning is clear
of high-quality solutions to problems and the • select and use a form and style of writing
techniques for implementing such solutions, appropriate to purpose and to complex subject
including the use of a programming language matter
• comment critically on the consequences of • organise information clearly and coherently, using
current uses of computing, including economic, specialist vocabulary where appropriate.
social, legal and ethical issues.
IIn this specification QWC will be assessed
appropriately in Units 2, 3 and 4.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Weighting of Assessment Objectives for AS

The table below shows the approximate weighting of each of the Assessment Objectives in the AS units.

Assessment Objectives Unit Weightings (%) Overall weighting of AOs (%)

Unit 1 Unit 2

AO1 25 35 60

AO2 35 5 40

Overall weighting of units (%) 60 40 100

Weighting of Assessment Objectives for A Level

The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2 units.

Assessment Objectives Unit Weightings (%) Overall weighting of AOs (%)

Unit 1 Unit 2 Unit 3 Unit 4

AO1 12.5 17.5 15 5 50

4 AO2 17.5 2.5 15 15 50

Overall weighting of units (%) 30 20 30 20 100

4.3 National Criteria

This specification complies with the following. • The GCE AS and A Level Qualification Criteria
• The Subject Criteria for Computing • The Arrangements for the Statutory Regulation
• The Code of Practice for GCE of External Qualifications in England, Wales and
Northern Ireland: Common Criteria

4.4 Prior Learning

There are no prior learning requirements. Any
requirements set for entry to a course following this
specification are at the discretion of centres.

4.5 Synoptic Assessment and Stretch and Challenge

Synoptic assessment in Computing is assessed in the The requirement that Stretch and Challenge is
A2 units by testing the candidates’ understanding included at A2 is met by the testing of candidates’
of the connections between the different elements subject knowledge in Unit 3 via the requirement for
of the subject and their holistic understanding of the candidates to provide extended answers to some
subject (Unit 3), and by requiring the candidates to questions, as well as by the level of challenge in Unit
combine their practical and problem-solving skills 4 via the complexity of the chosen problem to solve.
with knowledge and understanding of the systems
development life cycle to produce a report detailing
the complete working solution to a problem (Unit 4).

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4.6 Access to Assessment for Disabled Students

AS/A Levels often require assessment of a broader Reasonable adjustments are made for disabled
range of competences. This is because they are candidates in order to enable them to access the
general qualifications and, as such, prepare assessments. For this reason, very few candidates
candidates for a wide range of occupations and will have a complete barrier to any part of the
higher level courses. assessment.
The revised AS/A Level qualification and subject Candidates who are still unable to access a
criteria were reviewed to identify whether any of the significant part of the assessment, even after
competences required by the subject presented a exploring all possibilities through reasonable
potential barrier to any disabled candidates. If this adjustments, may still be able to receive an award.
was the case, the situation was reviewed again to They would be given a grade on the parts of the
ensure that such competences were included only assessment they have taken and there would be
where essential to the subject. The findings of this an indication on their certificate that not all the
process were discussed with disability groups and competences had been addressed. This will be kept
with disabled people. under review and may be amended in the future.

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5 Administration

5.1 Availability of Assessment Units and Certification

Examinations and certification for this specification are available as follows:

Availability of units Availability of certification

AS A2 AS A Level

January 2010 2 4

June 2010 1, 2 3, 4 4 4

January 2011 onwards 2 4 4

June 2011 onwards 1, 2 3, 4 4 4

5.2 Entries
Please refer to the current version of Entry Unit 1 – COMP1
Procedures and Codes for up to date entry Unit 2 – COMP2
procedures. You should use the following entry
codes for the units and for certification. Unit 3 – COMP3
Unit 4 – COMP4

AS certification – 1511
A Level certification – 2511

5 5.3 Private Candidates

This specification is not available to private
candidates.

