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1
GCE Computing for exams from June 2014 onwards (version 18)
Contents
1 Introduction 211 Why choose AQA 212 Why choose Computing 2
3 Subject Content 531 Unit 1 COMP1 Problem Solving Programming Data Representation 5 and Practical Exercise 32 Unit 2 COMP2 Computer Components The Stored Program Concept 8 and the Internet33 Unit 3 COMP3 Problem Solving Programming Operating Systems 11 Databases and Networking34 Unit 4 COMP4 The Computing Practical Project 15
41 Aims 3342 Assessment Objectives 33 43 National Criteria 3444 Prior Learning 34 45 Synoptic Assessment and Stretch and Challenge 3446 Access to Assessment for Disabled Students 35
52 Entries 3653 Private Candidates 3654 Access Arrangements and Special Consideration 3655 Language of Examinations 37
57 Awarding Grades and Reporting Results 3758 Re-sits and Shelf-life of Unit Results 37
61 Supervision and Authentication of Coursework 3862 Malpractice 3863 Teacher Standardisation 3964 Internal Standardisation of Marking 3965 Annotation of Coursework 3966 Submitting Marks and Sample Work for Moderation 3967 Factors Affecting Individual Candidates 4068 Retaining Evidence and Re-using Marks 40
71 Moderation Procedures 4172 Post-moderation Procedures 41
A Performance Descriptions 42B Spiritual Moral Ethical Social and other Issues 48
D Key Skills 50
Vertical black lines ind
2
GCE Computing for exams from June 2014 onwards (version 18)
1 Introduction
1
11 Why choose AQAIts a fact that AQA is the UKs favourite exam board and more students receive their academic
But why does AQA continue to be so popular
Ours are designed to the highest standards so teachers students and their parents can be
accurate measure of a students achievements And the assessment structures have been designed to achieve a balance between rigour reliability and demands on candidates
SupportAQA runs the most extensive programme of
cost thereafter These support meetings explain
strategies and approaches that really work
Service
effective service and we are at the end of the phone when you need to speak to a person about an important issue We will always try to resolve
that not be possible we will always come back to you (by telephone email or letter) and keep
AQA is a registered charity We have no shareholders to pay We exist solely for the good of education in the UK Any surplus income is ploughed back into educational research and our
from education you do
If you are an existing customer then we thank you for your support If you are thinking of moving to AQA then we look forward to welcoming you
12 Why choose Computing
wish to go on to higher education courses or employment where knowledge of Computing would be
career in medicine law business politics or any type of science Several subject areas of the previous AQA
changes made to bring the content up to date as well as to shift the emphasis in the direction of Computer Science and Computation
It has been written to avoid any overlap of subject
not need to have any prior knowledge of Computing or ICT
The course is not about learning to use tools or just training in a programming language Instead the emphasis is on computational thinking Computational thinking is a kind of reasoning used by both humans and machines Thinking computationally is an important life skill Thinking computationally means using abstraction and decomposition The study of computation is about what can be computed and how to compute it Computer Science involves questions that have the potential to change how we view the world For example we may be computing with DNA at some stage in the future with computer circuits made of genes This leads to the question does the natural world compute
Experimental Computer Science can be done with computers whereby we can learn more about the natural world by observing the emergent behaviour of a colony of interacting software agents in a simulation Computing Computer Science is about designing new algorithms to solve new problems In this sense Computer Science is no more about computers than astronomy is about telescopes Many great challenges lie in the future for Computer Scientists to solve This course with its emphasis on abstract thinking general problem-solving algorithmic and mathematical
is a good foundation for understanding these future challenges
a practical on-screen examination which allows candidates to demonstrate their knowledge of the fundamental principles of the subject focusing on programming through a problem-solving scenario using pre-release material Unit 2 focuses on the hardware and software aspects of Computing and the social and economic consequences of Computing
Unit 3 focusing on computational thinking what can be computed programming and problem-solving including communication and networking The second unit Unit 4 is an internally assessed unit with candidates required to complete a report on a computer-based programmed solution to a problem-solving exercise of their choice
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GCE Computing for exams from June 2014 onwards (version 18)
1
mark schemes past question papers details of teacher support meetings etc at httpwwwaqaorgukrnaskaqaphp Information will be available electronically or in print for your convenience
we can make sure that you receive all the material you need for the examinations This is particularly important where examination material is issued
know by completing the appropriate Intention to Enter and Estimated Entry forms We will send
available on our website httpwwwaqaorgukadminp_entrieshtml
or have used AQA in the past and are approved AQA centres A small minority are not If your centre is new to AQA please contact our centre approval team at centreapprovalaqaorguk
answers to the most commonly-asked questions at httpwwwaqaorgukrnaskaqaphp
If the answer to your question is not available you can submit a query for our team Our target response time is one day
Details of the full range of current Teacher Support meetings are available on our website at httpwwwaqaorguksupportteachershtml
There is also a link to our fast and convenient online booking system for Teacher Support meetings at httpeventsaqaorgukebooking
If you need to contact the Teacher Support team you can call us on 01483 477860 or email us at teachersupportaqaorguk
4
GCE Computing for exams from June 2014 onwards (version 18)
2
AS Examinations
Unit 1 ndash COMP1 Problem Solving Programming Data Representation and Practical Exercise 60 of AS 30 of A Level 2 hour on-screen examination 100 marksPreliminary Material (comprising Instructions to Candidates) the Skeleton Program (in each of the available programming languages) and if appropriate test data for use in the examination will be released on 1 March on e-AQA1 only with the Electronic Answer DocumentCentres 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 NotesCandidates must use the examination materials to answer short questions and to write a program in the examinationTeachers Notes will also be released on 1 March on e-AQA only
Available in June only
Unit 2 ndash COMP2 Computer Components The Stored Program Concept and The Internet40 of AS 20 of A Level 1 hour written examination 60 marksCompulsory short answer questions
Available in June only
1511
A2 Examinations
Unit 3 ndash COMP3 Problem Solving Programming Operating Systems Databases and Networking30 of A Level 2 hour 30 minutes written examination 100 marksCompulsory short and extended answer questions
Available in June only
Unit 4 ndash COMP4 The Computing Practical Project20 of A Level Coursework internally assessed and moderated by AQA 75 marksReport 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
2511
+ =1 Teachers can apply for access to e-AQA via the AQA Website If your centre already has this facility your
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GCE Computing for exams from June 2014 onwards (version 18)
3 Subject Content
3
31 Unit 1 COMP1 Problem Solving Programming Data Representation and Practical Exercise
AQA will support the following programming languages
This list will be updated as required Centres will be asked to make their preferences known to AQA at the start of the course
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)
Stages of Problem Solving Understand 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
Plan solution
Check solution
Top-down Design Step-wise Consider sub-problems and the use of modules
Decision tables Determine logical conditions and consequential actions
Finite state machines with outputs Mealy machine
Finite state machines without outputs Finite State Automation
Algorithm Design Understand the term algorithm
Express the solution to a simple problem as an algorithm using
constructs
Hand trace simple algorithms
Convert a simple algorithm from
Understand the standard algorithms Bubble Sort Linear Search
1 See Chapter 12 ISBN 978-0-7487-8298-7
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GCE Computing for exams from June 2014 onwards (version 18)
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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
The Role of Variables Recognise the different roles a variable can take
gatherer transformation follower temporary
Programming Statements Use these statement types
Declarations
Arithmetic operators including + x DIV MODmodular arithmetic
Relational operators = lt gt ltgt lt= gt=
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 tofrom integer real datetime
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 proceduresfunctions with interfaces
Use procedures that execute a single task
Explain the advantages of the structured approach
Data Structures
Validation Understand the importance of validation of input data
Program simple validation
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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 Twos Complement to perform subtraction Twos Complement Convert a denary integer into Twos 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
Information Coding Schemes Describe standard coding systems for coding character data
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
Vector Graphics Vector graphics drawing list objects and their properties Compare bitmaps to vector graphics advantages disadvantages
Sampled Sound and Nyquist-theorem Sampling resolution sampling rate
Sound Synthesis Describe MIDI and its advantages for storing sound digitally
Streaming audio Explain what it is and why it is used
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
Analogue and Digital Signals digital signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital converter
Analysis Describe the stages of development of a hardwaresoftware system
Design Specify the method of testing the programmed solution (dry runImplementation 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
