Edexcel GCSE - L1 - L2 - Computer - Science - 2020 - Specification

GCSE (9-1)
Computer Science
Specification
Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Computer Science (1CP2)
First teaching September 2020
First certification 2022 Issue 1
`
Contents
1 Introduction 2
Why choose the Pearson Edexcel GCSE Computer Science 2020? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 4
2 Subject content 6
Paper 1: Principles of Computer Science 7
Paper 2: Application of Computational Thinking 13
3 Assessment information 18
4 Administration and general information 19
Entries 19
Access arrangements, reasonable adjustments, special consideration and
malpractice 20
Student recruitment and progression 23
Appendix 1: Command word taxonomy 27

Appendix 2: Flowchart symbols 29
Appendix 3: The context for the development of this
qualification 30
Appendix 4: Codes 32
1 Introduction
Why choose the Pearson Edexcel GCSE Computer

Science 2020?
An exciting, practical focus on real-life programming, developing skills relevant to

the future.
We have developed our GCSE Computer Science 2020 in collaboration with teachers and the
computer science community to create an engaging qualification that equips students with
the knowledge and practical skills to thrive in the fast-changing world of computer science.
Our qualification provides a practical approach to developing computational skills. This

includes innovative, practical onscreen assessment to ensure all students develop the
computational skills they need for an exciting digital future beyond the classroom.
Clear and simple structure
Our qualification has a straightforward structure with six comprehensive topic areas,
assessed through two externally-examined papers. One of these is a written paper focused
on computational thinking, data, computers, networks, and issues and impact of computing
in the world today. The other is a practical onscreen assessment, which focuses on the ability
to analyse and solve problems by designing, writing, testing and refining programs.
The qualification’s combination of written and practical elements balances theory and
practical application, providing students with a rounded experience of computer science.
Practical programming experience
Our approach of assessing programming practically via our new onscreen assessment allows
schools to choose which Integrated Development Environment (IDE) to use. This means that
students will be able to build their practical skills and experience by programming in a
familiar environment.
Clear and accessible assessment for all
The ramping in our papers means they have a gradual increase in difficulty, helping build
confidence for students as they work through the questions. The papers' consistent
assessment structure and straightforward mark schemes make expectations clear to both
teachers and students.
A full support package and expert advice
Our comprehensive teaching and learning support is rich in purposeful activities designed to
apply learning to the real world. We provide extensive free and paid for teaching and
learning support, designed to support all teachers delivering this qualification.
To help you prepare for the practical onscreen assessment, we will provide a digital
repository of programming activities. These will consist of exercises, downloadable data files,
sample solutions and commentaries. You can use these programming activities to develop
the necessary knowledge and skills.
Our Computer Science Subject Advisor is Tim Brady, a former teacher who is available to
offer you the support and advice you need – every step of the way.
2 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science

Specification – Issue 1 – January 2020 © Pearson Education Limited 2020
Supporting you in planning and implementing this
qualification
Planning
● Our Getting Started guide gives you an overview of our 2020 GCSE qualification to help
you to get to grips with the changes to content and assessment, and to help you
understand what these changes mean for you and your students.
● We will give you an editable course planner and scheme of work, including an
interactive scheme of work that you can adapt to suit your department.
Teaching and learning

There will be a range of free teaching and learning support to help you deliver this
qualification, including:
● suggested resource lists

● lesson activities and solutions
● a student guide
● materials for your options evenings.
Preparing for exams

We will also provide a range of resources to help you prepare your students for the
assessments, including marked exemplars of student work with examiner commentaries.
ResultsPlus
ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit them.
Access to Scripts
Our Access to Scripts service allows you to view your students’ marked scripts online or
download them in PDF format. Our Access to Script service:
● provides visibility and transparency of marking
● helps to inform post-results decisions for students and boost their confidence
● helps identify skills gaps, so you can tailor future teaching plans and refine approaches
● supports departmental CPD.
Get help and support

Our Subject Advisor service and online community, led by Tim Brady, will ensure you receive
help and guidance from us, and that you can share ideas and information with other
teachers. You can sign up to receive e-newsletters from Tim to keep up to date with
qualification updates and product and service news.
Subject Advisor contact details

UK: 0333 016 4160
International: +44 (0) 333 016 4160
Contact us at: https://support.pearson.com/uk/s/qualification-contactus
Learn more at qualifications.pearson.com
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 3

Qualification at a glance
Content and assessment overview

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Computer Science consists of two
externally-examined papers.
Paper 1 is a written examination and Paper 2 is a practical onscreen assessment.
Paper 1: Principles of Computer Science (*Paper code: 1CP2/01)
Written examination: 1 hour and 30 minutes
50% of the qualification
75 marks
Content overview
This paper will assess Topics 1 to 5.