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5.4 Access Arrangements and Special Consideration

We have taken note of equality and discrimination Access Arrangements
legislation and the interests of minority groups in
We can make arrangements so that candidates with
developing and administering this specification.
disabilities can access the assessment. These
We follow the guidelines in the Joint Council arrangements must be made before the
for Qualifications (JCQ) document: Access examination. For example, we can produce a Braille
Arrangements, Reasonable Adjustments and paper for a candidate with a visual impairment.
Special Consideration: General and Vocational
Qualifications. This is published on the JCQ website
(http://www.jcq.org.uk) or you can follow the link
Special Consideration
from our website (http://www.aqa.org.uk). We can give special consideration to candidates who
have had a temporary illness, injury or indisposition at
the time of the examination. Where we do this, it is
given after the examination.
Applications for access arrangements and special
consideration should be submitted to AQA by the
Examinations Officer at the centre.

5.5 Language of Examinations

We will provide units in English only.

5.6 Qualification Titles

Qualifications based on this specification are:
• AQA Advanced Subsidiary GCE in Computing, and
• AQA Advanced Level GCE in Computing.

5
5.7 Awarding Grades and Reporting Results
The AS qualification will be graded on a five-point For AS and A Level, candidates who fail to reach
scale: A, B, C, D and E. The full A Level qualification the minimum standard for grade E will be recorded
will be graded on a six-point scale: A*, A, B, C, D as U (unclassified) and will not receive a qualification
and E. To be awarded an A*, candidates will need to certificate. Individual assessment unit results will be
achieve a grade A on the full A Level qualification and certificated.
an A* on the aggregate of the A2 units.

5.8 Re-sits and Shelf-life of Unit Results

Unit results remain available to count towards qualification may do so by re-taking one or more
certification, whether or not they have already been units. The appropriate subject award entry, as well
used, as long as the specification is still valid. as the unit entry/entries, must be submitted in order
Candidates may re-sit a unit any number of times to be awarded a new subject grade.
within the shelf-life of the specification. The best Candidates will be graded on the basis of the work
result for each unit will count towards the final submitted for assessment.
qualification. Candidates who wish to repeat a

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

6 Coursework Administration

The Head of Centre is responsible to AQA for ensuring that coursework/portfolio work is conducted in
accordance with AQA’s instructions and JCQ instructions.

6.1 Supervision and Authentication of Coursework

In order to meet the regulators’ Code of Practice for In most centres teachers are familiar with candidates’
GCE, AQA requires: work through class and homework assignments.
• candidates to sign the Candidate Record Form Where this is not the case, teachers should make
(CRF) to confirm that the work submitted is their sure that all coursework is completed under direct
own, and supervision.

• teachers/assessors to confirm on the CRF that In all cases, some direct supervision is necessary to
the work assessed is solely that of the candidate ensure that the coursework submitted can be
concerned and was conducted under the confidently authenticated as the candidate’s own.
conditions laid down by the specification. • If it is believed that a candidate has received
The completed CRF for each candidate must be additional assistance and this is acceptable within
attached to his/her work. All teachers who have the guidelines for the relevant specification, the
assessed the work of any candidate entered for teacher/assessor should award a mark which
each component must sign the declaration of represents the candidate’s unaided achievement.
authentication. Failure to sign the authentication The authentication statement should be signed
statement may delay the processing of the and information given on the relevant form.
candidates’ results. • If the teacher/assessor is unable to sign the
The teacher should be sufficiently aware of the authentication statement for a particular
candidate’s standard and level of work to appreciate candidate, then the candidate’s work cannot be
if the coursework submitted is beyond the talents of accepted for assessment.
the candidate.

6.2 Malpractice
Teachers should inform candidates of the AQA If malpractice is suspected, the Examinations Officer
Regulations concerning malpractice. should be consulted about the procedure to be
Candidates must not: followed.

