GCSE

COMPUTER
SCIENCE
(8525)
Specification
For teaching from September 2020 onwards
For GCSE exams in 2022 onwards
Version 1.2 29 November 2022
 AQA GCSE Computer Science 8525. GCSE exams June 2022 onwards. Version 1.2 29 November 2022

2 Specification at a glance
This qualification is linear. Linear means that students will sit all their exams at the end of the
course.

2.1 Subject content

• 3.1 Fundamentals of algorithms (page 10)
• 3.2 Programming (page 11)
• 3.3 Fundamentals of data representation (page 18)
• 3.4 Computer systems (page 22)
• 3.5 Fundamentals of computer networks (page 27)
• 3.6 Cyber security (page 29)
• 3.7 Relational databases and structured query language (SQL) (page 31)
• 3.8 Ethical, legal and environmental impacts of digital technology on wider society, including
issues of privacy (page 33)

2.2 Assessments
Paper 1: Computational thinking and programming skills

What's assessed
Computational thinking, code tracing, problem-solving, programming concepts including the
design of effective algorithms and the designing, writing, testing and refining of code.
The content for this assessment will be drawn from subject content 3.1 and 3.2 above.

How it's assessed

• Written exam: 2 hours
• 90 marks
• 50% of GCSE

Questions
A mix of multiple choice, short answer and longer answer questions assessing programming,
practical problem-solving and computational thinking skills.

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 Paper 2: Computing concepts

What's assessed
The content for this assessment will be drawn from subject content 3.3 to 3.8 above.

How it's assessed

• Written exam: 1 hour 45 minutes
• 90 marks
• 50% of GCSE

Questions
A mix of multiple choice, short answer, longer answer and extended response questions
assessing SQL programming skills and theoretical knowledge.

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3 Subject content
This subject content should be taught within a range of realistic contexts based around the major
themes in the specification. To gain the most from the specification, a number of the sections will
benefit from being taught holistically. For example, algorithms could be taught alongside
programming techniques as there is a close relationship between them.
The specification content in Sections 3.1–3.8 is presented in a two-column format. The left hand
column contains the specification content that all students must cover and that is assessed in the
written papers. The right hand column exemplifies the additional information that teachers will
require to ensure that their students study the topic in an appropriate depth and, where
appropriate, gives teachers the parameters in which the subject will be assessed.
The skills, knowledge and understanding from all of the subject content within the specification will
be assumed in all assessments. Both assessments may contain synoptic questions that will require
students to use their skills, knowledge and understanding from across the entire specification. For
example, whilst the understanding of binary numbers will be directly assessed in paper 2, the
underlying knowledge and principles may be indirectly required for questions in paper 1.
For exams from 2022, we will support the following programming languages:
• C#
• Python (version 3)
• VB.NET.
In paper 1 students will be required to design, write, test and refine program code in one of the
three languages above.
In preparation for paper 1, students should have sufficient practical experience of:
• structuring programs into modular parts with clear documented interfaces to enable them to
design appropriate modular structures for solutions
• including authentication and data validation systems/routines within their computer programs
• writing, debugging and testing programs to enable them to develop the skills to articulate how
programs work and argue using logical reasoning for the correctness of programs in solving
specified problems
• designing and applying test data (normal, boundary and erroneous) to the testing of
programs so that they are familiar with these test data types and the purpose of testing
• refining programs in response to testing outcomes.
In preparation for paper 2 students should have sufficient practical experience of writing and
refining SQL.
Students should be given as much opportunity as possible to practise their programming skills in
the school or college's chosen language and SQL.

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3.1 Fundamentals of algorithms
3.1.1 Representing algorithms
Content Additional information

Understand and explain the term algorithm. An algorithm is a sequence of steps that can be
followed to complete a task.
Be aware that a computer program is an
implementation of an algorithm and that an
algorithm is not a computer program.

Understand and explain the term Decomposition means breaking a problem into
decomposition. a number of sub-problems, so that each sub-
problem accomplishes an identifiable task,
which might itself be further subdivided.

Understand and explain the term abstraction. Abstraction is the process of removing
unnecessary detail from a problem.

