Revision of GCSE Specifications Draft Proposal Digital ...ccea.org.uk/sites/default/files/docs/research_statistics/gcse... · Revision of GCSE Specifications Draft Proposal Digital

Draft Proposals for GCSE Consultation 2016

Revision of GCSE Specifications

Draft Proposal

Digital Technology


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Content Page

30TIntroduction30T

A. Specification at a Glance 30T

B. Subject Content for each Unit 30T

C. Assessment30T

I. External Assessment30T

II. Internal Assessment30T

D. 30TProgression from Key Stage 330T

E. 30TProgression to GCE30T

F. Support30T


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Introduction

Awarding Bodies are revising their GCSE and GCE specifications to ensure that both

content and assessment continue to reflect the needs of learners and the society,

economy and environment in which they live and work.

The revision programme is now underway to review our GCSE and produce revised

specifications for first teaching from September 2017.

The new specification should provide opportunities for students to build upon the

knowledge, understanding and skills developed at Key Stage 3, and meet the

relevant requirements of the Northern Ireland Curriculum at Key Stage 4.

This document has been designed to provide you with an outline of our draft

proposals for the revised GCSE specification.

For further information on the revision of GCSE Specifications go to:

30TUhttp://www.ccea.org.uk/the-revision/U30T

http://www.ccea.org.uk/the-revision/





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A. Specification at a Glance

The table below summarises the structure of this GCSE course:

Content Assessment Weighting Availability

Core Unit Digital Technology Option A - 2 units Unit 1 Digital Development Concepts Unit 2 Digital Development Practice Option B - 2 Units Unit 1 Digital Authoring Concepts Unit 2 Digital Authoring Practice

1 hour external exam

1½ hours external exam

Controlled Assessment

1½ hours external exam Controlled Assessment

30%

40%

30%

40%

30%

Summer terminal Summer (from year 1) Summer (from year 1) Summer (from year 1) Summer (from year 1)

At least 40% of the assessment (based on unit weightings) must be taken at the end

of the course as terminal assessment.

B. Subject Content for each Unit

We have divided the course into three Units; a Core compulsory unit and two

optional units available either from Option A or B as shown. A brief description of

each unit is provided below.


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Core Unit: Digital Technology

This unit looks at digital technologies available today for data storage, manipulation,

presentation and transfer along with issues relating to maintaining the security of

data and the legislation that governs its use.

Content Description

Digital Data

Representing data

Representing images

Representing sound

Portability

Students should be able to:

● Describe the difference between information and data;

● Describe how data is stored in units of : bit, nibble, byte,

kilobyte, megabyte, gigabyte, terabyte;

● Identify a range of data Types:

- Numeric (Integer and Real), Date/Time, Character,

String.

● Understand how pixels are used in image representation;

● Understand the impact of image resolution on file size;

● Describe how vector graphics and bitmap graphics are

stored;

● Describe the difference between vector-based and bitmap

graphics;

● Understand how buffering and streaming are used to

support the transfer of moving image files.

● Describe factors that affect sound quality including sample

rate, bit depth and bit rate when recording sound;

● Explain the need for Analogue to Digital conversion in sound

recording.

● Understand data portability and the following file formats that

support it:

- jpeg, tiff, png, pict, gif, txt, csv,rtf, mp3, mp4, MIDI,

mpeg, avi, pdf;

● understand the need for data compression.

Software


● describe the functions of system software in terms of

allocating memory, storage and processing time;

● describe the following modes of processing: real-time, batch

processing and multiuser;

● describe the following tasks carried out by the utility

applications:- disk defragmenting, task scheduling, backup

and restoring data;


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● describe the role of antivirus software and the importance of

regular updates.

Database

Applications


● Understand and explain basic database concepts such

table, record, field, key field, query, form, report, macro,

relationship, importing data;

● identify and use appropriate data types when creating a

database structure;

● Understand the need for data validation: presence, length,

type, format, range;

● Extract data from a database structure using simple query

structures and using logical operators (<, >, =, <=, >=, AND,

OR, BETWEEN).

