Revision of GCSE Specifications Draft Proposal Digital Technology Draft Proposals for GCSE Consultation 2016
Content Page 30TIntroduction30T A. Specification at a Glance 30T B. Subject Content for each Unit 30T C. Assessment30T I. External Assessment 30T II. Internal Assessment 30T D. 30TProgression from Key Stage 330T E. 30TProgression to GCE30T F. Support30T 2
Introduction Awarding Bodies are revising their GCSE and GCE specifications to ensure that both content and assessment continue to reflect the needs of learners and the society, economy and environment in which they live and work. The revision programme is now underway to review our GCSE and produce revised specifications for first teaching from September 2017. The new specification should provide opportunities for students to build upon the knowledge, understanding and skills developed at Key Stage 3, and meet the relevant requirements of the Northern Ireland Curriculum at Key Stage 4. This document has been designed to provide you with an outline of our draft proposals for the revised GCSE specification. For further information on the revision of GCSE Specifications go to: 30TUhttp://www.ccea.org.uk/the-revision/U30T 3
A. Specification at a Glance The table below summarises the structure of this GCSE course: Content Assessment Weighting Availability Core Unit Digital Technology 1 hour external exam 30% Summer terminal Option A - 2 units Unit 1 Digital Development Concepts 1½ hours external exam 40% Summer (from year 1) Unit 2 Digital Development Practice Controlled Assessment 30% Summer (from year 1) Option B - 2 Units Unit 1 Digital Authoring Concepts 1½ hours external exam 40% Summer (from year 1) Unit 2 Digital Authoring Practice Controlled Assessment 30% Summer (from year 1) At least 40% of the assessment (based on unit weightings) must be taken at the end of the course as terminal assessment. B. Subject Content for each Unit We have divided the course into three Units; a Core compulsory unit and two optional units available either from Option A or B as shown. A brief description of each unit is provided below. 4
Core Unit: Digital Technology Draft Proposals for GCSE Consultation 2016 This unit looks at digital technologies available today for data storage, manipulation, presentation and transfer along with issues relating to maintaining the security of data and the legislation that governs its use. Content Digital Data Representing data Representing images Representing sound Portability Software Description Describe the difference between information and data; Describe how data is stored in units of : bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte; Identify a range of data Types: - Numeric (Integer and Real), Date/Time, Character, String. Understand how pixels are used in image representation; Understand the impact of image resolution on file size; Describe how vector graphics and bitmap graphics are stored; Describe the difference between vector-based and bitmap graphics; Understand how buffering and streaming are used to support the transfer of moving image files. Describe factors that affect sound quality including sample rate, bit depth and bit rate when recording sound; Explain the need for Analogue to Digital conversion in sound recording. Understand data portability and the following file formats that support it: - jpeg, tiff, png, pict, gif, txt, csv,rtf, mp3, mp4, MIDI, mpeg, avi, pdf; understand the need for data compression. describe the functions of system software in terms of allocating memory, storage and processing time; describe the following modes of processing: real-time, batch processing and multiuser; describe the following tasks carried out by the utility applications:- disk defragmenting, task scheduling, backup and restoring data; 5
Database Applications describe the role of antivirus software and the importance of regular updates. Understand and explain basic database concepts such table, record, field, key field, query, form, report, macro, relationship, importing data; identify and use appropriate data types when creating a database structure; Understand the need for data validation: presence, length, type, format, range; Extract data from a database structure using simple query structures and using logical operators (<, >, =, <=, >=, AND, OR, BETWEEN). Spreadsheet Applications understand and explain the basic structures of spreadsheet software: cells, rows columns and data types; explain and use the following features of spreadsheet software: - conditional formatting and validation, templates, importing data and headers and footers - entering text, numbers and formulae - formatting cells, rows and columns - creating and replicating of formulae - creating a simple template for others to use - using simple functions, relative and absolute cell referencing, IF statements, vlookups; use a spreadsheet for data modelling; create, label and format charts; select areas of a spreadsheet for printing; create simple macros. Computer Hardware Explain the purpose of the CPU Describe the role of the following components of the CPU - ALU, Control Unit, Immediate Access Store; Describe the role played by the following in the fetch execute cycle; Program Counter, MAR (Memory Address Register), MDR (Memory Data Register), IR (Instruction Register), ALU (Arithmetic Logic Unit); Describe the impact of clock speed, cache size and number of cores on CPU performance; 6