● Topic 1: Computational thinking – understanding of what algorithms are, what they
are used for and how they work; ability to follow, amend and write algorithms; ability
to construct truth tables.
● Topic 2: Data – understanding of binary, data representation, data storage and
compression.
● Topic 3: Computers – understanding of hardware and software components of
computer systems and characteristics of programming languages.
● Topic 4: Networks – understanding of computer networks and network security.
● Topic 5: Issues and impact – awareness of emerging trends in computing
technologies, and the impact of computing on individuals, society and the
environment, including ethical, legal and ownership issues.
Assessment overview
This paper consists of five compulsory questions, each one focused on one of the topic
areas. The questions consist of multiple-choice, short-, medium- and extended-open-
response, tabular and diagrammatic items.

Paper 2: Application of Computational Thinking (*Paper code: 1CP2/02)
Onscreen examination: 2 hours
50% of the qualification
75 marks
Content overview
This paper will assess Topic 6: Problem solving with programming.
The main focus of this paper is:

● understanding what algorithms are, what they are used for and how they work in
relation to creating programs
● understanding how to decompose and analyse problems
● ability to read, write, refine and evaluate programs.
Assessment overview
This practical paper requires students to design, write, test and refine programs in order
to solve problems.
Students will complete this assessment onscreen using their Integrated Development
Environment (IDE) of choice.
They will be provided with:

● coding files
● a hard copy of the question paper
● the Programming Language Subset (PLS) – as an insert in the question paper and in
electronic format.
Students should then answer the questions onscreen using Python 3.
This assessment consists of six compulsory questions.
*See Appendix 4: Codes for a description of this code and all other codes relevant to this
qualification.

2 Subject content
Qualification aims and objectives

The aims and objectives of this qualification are to enable students to:
● understand and apply the fundamental principles and concepts of computer science,
including abstraction, decomposition, logic, algorithms, and data representation
● analyse problems in computational terms through practical experience of solving such
problems, including designing, writing and debugging programs
● think creatively, innovatively, analytically, logically and critically
● understand the components that make up digital systems and how they communicate
with one another and with other systems
● understand the impact of digital technology on wider society, including issues of privacy
and cybersecurity
● apply mathematical skills relevant to computer science.

Paper 1: Principles of Computer Science
Overview
In order to become proficient computer scientists, it is essential that students have
knowledge and understanding of the field’s fundamental principles and concepts.
Content
Topic 1: Computational thinking

Students are expected to develop a set of computational thinking skills that enable them to
design, implement and analyse algorithms for solving problems.
Students are expected to be familiar with and use the Programming Language Subset (PLS)
document provided on the GCSE in Computer Science section of our website.
The flowchart symbols students are expected to be familiar with and use are shown in
Appendix 2.
Subject content Students should:
1.1 Decomposition 1.1.1 understand the benefit of using decomposition and

and abstraction abstraction to model aspects of the real world and analyse,
understand and solve problems
1.1.2 understand the benefits of using subprograms
1.2 Algorithms 1.2.1 be able to follow and write algorithms (flowcharts,

pseudocode*, program code) that use sequence, selection,
repetition (count-controlled, condition-controlled) and
iteration (over every item in a data structure), and input,
processing and output to solve problems
1.2.2 understand the need for and be able to follow and write
algorithms that use variables and constants and one- and
two-dimensional data structures (strings, records, arrays)
1.2.3 understand the need for and be able to follow and write
algorithms that use arithmetic operators (addition, subtraction,
division, multiplication, modulus, integer division,
exponentiation), relational operators (equal to, less than,
greater than, not equal to, less than or equal to, greater than
or equal to) and logical operators (AND, OR, NOT)
1.2.4 be able to determine the correct output of an algorithm for

a given set of data and use a trace table to determine what
value a variable will hold at a given point in an algorithm
1.2.5 understand types of errors that can occur in programs

(syntax, logic, runtime) and be able to identify and correct
logic errors in algorithms
1.2.6 understand how standard algorithms (bubble sort, merge

sort, linear search, binary search) work

1.2.7 be able to use logical reasoning and test data to evaluate

an algorithm’s fitness for purpose and efficiency (number of
compares, number of passes through a loop, use of
memory)
1.3 Truth tables 1.3.1 be able to apply logical operators (AND, OR, NOT) in truth
tables with up to three inputs to solve problems
*In this specification, the term ‘pseudocode’ is used to denote an informal written description
of a program. Pseudocode uses imprecise English language statements and does not require
any strict programming syntax.

Topic 2: Data
Computers use binary to represent different types of data.
Students are expected to learn how different types of data are represented in a computer.