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32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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GCE Computing for exams from June 2014 onwards (version 18)
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GCE Computing for exams from June 2014 onwards (version 18)
3
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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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GCE Computing for exams from June 2014 onwards (version 18)
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0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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GCE Computing for exams from June 2014 onwards (version 18)
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
2
GCE Computing for exams from June 2014 onwards (version 18)
1 Introduction
1
11 Why choose AQAIts a fact that AQA is the UKs favourite exam board and more students receive their academic
But why does AQA continue to be so popular
Ours are designed to the highest standards so teachers students and their parents can be
accurate measure of a students achievements And the assessment structures have been designed to achieve a balance between rigour reliability and demands on candidates
SupportAQA runs the most extensive programme of
cost thereafter These support meetings explain
strategies and approaches that really work
Service
effective service and we are at the end of the phone when you need to speak to a person about an important issue We will always try to resolve
that not be possible we will always come back to you (by telephone email or letter) and keep
AQA is a registered charity We have no shareholders to pay We exist solely for the good of education in the UK Any surplus income is ploughed back into educational research and our
from education you do
If you are an existing customer then we thank you for your support If you are thinking of moving to AQA then we look forward to welcoming you
12 Why choose Computing
wish to go on to higher education courses or employment where knowledge of Computing would be
career in medicine law business politics or any type of science Several subject areas of the previous AQA
changes made to bring the content up to date as well as to shift the emphasis in the direction of Computer Science and Computation
It has been written to avoid any overlap of subject
not need to have any prior knowledge of Computing or ICT
The course is not about learning to use tools or just training in a programming language Instead the emphasis is on computational thinking Computational thinking is a kind of reasoning used by both humans and machines Thinking computationally is an important life skill Thinking computationally means using abstraction and decomposition The study of computation is about what can be computed and how to compute it Computer Science involves questions that have the potential to change how we view the world For example we may be computing with DNA at some stage in the future with computer circuits made of genes This leads to the question does the natural world compute
Experimental Computer Science can be done with computers whereby we can learn more about the natural world by observing the emergent behaviour of a colony of interacting software agents in a simulation Computing Computer Science is about designing new algorithms to solve new problems In this sense Computer Science is no more about computers than astronomy is about telescopes Many great challenges lie in the future for Computer Scientists to solve This course with its emphasis on abstract thinking general problem-solving algorithmic and mathematical
is a good foundation for understanding these future challenges
a practical on-screen examination which allows candidates to demonstrate their knowledge of the fundamental principles of the subject focusing on programming through a problem-solving scenario using pre-release material Unit 2 focuses on the hardware and software aspects of Computing and the social and economic consequences of Computing
Unit 3 focusing on computational thinking what can be computed programming and problem-solving including communication and networking The second unit Unit 4 is an internally assessed unit with candidates required to complete a report on a computer-based programmed solution to a problem-solving exercise of their choice
3
GCE Computing for exams from June 2014 onwards (version 18)
1
mark schemes past question papers details of teacher support meetings etc at httpwwwaqaorgukrnaskaqaphp Information will be available electronically or in print for your convenience
we can make sure that you receive all the material you need for the examinations This is particularly important where examination material is issued
know by completing the appropriate Intention to Enter and Estimated Entry forms We will send
available on our website httpwwwaqaorgukadminp_entrieshtml
or have used AQA in the past and are approved AQA centres A small minority are not If your centre is new to AQA please contact our centre approval team at centreapprovalaqaorguk
answers to the most commonly-asked questions at httpwwwaqaorgukrnaskaqaphp
If the answer to your question is not available you can submit a query for our team Our target response time is one day
Details of the full range of current Teacher Support meetings are available on our website at httpwwwaqaorguksupportteachershtml
There is also a link to our fast and convenient online booking system for Teacher Support meetings at httpeventsaqaorgukebooking
If you need to contact the Teacher Support team you can call us on 01483 477860 or email us at teachersupportaqaorguk
4
GCE Computing for exams from June 2014 onwards (version 18)
2
AS Examinations
Unit 1 ndash COMP1 Problem Solving Programming Data Representation and Practical Exercise 60 of AS 30 of A Level 2 hour on-screen examination 100 marksPreliminary Material (comprising Instructions to Candidates) the Skeleton Program (in each of the available programming languages) and if appropriate test data for use in the examination will be released on 1 March on e-AQA1 only with the Electronic Answer DocumentCentres 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 NotesCandidates must use the examination materials to answer short questions and to write a program in the examinationTeachers Notes will also be released on 1 March on e-AQA only
Available in June only
Unit 2 ndash COMP2 Computer Components The Stored Program Concept and The Internet40 of AS 20 of A Level 1 hour written examination 60 marksCompulsory short answer questions
Available in June only
1511
A2 Examinations
Unit 3 ndash COMP3 Problem Solving Programming Operating Systems Databases and Networking30 of A Level 2 hour 30 minutes written examination 100 marksCompulsory short and extended answer questions
Available in June only
Unit 4 ndash COMP4 The Computing Practical Project20 of A Level Coursework internally assessed and moderated by AQA 75 marksReport 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
2511
+ =1 Teachers can apply for access to e-AQA via the AQA Website If your centre already has this facility your
5
GCE Computing for exams from June 2014 onwards (version 18)
3 Subject Content
3
31 Unit 1 COMP1 Problem Solving Programming Data Representation and Practical Exercise
AQA will support the following programming languages
This list will be updated as required Centres will be asked to make their preferences known to AQA at the start of the course
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)
Stages of Problem Solving Understand 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
Plan solution
Check solution
Top-down Design Step-wise Consider sub-problems and the use of modules
Decision tables Determine logical conditions and consequential actions
Finite state machines with outputs Mealy machine
Finite state machines without outputs Finite State Automation
Algorithm Design Understand the term algorithm
Express the solution to a simple problem as an algorithm using
constructs
Hand trace simple algorithms
Convert a simple algorithm from
Understand the standard algorithms Bubble Sort Linear Search
1 See Chapter 12 ISBN 978-0-7487-8298-7
6
GCE Computing for exams from June 2014 onwards (version 18)
3
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
The Role of Variables Recognise the different roles a variable can take
gatherer transformation follower temporary
Programming Statements Use these statement types
Declarations
Arithmetic operators including + x DIV MODmodular arithmetic
Relational operators = lt gt ltgt lt= gt=
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 tofrom integer real datetime
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 proceduresfunctions with interfaces
Use procedures that execute a single task
Explain the advantages of the structured approach
Data Structures
Validation Understand the importance of validation of input data
Program simple validation
7
GCE Computing for exams from June 2014 onwards (version 18)
3
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 Twos Complement to perform subtraction Twos Complement Convert a denary integer into Twos 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
Information Coding Schemes Describe standard coding systems for coding character data
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
Vector Graphics Vector graphics drawing list objects and their properties Compare bitmaps to vector graphics advantages disadvantages
Sampled Sound and Nyquist-theorem Sampling resolution sampling rate
Sound Synthesis Describe MIDI and its advantages for storing sound digitally
Streaming audio Explain what it is and why it is used
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
Analogue and Digital Signals digital signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital converter
Analysis Describe the stages of development of a hardwaresoftware system
Design Specify the method of testing the programmed solution (dry runImplementation 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
8
GCE Computing for exams from June 2014 onwards (version 18)
3
32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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Text
1
2
3
5
7
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Text
2
3
5
7
1
30
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Text
1
2
3
5
7
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2
3
5
7
1
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Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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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Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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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Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
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Text
