GCSE Computing

In this course, students are prepared for OCR GCSE Computer Science (J277). The following nine units are studied sequentially across Years 10 and 11.

Unit Content

Unit 1

Systems Architecture and Algorithms

This unit engages students with two of the principle topics of GCSE Computing: system architecture and algorithms. Students study the structure of the central processing unit (CPU), learning to name the key components and discussing the role different characteristics have on performance. Alongside this unit, students learn the basics of computational thinking with algorithmic thinking, decomposition and abstraction being the key terms used throughout. Students also begin to develop their coding skills with GCSE-style programming problems in our language of choice, Python.

Key knowledge developed:

  • Understanding the purpose of the CPU (fetch-execute cycle)
  • Understanding common CPU components including the arithmetic logic unit, control unit, cache memory and the registers
  • Knowing the registers within Von Neumann architecture, specifically the memory address register, memory data register, program counter and accumulator
  • Knowing how CPU characteristics affect performance (clock speed, cache size, number of cores)
  • Understanding what embedded systems are
  • Knowing the principles of computational thinking (abstraction, decomposition and algorithmic thinking)
  • Knowing the shapes used within flowcharts
  • Understanding what pseudocode is and how it is structured

Key skills developed: 

  • How to compare and contrast two CPUs based on their characterstics
  • How to improve the performance of a CPU based on its specification
  • How to identify the role of the different registers within Von Neumann architecture
  • How to structure computer programs through the use of decomposition and abstraction
  • How to design algorithms using flowchart shapes

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini white-boards. Students complete an end-of-topic assessment in the form of past-exam questions. The assessment comprises multiple choice, short answer and long answer questions.

Unit 2

Memory and Storage, Algorithms and Boolean Logic

In this unit, students learn how primary memory works with the CPU to perform the basic functions of a computer system. Students compare the characterstics of random-access memory (RAM) and read-only memory (ROM) before learning about the different types of secondary storage device. Students also learn about the main searching and sorting algorithms and are to explain in depth their similarities and differences. Lastly, students learn about Boolean logic, learning to interpret, draw and predict the outputs of AND, OR and NOT gates.

Key knowledge developed:

  • Understanding the differences between RAM and ROM and their key roles within a computer
  • Knowing the role of virtual memory within a computer
  • Knowing why computers have secondary storage
  • Knowing the three types of secondary storage device and the different characteristics that each have
  • Understand the role Boolean logic plays in the structure of a CPU

Key skills developed:

  • How to identify the correct type of secondary storage device based on different real-world scenarios
  • How to draw logic gates
  • How to trace the inputs and outputs of trace tables when analysing logic gates

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini-white boards. Students complete an end-of-topic assessment in the form of past-exam questions. The assessment comprises multiple choice, short answer and long answer questions. 

Unit 3

Memory and Storage

This unit teaches students about the role of binary within numbers, images, sound and characters. Students learn about the different units of data storage from a single bit to a petabyte. Students learn the steps of binary and hexadecimal conversion and discuss the role of compression in sending and storing files.

Key knowledge developed:

  • Understanding how units of data storage are used throughout different files
  • Knowing the steps of converting numbers between binary, hexadecimal and denary
  • Understand the role of hexadecimal numbers in computing
  • Understand how images, characters and sound are stored as sequences of 1s and 0s
  • Knowing the two types of compression and their main differences

Key skills developed:

  • How to convert a denary number to binary and back again
  • How to perform binary addition
  • How to convert a hexadecimal number to denary and back again
  • How to convert a hexadecimal number to binary and back again

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini-white boards. Students complete an end-of-topic assessment in the form of past-exam questions. The assessment comprises multiple choice, short answer and long answer questions. 

Unit 4

Networks and Topologies and Programming Fundamentals
 

This unit teaches students about networks, one of the largest and more significant areas of the GCSE. Students learn to define a network and explain, in detail, the role of different types of network hardware. Students learn the differences between different network structures, focusing on their application within real-world scenarios. Students investigate and discuss how the internet works, including the use of IP addressing. Finally, students learn about network layouts. Alongside this unit, students undertake detailed work to develop their own Python programming skills. They learn to predict, run, investigate, modify and make programs using the key terms on which all computer programs rely.

Key knowledge developed:

  • Knowing the differences between local area and wide area networks
  • Understanding the role of different pieces of hardware within a network
  • Understanding how data travels around the internet
  • Knowing the differences between a mesh and a star topology
  • Knowing the three programming constructs: sequence, selection and iteration
  • Knowing the key skills that are used within different types of computer programs

Key skills developed:

  • How to identify different types of networks and the role the hardware within these specific networks adopt
  • How to use sequencing, selection and iteration within different programs
  • How to use mathematical and logical operators within computer programs

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini-white boards. Students complete an end-of-topic assessment in the form of past-exam questions. The assessment comprises multiple choice, short answer and long answer questions. 

Unit 5

Wired and Wireless Networks

This is the second unit of work that focuses on the concept of networking. Students learn the role protocols and layers have within networking, analysing in detail the specific protocols that govern how data is transmitted. Students also learn about the role of standards in networks and the importance of adhering to specific criteria to create functioning hardware.