• submit work which is not their own Where suspected malpractice in coursework/
portfolios is identified by a centre after the candidate
• lend work to other candidates has signed the declaration of authentication, the
• allow other candidates access to, or the use of, Head of Centre must submit full details of the case to
their own independently-sourced source material AQA at the earliest opportunity. The form JCQ/M1
(this does not mean that candidates may not lend should be used. Copies of the form can be found on
their books to another candidate, but candidates the JCQ website (http://www.jcq.org.uk/).
6 should be prevented from plagiarising other Malpractice in coursework/portfolios discovered
candidates’ research) prior to the candidate signing the declaration of
• include work copied directly from books, the authentication need not be reported to AQA, but
internet or other sources without should be dealt with in accordance with the centre’s
acknowledgement or an attribution internal procedures. AQA would expect centres to
treat such cases very seriously. Details of any work
• submit work typed or word-processed by a third
which is not the candidate’s own must be recorded
person without acknowledgement.
on the coursework/portfolio cover sheet or other
These actions constitute malpractice, for which a appropriate place.
penalty (eg disqualification from the examination) will
be applied.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

6.3 Teacher Standardisation

We will hold annual standardising meetings for We will also contact centres if
teachers, usually in the autumn term, for the • the moderation of coursework from the previous
coursework units. At these meetings we will provide year has identified a serious misinterpretation of
support in developing appropriate coursework tasks the coursework requirements,
and using the marking criteria.
• inappropriate tasks have been set, or
If your centre is new to this specification, you must
send a representative to one of the meetings. If • a significant adjustment has been made to a
you have told us you are a new centre, either by centre’s marks.
submitting an estimate of entry or by contacting the In these cases, centres will be expected to send a
subject team, we will contact you to invite you to a representative to one of the meetings. For all other
meeting. centres, attendance is optional. If you are unable to
attend and would like a copy of the materials used
at the meeting, please contact the subject team at
[email protected].

6.4 Internal Standardisation of Marking

Centres must standardise marking within the centre • discussing any differences in marking at a training
to make sure that all candidates at the centre have meeting for all teachers involved in the
been marked to the same standard. One person assessment
must be responsible for internal standardisation. This • referring to reference and archive material such as
person should sign the Centre Declaration Sheet to previous work or examples from AQA’s teacher
confirm that internal standardisation has taken place. standardising meetings
Internal standardisation may involve: but other valid approaches are permissible.
• all teachers marking some trial pieces of work and
identifying differences in marking standards

6.5 Annotation of Coursework

The Code of Practice for GCE states that the Work could be annotated by either of the following
awarding body must require internal assessors to methods:
show clearly how the marks have been awarded • key pieces of evidence flagged throughout the
in relation to the marking criteria defined in the work by annotation either in the margin or in the
specification and that the awarding body must text
provide guidance on how this is to be done. 6
• summative comments on the work, referencing
The annotation will help the moderator to see as precise sections in the work.
precisely as possible where the teacher considers
that the candidates have met the criteria in the
specification.

6.6 Submitting Marks and Sample Work for Moderation

The total mark for each candidate must be submitted the specified date. Centres will be informed which
to AQA and the moderator on the mark forms candidates’ work is required in the samples to be
provided or by Electronic Data Interchange (EDI) by submitted to the moderator.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

6.7 Factors Affecting Individual Candidates

Teachers should be able to accommodate the Candidates who move from one centre to another
occasional absence of candidates by ensuring that during the course sometimes present a problem for a
the opportunity is given for them to make up missed scheme of internal assessment. Possible courses of
assessments. action depend on the stage at which the move takes
If work is lost, AQA should be notified immediately of place. If the move occurs early in the course the new
the date of the loss, how it occurred, and who was centre should take responsibility for assessment. If
responsible for the loss. Centres should use the JCQ it occurs late in the course it may be possible to
form JCQ/LCW to inform AQA Candidate Services arrange for the moderator to assess the work through
of the circumstances. Where special help which the ‘Educated Elsewhere’ procedure. Centres should
goes beyond normal learning support is given, AQA contact AQA at the earliest possible stage for advice
must be informed through comments on the CRF about appropriate arrangements in individual cases.
so that such help can be taken into account when
moderation takes place (see Section 6.1).