C
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GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
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1
mark schemes past question papers details of teacher support meetings etc at httpwwwaqaorgukrnaskaqaphp Information will be available electronically or in print for your convenience
we can make sure that you receive all the material you need for the examinations This is particularly important where examination material is issued
know by completing the appropriate Intention to Enter and Estimated Entry forms We will send
available on our website httpwwwaqaorgukadminp_entrieshtml
or have used AQA in the past and are approved AQA centres A small minority are not If your centre is new to AQA please contact our centre approval team at centreapprovalaqaorguk
answers to the most commonly-asked questions at httpwwwaqaorgukrnaskaqaphp
If the answer to your question is not available you can submit a query for our team Our target response time is one day
Details of the full range of current Teacher Support meetings are available on our website at httpwwwaqaorguksupportteachershtml
There is also a link to our fast and convenient online booking system for Teacher Support meetings at httpeventsaqaorgukebooking
If you need to contact the Teacher Support team you can call us on 01483 477860 or email us at teachersupportaqaorguk
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2
AS Examinations
Unit 1 ndash COMP1 Problem Solving Programming Data Representation and Practical Exercise 60 of AS 30 of A Level 2 hour on-screen examination 100 marksPreliminary Material (comprising Instructions to Candidates) the Skeleton Program (in each of the available programming languages) and if appropriate test data for use in the examination will be released on 1 March on e-AQA1 only with the Electronic Answer DocumentCentres 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 NotesCandidates must use the examination materials to answer short questions and to write a program in the examinationTeachers Notes will also be released on 1 March on e-AQA only
Available in June only
Unit 2 ndash COMP2 Computer Components The Stored Program Concept and The Internet40 of AS 20 of A Level 1 hour written examination 60 marksCompulsory short answer questions
Available in June only
1511
A2 Examinations
Unit 3 ndash COMP3 Problem Solving Programming Operating Systems Databases and Networking30 of A Level 2 hour 30 minutes written examination 100 marksCompulsory short and extended answer questions
Available in June only
Unit 4 ndash COMP4 The Computing Practical Project20 of A Level Coursework internally assessed and moderated by AQA 75 marksReport 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
2511
+ =1 Teachers can apply for access to e-AQA via the AQA Website If your centre already has this facility your
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3 Subject Content
3
31 Unit 1 COMP1 Problem Solving Programming Data Representation and Practical Exercise
AQA will support the following programming languages
This list will be updated as required Centres will be asked to make their preferences known to AQA at the start of the course
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)
Stages of Problem Solving Understand 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
Plan solution
Check solution
Top-down Design Step-wise Consider sub-problems and the use of modules
Decision tables Determine logical conditions and consequential actions
Finite state machines with outputs Mealy machine
Finite state machines without outputs Finite State Automation
Algorithm Design Understand the term algorithm
Express the solution to a simple problem as an algorithm using
constructs
Hand trace simple algorithms
Convert a simple algorithm from
Understand the standard algorithms Bubble Sort Linear Search
1 See Chapter 12 ISBN 978-0-7487-8298-7
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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
The Role of Variables Recognise the different roles a variable can take
gatherer transformation follower temporary
Programming Statements Use these statement types
Declarations
Arithmetic operators including + x DIV MODmodular arithmetic
Relational operators = lt gt ltgt lt= gt=
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 tofrom integer real datetime
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 proceduresfunctions with interfaces
Use procedures that execute a single task
Explain the advantages of the structured approach
Data Structures
Validation Understand the importance of validation of input data
Program simple validation
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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 Twos Complement to perform subtraction Twos Complement Convert a denary integer into Twos 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
Information Coding Schemes Describe standard coding systems for coding character data
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
Vector Graphics Vector graphics drawing list objects and their properties Compare bitmaps to vector graphics advantages disadvantages
Sampled Sound and Nyquist-theorem Sampling resolution sampling rate
Sound Synthesis Describe MIDI and its advantages for storing sound digitally
Streaming audio Explain what it is and why it is used
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
Analogue and Digital Signals digital signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital converter
Analysis Describe the stages of development of a hardwaresoftware system
Design Specify the method of testing the programmed solution (dry runImplementation 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
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32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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 for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
4
GCE Computing for exams from June 2014 onwards (version 18)
2
AS Examinations
Unit 1 ndash COMP1 Problem Solving Programming Data Representation and Practical Exercise 60 of AS 30 of A Level 2 hour on-screen examination 100 marksPreliminary Material (comprising Instructions to Candidates) the Skeleton Program (in each of the available programming languages) and if appropriate test data for use in the examination will be released on 1 March on e-AQA1 only with the Electronic Answer DocumentCentres 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 NotesCandidates must use the examination materials to answer short questions and to write a program in the examinationTeachers Notes will also be released on 1 March on e-AQA only
Available in June only
Unit 2 ndash COMP2 Computer Components The Stored Program Concept and The Internet40 of AS 20 of A Level 1 hour written examination 60 marksCompulsory short answer questions
Available in June only
1511
A2 Examinations
Unit 3 ndash COMP3 Problem Solving Programming Operating Systems Databases and Networking30 of A Level 2 hour 30 minutes written examination 100 marksCompulsory short and extended answer questions
Available in June only
Unit 4 ndash COMP4 The Computing Practical Project20 of A Level Coursework internally assessed and moderated by AQA 75 marksReport 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
2511
+ =1 Teachers can apply for access to e-AQA via the AQA Website If your centre already has this facility your
5
GCE Computing for exams from June 2014 onwards (version 18)
3 Subject Content
3
31 Unit 1 COMP1 Problem Solving Programming Data Representation and Practical Exercise
AQA will support the following programming languages
This list will be updated as required Centres will be asked to make their preferences known to AQA at the start of the course
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)
Stages of Problem Solving Understand 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
Plan solution
Check solution
Top-down Design Step-wise Consider sub-problems and the use of modules
Decision tables Determine logical conditions and consequential actions
Finite state machines with outputs Mealy machine
Finite state machines without outputs Finite State Automation
Algorithm Design Understand the term algorithm
Express the solution to a simple problem as an algorithm using
constructs
Hand trace simple algorithms
Convert a simple algorithm from
Understand the standard algorithms Bubble Sort Linear Search
1 See Chapter 12 ISBN 978-0-7487-8298-7
6
GCE Computing for exams from June 2014 onwards (version 18)
3
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
The Role of Variables Recognise the different roles a variable can take
gatherer transformation follower temporary
Programming Statements Use these statement types
Declarations
Arithmetic operators including + x DIV MODmodular arithmetic
Relational operators = lt gt ltgt lt= gt=
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 tofrom integer real datetime
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 proceduresfunctions with interfaces
Use procedures that execute a single task
Explain the advantages of the structured approach
Data Structures
Validation Understand the importance of validation of input data
Program simple validation
7
GCE Computing for exams from June 2014 onwards (version 18)
3
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 Twos Complement to perform subtraction Twos Complement Convert a denary integer into Twos 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
Information Coding Schemes Describe standard coding systems for coding character data
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
Vector Graphics Vector graphics drawing list objects and their properties Compare bitmaps to vector graphics advantages disadvantages
Sampled Sound and Nyquist-theorem Sampling resolution sampling rate
Sound Synthesis Describe MIDI and its advantages for storing sound digitally
Streaming audio Explain what it is and why it is used
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
Analogue and Digital Signals digital signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital converter
Analysis Describe the stages of development of a hardwaresoftware system
Design Specify the method of testing the programmed solution (dry runImplementation 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
8
GCE Computing for exams from June 2014 onwards (version 18)
3
32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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1
2
3
5
7
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2
3
5
7
1
30
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1
2
3
5
7
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2
3
5
7
1