Spreadsheet

Applications


● understand and explain the basic structures of spreadsheet

software: cells, rows columns and data types;

● explain and use the following features of spreadsheet

software:

- conditional formatting and validation, templates,

importing data and headers and footers

- entering text, numbers and formulae

- formatting cells, rows and columns

- creating and replicating of formulae

- creating a simple template for others to use

- using simple functions, relative and absolute cell

referencing, IF statements, vlookups;

● use a spreadsheet for data modelling;

● create, label and format charts;

● select areas of a spreadsheet for printing;

● create simple macros.

Computer Hardware


● Explain the purpose of the CPU

● Describe the role of the following components of the CPU -

ALU, Control Unit, Immediate Access Store;

● Describe the role played by the following in the fetch

execute cycle; Program Counter, MAR (Memory Address

Register), MDR (Memory Data Register), IR (Instruction

Register), ALU (Arithmetic Logic Unit);

● Describe the impact of clock speed, cache size and number

of cores on CPU performance;


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● Describe the characteristics and typical uses of the following

input, output, storage devices and their advantages and

disadvantages - microphone, mouse, graphics digitiser,

touch sensitive screens, speakers, printers (laser and 3D

printers), hard disc drives (HDD), HD (High Definition)

storage media and solid state storage devices (SSD);

● Understand the need for internal memory: RAM, ROM

cache.

Network

Technologies


● Describe the main features of the following networks: LAN

and WAN;

● Describe the difference between the World Wide Web, the

Internet of Things and Intranets

● Describe and evaluate the effectiveness of the following

network communications technologies: Wi-Fi, Bluetooth,

optical fibre, mobile communication technology(4G and 5G);

● describe the function of the following network resources:

network interface card, network cables, switch, router;

● Describe the following network topologies:

- Bus, Star, Ring

● Describe the advantages and disadvantages of using a

network in an organisation.

Network Security and

Data Transfer


● Explain how networks and data can be protected using:

- encryption, passwords, levels of access, backup and

firewalls;

● Describe the role of a protocol in data transfer;

● Describe the purpose of the following protocols:

- FTP, HTTP, HTTPS;

● Define the term malware;

● Describe the following forms of malware:

- phishing, virus, trojan horse, worm.

Cloud Technology

Implementation and

application, security

and impact on local

systems


● Define the term ‘cloud computing’;

● Describe the advantages and disadvantages of cloud

computing to an organisation;

● Describe the impact of cloud computing on gaming, file

storage and sharing (including collaborative tools).


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Ethical, legal and

environmental

impact of digital

technology on wider

society

Legislation

Moral and Ethical

considerations

Changes in

employment

opportunities, skills

requirements and

work practices

Health and Safety

Digital Applications


● Demonstrate and apply knowledge and understanding of:

- Consumer Contracts Regulations;

- the Copyright Designs and Patents Act and identify

typical breaches of the Act, including software piracy

and software licensing;

- the Data Protection Act;

the eight principles of the Data Protection Act;

the rights of the data subject and the

responsibilities of the Data Controller and

Information Commissioner in ensuring the Data

Protection Act is enforced;

- the Computer Misuse Act;

describe the terms hacker, virus and spyware and

how these relate to the Computer Misuse Act.

● Consider the ethical impact of technology on society in terms

of internet misuse, access to personal information, the

misuse of social media, implications of GPRS and tracking

and concerns about the security of personal data

Consider the impact of digital technology on employment;

● increased job opportunities in ICT/Computing sector,

● job displacement,

● change in work patterns,

● need for upskilling

● demonstrate an understanding of health and safety issues

including: RSI, back strain, eyestrain and the widespread

use of wireless networks.

● identify the measures taken by both the employee and

employer to promote good health and safety practice in the

workplace;

● Describe the main features of gaming applications,

simulations, mobile phone applications and how they can be

used to support:

- Education and Training;

- Social Interactions;

- Work Practices.

● Evaluate the impact of the following digital applications

online banking, online training and e-commerce on our

everyday lives.