2.1 Binary 2.1.1 understand that computers use binary to represent data
(numbers, text, sound, graphics) and program instructions
and be able to determine the maximum number of states
that can be represented by a binary pattern of a given
length
2.1.2 understand how computers represent and manipulate

unsigned integers and two’s complement signed integers
2.1.3 be able to convert between denary and 8-bit binary

numbers (0 to 255, -128 to +127)
2.1.4 be able to add together two positive binary patterns and

apply logical and arithmetic binary shifts
2.1.5 understand the concept of overflow in relation to the

number of bits available to store a value
2.1.6 understand why hexadecimal notation is used and be able to

convert between hexadecimal and binary
2.2 Data 2.2.1 understand how computers encode characters using 7-bit
representation ASCII
2.2.2 understand how bitmap images are represented in binary

(pixels, resolution, colour depth)
2.2.3 understand how analogue sound is represented in binary

(amplitude, sample rate, bit depth, sample interval)
2.2.4 understand the limitations of binary representation of data

when constrained by the number of available bits
2.3 Data storage 2.3.1 understand that data storage is measured in binary
and compression multiples (bit, nibble, byte, kibibyte, mebibyte, gibibyte,
tebibyte) and be able to construct expressions to calculate
file sizes and data capacity requirements
2.3.2 understand the need for data compression and methods of

compressing data (lossless, lossy)

Topic 3: Computers
Students must be familiar with the hardware and software components that make up a
computer system.

3.1 Hardware 3.1.1 understand the von Neumann stored program concept and
the role of main memory (RAM), CPU (control unit,
arithmetic logic unit, registers), clock, address bus, data
bus, control bus in the fetch-decode-execute cycle
3.1.2 understand the role of secondary storage and the ways in

which data is stored on devices (magnetic, optical, solid
state)
3.1.3 understand the concept of an embedded system and what

embedded systems are used for
3.2 Software 3.2.1 understand the purpose and functionality of an operating

system (file management, process management,
peripheral management, user management)
3.2.2 understand the purpose and functionality of utility software

(file repair, backup, data compression, disk
defragmentation, anti-malware)
3.2.3 understand the importance of developing robust software

and methods of identifying vulnerabilities (audit trails, code
reviews)
3.3 Programming 3.3.1 understand the characteristics and purposes of low-level

languages and high-level programming languages
3.3.2 understand how an interpreter differs from a compiler in

the way it translates high-level code into machine code

Topic 4: Networks
Most computer applications in use today would not be possible without networks. Students
should understand the key principles behind the organisation of computer networks.

4.1 Networks 4.1.1 understand why computers are connected in a network
4.1.2 understand different types of networks (LAN, WAN)
4.1.3 understand how the internet is structured

(IP addressing, routers)
4.1.4 understand how the characteristics of wired and wireless

connectivity impact on performance (speed, range, latency,
bandwidth)
4.1.5 understand that network speeds are measured in bits per

second (kilobit, megabit, gigabit) and be able to construct
expressions involving file size, transmission rate and time
4.1.6 understand the role of and need for network protocols

(Ethernet, Wi-Fi, TCP/IP, HTTP, HTTPS, FTP) and email
protocols (POP3, SMTP, IMAP)
4.1.7 understand how the 4-layer (application, transport,

internet, link) TCP/IP model handles data transmission
over a network
4.1.8 understand characteristics of network topologies (bus, star,

mesh)
4.2 Network 4.2.1 understand the importance of network security, ways of

security identifying network vulnerabilities (penetration testing,
ethical hacking) and methods of protecting networks
(access control, physical security, firewalls)

Topic 5: Issues and impact
Students should be aware of the influence of digital technology and recognise some of the
issues and the impact on wider society associated with its use.

5.1 Environmental 5.1.1 understand environmental issues associated with the use
of digital devices (energy consumption, manufacture,
replacement cycle, disposal)
5.2 Ethical and legal 5.2.1 understand ethical and legal issues associated with the
collection and use of personal data (privacy, ownership,
consent, misuse, data protection)
5.2.2 understand ethical and legal issues associated with the use
of artificial intelligence, machine learning and robotics
(accountability, safety, algorithmic bias, legal liability)
5.2.3 understand methods of intellectual property protection for

computer systems and software (copyright, patents,
trademarks, licencing)
5.3 Cybersecurity 5.3.1 understand the threat to digital systems posed by malware
(viruses, worms, Trojans, ransomware, key loggers) and
how hackers exploit technical vulnerabilities (unpatched
software, out-of-date anti-malware) and use social
engineering to carry out cyberattacks
5.3.2 understand methods of protecting digital systems and data

(anti-malware, encryption, acceptable use policies, backup
and recovery procedures)
Assessment information
● First assessment: May/June 2022.
● The paper is 1 hour and 30 minutes.
● The paper consists of five questions (one question per topic).
● The paper is out of 75 marks.
● Students must answer all questions.
● The paper consists of multiple-choice, short-, medium- and extended-open-response,
tabular and diagrammatic items.
● The paper will include questions that target mathematics at Level 2.
● The paper will include questions that target computer-related mathematics.
● Calculators must not be used in the examination.
Sample assessment materials

A sample question paper and mark scheme for this paper can be found in the Pearson
Edexcel Level 1/Level 2 GCSE (9–1) in Computer Science Sample Assessment Materials
(SAMs) document.
The SAMs will be available on the GCSE in Computer Science section of our website. Please
note that the order of the topics will vary in each live assessment. A full list of command
words that will be used in assessments are shown in Appendix 1: Command word taxonomy.