6.8 Retaining Evidence and Re-using Marks

The centre must retain the work of all candidates, to candidates after the deadline for enquiries about
with CRFs attached, under secure conditions, from results. If an enquiry about a result has been made,
the time it is assessed, to allow for the possibility of the work must remain under secure conditions in
an enquiry about results. The work may be returned case it is required by AQA.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

7 Moderation

7.1 Moderation Procedures

Moderation of the coursework is by inspection of needed in order to bring the centre’s assessments
a sample of candidates’ work, sent by post from into line with standards generally. In some cases it
the centre to a moderator appointed by AQA. The may be necessary for the moderator to call for the
centre marks must be submitted to AQA and to the work of other candidates in the centre. In order to
moderator by the specified deadline (see http:// meet this possible request, centres must retain under
www.aqa.org.uk/deadlines.php). We will let secure conditions and have available the coursework
centres know which candidates’ work will be required and the CRF of every candidate entered for the
in the sample to be submitted for moderation. examination and be prepared to submit it on
Following the re-marking of the sample work, the demand. Mark adjustments will normally preserve
moderator’s marks are compared with the centre the centre’s order of merit, but where major
marks to determine whether any adjustment is discrepancies are found, we reserve the right to alter
the order of merit.

7.2 Post-moderation Procedures

On publication of the AS/A Level results, we will appropriateness of the tasks set, the accuracy of the
provide centres with details of the final marks for the assessments made, and the reasons for any
coursework unit. adjustments to the marks.
The candidates’ work will be returned to the centre We reserve the right to retain some candidates’ work
after moderation has taken place. The centre will for archive or standardising purposes.
receive a report with, or soon after, the despatch of
published results giving feedback on the

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Appendices

A Performance Descriptions
These performance descriptions show the level of The grade awarded will depend in practice upon
attainment characteristic of the grades at A Level. the extent to which the candidate has met the
They give a general indication of the required learning Assessment Objectives (see Section 4) overall.
outcomes at the A/B and E/U boundaries at AS and Shortcomings in some aspects of the examination
A2. The descriptions should be interpreted in relation may be balanced by better performances in others.
to the content outlined in the specification; they are
not designed to define that content.

AS Performance Descriptions

Assessment Assessment
Objective 1 Objective 2

Assessment Knowledge and understanding Skills

Objectives Candidates should be able to: Candidates should be able to:
• describe and explain the purpose • analyse a problem and identify the
and characteristics of a range of parts which are appropriate for a
computing applications and show computer-based solution
an understanding of the
characteristics of computer • select, justify and apply appropriate
systems (hardware, software and techniques and principles to develop
communication) which allow data structures and algorithms
effective solutions to be achieved for the solution of problems

• describe and explain the need for, • design, implement and document
and the use of, various forms of an effective solution using
data organisation and processing appropriate hardware and software,
to support the requirements of a including the use of a programming
computer-based solution language.

• describe and explain the

systematic development of
high-quality solutions to problems
and the techniques for
implementing such solutions,
including the use of a programming
language

• comment critically on the

consequences of current uses of
computing, including economic,
social, legal and ethical issues.

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AS Performance Descriptions continued

Assessment Assessment
Objective 1 Objective 2

A/B Candidates characteristically: Candidates characteristically:

boundary
performance a) understand the purpose and a) use subject-specific terminology
descriptions characteristics of a range of appropriately and accurately
computing applications
b) analyse a complex problem and
b) demonstrate knowledge of the identify the parts that are appropriate
characteristics of the main for a computer-based solution
hardware, software and
communication components of c) derive most of the user and information
computer systems and how they requirements of a system to solve a
allow effective solutions to be problem
achieved
d) select and use appropriate
c) understand the need to organise techniques to develop a solution with
data appropriately and process it suitable data structures and algorithms
efficiently in order to solve
problems using computers e) choose and justify appropriate
hardware and software with which to
d) understand the need to adopt a solve a problem, including the use of a
systematic approach when programming language
developing high-quality solutions
to problems f) design an effective solution and
document it appropriately
e) show knowledge of appropriate
techniques to implement solutions, g) implement a workable solution, testing
including the use of a programming and documenting it appropriately.
language

f) demonstrate a critical
understanding of the consequences
of current uses of computing,
including economic, social, legal
and ethical issues.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