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Optional Units

(Option A)

Digital Development (Multimedia)

Unit 1: Concepts relating to digital systems development (External exam).

This unit looks at the concepts behind the development of digital systems.

Content Description

Designing Solutions


● Describe the role played by an end user when developing

a prototype for a digital system.

● Know and understand the purpose of the following

elements of design documentation:

Multimedia

- Target Audience and User Requirements;

- Navigation Structure Design;

- Storyboard;

- Image sources;

- Movie Timeline;

- Descriptions of any scripted elements of the solution

and the source of the script.

Database

- Data Dictionary;

- Form and Report Wireframes;

- Navigational Structure Diagram;

- ER Diagram.

Digital Development

Considerations


Describe and evaluate the following interfaces for

operating digitally developed packages:

- GUI;

- Natural language interface;

- Motion tracking interfaces;

- Touch screen.

Describe issues associated with accessible design when

developing a digital application;

Describe issues associated with developing packages that

are compatible across a variety of platforms;

Describe how each of the following improves cross


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platform compatibility:

- use of plugins;

- portable document formats;

- optimised file formats.

Multimedia

Applications


● Identify and evaluate key multimedia and interactive

features used in:

- websites supporting e-commerce;

- social media;

- gaming.

Multimedia Authoring


● Explain what is meant by the term Multimedia Authoring;

● Understand the following features and their role in

multimedia authoring:

- hypertext;

- video;

- animation;

- sound;

- scripting.

● Be able to use scripting to implement sequencing,

selection, repetition and events programming in multimedia

authoring software;

● Create and use different media types (video, animation and

sound);

● Integrate different optimised media types in the production

of a multimedia solution including animation, video, sound

files, images and text;

● Consider impact of non-optimised resources on package

performance.

Database Development In addition to the knowledge acquired in the core unit topic

‘Database Applications’ students should also be able to:

● Develop a database solution to a given problem by:

- applying appropriate relationships within the database

structure (one-to-one, one to many);

- creating complex queries incorporating calculations,

selecting, sorting and using two or more criteria.

● Create complex reports using features such as grouping,

sorting, headers and footers and calculations;

● Use mail merging to select and sequence recipients;


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● Create macros to automate tasks in a database solution;

● Describe how relational databases reduce data

redundancy and increase data integrity.

Significance of testing

and developing of

appropriate test plans


● Explain the role of testing in the development process;

● Describe the features of an effective test plan;

● Explain the following approaches to testing:

- white box;

- black box;

- system;

- alpha;

- beta.

● Describe how the following can be tested in a multimedia

package:

- navigation;

- multimedia;

- asset operation;

- load times;

- script testing.

Evaluation of digitally

authored systems

against a set of user

requirements


● Explain how an evaluation is used to ensure that a

solution:

- meets the original design specification;

- is a full and complete solution;

- is an efficient solution;

- will operate on an appropriate platform.


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Unit 2: Practices associated with Digital System Development

(Controlled Assessment).

This unit requires the practical application of the processes associated with the

design, development and testing of digital multimedia systems.

Content Description

Designing

solutions using

appropriate tools


● Specify the user requirements and target audience to

design a solution to a given problem.

● Use storyboards and prototyping to develop a design

solution to a given problem,

- Include suitable input, output, processing, data and

navigation design;

- Refine and evaluate a solution;

● Consider end user feedback and use suitable testing

methods to ensure a solution meets user

requirements.

Building a

solution


● Use the following features of a multimedia authoring

package to support the creation of an interactive

solution from a design document;

- templates;

- hypertext which supports internal and external

navigational links;

- optimised media types, which should include:

an original video;

an original animation;

appropriate sound;

- scripted elements which aid the interactivity of the

package;

● Use the following features of a database application to

support the implementation of solution from a design

document;

- relationships


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- queries (simple and complex)

- macros, menus, switchboards

- validation

- lookup lists

- input masks

- reports (incorporating grouping, sorting,

calculations, headers and footers)

- forms and subforms

Testing a

solution


● Create a test plan which:

- is presented in tabular format;

- tests all navigational elements, all interactive

elements, and the load time of any assets

incorporated into the packages;

- tests the accessibility elements of the application;

- utilises appropriate test data (valid, invalid and

extreme);

- shows expected output;

- identifies errors and performance issues;

- reflects the general robustness of the system for

use in evaluation;

- measures the extent to which the user

requirements have been met;

- test the solution using the test plan created and

document the observed outcomes from each test

(using screenshots).