Describe the characteristics and typical uses of the following input, output, storage devices and their advantages and disadvantages - microphone, mouse, graphics digitiser, touch sensitive screens, speakers, printers (laser and 3D printers), hard disc drives (HDD), HD (High Definition) storage media and solid state storage devices (SSD); Understand the need for internal memory: RAM, ROM cache. Network Technologies Network Security and Data Transfer Cloud Technology Implementation and application, security and impact on local systems Describe the main features of the following networks: LAN and WAN; Describe the difference between the World Wide Web, the Internet of Things and Intranets Describe and evaluate the effectiveness of the following network communications technologies: Wi-Fi, Bluetooth, optical fibre, mobile communication technology(4g and 5G); describe the function of the following network resources: network interface card, network cables, switch, router; Describe the following network topologies: - Bus, Star, Ring Describe the advantages and disadvantages of using a network in an organisation. Explain how networks and data can be protected using: - encryption, passwords, levels of access, backup and firewalls; Describe the role of a protocol in data transfer; Describe the purpose of the following protocols: - FTP, HTTP, HTTPS; Define the term malware; Describe the following forms of malware: - phishing, virus, trojan horse, worm. Define the term cloud computing ; Describe the advantages and disadvantages of cloud computing to an organisation; Describe the impact of cloud computing on gaming, file storage and sharing (including collaborative tools). 7
Ethical, legal and environmental impact of digital technology on wider society Legislation Moral and Ethical considerations Changes in employment opportunities, skills requirements and work practices Health and Safety Digital Applications Demonstrate and apply knowledge and understanding of: - Consumer Contracts Regulations; - the Copyright Designs and Patents Act and identify typical breaches of the Act, including software piracy and software licensing; - the Data Protection Act; the eight principles of the Data Protection Act; the rights of the data subject and the responsibilities of the Data Controller and Information Commissioner in ensuring the Data Protection Act is enforced; - the Computer Misuse Act; describe the terms hacker, virus and spyware and how these relate to the Computer Misuse Act. Consider the ethical impact of technology on society in terms of internet misuse, access to personal information, the misuse of social media, implications of GPRS and tracking and concerns about the security of personal data Consider the impact of digital technology on employment; increased job opportunities in ICT/Computing sector, job displacement, change in work patterns, need for upskilling demonstrate an understanding of health and safety issues including: RSI, back strain, eyestrain and the widespread use of wireless networks. identify the measures taken by both the employee and employer to promote good health and safety practice in the workplace; Describe the main features of gaming applications, simulations, mobile phone applications and how they can be used to support: - Education and Training; - Social Interactions; - Work Practices. Evaluate the impact of the following digital applications online banking, online training and e-commerce on our everyday lives. 8
Optional Units (Option A) Digital Development (Multimedia) Unit 1: Concepts relating to digital systems development (External exam). This unit looks at the concepts behind the development of digital systems. Content Designing Solutions Description Describe the role played by an end user when developing a prototype for a digital system. Know and understand the purpose of the following elements of design documentation: Multimedia - Target Audience and User Requirements; - Navigation Structure Design; - Storyboard; - Image sources; - Movie Timeline; - Descriptions of any scripted elements of the solution and the source of the script. Database - Data Dictionary; - Form and Report Wireframes; - Navigational Structure Diagram; - ER Diagram. Digital Development Considerations Describe and evaluate the following interfaces for operating digitally developed packages: - GUI; - Natural language interface; - Motion tracking interfaces; - Touch screen. Describe issues associated with accessible design when developing a digital application; Describe issues associated with developing packages that are compatible across a variety of platforms; Describe how each of the following improves cross 9
platform compatibility: - use of plugins; - portable document formats; - optimised file formats. Multimedia Applications Multimedia Authoring Identify and evaluate key multimedia and interactive features used in: - websites supporting e-commerce; - social media; - gaming. Explain what is meant by the term Multimedia Authoring; Understand the following features and their role in multimedia authoring: - hypertext; - video; - animation; - sound; - scripting. Be able to use scripting to implement sequencing, selection, repetition and events programming in multimedia authoring software; Create and use different media types (video, animation and sound); Integrate different optimised media types in the production of a multimedia solution including animation, video, sound files, images and text; Consider impact of non-optimised resources on package performance. Database Development In addition to the knowledge acquired in the core unit topic Database Applications students should also be able to: Develop a database solution to a given problem by: - applying appropriate relationships within the database structure (one-to-one, one to many); - creating complex queries incorporating calculations, selecting, sorting and using two or more criteria. Create complex reports using features such as grouping, sorting, headers and footers and calculations; Use mail merging to select and sequence recipients; 10