Use a systematic approach to problem solving Any exam question where students are given
and algorithm creation representing those pseudo-code will use the AQA standard
algorithms using pseudo-code, program code version.
and flowcharts.
Exam questions will indicate the form of
response expected. For example, pseudo-code,
program code or a flowchart.

Explain simple algorithms in terms of their Students must be able to identify where inputs,
inputs, processing and outputs. processing and outputs are taking place within
an algorithm.

Determine the purpose of simple algorithms. Students should be able to use trace tables and
visual inspection to determine how simple
algorithms work and what their purpose is.

3.1.2 Efficiency of algorithms

Content Additional information

Understand that more than one algorithm can

be used to solve the same problem.

Compare the efficiency of algorithms explaining Formal comparisons of algorithmic efficiency

how some algorithms are more efficient than are not required.
others in solving the same problem.
Exam questions in this area will only refer to
time efficiency.

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3.1.3 Searching algorithms

Content Additional information

Understand and explain how the linear search Students should know the mechanics of the
algorithm works. algorithm.

Understand and explain how the binary search Students should know the mechanics of the
algorithm works. algorithm.

Compare and contrast linear and binary search Students should know the advantages and
algorithms. disadvantages of both algorithms.

3.1.4 Sorting algorithms

Content Additional information

Understand and explain how the merge sort Students should know the mechanics of the
algorithm works. algorithm.

Understand and explain how the bubble sort Students should know the mechanics of the
algorithm works. algorithm.

Compare and contrast merge sort and bubble Students should know the advantages and
sort algorithms. disadvantages of both algorithms.

3.2 Programming
Students need a theoretical understanding of all the topics in this section for the paper 1 exam
even if the programming language(s) taught does not support all of the topics. Exams will always
present algorithms using the current version of the AQA pseudo-code. The document can be found
on the AQA website.
Students need a practical understanding of all the topics and skills in this section for the paper 1
exam. When they are writing computer programs in an exam they will need to ensure they use
meaningful identifier names, use suitable data types and that all logic flow is clearly identifiable to
examiners.
Exam questions will explicitly state in what form the response needs to be provided. This will be,
for example, pseudo-code, program code or a flowchart, and students must respond as instructed.
Where pseudo-code is an accepted method of response, students may present their answers to
questions in any suitable format and do not need to use the AQA pseudo-code.

3.2.1 Data types

Content Additional information

Understand the concept of a data type.

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 Content Additional information

Understand and use the following appropriately: Depending on the actual programming
language(s) being used, these data types may
• integer
have other names. For example real numbers
• real may be described as float. In exams we will use
• Boolean the general names given opposite.
• character
• string.

3.2.2 Programming concepts

Content Additional information

Use, understand and know how the following The three combining principles (sequence,
statement types can be combined in programs: iteration/repetition and selection/choice) are
basic to all high-level imperative programming
• variable declaration
languages.
• constant declaration
• assignment Students should be able to write programs
• iteration using these statement types. They should be
able to interpret and write algorithms that
• selection
include these statement types.
• subroutine (procedure/function).
Students should know why named constants
and variables are used.

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Content Additional information

Use definite (count controlled) and indefinite A theoretical understanding of condition(s) at

(condition controlled) iteration, including either end of an iterative structure is required,
indefinite iteration with the condition(s) at the regardless of whether they are supported by the
start or the end of the iterative structure. language(s) being used.
An example of definite (count controlled)
iteration would be:

FOR i ← 1 TO 5
… Instructions here …
ENDFOR

An example of indefinite (condition controlled)

iteration with the condition at the start would be:

WHILE NotSolved
… Instructions here …
ENDWHILE

Examples of indefinite (condition controlled)

iteration with the condition at the end would be:

REPEAT
… Instructions here …
UNTIL Solved

DO
… Instructions here …
WHILE NotSolved

Use nested selection and nested iteration An example of nested iteration would be:
structures.
WHILE NotSolved
… Instructions here ...
FOR i ← 1 TO 5
… Instructions here …
ENDFOR
… Instructions here …
ENDWHILE

An example of nested selection would be:

IF GameWon THEN
… Instructions here …
IF Score > HighScore THEN
… Instructions here …
ENDIF
… Instructions here …
ENDIF

Use meaningful identifier names and know why Identifier names include names for variables,
it is important to use them. constants and subroutine names.