Paper 2: Application of Computational Thinking
Overview
Learning to program is a core component of a computer science course. Students should be
competent at designing, reading, writing and debugging programs. They must be able to
apply their skills to solve real problems and produce readable, robust programs.
Content
Topic 6: Problem solving with programming

All problems set in the practical programming tasks in the examination can be solved with
the functionalities presented in the Programming Language Subset (PLS) document provided
on the GCSE in Computer Science section of our website.

6.1 Develop code 6.1.1 be able to use decomposition and abstraction to analyse,
understand and solve problems
6.1.2 be able to read, write, analyse and refine programs written

in a high-level programming language
6.1.3 be able to convert algorithms (flowcharts, pseudocode*)

into programs
6.1.4 be able to use techniques (layout, indentation, comments,

meaningful identifiers, white space) to make programs
easier to read, understand and maintain
6.1.5 be able to identify, locate and correct program errors

(logic, syntax, runtime)
6.1.6 be able to use logical reasoning and test data to evaluate a

program’s fitness for purpose and efficiency (number of
compares, number of passes through a loop, use of
memory)
*In this specification, the term ‘pseudocode’ is used to denote an informal written description
of a program. Pseudocode uses imprecise English language statements and does not require
any strict programming syntax.

6.2 Constructs 6.2.1 understand the function of and be able to identify the
structural components of programs (constants, variables,
initialisation and assignment statements, command
sequences, selection, repetition, iteration, data structures,
subprograms, parameters, input/output)
6.2.2 be able to write programs that make appropriate use of

sequencing, selection, repetition (count-controlled,
condition-controlled), iteration (over every item in a data
structure) and single entry/exit points from code blocks
and subprograms
6.3 Data types and 6.3.1 be able to write programs that make appropriate use of
structures primitive data types (integer, real, Boolean, char) and one-
and two-dimensional structured data types (string, array,
record)
6.3.2 be able to write programs that make appropriate use of

variables and constants
6.3.3 be able to write programs that manipulate strings (length,

position, substrings, case conversion)
6.4 Input/output 6.4.1 be able to write programs that accept and respond
appropriately to user input
6.4.2 be able to write programs that read from and write to

comma separated value text files
6.4.3 understand the need for and be able to write programs

that implement validation (length check, presence check,
range check, pattern check)
6.4.4 understand the need for and be able to write programs

that implement authentication (ID and password, lookup)
6.5 Operators 6.5.1 be able to write programs that use arithmetic operators
(addition, subtraction, division, multiplication, modulus,
integer division, exponentiation)
6.5.2 be able to write programs that use relational operators

(equal to, less than, greater than, not equal to, less than
or equal to, greater than or equal to)
6.5.3 be able to write programs that use logical operators (AND,

OR, NOT)
6.6 Subprograms 6.6.1 be able to write programs that use pre-existing (built-in,
library) and user-devised subprograms (procedures,
functions)
6.6.2 be able to write functions that may or may not take

parameters but must return values, and procedures that
may or may not take parameters but do not return values
6.6.3 understand the difference between and be able to write

programs that make appropriate use of global and local
variables

Onscreen problem solving with programming
Students should engage with a broad range of activities to enable them to learn to program
to the standard required for this qualification.
Mastering programming involves much more than simply learning the syntax/semantics of a
programming language. It also involves learning strategies for problem solving, embracing
mistakes as opportunities to learn, mastering a few simple tools and working together with
others to achieve goals.
We have adopted Python programming language as the vehicle to explore, learn and assess
the aspects of problem solving and programming covered in this qualification. Python is
popular and commonly used in education.
The requirements of this qualification can be met using the Python 3 programming language.
Centres are advised to choose the most up-to-date version of an interpreter that supports
Python 3. There are many freely available Python 3 interpreters, often installable as part of
an integrated development environment (IDE).
Programming environments
Online guided tutorials are useful in motivating and engaging students. They normally
present small challenges where students copy or reproduce code to achieve a short-term
goal, often based on moving up levels. Using these environments exclusively may not
prepare students for the type of problems they will encounter in Paper 2. Teachers should
consider highlighting how each level relates directly to the requirements of the specification.
For example, if students are directing a tank to move forward until it encounters an obstacle
using a while loop, then the corresponding structure of the while loop could be explored in a
non-graphical text-based environment, including on paper.
Students will need experience using an IDE to write, run and debug their programming code.
Developing skills in using an IDE will allow students to be more productive, especially in
time-constrained activities. A suitable IDE includes these functionalities:
● an editor, with line numbers

● a syntax highlighter and checker
● breakpoints and stepping
● a variable inspector.
There are many IDEs available to freely download online. Teachers are advised to evaluate
several before selecting one suitable for their students.
Classroom strategies
Several professional organisations exist for computing and computer science teachers. It is
advisable to join one or more of these organisations to keep up to date and share current
best practice in the teaching of computer science. A range of strategies that teachers could
consider in teaching programming include:
● unplugged activities, which focus on reading and tracing code before attempting to write
code
● correcting errors in code, both on paper and in an IDE
● an approach such as PRIMM (predict, run, investigate, modify, make) to build on small
steps
● paired programming to write and debug code
● faded worked examples, where scaffolding is slowly removed