Create macros to automate tasks in a database solution; Describe how relational databases reduce data redundancy and increase data integrity. Significance of testing and developing of appropriate test plans Evaluation of digitally authored systems against a set of user requirements Explain the role of testing in the development process; Describe the features of an effective test plan; Explain the following approaches to testing: - white box; - black box; - system; - alpha; - beta. Describe how the following can be tested in a multimedia package: - navigation; - multimedia; - asset operation; - load times; - script testing. Explain how an evaluation is used to ensure that a solution: - meets the original design specification; - is a full and complete solution; - is an efficient solution; - will operate on an appropriate platform. 11
Unit 2: Practices associated with Digital System Development (Controlled Assessment). This unit requires the practical application of the processes associated with the design, development and testing of digital multimedia systems. Content Designing solutions using appropriate tools Description Specify the user requirements and target audience to design a solution to a given problem. Use storyboards and prototyping to develop a design solution to a given problem, - Include suitable input, output, processing, data and navigation design; - Refine and evaluate a solution; Consider end user feedback and use suitable testing methods to ensure a solution meets user requirements. Building a solution Use the following features of a multimedia authoring package to support the creation of an interactive solution from a design document; - templates; - hypertext which supports internal and external navigational links; - optimised media types, which should include: an original video; an original animation; appropriate sound; - scripted elements which aid the interactivity of the package; Use the following features of a database application to support the implementation of solution from a design document; - relationships 12
- queries (simple and complex) - macros, menus, switchboards - validation - lookup lists - input masks - reports (incorporating grouping, sorting, calculations, headers and footers) - forms and subforms Testing a solution Create a test plan which: - is presented in tabular format; - tests all navigational elements, all interactive elements, and the load time of any assets incorporated into the packages; - tests the accessibility elements of the application; - utilises appropriate test data (valid, invalid and extreme); - shows expected output; - identifies errors and performance issues; - reflects the general robustness of the system for use in evaluation; - measures the extent to which the user requirements have been met; - test the solution using the test plan created and document the observed outcomes from each test (using screenshots). Evaluating a solution Evaluate a solution in terms of: - user requirements; - performance and robustness during testing; - refinements required following testing; - possible improvements to the solution. 13
(Option B) Digital Authoring Unit 1: Concepts relating to the authoring of digital systems (external exam) This unit looks at trends in software development and the concepts behind designing and creating digital systems using coded solutions. Content Contemporary Trends in Software Development Description Describe the following programming paradigms: - Procedural programming; - Object-oriented programming; Explain the significance of the following aspects of software development environments: - editing features; - high-level code translation and execution. Digital Data Understand units of data: - bit; - nibble; - byte; - kilobyte; - megabyte; - gigabyte; - terabyte; Understand character representation: - ASCII (7 & 8 bit); - Unicode; Understand and use number representation and convert between Denary, Binary and Hexadecimal; Perform the addition of 2 bytes and explain the meaning of overflow; Describe and appropriately make use of the following data types: - Numeric (Integer and Real); 14
- Date/Time; - Character; - String; Understand and use Boolean Operators and Truth Tables (AND, OR, NOT). Digital Design Principles Programming Constructs Explain in simple terms the underlying concepts of computational thinking: - abstraction; - decomposition; Design solutions using algorithms, Flow Diagrams and Pseudocode; Create and evaluate algorithms including those for basic sorting and searching ; Refine a solution to a problem during design; Identify data requirements for a solution and develop an appropriate user interface; Use a dry run to test a solution. Understand and use the functionality provided in a programming language for using: - variables; - constants; - Boolean & arithmetic operators; input, output and assignment statements; 1-D array structures; string manipulation functions including: - splitting; - concatenating; - character searching - substring searching; controlling the flow of a program through: - sequence; - selection; - iteration; building reusable code; 15