Evaluating a

solution


● Evaluate a solution in terms of:

- user requirements;

- performance and robustness during testing;

- refinements required following testing;

- possible improvements to the solution.


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(Option B)

Digital Authoring

Unit 1: Concepts relating to the authoring of digital systems (external exam)

This unit looks at trends in software development and the concepts behind designing

and creating digital systems using coded solutions.

Content Description

Contemporary

Trends in

Software

Development


● Describe the following programming paradigms:

- Procedural programming;

- Object-oriented programming;

● Explain the significance of the following aspects of

software development environments:

- editing features;

- high-level code translation and execution.

Digital Data


● Understand units of data:

- bit;

- nibble;

- byte;

- kilobyte;

- megabyte;

- gigabyte;

- terabyte;

● Understand character representation:

- ASCII (7 & 8 bit);

- Unicode;

● Understand and use number representation and convert

between Denary, Binary and Hexadecimal;

● Perform the addition of 2 bytes and explain the meaning

of overflow;

● Describe and appropriately make use of the following

data types:

- Numeric (Integer and Real);


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- Date/Time;

- Character;

- String;

● Understand and use Boolean Operators and Truth

Tables (AND, OR, NOT).

Digital Design

Principles


● Explain in simple terms the underlying concepts of

computational thinking:

- abstraction;

- decomposition;

● Design solutions using algorithms, Flow Diagrams and

Pseudocode;

● Create and evaluate algorithms including those for

basic sorting and searching ;

● Refine a solution to a problem during design;

● Identify data requirements for a solution and develop an

appropriate user interface;

● Use a dry run to test a solution.

Programming

Constructs


● Understand and use the functionality provided in a

programming language for using:

- variables;

- constants;

- Boolean & arithmetic operators;

● input, output and assignment statements;

● 1-D array structures;

● string manipulation functions including:

- splitting;

- concatenating;

- character searching

- substring searching;

● controlling the flow of a program through:

- sequence;

- selection;

- iteration;

● building reusable code;


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- user defined functions/methods;

● basic file handling.

Simple Error

Handling

Techniques


● Understand and use the following:

- data validation including presence, length, type and

format checks;

- detecting and correcting syntax, execution and logic

errors;

- using simple error trapping techniques.

Developing

Test Plans and

Testing a

Solution


● Explain the following approaches to testing:

- white box;

- black box;

- system, unit and integration testing;

● Create and use a test plan to identify test procedures

for use during and after development to check a system

against success criteria;

● Devise and use the following types of test data:

- valid;

- invalid;

- extreme.

Evaluation of

Digitally

Authored

Systems

against a set

User of

Requirements


● Explain how evaluation is used to ensure that a

solution:

- meets original design criteria;

- produce the correct solution or output;

- is a full and complete solution;

- is an efficient solution;

- is a robust solution.


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Unit 2: Practices relating to the authoring of digital systems (Controlled

Assessment)

This unit requires the practical application of the processes associated with the

design, development and testing of coded solutions when creating digital systems.

The completed project must use one of the following languages:-

● Python,

● Java,

● Pascal,

● Visual Basic

● or any C-derived language.

Content Description

Designing

Solutions Using

Appropriate

Tools


● Use algorithms to design a fully decomposed

solution to a given problem;

● Specify the data requirements for a proposed

solution;

● Include suitable input, output and navigation design

to enable a user to successfully utilise the system;

● Use validation and error trapping proposals in the

design to improve the potential robustness of the

system;

● Use dry runs to evaluate a solution to ensure that it

will meet its original design criteria;

● Refine a solution based on issues identified during

the design process.