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Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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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Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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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Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
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Text
C
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D Key Skills
Mathematics and ICT from September 2010
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3 Subject Content
3
31 Unit 1 COMP1 Problem Solving Programming Data Representation and Practical Exercise
AQA will support the following programming languages
This list will be updated as required Centres will be asked to make their preferences known to AQA at the start of the course
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)
Stages of Problem Solving Understand 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
Plan solution
Check solution
Top-down Design Step-wise Consider sub-problems and the use of modules
Decision tables Determine logical conditions and consequential actions
Finite state machines with outputs Mealy machine
Finite state machines without outputs Finite State Automation
Algorithm Design Understand the term algorithm
Express the solution to a simple problem as an algorithm using
constructs
Hand trace simple algorithms
Convert a simple algorithm from
Understand the standard algorithms Bubble Sort Linear Search
1 See Chapter 12 ISBN 978-0-7487-8298-7
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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
The Role of Variables Recognise the different roles a variable can take
gatherer transformation follower temporary
Programming Statements Use these statement types
Declarations
Arithmetic operators including + x DIV MODmodular arithmetic
Relational operators = lt gt ltgt lt= gt=
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 tofrom integer real datetime
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 proceduresfunctions with interfaces
Use procedures that execute a single task
Explain the advantages of the structured approach
Data Structures
Validation Understand the importance of validation of input data
Program simple validation
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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 Twos Complement to perform subtraction Twos Complement Convert a denary integer into Twos 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
Information Coding Schemes Describe standard coding systems for coding character data
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
Vector Graphics Vector graphics drawing list objects and their properties Compare bitmaps to vector graphics advantages disadvantages
Sampled Sound and Nyquist-theorem Sampling resolution sampling rate
Sound Synthesis Describe MIDI and its advantages for storing sound digitally
Streaming audio Explain what it is and why it is used
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
Analogue and Digital Signals digital signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital converter
Analysis Describe the stages of development of a hardwaresoftware system
Design Specify the method of testing the programmed solution (dry runImplementation 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
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32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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Text
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Text
1
2
3
5
7
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Text
2
3
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1
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Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
6
GCE Computing for exams from June 2014 onwards (version 18)
3
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
The Role of Variables Recognise the different roles a variable can take
gatherer transformation follower temporary
Programming Statements Use these statement types
Declarations
Arithmetic operators including + x DIV MODmodular arithmetic
Relational operators = lt gt ltgt lt= gt=
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 tofrom integer real datetime
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 proceduresfunctions with interfaces
Use procedures that execute a single task
Explain the advantages of the structured approach
Data Structures
Validation Understand the importance of validation of input data
Program simple validation
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GCE Computing for exams from June 2014 onwards (version 18)
3
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 Twos Complement to perform subtraction Twos Complement Convert a denary integer into Twos 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
Information Coding Schemes Describe standard coding systems for coding character data
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
Vector Graphics Vector graphics drawing list objects and their properties Compare bitmaps to vector graphics advantages disadvantages
Sampled Sound and Nyquist-theorem Sampling resolution sampling rate
Sound Synthesis Describe MIDI and its advantages for storing sound digitally
Streaming audio Explain what it is and why it is used
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
Analogue and Digital Signals digital signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital converter
Analysis Describe the stages of development of a hardwaresoftware system
Design Specify the method of testing the programmed solution (dry runImplementation 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
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GCE Computing for exams from June 2014 onwards (version 18)
3
32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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GCE Computing for exams from June 2014 onwards (version 18)
3
10
GCE Computing for exams from June 2014 onwards (version 18)
3
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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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3
33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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3
Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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3
Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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Text
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Text
1
2
3
5
7
29
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Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
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Text
2
3
5
7
1
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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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Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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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Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
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C
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GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
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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 Twos Complement to perform subtraction Twos Complement Convert a denary integer into Twos 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
Information Coding Schemes Describe standard coding systems for coding character data
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
Vector Graphics Vector graphics drawing list objects and their properties Compare bitmaps to vector graphics advantages disadvantages
Sampled Sound and Nyquist-theorem Sampling resolution sampling rate
Sound Synthesis Describe MIDI and its advantages for storing sound digitally
Streaming audio Explain what it is and why it is used
Analogue and Digital Data Differentiate between analogue and digital data and analogue and
Analogue and Digital Signals digital signals
Analogue to Digital Converter (ADC) Describe the principles of operation of an analogue to digital converter
Analysis Describe the stages of development of a hardwaresoftware system
Design Specify the method of testing the programmed solution (dry runImplementation 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
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32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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1
2
3
5
7
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2
3
5
7
1
30
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Text
1
2
3
5
7
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2
3
5
7
1
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Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
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43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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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continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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 for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
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Text
C
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GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
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32 Unit 2 COMP2 Computer Components The Stored Program Concept and the Internet
Hardware and Software Understand the relationship between hardware and software and be
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
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
Second generation programming
Third generation
Fourth generation
why declarative languages are used
where each would be appropriate
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 Morgans laws and Boolean identities to manipulate and simplify simple Boolean expressions
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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GCE Computing for exams from June 2014 onwards (version 18)
Text
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GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
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Text
2
3
5
7
1
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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 for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
Internal and External Hardware Outline the basic internal components of a computer system
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 IO controllers and IO 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 by a processor that performs arithmetic and logical operations
Structure and Role of the Processor Understand the characteristics of contemporary processors