- user defined functions/methods; basic file handling. Simple Error Handling Techniques Developing Test Plans and Testing a Solution Evaluation of Digitally Authored Systems against a set User of Requirements Understand and use the following: - data validation including presence, length, type and format checks; - detecting and correcting syntax, execution and logic errors; - using simple error trapping techniques. Explain the following approaches to testing: - white box; - black box; - system, unit and integration testing; Create and use a test plan to identify test procedures for use during and after development to check a system against success criteria; Devise and use the following types of test data: - valid; - invalid; - extreme. Explain how evaluation is used to ensure that a solution: - meets original design criteria; - produce the correct solution or output; - is a full and complete solution; - is an efficient solution; - is a robust solution. 16
Unit 2: Practices relating to the authoring of digital systems (Controlled Assessment) This unit requires the practical application of the processes associated with the design, development and testing of coded solutions when creating digital systems. The completed project must use one of the following languages:- Python, Java, Pascal, Visual Basic or any C-derived language. Content Designing Solutions Using Appropriate Tools Building a Solution Description Use algorithms to design a fully decomposed solution to a given problem; Specify the data requirements for a proposed solution; Include suitable input, output and navigation design to enable a user to successfully utilise the system; Use validation and error trapping proposals in the design to improve the potential robustness of the system; Use dry runs to evaluate a solution to ensure that it will meet its original design criteria; Refine a solution based on issues identified during the design process. Use the following features of an Integrated Development Environment (IDE) to support the creation of a solution from a structured design: - code editor; - simple debugging tools; 17
- compiler; - error diagnostics; - run-time environment; - Graphical User Interface where appropriate; Use the following features of a programming language to build a solution from a structured design: - Data Types: - numeric; character; string; Boolean; Date/Time; Control structures: - conditional execution: if - conditional execution with alternative: if-else - looping: for (bounded), while, repeat (unbounded) Functions: - user defined functions; - in-built functions; - mathematical functions; Data structures: - arrays; - writing to text files; String handling using simple string handling functions; Basic arithmetic: - addition, subtraction, multiplication and division; - Powers; - modulo arithmetic; Logical and Relational operators (and complex combinations thereof): - Equal to / not equal to; - <, >, <=, >=; - logical AND, OR and NOT. 18
Testing a solution Evaluating a system Create a test plan which: - is presented in tabular format; - incorporates black box and white box testing; - utilises appropriate test data (valid, invalid, extreme); - shows expected output; - identifies runtime and logic errors; - reflects the general robustness of the system for use in evaluation; - measures the extent to which the user requirements have been met; - test the solution using the test plan created and document the observed outcomes from each test (with screenshots). Evaluate a solution in terms of : - user requirements; - performance during testing; - refinements required following testing; - robustness; - make recommendations for improving the system. 19
C. New Content What s new at a glance. New GCSE Digital Technology Core Unit: Digital Technology external exam Two Paths ways Option A Digital Development Unit 1 Concepts relating to digital systems development (External Exam) Option B Digital Authoring Unit 1 Concepts relating to the authoring of digital systems (External Exam) Unit 2 Practices associated with digital system development (Controlled Assessment) Unit 2 Practices relating to the authoring of digital systems (Controlled Assessment) D. Assessment External Assessment Number of Papers 1 exam paper for Core Unit externally marked PLUS 1 exam paper Option A externally marked OR 1 exam paper Option B externally marked Types of Questions Core paper: Short, Extended, Synopsis Option A: Short, Extended, Synopsis Option B: Short, Extended, Synopsis Length/Time Core Unit exam paper 1 hour PLUS Exam paper Option A 1½ hours OR Exam paper Option B 1½ hours 20
Weighting Core Unit 30% for 1 hour exam PLUS Option A 40% for 1½ hours exam OR Option B 40% for 1½ hours exam Additional Information/Description Core Unit written paper and externally assessed PLUS Option A written paper and externally assessed OR Option B written paper and externally assessed Internal Assessment Tasks Option A: Option B: Product design and development Product testing Product evaluation 30% (User Requirements provided) Product design and development Product testing Product evaluation (against requirements) 30% Skills assessed Systematic approach to problem solving Option A Option B Design, implement and test to meet a need. Design code, test and refine programs either to a specification or to meet a need. Manipulate and process data and alter information, sequence instructions, model instructions and explore ideas. Communicate data and information in a form fit for purpose. Adopt safe, secure and responsible practice when using digital technology. 21