Building a

Solution


● Use the following features of an Integrated

Development Environment (IDE) to support the

creation of a solution from a structured design:

- code editor;

- simple debugging tools;


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- compiler;

- error diagnostics;

- run-time environment;

- Graphical User Interface where appropriate;

● Use the following features of a programming

language to build a solution from a structured

design:

- Data Types: -

numeric;

character;

string;

Boolean;

Date/Time;

● Control structures:

- conditional execution: ‘if’

- conditional execution with alternative: ‘if-else’

- looping: ‘for’ (bounded), ‘while’, ‘repeat’

(unbounded)

● Functions:

- user defined functions;

- in-built functions;

- mathematical functions;

● Data structures:

- arrays;

- writing to text files;

● String handling – using simple string handling

functions;

● Basic arithmetic:

- addition, subtraction, multiplication and division;

- Powers;

- modulo arithmetic;

● Logical and Relational operators (and complex

combinations thereof):

- Equal to / not equal to;

- <, >, <=, >=;

- logical AND, OR and NOT.


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Testing a

solution


● Create a test plan which:

- is presented in tabular format;

- incorporates black box and white box testing;

- utilises appropriate test data (valid, invalid,

extreme);

- shows expected output;

- identifies runtime and logic errors;

- reflects the general robustness of the system for

use in evaluation;

- measures the extent to which the user

requirements have been met;

- test the solution using the test plan created and

document the observed outcomes from each

test (with screenshots).

Evaluating a

system


● Evaluate a solution in terms of :

- user requirements;

- performance during testing;

- refinements required following testing;

- robustness;

- make recommendations for improving the

system.


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C. New Content

What’s new at a glance.

New GCSE Digital Technology

Core Unit: Digital Technology – external exam

Two Paths ways

Option A Option B

Digital Development Digital Authoring

Unit 1

Concepts relating

to digital systems development

(External Exam)

Unit 1

Concepts relating to the authoring

of digital systems

(External Exam)

Unit 2

Practices associated with digital

system development

(Controlled Assessment)

Unit 2

Practices relating to the authoring

of digital systems

(Controlled Assessment)

D. Assessment

External Assessment

Number of Papers

1 exam paper for Core Unit externally marked

PLUS

1 exam paper Option A externally marked

OR

1 exam paper Option B externally marked

Types of Questions

Core paper: Short, Extended, Synopsis

Option A: Short, Extended, Synopsis

Option B: Short, Extended, Synopsis

Length/Time

Core Unit exam paper 1 hour

PLUS

Exam paper Option A 1½ hours

OR

Exam paper Option B 1½ hours


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Weighting

Core Unit 30% for 1 hour exam

PLUS

Option A 40% for 1½ hours exam

OR

Option B 40% for 1½ hours exam

Additional Information/Description

Core Unit written paper and externally assessed

PLUS

Option A written paper and externally assessed

OR

Option B written paper and externally assessed

Internal Assessment

Tasks

Option A: Product design and development Product testing

Product evaluation 30%

Option B: (User Requirements provided) Product design and development Product testing

Product evaluation (against requirements) 30%

Skills assessed

Systematic approach to problem solving

Option A Option B

Design, implement and test to meet a

need.

Design code, test and refine programs

either to a specification or to meet a

need.

Manipulate and process data and alter information, sequence instructions, model

instructions and explore ideas.

Communicate data and information in a form fit for purpose.

Adopt safe, secure and responsible practice when using digital technology.


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Level of control

Level of control for task setting High

Level of control for task taking Medium

Level of control for task marking Medium

Weighting

Controlled Assessment Unit A 30% Unit B 30%

E. Progression from Key Stage 3

Progression from the Cross Curricular Skills

● Communication

Option A and Option B require the candidate to produce a written technical report to

support the design and evaluation of the end product they are developing. In both

components learners will be expected to make use of specialised terminology and

planning tools to present a design which should be easily interpreted by a third party.