Control Unit components
Clock Explain the effect of clock speed word length and bus width on
dedicated registers
Machine code and processor The basic machine code operations of Load Add Store instruction set
The FetchExecute cycle and the role Explain how the FetchExecute 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
Input and Output Devices Know the main characteristics purpose and suitability 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 purpose and suitability 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
The Internet and its Uses Understand the structure of the Internet the role of packet switchingWorld 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
Domain Names and IP Addresses Explain the terms domain name and IP address
Describe how domain names are organised
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GCE Computing for exams from June 2014 onwards (version 18)
3
10
GCE Computing for exams from June 2014 onwards (version 18)
3
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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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GCE Computing for exams from June 2014 onwards (version 18)
3
33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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GCE Computing for exams from June 2014 onwards (version 18)
3
Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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3
Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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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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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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Text
28
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Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
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Text
2
3
5
7
1
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
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GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
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3
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 ClientServer Model Be familiar with the clientserver model
Common Standard Protocols Describe the role of the four layers of the TCPIP protocol stack
anonymous and non-anonymous access
web page resources and rendering these accordingly
Web page construction Have practical experience of creating simple web pages containing hyperlinks using the tags listed in the Teacher Resource Bank
HTML amp 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)
Legal and Ethical Issues Discuss issues of ownership of information and programs and the protection of data
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
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33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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3
Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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3
Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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
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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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Text
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Text
1
2
3
5
7
29
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Text
2
3
5
7
1
30
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Text
1
2
3
5
7
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2
3
5
7
1
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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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B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
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Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
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3
33 Unit 3 COMP3 Problem Solving Programming Operating Systems Databases and Networking
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
other algorithms
algorithmsBig-O notation Linear time polynomial time exponential timeOrder of complexity
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
Halting problem The unsolvable problem of determining whether any program will eventually stop given particular input
Turing Machine The abstract model of the Turing Machine and the Universal Machine
Universal Machine
without output machines with no output (automata) and with output (Mealy and Moore machines)
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
vice versa
Programming Paradigms
Understand the need for and characteristics of a variety of programming paradigms
Be familiar with the concept of an object class an object instantiation encapsulation inheritance
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 pointer and be familiar with the data structures and methods for representing these when a programming language does not support these structures as built-in types
Distinguish between static and dynamic structures and compare their uses
Use of free memory the heap and pointers
Structured programming techniques
Procedural-oriented programming
Event-driven programming
Object-oriented programming
Lists
Queues
Stacks
Pointers
Linked lists
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3
Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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3
Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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3
Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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
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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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Text
28
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Text
1
2
3
5
7
29
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Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
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Text
2
3
5
7
1
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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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4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
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GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
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GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
12
GCE Computing for exams from June 2014 onwards (version 18)
3
Be aware of a graph as a data structure to represent more complex relationships Explain the terms graph labelled graph unlabelled graph vertex edge digraph and arc Know how an adjacency matrix 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
Be aware of the link between choice of algorithms and volume of data to be processed
Explain the technique of hashing and its application
Describe the creation and maintenance of data within lists trees stacks queues and linked lists
Simple graph traversal algorithms which traverse every edge and vertex eg getting out of an arbitrary maze The traversal algorithm
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
simple simulation techniques involving queues
of mantissa and exponent and the need for normalisation
Only Twos Complement representation of mantissa and exponent needs to be covered (IEEE standard does not need to be covered)
Explain the limitations of representing real numbers in a computer system and how errors occur
Graphs
Trees
Rooted trees
Insertion sort
Binary search
Hashing
Binary tree search
Tree traversal algorithms for a binary tree
Stack queue and list operations
Creating and maintaining linked lists
Simple graph traversal algorithms
Precision
Rounding errors (absolute errors relative errors)
Cancellation Error
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3
Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
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3
Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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
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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
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3
Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
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3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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 for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
13
GCE Computing for exams from June 2014 onwards (version 18)
3
Role of an Operating System
Provision of a virtual machine
Resource management
Understand that the role of the operating system is to hide the complexities of the hardware from the user In addition it manages the hardware resources in order to provide for an orderly and controlled allocation of the processors memories and IO devices among the various processes competing for them
explain their operational characteristics
Compare and contrast device operating systems (smartphone PDA) embedded operating systems (car aircraft) desktop operating systems server operating systems
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
referential integrity
Querying a Database Use SQL to retrieve update insert and delete data from several see Teacher Resource Bank)
see Teacher Resource Bank for commandsstatements)
where they are used
Parallel data transmission Consider the effect of distance on the transmission of data
Differentiate between baud and bit rate
Consider the relationship between bit rate and bandwidth
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
Broadband appropriate
Networks
Local Area Networks Contrast wide area and local area networks
Wide Area Networks
14
GCE Computing for exams from June 2014 onwards (version 18)
3
Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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
15
GCE Computing for exams from June 2014 onwards (version 18)
3
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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
16
GCE Computing for exams from June 2014 onwards (version 18)
3
Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
17
GCE Computing for exams from June 2014 onwards (version 18)
3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
18
GCE Computing for exams from June 2014 onwards (version 18)
3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
20
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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3
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3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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 for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
