Component 02: Computational thinking, algorithms and programming
Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators.
Practical programming
Students are to be given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test and refine programs using a high-level programming language. Students will be assessed on these skills during the written examinations, in particular component 02 (section B).
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Unit 2.1 Algorithms
2.1.1 Computational Thinking
2.1.2 Designing, creating and refining algorithms | Unit 2.2 Programming fundamentals
2,2,1 Programming fundamentals
2.2.2 Data types
2.2.3 Additional programming techniques | Unit 2.3 Producing robust programs
2,3,1 Defensive design
2,3,2 Testing
Unit 2.5 Programming languages and IDEs
2.5.1 Languages
2.5.2 The IDE | Unit 2.5 Programming languages and IDEs
2.5.1 Languages
2.5.2 The IDE
Unit 2.4 Boolean Logic | Unit 2.5 Programming languages and IDEs
2.5.1 Languages
2.5.2 The IDE
Unit 2.4 Boolean Logic | Directed Intervention and revision in preparation for the final examinations. |
Unit 2.1 introduces algorithms and computational thinking, flow charts and tracing algorithms. Learners will have the opportunity to analyse, interpret, modify and implement a range of algorithms. | This extensive programming unit takes learners from being complete novices to having the confidence to tackle any GCSE level programming challenge. Essential practical programming is also interleaved into the theoretical elements of programming to provide tangible links between required knowledge and skills. | This extensive programming unit takes learners from being complete novices to having the confidence to tackle any GCSE level programming challenge. Essential practical programming is also interleaved into the theoretical elements of programming to provide tangible links between required knowledge and skills.
In Unit 2.4, learners will discover logic — the building blocks of processors at the heart of a computer system. Through the activities they will build an understanding of how logic gates are used to address real-world problems. | To allow the teacher to analyse prior learning and highlight areas of strengths and weaknesses in student learning so as to enable each individual to have a personal study plan for increasing their own knowledge of the subject. |
- Principles of computational thinking
- Abstraction
- Decomposition
- Algorithmic Thinking
- Identify the inputs, processes, and outputs for a problem
- Structure diagrams
- Create, interpret, correct, complete, and refine algorithms using:
- Reference language/high-level programming language
- Identify common errors
- Trace tables
- Standard searching algorithms:
- Binary search
- Linear search
- Standard sorting algorithms:
| - The use of variables, constants, operators, inputs, outputs and assignments
- The use of the three basic programming constructs used to control the flow of a program:
- Sequence
- Selection
- Iteration (count- and condition- controlled loops)
- The common arithmetic operators
- The common Boolean operators AND, OR, NOT
- The use of data types:
- Integer
- Real
- Boolean
- Character and string
- Casting
- The use of basic string manipulation
- The use of basic file handling operations:
| - The use of variables, constants, operators, inputs, outputs and assignments
- The use of the three basic programming constructs used to control the flow of a program:
- Sequence
- Selection
- Iteration (count- and condition- controlled loops)
- The common arithmetic operators
- The common Boolean operators AND, OR, NOT
- The use of data types:
- Integer
- Real
- Boolean
- Character and string
- Casting
- The use of basic string manipulation
- The use of basic file handling operations:
- The use of records to store data
- The use of SQL to search for data
- The use of arrays (or equivalent) when solving problems, including both one-dimensional (1D) and two-dimensional (2D) arrays
- How to use sub programs (functions and procedures) to produce structured code
- Random number generation
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- The use of records to store data
- The use of SQL to search for data
- The use of arrays (or equivalent) when solving problems, including both one-dimensional (1D) and two-dimensional (2D) arrays
- How to use sub programs (functions and procedures) to produce structured code
- Random number generation
- Defensive design considerations:
- Anticipating misuse
- Authentication
- Input validation
- Maintainability:
- Use of sub programs
- Naming conventions
- Indentation
- Commenting
- The purpose of testing
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- Types of testing:
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- Identify syntax and logic errors Selecting and using suitable test data:
- Normal
- Boundary
- Invalid
- Erroneous
- Refining algorithms
- Simple logic diagrams using the operations AND, OR and NOT
- Truth tables
- Combining Boolean operators using AND, OR and NOT
- Applying logical operators in truth tables to solve problems
- Characteristics and purpose of different levels of programming language:
- High-level languages
- Low-level languages
- The purpose of translators
- The characteristics of a compiler and an interpreter
- Common tools and facilities available in an integrated development environment (IDE):
- Editors
- Error diagnostics
- Run-time environment
- Translators
| - Use of all prior learning to analyse own understanding of each topic area and develop useful revision tools in preparation for the exam
- To practice exam style questions to ensure that every student is fully prepared and understands exactly what the questions will look like and how to attempt them all
- To develop, create and understand how to use knowledge organisers for every topic area
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Practical Programming Skills Although practical programming skills are not assessed formally as part of the OCR GCSE it is a requirement of the course to deliver a practical programming element and we believe that students should develop a good understanding of programming to fully appreciate Computer Science. The concepts in practical programming also link strongly into elements of Unit 2 work that students will face in Year 11 and every fortnight students will have at least one practical programming lesson in order to prepare them for this. |
Interim assessments are ongoing but students will be given a full end of unit assessment on this topic at the end of this half term. 40 marks (approximately – this will depend on topic content and criteria of questions from the assessment materials available). | Interim assessments are ongoing but students will be given a full end of unit assessment on this topic at the end of this half term. 40 marks (approximately – this will depend on topic content and criteria of questions from the assessment materials available). | Interim assessments are ongoing but students will be given a full end of unit assessment on this topic at the end of this half term. 40 marks (approximately – this will depend on topic content and criteria of questions from the assessment materials available). | Interim assessments are ongoing but students will be given a full end of unit assessment on this topic at the end of this half term. 40 marks (approximately – this will depend on topic content and criteria of questions from the assessment materials available). | To complete modelled exam questions and in class assessment in preparation for the final exams. |
Topic assignments set through Seneca Learning for each element of the course.
Students will be given notice of assessments and expected to revise in preparation.
Students are advised to create revision notes / flash cards after every lesson as an ongoing source of revision for their personal use. | Topic assignments set through Seneca Learning for each element of the course.
Students will be given notice of assessments and expected to revise in preparation.
Students are advised to create revision notes / flash cards after every lesson as an ongoing source of revision for their personal use. | Topic assignments set through Seneca Learning for each element of the course.
Students will be given notice of assessments and expected to revise in preparation.
Students are advised to create revision notes / flash cards after every lesson as an ongoing source of revision for their personal use. | Topic assignments set through Seneca Learning for each element of the course.
Students will be given notice of assessments and expected to revise in preparation.
Students are advised to create revision notes / flash cards after every lesson as an ongoing source of revision for their personal use. | Continue to use Seneca Learning, Teach-ict, computer science UK and Oak Academy as ongoing revision tools.
Ensure that all topics have knowledge organisers and flash cards – these should have been developed over the two years of the course. |
Employability, Professionalism and Enterprise (EPE) Links - Data scientist
- Cyber Security Analyst
- Database Administrator
- Software Engineer
| Employability, Professionalism and Enterprise (EPE) Links - Data scientist
- Cyber Security Analyst
- Database Administrator
- Software Engineer
| Employability, Professionalism and Enterprise (EPE) Links - Data scientist
- Cyber Security Analyst
- Database Administrator
- Software Engineer
| Employability, Professionalism and Enterprise (EPE) Links - Data scientist
- Cyber Security Analyst
- Database Administrator
- Software Engineer
|