● peer instruction to encourage students to learn from each other and develop skills in
reading code
● Parsons problems, where code must be arranged in order, reducing the need for copying
or typing in code
● showing consistent exemplar code, using the good programming practices set out in the
Programming Language Subset (PLS).
Information on any unfamiliar strategies can be found online, using a search engine.
Programming Language Subset (PLS)

Both teachers and students are encouraged to look at the Programming Language Subset (PLS).
The PLS represents a specific set of constructs that are sufficient to successfully answer any
question in Paper 2. Any student successfully using more esoteric or complex constructs or
approaches not included in the PLS will still be awarded marks in Paper 2 if the solution is
valid. The constructs contained in the PLS are found in most high-level programming languages
and therefore form a foundation of computer science knowledge required in the assessment.
The PLS will be valid for the lifetime of the qualification. However, if updates are required, we will
ensure the latest version is published by the 31st of January in the year of the examination. Please
note that students will be given both printed and electronic versions of the PLS during the
examination. Please see the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science –
Paper 2 Instructions for the Conduct of the Examination (ICE) for further information. The PLS and
ICE are available to download on the GCSE in Computer Science section of our website.
Teacher support
We will develop a range of teaching and learning materials to help centres prepare for the
onscreen assessment of problem solving with programming. These include a good
programming practice guide elaborating on and exemplifying the constructs in the PLS, and
programming exercises with commentaries and solutions. The exercises can be used by
teachers either as classroom activities or for formative assessment purposes. These teacher
support materials will be made available on the GCSE in Computer Science section of our
website.
Practical Programming Statement (PPS)

Centres are required to complete a Practical Programming Statement (PPS), which
confirms they have taken reasonable steps to ensure that each student sitting our GCSE in
Computer Science has had the opportunity to demonstrate their programming skills in terms
of design, write, test and refine programs in Python during their course of study. The PPS
should be completed by a member of the senior leadership team at the centre. Failure by a
centre to provide a completed PPS to us in a timely manner will result in potential
malpractice and/or maladministration.
The PPS will be made available by the 31st of January in the year of the examination on the
GCSE in Computer Science section of our website.
The completed PPS must be submitted to us by the 31st of May in the year of the
examination. Centres are reminded that if they do not submit this form it may result in
malpractice/maladministration.
Instructions for the conduct of the examination (ICE)

For detailed information on the set up of candidate secure user areas, download of coding
files, administration of the examination and transmission of candidates’ completed coding

files to us for marking, please refer to the Pearson Edexcel Level 1/Level 2 GCSE (9-1) in
Computer Science – Paper 2 Instructions for the Conduct of the Examination (ICE).
This document will be updated on an annual basis so that in each year of examination the
version to be used will be available by the 31st of January. It is available on the GCSE in
Computer Science section of our website.
Security and backups

For materials stored electronically, centres are strongly advised to utilise firewall protection
and virus-checking software, and to employ an effective backup strategy, so that an up-to-
date archive of students’ evidence is ensured following the examination.
Assessment information
● First assessment: May/June 2022.
● The paper is 2 hours.
● The paper consists of six compulsory questions.
● The paper is out of 75 marks.
● Students must answer all questions.
● The questions are practical in nature and require students to design, write, test and
refine programs in order to solve problems.
● Students will complete this assessment onscreen using their Integrated Development
Environment (IDE) of choice.
● Students will be provided with coding files, a hard copy of the question paper, and the
Programming Language Subset (PLS) document. Students should then answer the
questions onscreen using Python 3.
● Students must not have access to the internet.
● The paper will include questions that target computer-related mathematics.
● The paper will include questions that target mathematics at Level 2.
Synoptic assessment
Synoptic assessment requires students to work across different parts of a qualification by
applying their accumulated knowledge and understanding of multiple topic or subject areas
to practical contexts.
Synoptic assessment enables students to show their ability to combine their skills, knowledge
and understanding within the breadth and depth of the subject.
Synoptic assessment will be tested in Paper 2.
Sample assessment materials

A sample question paper and mark scheme can be found in the Pearson Edexcel Level
1/Level 2 GCSE (9–1) in Computer Science Sample Assessment Materials (SAMs) document.
The SAMs will be available on the GCSE in Computer Science section of our website. Coding
files for the Paper 2 SAMs will also be available for download. These include the original
coding files that accompany the sample question paper, and exemplar finished coding files to
accompany the mark scheme. A copy of the PLS will also be available.
A full list of command words that will be used in assessments are shown in
Appendix 1: Command word taxonomy.