14
GCE Computing for exams from June 2014 onwards (version 18)
3
Network adapter
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
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 20 etc) vs rich client computing (client-server peer-to- peer) web services as examples of systems architectures
Wireless networking
Wi-Fi Radio-based LAN protocols for connecting mobileportable devices
Bluetooth
Inter-networking Explain the meaning of the term inter-networking
particularly Gateways consider how routing is achieved across the Internet and how local area networks are connected to the Internet via gateways
part of an IP address Be familiar with the role of MAC addresses in routing packetsframes
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
Encryption PrivatePublic key encryption
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
15
GCE Computing for exams from June 2014 onwards (version 18)
3
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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
16
GCE Computing for exams from June 2014 onwards (version 18)
3
Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
17
GCE Computing for exams from June 2014 onwards (version 18)
3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
18
GCE Computing for exams from June 2014 onwards (version 18)
3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
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GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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GCE Computing for exams from June 2014 onwards (version 18)
3
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
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GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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 for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
15
GCE Computing for exams from June 2014 onwards (version 18)
3
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
research Research into possible methods of solution using reference texts of
produce system published appropriate algorithms
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
and operations
Volumetrics Data volumes
34 Unit 4 COMP4 The Computing Practical Project The Project provides an opportunity to test the candidates understanding of the connections between the different areas of computing It allows candidates to demonstrate their knowledge and understanding of the systems development life cycle The skills to be demonstrated include analysis design constructionimplementation testing and evaluation of a substantial computer-based task undertaken over an extended period The report should summarise the work carried out by the candidate
Projects should be selected which allow candidates to demonstrate practical and problem-solving skills as well as the techniques of documentation and system testing
The project topic could involve a computer solution to
Candidates should investigate a real problem associated with a user whose realistic needs should be taken into account when designing the solution The object of the project is to produce a complete working solution to a problem Technical competence should be demonstrated in implementing the solution by writing a suitable program or suite of programs
Although it is envisaged that the candidate will develop a complete working solution the project report need only contain carefully selected samples of evidence in order to demonstrate each skill
The Project is centre-assessed and externally moderated
adequate limited and simple problems are provided in the support and exemplar materials available for centres and the Teacher Resource Bank
16
GCE Computing for exams from June 2014 onwards (version 18)
3
Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
17
GCE Computing for exams from June 2014 onwards (version 18)
3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
18
GCE Computing for exams from June 2014 onwards (version 18)
3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
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GCE Computing for exams from June 2014 onwards (version 18)
3
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
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GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
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GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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 for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
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GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
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GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
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GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
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GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
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GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
16
GCE Computing for exams from June 2014 onwards (version 18)
3
Design
Specify and document
evaluation of alternative proposals
requirements of the solution
requirements of the problem
structure charts hierarchy charts pseudo-code relations class and object diagrams as appropriate
Prototyping Consider the impact of prototyping on the design and development process
HumanComputer-Interface design (HCI) Consider
Provide
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
Unit testing Integration testing
Algorithm design
Object-oriented design
Hierarchy charts
Structure charts
Pseudo-code
Relations
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GCE Computing for exams from June 2014 onwards (version 18)
3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
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GCE Computing for exams from June 2014 onwards (version 18)
3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
20
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
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GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
17
GCE Computing for exams from June 2014 onwards (version 18)
3
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
Alpha and beta testing developed system Justify the method(s) chosen to test the solution
Training
Installation manual user manual Consider the training needs for the new system operations manual training 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 programsolution can be corrected if an error is encountered adapted if its environment changes or enhanced if the customer changes requirements
Evaluation
basis of effectiveness usability and maintainability
Mark Scheme
Analysis 12
Design 12
Technical Solution 20
System Testing 8
System Maintenance 7
User Manual including Quality of Written Communication 10
Appraisal 6
TOTAL 75
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
18
GCE Computing for exams from June 2014 onwards (version 18)
3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
20
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
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GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
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GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
18
GCE Computing for exams from June 2014 onwards (version 18)
3
Assessment Criteria
OR
Complex problem
an investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART1
objectives
1
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
Complex problem
investigation but with gaps that hinder full understanding
requirements falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set of system requirements are covered
addressed but with some omissions so that only one third to one half are considered
1 objectives falls short of being comprehensive by omission or lack of depth so that only one third to one half of the comprehensive set are covered
Complex problem
structured investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
all of a real end users needs are addressed
1 objectives falls just short of being comprehensive because of some omissions or some lack of depth
Complex problem
extensive well-structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART1 objectives to the necessary depth
Problem of adequate complexity
investigation
requirements falls just short of being comprehensive because of some omissions or some lack of depth
of a real end users needs addressed
objectives falls just short of being comprehensive because of some omissions or some lack of depth
Problem of adequate complexity
investigation but somewhat lacking in structure
documenting system requirements
understanding a real end users needs
documenting SMART objectives
Problem of adequate complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
SMART objectives to the
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
20
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
19
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
existing paperwork interviews surveys)
If appropriate
OR
Simple problem
ranges from limited to being well structured
range from limited to meeting a real end users needs
end users needs ranges from some attempt to a high level
ranges from limited to comprehensive
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Limited complexity
ranges from limited to falling just short of being well structured
range from limited to falling just short of meeting a real end users needs
understanding a real end users needs
objectives ranges from limited to just short of comprehensive
Limited complexity
structured investigation
system requirements fully meeting a real end users needs
understanding of a real end users needs
of SMART objectives to the necessary depth
OR
20
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
20
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash3 marks 4ndash6 marks 7ndash9 marks 10ndash12 marks
Complex problem Complex problem Complex problem Complex problem
all criteria for design in the context of the problem being solved
Problem of Problem of Problem of adequate complexity adequate complexity adequate complexity
all criteria for design in the context of the problem being solved
OR
Limited complexity Limited complexity
OR
Simple problem
all criteria for design in the context of the problem being solved
OR
OR
OR
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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 for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
21
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
necessary
description of record structure
validation required
or
database design including description of normalised relations and revised E-R diagram
sample of planned data capture and entry designs (prototype screen dumps may be used but must be annotated with the HCI rationale)