Level of control Level of control for task setting High Level of control for task taking Medium Level of control for task marking Medium Weighting Controlled Assessment Unit A 30% Unit B 30% Draft Proposals for GCSE Consultation 2016 E. Progression from Key Stage 3 Progression from the Cross Curricular Skills Communication Option A and Option B require the candidate to produce a written technical report to support the design and evaluation of the end product they are developing. In both components learners will be expected to make use of specialised terminology and planning tools to present a design which should be easily interpreted by a third party. Learners will be expected to complete a written evaluation of the end product which will be mapped back to a series of user requirements provided for them in the task descriptor. QWC questions will form an element of the terminal examination and the examinations which support assessment of Components 2 and 3. Using Mathematics The Programming Constructs content heading in Option B and the Database Applications content heading in the Core Unit involves the use of boolean and arithmetic operators in a coded solution to a real life problem. The Digital Data content heading in the Core Unit encourages calculations of data storage units when comparing units of storage. The Testing a Solution and The Developing Test Plans and Testing a Solution content headings in Option B supports the use of numeric manipulation when conducting testing of calculated elements in the programmed solution to the problem developed by the learner. The Use of key concepts such as sequencing, selection and repetition to complete a task content heading in Option A promotes the use of boolean operations in the application of coding / developing events for use in a multimedia application. 22
Using ICT Explore Option A and Option B require the learner to produce a written technical report to support the design and evaluation of the end product they develop. Option A in particular encourages the use of Prototyping methods as a tool to support system development. Express In Option A and Option B learners are encouraged to design and develop a coded or a multimedia product which is fit for purpose and audience. They are also expected to express their design ideas using appropriate technical tools and terminology. Exchange Cloud computing, as referred to in the core unit, presents learners with the opportunity to explore cloud based applications to support completion of collaborative tasks. Exhibit Multimedia documents, coding platforms and a range of ICT tools are used to support the exhibiting of pupil solutions to the Option A and B controlled assessment tasks. Evaluate Option A and B controlled assessment tasks require learners to evaluate their work against a set of user requirements. Consideration must be given to purpose and audience. While testing their solutions the learner is also evaluating the accuracy of their solution and any design algorithms produced. 23
Progression of Thinking Skills and Personal Capabilities Key Stage 4 Self-Management Option A and B controlled assessment tasks are to be completed within a limited time frame. Learners are encouraged to manage their time effectively in the planning, development, testing and evaluation stages to ensure all elements of the assigned task can be completed in the time frame available to them Working with Others Learners are encouraged to consider the needs of others in the analysis of system requirements as presented to them in the controlled assessment tasks in Option A and Option B. Thinking, Problem Solving, Decision Making Learners are expected to give detailed consideration to a set of user requirements presented to them in the Option A and Option B controlled assessment tasks. In their completion of the task the learner is expected use either a multimedia application or a coded solution to solve a realistic problem presented to them in the user requirements. Throughout the design and development stages many decisions will be made with regard to the methods to be applied in the production of an appropriate solution. Significant decision making skills are also required in the formation of a suitable test plan to ensure the solution is tested effectively Managing Information The Database applications presented in the Core Unit encourages learners to understand how to make use of ICT applications to collect, store, manipulate and report findings back to the end user. Being Creative Learners are to put their own solutions into practice in the design and development of coded or multimedia solutions they are offering in Option A and Option B. Option A in particular encourages learners to develop their own digital assets for use in their multimedia application. Although not referred to separately as a statutory requirement at Key Stage 4 within the Northern Ireland Curriculum, Managing Information and Being Creative may also remain relevant to learning. Progression from Relevant Areas of Learning The Arts: Skills in creativity are expressed in the design and development stages of the solution being presented by the learner in the controlled assessment element of Option A and B of this qualification. English: QWC questions in external examinations and the written design documents produced to support controlled assessment tasks effectively evaluate the learners literacy skills. Environment and Society: learners are expected to be aware of Ethical, Legal and Environmental Impact of digital technology on wider society following completion of the Core Unit. 24