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3.2.3 Arithmetic operations in a programming language
Content Additional information

Be familiar with and be able to use: Integer division, including remainders, is usually
a two stage process and uses modular
• addition
arithmetic:
• subtraction
• multiplication eg the calculation 11/2 would generate the
• real division following values:
• integer division, including remainders. Integer division: the integer quotient of 11
divided by 2 (11 DIV 2) = 5
Remainder: the remainder when 11 is divided
by 2 (11 MOD 2) = 1

3.2.4 Relational operations in a programming language

Content Additional information

Be familiar with and be able to use: Students should be able to use these operators
within their own programs and be able to
• equal to
interpret them when used within algorithms.
• not equal to Note that different languages may use different
• less than symbols to represent these operators.
• greater than
• less than or equal to
• greater than or equal to.

3.2.5 Boolean operations in a programming language

Content Additional information

Be familiar with and be able to use: Students should be able to use these operators,
and combinations of these operators, within
• NOT
conditions for iterative and selection structures.
• AND
• OR.

3.2.6 Data structures

Content Additional information

Understand the concept of data structures. It may be helpful to set the concept of a data
structure in various contexts that students may
already be familiar with. It may also be helpful
to suggest/demonstrate how data structures
could be used in a practical setting.

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Content Additional information

Use arrays (or equivalent) in the design of Only one and two-dimensional arrays are
solutions to simple problems. required.

Use records (or equivalent) in the design of An example of a record definition would be:
solutions to simple problems.
RECORD Car
make : String
model : String
reg : String
price : Real
noOfDoors : Integer
ENDRECORD

3.2.7 Input/output
Content Additional information

Be able to obtain user input from the keyboard.

Be able to output data and information from a

program to the computer display.

3.2.8 String handling operations in a programming language

Content Additional information

Understand and be able to use: Expected string conversion operations:

• length • string to integer
• position • string to real
• substring • integer to string
• concatenation • real to string.
• convert character to character code
• convert character code to character
• string conversion operations.

3.2.9 Random number generation in a programming language

Content Additional information

Be able to use random number generation. Students will be expected to use random
number generation within their computer
programs. An understanding of how pseudo-
random numbers are generated is not required.

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3.2.10 Structured programming and subroutines (procedures and
functions)
Content Additional information

Understand the concept of subroutines. Students should know that a subroutine is a

named ‘out of line’ block of code that may be
executed (called) by simply writing its name in a
program statement.

Explain the advantages of using subroutines in

programs.

Describe the use of parameters to pass data Students should be able to use subroutines that
within programs. require more than one parameter.
Students should be able to describe how data is
passed to a subroutine using parameters.

Use subroutines that return values to the calling Students should be able to describe how data is
routine. passed out of a subroutine using return values.

Know that subroutines may declare their own

variables, called local variables, and that local
variables usually:
• only exist while the subroutine is
executing
• are only accessible within the subroutine.

Use local variables and explain why it is good

practice to do so.

Describe the structured approach to Students should be able to describe the

programming. structured approach including modularised
programming, clear well-documented interfaces
(local variables, parameters) and return values.
Teachers should be aware that the terms
arguments and parameters are sometimes
used but in examinable material we will use the
term parameter to refer to both of these.

Explain the advantages of the structured

approach.

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3.2.11 Robust and secure programming

Content Additional information

Be able to write simple data validation routines. Students should be able to use data validation
techniques to write simple routines that check
the validity of data being entered by a user.
The following validation checks are examples of
simple data validation routines:
• checking if an entered string has a
minimum length
• checking if a string is empty
• checking if data entered lies within a
given range (eg between 1 and 10).

Be able to write simple authentication routines. Students should be able to write a simple
authentication routine that uses a username
and password. Students will only be required to
use plain text usernames and passwords (ie
students will not need to encrypt the
passwords).

Understand what is meant by testing in the

context of algorithms and programs.
Be able to correct errors within algorithms and
programs.

Understand what test data is and describe the Boundary data would be for example:
following types of test data:
If the allowed range is 1 to 10, then boundary
• normal (typical) data is 0, 1, 10, 11, ie either side of the allowed
• boundary (extreme) boundary.
• erroneous data.