sample of planned valid output designs
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
22
GCE Computing for exams from June 2014 onwards (version 18)
3
Lack of technical Limited technical Adequate High technical Very high competence competence technical competence technical competence competence
0 ndash4 marks 5ndash8 marks 9ndash12 marks 13ndash16 marks 17ndash20 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 complex problem
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
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
Majority of All or nearly all of processing objectives the processing working for a simple objectives met for a problem simple problem
OR
OR
OR
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
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 andor the system maintenance section Code
Annotation can be added to clarify the meaning of code
The types of evidence expected include the following
samples of annotated design views2 showing details of application-generated forms reports queries buttons cross-tabulations etc
works as expected
2 Not evidence from the Design Section but screen dumps showing the structure of these elements as developed
23
GCE Computing for exams from June 2014 onwards (version 18)
3
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
24
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash2 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 candidates system
thoroughly tested using typical boundary and 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
of annotated hard copy showing the system working (system testing)
OR
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
25
GCE Computing for exams from June 2014 onwards (version 18)
3
0ndash1 mark 2ndash3 marks 4ndash5 marks 6ndash7 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 codescripts listing that is self-documenting or appropriately annotated appropriately annotated self-documenting andor 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
understand parts of code List or description of system settings
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
OR
OR
OR
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
26
GCE Computing for exams from June 2014 onwards (version 18)
3
Expected contents for this section of the report are
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 lsquowizardsrsquo should NOT be included An acknowledgement that the item has been used is all that is required
27
GCE Computing for exams from June 2014 onwards (version 18)
Text
28
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
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GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
27
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Text
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Text
1
2
3
5
7
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Text
2
3
5
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1
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GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
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GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
28
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Text
1
2
3
5
7
29
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Text
2
3
5
7
1
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2
3
5
7
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3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
29
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
30
GCE Computing for exams from June 2014 onwards (version 18)
Text
1
2
3
5
7
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
31
GCE Computing for exams from June 2014 onwards (version 18)
Text
2
3
5
7
1
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
32
GCE Computing for exams from June 2014 onwards (version 18)
3
Maximum 6 marks to be allocated as below
0ndash1 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 objectivesor 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 objectives
feedback authenticated by assessor
feedback andor evidence of continual interaction with user during the development of the system
to how improvements andor extensions are related to user feedback
PLUS 1 mark for each of the following
1
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
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
33
GCE Computing for exams from June 2014 onwards (version 18)
4 Scheme of Assessment
41 Aims
should encourage candidates to develop a broad range of skills and knowledge of computing as a basis for progression into further learning including progression from AS to A2 andor employment in
students to develop
analytically logically and critically
systems including software hardware data communications and people
understanding of computing including programming in a range of contexts to solve problems
study in a broader perspective
of computing including social legal ethical and other issues
appreciation of their potential impact on society
42 Assessment Objectives (AOs)The Assessment Objectives are common to AS and A Level The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content)
Candidates should be able to
characteristics of a range of computing applications and show an understanding of the characteristics of computer systems (hardware software and communication) which allow effective solutions to be achieved
various forms of data organisation and processing to support the requirements of a computer-based solution
of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
current uses of computing including economic social legal and ethical issues
Candidates should be able to
appropriate for a computer-based solution
and principles to develop data structures and algorithms for the solution of problems
solution using appropriate hardware and software including the use of a programming language
produce written material in English candidates must
punctuation and grammar are accurate so that meaning is clear
appropriate to purpose and to complex subject matter
specialist vocabulary where appropriate
appropriately in Units 2 3 and 4
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
34
GCE Computing for exams from June 2014 onwards (version 18)
43 National Criteria
Northern Ireland Common Criteria
44 Prior Learning There are no prior learning requirements Any requirements set for entry to a course following this
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
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 125 175 15 5 50
AO2 175 25 15 15 50
Overall weighting of units () 30 20 30 20 100
45 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in Computing is assessed in the A2 units by testing the candidates understanding of the connections between the different elements of the subject and their holistic understanding of the subject (Unit 3) and by requiring the candidates to combine their practical and problem-solving skills with knowledge and understanding of the systems development life cycle to produce a report detailing the complete working solution to a problem (Unit 4)
The requirement that Stretch and Challenge is included at A2 is met by the testing of candidates subject knowledge in Unit 3 via the requirement for candidates to provide extended answers to some questions as well as by the level of challenge in Unit 4 via the complexity of the chosen problem to solve
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
35
GCE Computing for exams from June 2014 onwards (version 18)
46 Access to Assessment for Disabled StudentsASA Levels often require assessment of a broader range of competences This is because they are
candidates for a wide range of occupations and higher level courses
criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates If this was the case the situation was reviewed again to ensure that such competences were included only
process were discussed with disability groups and with disabled people
Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments For this reason very few candidates will have a complete barrier to any part of the assessment
Candidates who are still unable to access a
exploring all possibilities through reasonable adjustments may still be able to receive an award They would be given a grade on the parts of the assessment they have taken and there would be
competences had been addressed This will be kept under review and may be amended in the future
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
36
GCE Computing for exams from June 2014 onwards (version 18)
5 Administration
5
53 Private Candidates
candidates
52 EntriesPlease refer to the current version of Entry Procedures and Codes for up to date entry
Unit 1 COMP1
Unit 2 COMP2
Unit 3 COMP3
Unit 4 COMP4
54 Access Arrangements and Special ConsiderationWe have taken note of equality and discrimination legislation and the interests of minority groups in
We follow the guidelines in the Joint Council Access
Arrangements Reasonable Adjustments and Special Consideration General and Vocational Qualifications This is published on the JCQ website (httpwwwjcqorguk) or you can follow the link from our website (httpwwwaqaorguk)
We can make arrangements so that candidates with disabilities can access the assessment These arrangements must be made before the examination For example we can produce a Braille paper for a candidate with a visual impairment
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
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
37
GCE Computing for exams from June 2014 onwards (version 18)
5
58 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towards
Each unit is available in June only Candidates may re-sit a unit any number of times within the shelf-life
taking one or more units The appropriate subject award entry as well as the unit entryentries must be submitted in order to be awarded a new subject grade
Candidates will be graded on the basis of the work submitted for assessment
55 Language of ExaminationsWe will provide units in English only
57 Awarding Grades and Reporting Results
will be graded on a six-point scale A A B C D and E To be awarded an A candidates will need to
an A on the aggregate of the A2 units
For AS and A Level candidates who fail to reach the minimum standard for grade E will be recorded
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
38
GCE Computing for exams from June 2014 onwards (version 18)
6 Coursework Administration
The Head of Centre is responsible to AQA for ensuring that courseworkportfolio work is conducted in accordance with AQAs instructions and JCQ instructions
61 Supervision and Authentication of CourseworkIn order to meet the regulators Code of Practice for GCE AQA requires
candidates to sign the Candidate Record Form
own and
teachersassessorsthe work assessed is solely that of the candidate concerned and was conducted under the