Mathematics: learners develop skills in mathematical manipulation of data in the Digital Data and the Database Applications content in the Core Unit. In considering digital data and storage capacities the learner is expected to convert between various storage units, while the Database Applications unit encourages the use of Boolean operators to validate and extract data from a database application. Scope also exists for the application of mathematics in the development of solutions in the Option A and B controlled assessment tasks. Continued Promotion of the Relevance of Learning to Everyday Life and Work The skills and knowledge being presented to learners in this specification ensure they remain aware of new and emerging technologies through the core unit content areas where cloud computing and digital applications are considered. An understanding of database technologies and software types in the core unit equips learners with the data management skills required to manage data storage, manipulation and reporting to a level that meets the demands of many workplace applications. Learners are required to develop an understanding of changes in employment opportunities, skills requirements and work practices following study of the core unit while those who follow option A will also develop greater understanding of how digital applications can support e-commerce, banking and a range of other applications. 25
F. Progression to GCE. Opportunities for Progression to GCE The Digital Application GCSE Option A Mapping to GCE CCEA Digital Technology Draft Proposals for GCSE Consultation 2016 Approaches to Systems Development: Design Development and Testing explain the need for software systems that meet the needs of organisation and/or individuals; Understand computer system consists of user interface process and data; Developing story boards; developing and evaluation test plans and understand purpose of test plan. Programming: Describe the fundamental programming concepts of sequence, selection and iteration (including count-controlled and condition-controlled loops). Mapping to GCE SSD CCEA Program Control Structures: Apply and evaluate the basic principal of control structures in terms of: Sequence (sequential functions, methods); Repetition (unconditional, conditional); and Selection (decision IF, nested IF, switch). Develop and use suitable test plans. Defining Graphical User Interface understand and apply features of GUI. Understanding Events Demonstrate and apply their understanding of events in the implementation of an event driven application. Use triggers, for example button, mouse clicks or key presses. Understand the use an application of multiple forms in an event driven application. Implement appropriate navigation: Menus. Toolbars. Buttons. Designing an Event Driven Application illustrate the concept of a storyboard and use it in an event driven application. Testing an Event Driven Application apply the concepts of: error trapping techniques from an object perspective try/catch (blocks) design and apply a suitable test strategy. Evaluating an Event Driven Application evaluate an event driven application in terms of requirements. 26
The Digital Authoring GCSE Option B Mapping to GCE Digital Technology CCEA Approaches to Systems development: Design development and Testing explain the need for software systems that meet the needs of organisation and /or individuals. Understand computer system consists of user interface process and data. Developing story boards. Developing and evaluate test plans. Understand purpose of a test plan. Programming: Describe the purpose of a computer system. Describe the fundamental programming concepts of: Sequence, Selection, Iteration (including count-controlled and condition-controlled loops). Describe how algorithms can be represented using flowcharts. Explain the terms; algorithm, syntax, data type, variable. Explain object-oriented programming terminology; objects, classes, methods inheritance; Evaluate the use of the object orientated approach. Mapping to SSD CCEA Defining Graphical User Interface understand and apply features of GUI. Evaluating an Event Driven Application evaluate an event driven application in terms of requirements. Program Control Structures. Managing Input/Output control screen output. Testing Object Orientated Application develop and use suitable test plans. Core Unit Mapping to CCEA GCE Digital Technology Networks Network resources. Applications Artificial Intelligence. Robotics. Mobile Technologies. Cloud Computing. Individual (moral), Social (ethical) and Legal considerations. 27
G. Support The range of support provided by CCEA includes: Draft Proposals for GCSE Consultation 2016 Past papers; Mark schemes; Chief Examiner s report; Principal Moderator s report; Guidance on progression from Key Stage 3; Schemes of work; Centre support visits; Support days for teachers; Agreement trials; Controlled assessment guidance for teachers and candidates; Resource list; and Exemplification of examination performance Possible additional support 28