Key knowledge developed:

  • Knowing the role of encryption within data transfer
  • Understanding how IP and MAC addressing are used in a network
  • Understanding the importance of layers and protocols
  • Knowing all of the protocols used in networking

Key skills developed:

  • How to identify the protocol being used within different contexts of network performance
  • How to keep data safe through the use of encryption on a network
  • How to decompose the many jobs a network may perform through the use of layers

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini-white boards. Students complete an end-of-topic assessment in the form of past-exam questions. The assessment comprises multiple choice, short answer and long answer questions. 

Unit 6
 

Programming Fundamentals

In this unit, students continue to learn about the fundamentals of programming. Building on the previous programming fundamental units, this unit sees students progress through topics such as file handling, records of data, structured query language and arrays.

Key knowledge developed:

  • Knowing how file handling allows programmers to code Python files that can store data long term
  • Knowing how SQL works and its importance in the role of storing data in a database
  • Understanding one-dimensional and two-dimensional arrays

Key skills developed:

  • How to write code that writes data to a file and reads data from a file
  • How to use key SQL terms to locate data from a large database of records
  • How to create, modify, traverse and delete items with regard to one-dimensional and two-dimensional arrays

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini-white boards. Students complete mock exams as part of the school assessment calendar. This topic, along with previous topics, is assessed within the Year 10 exam series. 

Unit 7 

Systems Software, Network Security and Producing Robust Programs

This unit teaches students the role of system software, network security and how to produce robust programs. Firstly, students learn the role of an operating system within a computer. Students identify the characteristics of an operating system before moving on to six different types of utility software. They then embark on a series of lessons on the different types of attacks and malware that can be used by hackers. Students learn how to prevent vulnerabilities and discuss both physical and logical measures. Lastly, students learn how to make programs robust, ensuring that code, authentication steps and validation are used so that computer programs do not break easily and only accept true inputs.

Key knowledge developed:

  • Knowing the different functions of an operating system
  • Knowing the different types of utility software
  • Understanding the different types of threats that make a computer vulnerable
  • Understanding how to combat such attacks and malwares through physical and logical network policies
  • Knowing how to make a computer program robust
  • Understanding how websites make use of different authentication and validation techniques

Key skills developed:

  • How to identify the different types of attack and malware
  • How to match up different physical and logical security measures with specific threats, ensuring a computer system remains safe
  • How a website may make use of 2-step authentication and re-captcha to ensure users are genuine
  • How to make a computer program accept true inputs through the use of input sanitisation methods
  • How to use try-except-else techniques to validate inputs

Assessment: Students complete an end-of-topic assessment in the form of past-exam questions. The assessment comprises multiple choice, short answer and long answer questions. 

Unit 8

Programming Languages and IDEs

This is the final unit of study within Paper 2 of the GCSE curriculum. Students learn the key differences between high-level and low-level languages, recognising that coding in a langauge such as Python must be converted to machine code in order for a processor to run the set of instructions. Students also learn the role of translators in this process, comparing both compilers and interpreters. Finally, students look closely at integrated development environments (IDEs), identifying their components and then analysing how these components support the generation of a computer program.

Key knowledge developed:

  • Knowing the differences between high-level languages and low-level languages
  • Understanding the role translators such as compilers and interpreters have when converting code to machine code
  • Knowing different characteristics of integrated development environments and how these characteristics assist a programmer.

Key skills developed:

  • How to identify the differences between high-level and low-level languages
  • How to describe the way interpreters and compilers convert code from high-level to machine code
  • How to apply different functions of IDEs to different programming contexts

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini-white boards. Students complete mock exams as part of the school assessment calendar. This topic, along with previous topics, is assessed within the Year 11 exam series. 

Unit 9

Ethical, Legal, Cultural and Environmental Impacts and Programming Fundamentals

This final unit has two parts. The first addresses ethical, legal, cultural and environmental impacts of computing while the second returns to programming fundamentals. Students learn how the use of computers in a 21st-century world has contributed to changes in our ethics and culture. Students look at case studies, analysing data, interrogating outcomes and questioning the role computers play in our society. This unit is heavily essay based and students will be challenged to write coherent arguments justifying their points. Lastly, this unit also features our final piece of work with programming fundamentals. This component focuses on the use of sub-programs and the role procedures and functions have in creating sophisticated code.

Key knowledge developed:

  • Knowing examples of ethical and cultural issues in the world, linking these to our use of computers
  • Knowing how the enviornment has been changed, for better and worse, as a result of the rise in computer use
  • Understanding the key pieces of legislation that govern our use of computers
  • Knowing the different between functions and procedures in coding
  • Understanding how parameters work and their role within sending data to sub-programs
  • Understanding how different laws and legislation govern how we use computers

Key skills developed:

  • How to identify the different ethical issues throughout the world of computer use
  • How to summarise cultural changes resulting from our use of technology
  • How to summarise environmental changes resulting from our use of computers
  • How to structure long-answer essays evaluating these points
  • How to create procedures in Python
  • How to create functions in Python
  • How to pass information using parameters to and from sub-programs

Assessment: Students receive formative assessment on their learning through various questioning strategies and work on mini-white boards. Students complete an end-of-topic assessment in the form of past-exam questions. The assessment comprises multiple choice, short answer and long answer questions.