3 Assessment information
Assessment Objectives
Students must: % in GCSE

AO1 Demonstrate knowledge and understanding of the key concepts 30
and principles of computer science
AO2 Apply knowledge and understanding of key concepts and 40

principles of computer science
AO3 Analyse problems in computational terms: 30

● to make reasoned judgements
● to design, program, evaluate and refine solutions.
Total 100
Breakdown of Assessment Objectives
Assessment Objectives Total % for all

Paper Assessment
Objectives
AO1 % AO2 % AO3 %
Paper 1: Principles of 30 20 0 50
Computer Science
Paper 2: Application of 0 20 30 50
Computational Thinking
Total for GCSE 30 40 30 100

4 Administration and general information
Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website: qualifications.pearson.com
Re-taking the qualification

Students wishing to re-take this qualification are required to re-take both external papers in
May/June in any single year.
Discount code and performance tables

Centres should be aware that students who enter for more than one GCSE, or other Level 2
qualifications with the same discount code, will have only the grade for their ‘first entry’
counted for the purpose of the school and college performance tables (please see
Appendix 4: Codes). For further information about what constitutes 'first entry' and full
details of how this policy is applied, please refer to the DfE website:
www.gov.uk/government/organisations/department-for-education
Students should be advised that if they take two GCSEs with the same discount code,
schools and colleges they wish to progress to are likely to take the view that this
achievement is equivalent to only one GCSE. The same view may be taken if students take
two GCSE or other Level 2 qualifications that have different discount codes but which have
significant overlap of content. Students or their advisers who have any doubts about their
subject combinations should check with the institution they wish to progress to before
embarking on their programmes.

Access arrangements, reasonable adjustments,
special consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our qualifications
to be awarded in a way that is fair to every student.
We are committed to making sure that:
● students with a protected characteristic (as defined by the Equality Act 2010) are not,
when they are undertaking one of our qualifications, disadvantaged in comparison to
students who do not share that characteristic
● all students achieve the recognition they deserve for undertaking a qualification and that
this achievement can be compared fairly to the achievement of their peers.
Language of assessment
Assessment of this qualification will be available in English. All student work must be
in English.
Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
● access the assessment
● show what they know and can do without changing the demands of the assessment.
The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment. Access
arrangements are the principal way in which awarding bodies comply with the duty under the
Equality Act 2010 to make ‘reasonable adjustments’.
Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.
Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.
A reasonable adjustment for a particular person may be unique to that individual and
therefore might not be in the list of available access arrangements.
Whether an adjustment will be considered reasonable will depend on a number of factors,

which will include:
● the needs of the student with the disability
● the effectiveness of the adjustment
● the cost of the adjustment; and
● the likely impact of the adjustment on the student with the disability and other students.
An adjustment will not be approved if it involves unreasonable costs to the awarding

organisation, timeframes or affects the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the assessment, which
has had, or is reasonably likely to have had, a material effect on a candidate’s ability to take
an assessment or demonstrate their level of attainment in an assessment.
Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.
For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk.
Malpractice
Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.
Candidate malpractice in examinations must be reported to us on a JCQ Form M1 (available

at www.jcq.org.uk/exams-office/malpractice). The form should be emailed to
[email protected]. Please provide as much information and supporting
documentation as possible. Note that the final decision regarding appropriate sanctions lies
with us.
Failure to report malpractice constitutes staff or centre malpractice.
Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with candidate malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or which undermines the
integrity of the qualifications or the validity of results/certificates.
All cases of suspected staff malpractice and maladministration must be reported

immediately, before any investigation is undertaken by the centre, to us on a
JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form,
supporting documentation and as much information as possible should be emailed to
[email protected]. Note that the final decision regarding
appropriate sanctions lies with us.
Failure to report malpractice itself constitutes malpractice.
More-detailed guidance on malpractice can be found in the latest version of the document
General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.

Awarding and reporting
This qualification will be graded, awarded and certificated to comply with the requirements of
Ofqual’s General Conditions of Recognition.
This GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1,
using the total subject mark where 9 is the highest grade. Individual papers are not graded.
Students whose level of achievement is below the minimum judged by Pearson to be of

sufficient standard to be recorded on a certificate will receive an unclassified U result.
The first certification opportunity for this qualification is 2022.

Student recruitment and progression
Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
● they must be available to anyone who is capable of reaching the required standard
● they must be free from barriers that restrict access and progression
● equal opportunities exist for all students.
Prior learning and other requirements

There are no prior learning or other requirements for this qualification.
Progression
Students can progress from this qualification to:
● further studies, for example A Levels, a BTEC in Computer Science
● employment, where further training may be available.

Appendices
Appendix 1: Command word taxonomy 27

Appendix 2: Flowchart symbols 29
Appendix 3: The context for the development of this qualification 30
Appendix 4: Codes 32

Appendix 1: Command word taxonomy
The following tables show the list of command verbs and their definitions for use in the
question papers. Only the verbs listed in these tables will be used in question papers. Please
note that the command words listed for Paper 1 will not all be used in each examination series.
Paper 1
Command Mark Tariff Definition

word
Amend 1 to 6 marks Requires changes or additions to code, or deletions or
rearrangement of code.
Calculate 2 to 4 marks Obtain a numerical answer, showing relevant working.