Be able to select and justify the choice of

suitable test data for a given problem.

Understand that there are different types of

error:
• syntax error
• logic error.

Be able to identify and categorise errors within

algorithms and programs.

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3.3 Fundamentals of data representation
3.3.1 Number bases
Content Additional information

Understand the following number bases:

• decimal (base 10)
• binary (base 2)
• hexadecimal (base 16).

Understand that computers use binary to Students should be familiar with the idea that a
represent all data and instructions. bit pattern could represent different types of
data including text, image, sound and integer.

Explain why hexadecimal is often used in

computer science.

3.3.2 Converting between number bases

Content Additional information

Understand how binary can be used to Students must be able to represent decimal
represent whole numbers. values between 0 and 255 in binary.

Understand how hexadecimal can be used to Students must be able to represent decimal
represent whole numbers. values between 0 and 255 in hexadecimal.

Be able to convert in both directions between: The following equivalent maximum values will
be used:
• binary and decimal
• binary and hexadecimal • decimal: 255
• decimal and hexadecimal. • binary: 1111 1111
• hexadecimal: FF

3.3.3 Units of information

Content Additional information

Know that: A bit is either a 0 or a 1.

• a bit is the fundamental unit of information • b represents bit
• a byte is a group of 8 bits. • B represents byte

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Content Additional information

Know that quantities of bytes can be described Students might benefit from knowing that
using prefixes. historically the terms kilobyte, megabyte, etc
have often been used to represent powers of 2.
Know the names, symbols and corresponding
values for the decimal prefixes: The International System of Units (SI units) kilo,
mega and so forth refer to values based on
• kilo, 1 kB is 1,000 bytes
powers of 10. When referring to powers of 2 the
• mega, 1 MB is 1,000 kilobytes terms kibi, mebi and so forth would normally be
• giga, 1 GB is 1,000 Megabytes used but students do not need to know these.
• tera, 1 TB is 1,000 Gigabytes.
Be able to compare quantities of bytes using
the prefixes above.

3.3.4 Binary arithmetic

Content Additional information

Be able to add together up to three binary Students will need to be able to add together up
numbers. to three binary numbers using a maximum of 8
bits per number.
Students will only be expected to add together
a maximum of three 1s in a single column.
Answers will be a maximum of 8 bits in length
and will not involve carrying beyond the 8th bit.

Be able to apply a binary shift to a binary Students will be expected to use a maximum of
number. 8 bits.
Students will be expected to understand and
use only a logical binary shift.
Students will not need to understand or use
fractional representations.

Describe situations where binary shifts can be Binary shifts can be used to perform simple
used. multiplication/division by powers of 2.

3.3.5 Character encoding

Content Additional information

Understand what a character set is and be able Students should be able to use a given
to describe the following character encoding character encoding table to:
methods:
• convert characters to character codes
• 7-bit ASCII • convert character codes to characters.
• Unicode.

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 Content Additional information

Understand that character codes are commonly Students should know that character codes are
grouped and run in sequence within encoding grouped and that they run in sequence. For
tables. example in ASCII ‘A’ is coded as 65, ‘B’ as 66,
and so on, meaning that the codes for the other
capital letters can be calculated once the code
for ‘A’ is known. This pattern also applies to
other groupings such as lower case letters and
digits.

Describe the purpose of Unicode and the Students should be able to explain the need for
advantages of Unicode over ASCII. data representation of different alphabets and
of special symbols allowing a far greater range
Know that Unicode uses the same codes as
of characters.
ASCII up to 127.
It is not necessary to be familiar with UTF-8,
UTF-16 or other different versions of Unicode.

3.3.6 Representing images

Content Additional information

Understand what a pixel is and be able to Students should know that the term pixel is
describe how pixels relate to an image and the short for picture element. A pixel is a single
way images are displayed. point in an image.

Describe the following for bitmaps: The size of an image is expressed directly as
width of image in pixels by height of image in
• image size
pixels using the notation width x height.
• colour depth.
Colour depth is the number of bits used to
Know that the size of a bitmap image is represent each pixel.
measured in pixels (width x height).