The completed CRF for each candidate must be attached to hisher work All teachers who have assessed the work of any candidate entered for each component must sign the declaration of authentication Failure to sign the authentication statement may delay the processing of the candidates results
candidates standard and level of work to appreciate if the coursework submitted is beyond the talents of the candidate
In most centres teachers are familiar with candidates work through class and homework assignments Where this is not the case teachers should make sure that all coursework is completed under direct supervision
In all cases some direct supervision is necessary to ensure that the coursework submitted can be
additional assistance and this is acceptable within
teacherassessor should award a mark which represents the candidates unaided achievement The authentication statement should be signed and information given on the relevant form
authentication statement for a particular candidate then the candidates work cannot be accepted for assessment
62 MalpracticeTeachers should inform candidates of the AQA Regulations concerning malpractice
Candidates must not
their own independently-sourced source material (this does not mean that candidates may not lend their books to another candidate but candidates should be prevented from plagiarising other candidates research)
internet or other sources without acknowledgement or an attribution
person without acknowledgement
These actions constitute malpractice for which a
be applied
should be consulted about the procedure to be followed
Where suspected malpractice in coursework
has signed the declaration of authentication the Head of Centre must submit full details of the case to AQA at the earliest opportunity The form JCQM1 should be used Copies of the form can be found on the JCQ website (httpwwwjcqorguk)
Malpractice in courseworkportfolios discovered prior to the candidate signing the declaration of authentication need not be reported to AQA but should be dealt with in accordance with the centres internal procedures AQA would expect centres to treat such cases very seriously Details of any work which is not the candidates own must be recorded on the courseworkportfolio cover sheet or other appropriate place
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
39
GCE Computing for exams from June 2014 onwards (version 18)
63 Teacher StandardisationWe will hold annual standardising meetings for teachers usually in the autumn term for the coursework units At these meetings we will provide support in developing appropriate coursework tasks and using the marking criteria
send a representative to one of the meetings If you have told us you are a new centre either by submitting an estimate of entry or by contacting the subject team we will contact you to invite you to a meeting
We will also contact centres if
the coursework requirements
centres marks
In these cases centres will be expected to send a representative to one of the meetings For all other 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 computingaqaorguk
64 Internal Standardisation of MarkingCentres must standardise marking within the centre to make sure that all candidates at the centre have been marked to the same standard One person must be responsible for internal standardisation This person should sign the Centre Declaration Sheet to
Internal standardisation may involve
identifying differences in marking standards
meeting for all teachers involved in the assessment
previous work or examples from AQAs teacher standardising meetings
but other valid approaches are permissible
65 Annotation of CourseworkThe Code of Practice for GCE states that the awarding body must require internal assessors to show clearly how the marks have been awarded
provide guidance on how this is to be done
The annotation will help the moderator to see as precisely as possible where the teacher considers that the candidates have met the criteria in the
Work could be annotated by either of the following methods
work by annotation either in the margin or in the text
precise sections in the work
66 Submitting Marks and Sample Work for Moderation The total mark for each candidate must be submitted to AQA and the moderator on the mark forms provided or by Electronic Data Interchange (EDI) by
candidates work is required in the samples to be submitted to the moderator
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
40
GCE Computing for exams from June 2014 onwards (version 18)
67 Factors Affecting Individual Candidates Teachers should be able to accommodate the occasional absence of candidates by ensuring that the opportunity is given for them to make up missed assessments
the date of the loss how it occurred and who was responsible for the loss Centres should use the JCQ form JCQLCW to inform AQA Candidate Services of the circumstances Where special help which goes beyond normal learning support is given AQA must be informed through comments on the CRF so that such help can be taken into account when moderation takes place (see Section 61)
Candidates who move from one centre to another during the course sometimes present a problem for a scheme of internal assessment Possible courses of action depend on the stage at which the move takes place If the move occurs early in the course the new centre should take responsibility for assessment If it occurs late in the course it may be possible to arrange for the moderator to assess the work through the Educated Elsewhere procedure Centres should contact AQA at the earliest possible stage for advice about appropriate arrangements in individual cases
68 Retaining Evidence and Re-using Marks The centre must retain the work of all candidates with CRFs attached under secure conditions from the time it is assessed to allow for the possibility of an enquiry about results The work may be returned
to candidates after the deadline for enquiries about results If an enquiry about a result has been made the work must remain under secure conditions in case it is required by AQA
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
41
GCE Computing for exams from June 2014 onwards (version 18)
7 Moderation
7
71 Moderation ProceduresModeration of the coursework is by inspection of a sample of candidates work sent by post from the centre to a moderator appointed by AQA The centre marks must be submitted to AQA and to the
httpwwwaqaorgukdeadlinesphp) We will let centres know which candidates work will be required in the sample to be submitted for moderation
Following the re-marking of the sample work the moderators marks are compared with the centre marks to determine whether any adjustment is
needed in order to bring the centres assessments into line with standards generally In some cases it may be necessary for the moderator to call for the work of other candidates in the centre In order to meet this possible request centres must retain under secure conditions and have available the coursework and the CRF of every candidate entered for the examination and be prepared to submit it on demand Mark adjustments will normally preserve the centres order of merit but where major discrepancies are found we reserve the right to alter the order of merit
72 Post-moderation ProceduresOn publication of the ASA Level results we will
coursework unit
The candidates work will be returned to the centre after moderation has taken place The centre will receive a report with or soon after the despatch of published results giving feedback on the
appropriateness of the tasks set the accuracy of the assessments made and the reasons for any adjustments to the marks
We reserve the right to retain some candidates work for archive or standardising purposes
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
42
GCE Computing for exams from June 2014 onwards (version 18)
Appendices
A Performance DescriptionsThese performance descriptions show the level of attainment characteristic of the grades at A Level They give a general indication of the required learning outcomes at the AB and EU boundaries at AS and A2 The descriptions should be interpreted in relation
The grade awarded will depend in practice upon the extent to which the candidate has met the Assessment Objectives (see Section 4) overall Shortcomings in some aspects of the examination may be balanced by better performances in others
Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high-quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
43
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
44
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
45
GCE Computing for exams from June 2014 onwards (version 18)
1 Assessment Assessment Objective 1 Objective 2
Assessment Knowledge and understanding Skills Objectives Candidates should be able to Candidates should be able to
and characteristics of a range of parts which of are appropriate for a computing applications and show computer-based solution an understanding of the
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
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
systematic development of high- quality solutions to problems and the techniques for implementing such solutions including the use of a programming language
consequences of current uses of computing including economic social legal and ethical issues
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
46
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
AB Candidates characteristically Candidates characteristically boundaryperformance 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
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
solution and document it thoroughly e) show an extensive knowledge of
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
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
47
GCE Computing for exams from June 2014 onwards (version 18)
continued
Assessment Assessment Objective 1 Objective 2
EU Candidates characteristically Candidates characteristically boundaryperformance 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
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
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
48
GCE Computing for exams from June 2014 onwards (version 18)
B
B Spiritual Moral Ethical Social and Other Issues
AQA has taken account of the 1988 Resolution of the Council of the European Community in preparing this
AQA has taken account of the 1988 Resolution of the Council of the European Community and the Report Environmental Responsibility An Agenda for
Further and Higher Education 1993 in preparing this
AQA has taken great care in the preparation of this
any kind
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
49
GCE Computing for exams from June 2014 onwards (version 18)
Text
C
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010
50
GCE Computing for exams from June 2014 onwards (version 18)
D Key Skills
Mathematics and ICT from September 2010