AS Performance Descriptions continued

Assessment Assessment
Objective 1 Objective 2

E/U Candidates characteristically: Candidates characteristically:

boundary
performance a) demonstrate some understanding a) use subject-specific terminology
descriptions of the purpose and characteristics
of a limited range of computing b) analyse a problem and identify parts
applications that are appropriate for a computer-
based solution
b) show a limited knowledge of the
characteristics of the main c) derive some of the user and information
hardware, software and requirements of a system to solve a
communication components of problem
computer systems
d) select and use some appropriate
c) have some understanding of the techniques to develop a solution with
need to organise data appropriately generally suitable data structures and
and process it efficiently in order algorithms
to solve problems using computers
e) choose hardware and software with
d) demonstrate some understanding which to solve a problem, including the
of the need to adopt a systematic use of a programming language
approach when developing
high-quality solutions to problems f) design a simple solution, and document
it to a limited extent
e) show a limited knowledge of
appropriate techniques to g) produce a solution, with limited
implement solutions, including the testing and documentation.
use of a programming language

f) have a limited understanding of the

consequences of current uses of
computing, including some
economic, social, legal and
ethical issues.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

A2 Performance Descriptions

Assessment Assessment 1
Objective 1 Objective 2

Assessment Knowledge and understanding Skills

Objectives Candidates should be able to: Candidates should be able to:

• describe and explain the purpose • analyse a problem and identify the
and characteristics of a range of parts which of are appropriate for a
computing applications and show computer-based solution
an understanding of the
characteristics of computer • select, justify and apply appropriate
systems (hardware, software and techniques and principles to develop
communication) which allow data structures and algorithms for the
effective solutions to be achieved solution of problems

• describe and explain the need for, • design, implement and document
and the use of, various forms of an effective solution using appropriate
data organisation and processing hardware and software, including the
to support the requirements of a use of a programming language.
computer-based solution

• describe and explain the

systematic development of high-
quality solutions to problems and
the techniques for implementing
such solutions, including the use
of a programming language

• comment critically on the

consequences of current uses of
computing, including economic,
social, legal and ethical issues.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

A2 Performance Descriptions continued

Assessment Assessment
Objective 1 Objective 2

A/B Candidates characteristically: Candidates characteristically:

boundary
performance a) demonstrate a thorough a) use subject-specific terminology
descriptions understanding of the purpose and appropriately and accurately
characteristics of a wide range of
computing applications b) analyse a complex problem and
identify the parts that are appropriate
b) show an extensive knowledge of for a computer-based solution
the characteristics of a wide range
of hardware, software and c) derive the user and information
communication components of requirements of a system to solve a
computer systems problem

c) have a thorough understanding of d) select and use appropriate techniques

the need to organise data to develop an effective solution with
appropriately and process it suitable data structures and algorithms
efficiently in order to solve
problems using computers e) choose and justify the most
appropriate hardware and software
d) demonstrate a thorough with which to solve a problem,
understanding of the need to including the use of a programming
adopt a systematic approach language
when developing high-quality
solutions to problems f) design an effective and efficient
solution and document it thoroughly
e) show an extensive knowledge of
appropriate techniques to g) implement an efficient solution,
implement solutions, including the testing and documenting it thoroughly.
advanced use of a programming
language

f) have an in-depth understanding

of the consequences of current
uses of computing, including a
wide range of economic, social,
legal and ethical issues.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