Learners will be expected to complete a written evaluation of the end product which

will be mapped back to a series of user requirements provided for them in the task

descriptor.

QWC questions will form an element of the terminal examination and the

examinations which support assessment of Components 2 and 3.

● Using Mathematics

The Programming Constructs content heading in Option B and the Database

Applications content heading in the Core Unit involves the use of boolean and

arithmetic operators in a coded solution to a real life problem.

The Digital Data content heading in the Core Unit encourages calculations of data

storage units when comparing units of storage.

The Testing a Solution and The Developing Test Plans and Testing a Solution

content headings in Option B supports the use of numeric manipulation when

conducting testing of calculated elements in the programmed solution to the problem

developed by the learner.

The Use of key concepts such as sequencing, selection and repetition to complete a

task content heading in Option A promotes the use of boolean operations in the

application of coding / developing events for use in a multimedia application.


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● Using ICT

Explore – Option A and Option B require the learner to produce a written technical

report to support the design and evaluation of the end product they develop. Option

A in particular encourages the use of Prototyping methods as a tool to support

system development.

Express – In Option A and Option B learners are encouraged to design and develop

a coded or a multimedia product which is fit for purpose and audience. They are

also expected to express their design ideas using appropriate technical tools and

terminology.

Exchange – Cloud computing, as referred to in the core unit, presents learners with

the opportunity to explore cloud based applications to support completion of

collaborative tasks.

Exhibit – Multimedia documents, coding platforms and a range of ICT tools are used

to support the exhibiting of pupil solutions to the Option A and B controlled

assessment tasks.

Evaluate – Option A and B controlled assessment tasks require learners to evaluate their work against a set of user requirements. Consideration must be given to purpose and audience. While testing their solutions the learner is also evaluating the accuracy of their solution and any design algorithms produced.


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Progression of Thinking Skills and Personal Capabilities Key Stage 4

● Self-Management

Option A and B controlled assessment tasks are to be completed within a limited

time frame. Learners are encouraged to manage their time effectively in the

planning, development, testing and evaluation stages to ensure all elements of the

assigned task can be completed in the time frame available to them

● Working with Others

Learners are encouraged to consider the needs of others in the analysis of system

requirements as presented to them in the controlled assessment tasks in Option A

and Option B.

● Thinking, Problem Solving, Decision Making

Learners are expected to give detailed consideration to a set of user requirements

presented to them in the Option A and Option B controlled assessment tasks. In their

completion of the task the learner is expected use either a multimedia application or

a coded solution to solve a realistic problem presented to them in the user

requirements. Throughout the design and development stages many decisions will

be made with regard to the methods to be applied in the production of an appropriate

solution. Significant decision making skills are also required in the formation of a

suitable test plan to ensure the solution is tested effectively

● Managing Information

The Database applications presented in the Core Unit encourages learners to

understand how to make use of ICT applications to collect, store, manipulate and

report findings back to the end user.

● Being Creative

Learners are to put their own solutions into practice in the design and development

of coded or multimedia solutions they are offering in Option A and Option B. Option

A in particular encourages learners to develop their own digital assets for use in their

multimedia application.

Although not referred to separately as a statutory requirement at Key Stage 4 within

the Northern Ireland Curriculum, Managing Information and Being Creative may also

remain relevant to learning.

Progression from Relevant Areas of Learning

● The Arts: Skills in creativity are expressed in the design and development

stages of the solution being presented by the learner in the controlled

assessment element of Option A and B of this qualification.

● English: QWC questions in external examinations and the written design

documents produced to support controlled assessment tasks effectively

evaluate the learners literacy skills.

● Environment and Society: learners are expected to be aware of Ethical,

Legal and Environmental Impact of digital technology on wider society

following completion of the Core Unit.


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Mathematics: learners develop skills in mathematical manipulation of data in the

Digital Data and the Database Applications content in the Core Unit. In considering

digital data and storage capacities the learner is expected to convert between

various storage units, while the Database Applications unit encourages the use of

Boolean operators to validate and extract data from a database application. Scope

also exists for the application of mathematics in the development of solutions in the

Option A and B controlled assessment tasks.