If the answer has a unit, this must be included.
Complete 2 to 6 marks Requires the completion of a table/diagram/algorithm

(in any notation).
Construct 2 to 4 marks Usually requires creation of an artefact using subject-

specific symbolic representation, rules and syntax.
Convert 2 to 6 marks Requires changing information from one symbolic

representation to another representation. May require
amending to provide new functionality/facility.
Define 1 to 2 marks When the meaning of a term is expected but there are
different ways of how this can be described.
Describe 2 to 4 marks To give an account of something. Statements in the

response need to be developed, as they are often linked,
but do not need to include a justification or reason.
Discuss 6 marks ● Identify the issue/situation/problem/argument that is

being assessed within the question.
● Explore all aspects of an
issue/situation/problem/argument.
● Investigate the issue/situation by reasoning or
argument.
Draw 2 to 6 marks Produce a diagram/image either using a ruler or

freehand. May require labelling/annotation to express
meaning. Used when symbolic representations need to be
manipulated.
Explain 2 to 4 marks An explanation requires a justification/exemplification of

a point. The answer must contain some element of
reasoning/justification, this can include
mathematical/logical explanations. The mark scheme will
have marking points which are linked.
Give/State/Name 1 mark All these command words are really synonyms. They all
(for each) require recall of one or more pieces of information.
Identify 1 mark Usually requires some key information to be selected

(for each) from a given stimulus/resource/set of options.
Write 1 to 6 marks Usually requires creation/manipulation of an artefact

using a subject-specific notation.

Paper 2
Command Mark Tariff Definition

word
Amend 5 to 15 marks Requires changes or additions to code, or deletions or
rearrangement of code.
Write 5 to 15 marks Usually requires creation/manipulation of a program

using a high-level programming language.

Appendix 2: Flowchart symbols
Students are expected to be familiar with and use the following flowchart symbols for
Paper 1: Principles of Computer Science. Students can answer any/all questions using these
symbols but if they use other symbols that are valid and understandable in their flowchart,
they will be given credit and will gain marks. Whenever we phrase a question, we will only
use these symbols.
Denotes the start and end of an algorithm.
Denotes a process to be carried out.
Denotes an input or output.
Denotes a decision to be made.
Shows the logical flow of the program.
Denotes a pre-defined subprogram.

Appendix 3: The context for the
development of this qualification
All our qualifications are designed to meet our World Class Qualification Principles[1] and our
ambition to put the student at the heart of everything we do.
We have developed and designed this qualification by:
● reviewing other curricula and qualifications to ensure that it is comparable with those
taken in high-performing jurisdictions overseas
● consulting with key stakeholders on content and assessment, including learned bodies,
subject associations, higher-education academics and teachers to ensure this
qualification is suitable for a UK context
● reviewing the legacy qualification and building on its positive attributes.
This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCSE (9 to 1) Qualification Level Conditions and Requirements and GCSE Subject
Level Conditions and Requirements for Computer Science, published in April 2014 and
February 2019 respectively.
[1]
Pearson’s World Class Qualification Principles ensure that our qualifications are:
● demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
● rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills and
competencies of certified students
● inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
● empowering, through promoting the development of transferable skills.

From Pearson’s Expert Panel for World Class Qualifications
May 2014
“education
The reform of the qualifications system in England is a profoundly important change to the
system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.
When these changes were first proposed we were approached by Pearson to join an ‘Expert
Panel’ that would advise them on the development of the new qualifications.
We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia, and a number of countries across Europe.
We have guided Pearson through what we judge to be a rigorous qualification development

process that has included:
● Extensive international comparability of subject content against the highest-performing

jurisdictions in the world
● Benchmarking assessments against UK and overseas providers to ensure that they are at
the right level of demand
● Establishing External Subject Advisory Groups, drawing on independent subject-specific
expertise to challenge and validate our qualifications
● Subjecting the final qualifications to scrutiny against the DfE content and Ofqual
accreditation criteria in advance of submission.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes
have been at the heart of this development throughout.
We understand that ultimately it is excellent teaching that is the key factor to a learner’s
success in education. As a result of our work as a panel we are confident that we have
supported the development of qualifications that are outstanding for their coherence,
thoroughness and attention to detail and can be regarded as representing world-class best
practice.
”
Sir Michael Barber (Chair) Professor Lee Sing Kong
Chief Education Advisor, Pearson plc Director, National Institute of Education,

Singapore
Bahram Bekhradnia Professor Jonathan Osborne
President, Higher Education Policy Institute Stanford University
Dame Sally Coates Professor Dr Ursula Renold
Principal, Burlington Danes Academy Federal Institute of Technology,

Switzerland
Professor Robin Coningham Professor Bob Schwartz
Pro-Vice Chancellor, University of Durham Harvard Graduate School of Education
Dr Peter Hill
Former Chief Executive ACARA
All titles correct as at May 2014