A2 Performance Descriptions continued

Assessment Assessment
Objective 1 Objective 2

E/U Candidates characteristically: Candidates characteristically:

boundary
performance a) demonstrate a basic understanding a) use a basic range of subject-specific
descriptions of the purpose and characteristics terminology
of some computing applications
b) analyse a fairly straightforward problem
b) show a basic knowledge of the and identify the parts that are
characteristics of a range of appropriate for a computer-based
hardware, software and solution
communication components of
computer systems c) derive some of the user and information
requirements of a system to solve a
c) understand the need to organise problem
data appropriately and process it
efficiently in order to solve d) select and use appropriate techniques
problems using computers to develop a solution with suitable data
structures and algorithms
d) understand the need to adopt a
systematic approach when e) choose and justify some appropriate
developing solutions to problems hardware and software with which to
solve a problem, including the use of
e) demonstrate a basic knowledge of a programming language
appropriate techniques to
implement solutions, including the f) design a workable solution and
advanced use of a programming document it to some extent
language
g) implement a workable solution,
f) show some understanding of the testing and documenting it to some
consequences of current uses of extent.
computing, including a range of
economic, social, legal and
ethical issues.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

B Spiritual, Moral, Ethical, Social and Other Issues

European Dimension Further and Higher Education” 1993 in preparing this
specification and associated specimen units.
AQA has taken account of the 1988 Resolution of the
Council of the European Community in preparing this
specification and associated specimen units. Avoidance of Bias
AQA has taken great care in the preparation of this
Environmental Education specification and specimen units to avoid bias of
any kind.
AQA has taken account of the 1988 Resolution of
the Council of the European Community and the
Report “Environmental Responsibility: An Agenda for

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Text

C Overlaps with other Qualifications

There are no overlaps with any other qualifications.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

D Key Skills – Teaching, Developing and Providing

Opportunities for Generating Evidence
Introduction Areas of study and learning that can be used to
encourage the acquisition and use of Key Skills, and
The Key Skills Qualification requires candidates to
to provide opportunities to generate evidence for
demonstrate levels of achievement in the Key Skills
Part B of the units, are signposted on the next page.
of Communication, Application of Number and
Information Technology. The above information is given in the context of the
knowledge that Key Skills at level 3 will be available
The units for the ‘wider’ Key Skills of Improving own
until 2010 with last certification in 2012.
Learning and Performance, Working with Others and
Problem Solving are also available. The acquisition Key Skills Qualifications of Communication,
and demonstration of ability in these ‘wider’ Key Skills Application of Number and Information and
is deemed highly desirable for all candidates, but they Communication Technology will be phased out and
do not form part of the Key Skills Qualification. replaced by Functional Skills qualifications in English,
Mathematics and ICT from September 2010 onwards.
The units for each Key Skill comprise three sections:
For further information see the AQA website:
• What you need to know http://web.aqa.org.uk/qual/keyskills/com04.php.
• What you must do
• Guidance.
Candidates following a course of study based on
this specification for Computing can be offered
opportunities to develop and generate evidence of
attainment in aspects of the Key Skills of:
• Communication
• Application of Number
• Information Technology
• Working with Others
• Improving own Learning and Performance
• Problem Solving.

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 GCE Computing Specification for AS exams 2009 onwards and A2 exams 2010 onwards (version 1.5)

Key Skills Opportunities in Computing

Unit 1 Unit 2 Unit 3 Unit 4

Communication

C3.1a 4 4 4 4

C3.1b 4 4 4 4

C3.2 4 4 4 4

C3.3 4 4 4 4

Application of Number

N3.1 4 4 4 4

N3.2 4 4 4 4

N3.3 4 4 4 4

Information Technology

ICT3.1 4 4 4 4

ICT3.2 4 4 4 4

ICT3.3 4 4 4 4

Working With Others

WO3.1 4 4 4 4

WO3.2 4 4 4 4

WO3.3 4 4 4 4

Improving Own Learning and

Performance

LP3.1 4 4 4 4

LP3.2 4 4 4 4

LP3.3 4 4 4 4

Problem Solving

PS3.1 4 4 4 4

PS3.2 4 4 4 4

PS3.3 4 4 4 4

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GCE Computing (2510) 2009 onwards
Qualification Accreditation Number: AS 500/2574/0 - A Level 500/2573/9
To obtain free specification updates and support material or to ask us a question register with Ask AQA:
www.aqa.org.uk/ask-aqa/register
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