Continued Promotion of the Relevance of Learning to Everyday Life and Work

The skills and knowledge being presented to learners in this specification ensure

they remain aware of new and emerging technologies through the core unit content

areas where cloud computing and digital applications are considered.

An understanding of database technologies and software types in the core unit

equips learners with the data management skills required to manage data storage,

manipulation and reporting to a level that meets the demands of many workplace

applications.

Learners are required to develop an understanding of changes in employment

opportunities, skills requirements and work practices following study of the core

unit while those who follow option A will also develop greater understanding of how

digital applications can support e-commerce, banking and a range of other

applications.


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F. Progression to GCE.

Opportunities for Progression to GCE

The Digital Application GCSE Option A – Mapping to GCE CCEA Digital Technology

Approaches to Systems Development: ● Design Development and Testing explain the need for software systems that

meet the needs of organisation and/or individuals;

● Understand computer system consists of user interface process and data;

● Developing story boards; developing and evaluation test plans and understand

purpose of test plan.

● Programming: Describe the fundamental programming concepts of sequence,

selection and iteration (including count-controlled and condition-controlled

loops).

Mapping to GCE SSD CCEA

Program Control Structures: ● Apply and evaluate the basic principal of control structures in terms of:

Sequence (sequential functions, methods); Repetition (unconditional, conditional); and

Selection (decision IF, nested IF, switch).

Develop and use suitable test plans.

Defining Graphical User Interface – understand and apply features of GUI. Understanding Events – Demonstrate and apply their understanding of events in the implementation of an event driven application. Use triggers, for example button, mouse clicks or key presses. Understand the use an application of multiple forms in an event driven application. Implement appropriate navigation:

Menus. Toolbars. Buttons.

Designing an Event Driven Application – illustrate the concept of a storyboard and use it in an event driven application. Testing an Event Driven Application – apply the concepts of: error trapping techniques from an object perspective try/catch (blocks) design and apply a suitable test strategy.

Evaluating an Event Driven Application – evaluate an event driven application in terms of requirements.


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The Digital Authoring GCSE Option B

Mapping to GCE Digital Technology CCEA

Approaches to Systems development:

Design development and Testing explain the need for software systems that meet the needs of organisation and /or individuals.

Understand computer system consists of user interface process and data.

Developing story boards.

Developing and evaluate test plans.

Understand purpose of a test plan. Programming: Describe the purpose of a computer system. Describe the fundamental programming concepts of: Sequence, Selection, Iteration (including count-controlled and condition-controlled loops). Describe how algorithms can be represented using flowcharts. Explain the terms; algorithm, syntax, data type, variable. Explain object-oriented programming terminology; objects, classes, methods inheritance; Evaluate the use of the object orientated approach.

Mapping to SSD CCEA

Defining Graphical User Interface – understand and apply features of GUI. Evaluating an Event Driven Application – evaluate an event driven application in terms of requirements. Program Control Structures. Managing Input/Output – control screen output. Testing Object Orientated Application – develop and use suitable test plans.

Core Unit Mapping to CCEA GCE Digital Technology

Networks – Network resources. Applications– Artificial Intelligence. Robotics. Mobile Technologies. Cloud Computing. Individual (moral), Social (ethical) and Legal considerations.


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G. Support

The range of support provided by CCEA includes:

● Past papers;

● Mark schemes;

● Chief Examiner’s report;

● Principal Moderator’s report;

● Guidance on progression from Key Stage 3;

● Schemes of work;

● Centre support visits;

● Support days for teachers;

● Agreement trials;

● Controlled assessment guidance for teachers and candidates;

● Resource list; and

● Exemplification of examination performance

Possible additional support

Documents

Revision of GCSE Specifications Draft Proposal Digital ...ccea.org.uk/sites/default/files/docs/research_statistics/gcse... · Revision of GCSE Specifications Draft Proposal Digital