Appendix 4: Codes
Type of code Use of code Code

Discount codes Every qualification eligible for performance Please see the GOV.UK
tables is assigned a discount code website*
indicating the subject area to which it
belongs.
Discount codes are published by the DfE.
Regulated Each qualification title is allocated an The QN for this

Qualifications Ofqual Regulated Qualifications qualification is:
Framework (RQF) Framework (RQF) code.
601/8058/4
codes
The RQF code is known as a Qualification
Number (QN). This is the code that
features in the DfE Section 96 and on the
LARA as being eligible for 16–18 and 19+
funding, and is to be used for all
qualification funding purposes. The QN will
appear on students’ final certification
documentation.
Subject codes The subject code is used by centres to GCSE – 1CP2

enter students for a qualification. Centres
will need to use the entry codes only when
claiming students’ qualifications.
Paper codes These codes are provided for reference Paper 1: 1CP2/01
purposes. Students do not need to be
Paper 2: 1CP2/02
entered for individual papers.
*https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-
and-point-scores
DB211219 9781446965795_GCSE_2020_L12_COMPSCI_ISS1_1CP2 PPDB.DOC.1–36/0

Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding
body offering academic and vocational qualifications that are globally recognised and
benchmarked. For further information, please visit our qualification website at
qualifications.pearson.com. Alternatively, you can get in touch with us using the details on
our contact us page at qualifications.pearson.com/contactus
About Pearson
Pearson is the world's leading learning company, with 35,000 employees in more than
70 countries working to help people of all ages to make measurable progress in their lives
through learning. We put the learner at the centre of everything we do, because wherever
learning flourishes, so do people. Find out more about how we can help you and your
learners at qualifications.pearson.com
References to third party materials made in this specification are made in good faith. Pearson
does not endorse, approve or accept responsibility for the content of materials, which may
be subject to change, or any opinions expressed therein. (Materials may include textbooks,
journals, magazines and other publications and websites.)
All information in this specification is correct at time of publication.
ISBN 978 1 446 96579 5
All the material in this publication is copyright

© Pearson Education Limited 2020
For information about Pearson Qualifications, including Pearson Edexcel,
BTEC and LCCI qualifications visit qualifications.pearson.com
Edexcel and BTEC are registered trademarks of Pearson Education Limited
Pearson Education Limited. Registered in England and Wales No. 872828

Registered Office: 80 Strand, London WC2R 0RL
VAT Reg No GB 278 537121
© Valery Brozhinsky/Shutterstock

Edexcel GCSE - L1 - L2 - Computer - Science - 2020 - Specification

Uploaded by

Copyright:

Available Formats

Edexcel GCSE - L1 - L2 - Computer - Science - 2020 - Specification

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Edexcel GCSE - L1 - L2 - Computer - Science - 2020 - Specification

Uploaded by

Copyright:

Available Formats

GCSE (9-1)

Appendix 1: Command word taxonomy 27

Why choose the Pearson Edexcel GCSE Computer

An exciting, practical focus on real-life programming, developing skills relevant to

Our qualification provides a practical approach to developing computational skills. This

Clear and simple structure

Practical programming experience

Clear and accessible assessment for all

A full support package and expert advice

2 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science

Teaching and learning

● suggested resource lists

Preparing for exams

Get help and support

Subject Advisor contact details

Learn more at qualifications.pearson.com

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 3

Content and assessment overview

Paper 1 is a written examination and Paper 2 is a practical onscreen assessment.

Paper 1: Principles of Computer Science (*Paper code: 1CP2/01)

Written examination: 1 hour and 30 minutes

50% of the qualification

This paper will assess Topics 1 to 5.

4 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science

Onscreen examination: 2 hours

50% of the qualification

This paper will assess Topic 6: Problem solving with programming.

The main focus of this paper is:

They will be provided with:

This assessment consists of six compulsory questions.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 5

Qualification aims and objectives

6 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science

Topic 1: Computational thinking

Subject content Students should:

1.1 Decomposition 1.1.1 understand the benefit of using decomposition and

1.1.2 understand the benefits of using subprograms

1.2 Algorithms 1.2.1 be able to follow and write algorithms (flowcharts,

1.2.4 be able to determine the correct output of an algorithm for

1.2.5 understand types of errors that can occur in programs

1.2.6 understand how standard algorithms (bubble sort, merge

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 7

1.2.7 be able to use logical reasoning and test data to evaluate

8 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science

Subject content Students should:

2.1.2 understand how computers represent and manipulate

2.1.3 be able to convert between denary and 8-bit binary

2.1.4 be able to add together two positive binary patterns and

2.1.5 understand the concept of overflow in relation to the

2.1.6 understand why hexadecimal notation is used and be able to

2.2.2 understand how bitmap images are represented in binary

2.2.3 understand how analogue sound is represented in binary

2.2.4 understand the limitations of binary representation of data

2.3.2 understand the need for data compression and methods of

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Computer Science 9

Subject content Students should:

3.1.2 understand the role of secondary storage and the ways in

3.1.3 understand the concept of an embedded system and what

3.2 Software 3.2.1 understand the purpose and functionality of an operating