Describe how a bitmap represents an image Students should be able to explain how bitmaps
using pixels and colour depth. are made from pixels.

Describe using examples how the number of Students should be able to describe how higher
pixels and colour depth can affect the file size numbers of pixels and higher colour depths can
of a bitmap image. affect file size, and should also be able to use
examples.

Calculate bitmap image file sizes based on the Students only need to use colour depth and
number of pixels and colour depth. number of pixels within their calculations.
Size = (bits) = W x H x D
Size = (bytes) = (W x H x D)/8
W = image width
H = image height
D = colour depth in bits.

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Content Additional information

Convert binary data into a bitmap image. Given a binary pattern that represents a simple
bitmap, students should be able to draw the
resulting image as a series of pixels.

Convert a bitmap image into binary data. Given a simple bitmap, students should be able
to write down a bit pattern that represents the
image.

3.3.7 Representing sound

Content Additional information

Understand that sound is analogue and that it

must be converted to a digital form for storage
and processing in a computer.

Understand that analogue signals are sampled Students should understand that a sample is a
to create the digital version of sound. measure of amplitude at a point in time.

Describe the digital representation of sound in Sampling rate is the number of samples taken
terms of: in a second and is usually measured in hertz (1
hertz = 1 sample per second).
• sampling rate
• sample resolution. Sample resolution is the number of bits per
sample.

Calculate sound file sizes based on the File size (bits) = rate x res x secs
sampling rate and the sample resolution.
rate = sampling rate
res = sample resolution
secs = number of seconds

3.3.8 Data compression

Content Additional information

Explain what data compression is. Students should understand that it is common
for data to be compressed and should be able
Understand why data may be compressed and
to explain why it may be necessary or desirable
that there are different ways to compress data.
to compress data.

Explain how data can be compressed using Students should be familiar with the process of
Huffman coding. using a tree to represent the Huffman code.
Be able to interpret Huffman trees.

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 Content Additional information

Be able to calculate the number of bits required Students should be familiar with carrying out
to store a piece of data compressed using calculations to determine the number of bits
Huffman coding. saved by compressing a piece of data using
Huffman coding.
Be able to calculate the number of bits required
to store a piece of uncompressed data in ASCII.

Explain how data can be compressed using run Students should be familiar with the process of
length encoding (RLE). using frequency/data pairs to reduce the
amount of data stored.

Represent data in RLE frequency/data pairs. Students could be given a bitmap

representation and they would be expected to
show the frequency and value pairs for each
row,
eg 0000011100000011
would become 5 0 3 1 6 0 2 1.

3.4 Computer systems

3.4.1 Hardware and software
Content Additional information

Define the terms hardware and software and

understand the relationship between them.

3.4.2 Boolean logic

Content Additional information

Construct truth tables for the following logic Students do not need to know about or use
gates: NAND and NOR logic gates.
• NOT
• AND
• OR
• XOR.

Construct truth tables for simple logic circuits Students should be able to construct truth
using combinations of NOT, AND, OR and XOR tables which contain up to three inputs.
gates.
Interpret the results of simple truth tables.

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Content Additional information

Create, modify and interpret simple logic circuit Students should be able to construct simple
diagrams. logic circuit diagrams which contain up to three
inputs.
Students will only need to use NOT, AND, OR
and XOR gates within logic circuits.
Students will be expected to understand and
use the following logic circuit symbols:

Create and interpret simple Boolean Students will be expected to understand and
expressions made up of NOT, AND, OR and use the following Boolean expression
XOR operations. operators:
. to represent the AND gate
+ to represent the OR gate
⊕ to represent the XOR gate
Overbar to represent the NOT gate
For example the expression (A AND B) OR
(NOT C) would be represented as:

A . B + C̅
Create the Boolean expression for a simple
logic circuit.
Create a logic circuit from a simple Boolean
expression.

3.4.3 Software classification

Content Additional information

Explain what is meant by: Students should understand that:

• system software • system software manages the computer
• application software. system resources and acts as a platform
to run application software
Give examples of both types of software.
• application software is software that
performs end-user tasks.

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 Content Additional information

Understand the need for, and functions of,

operating systems (OS) and utility programs.
Understand that the OS handles management
of the:
• processor(s)
• memory
• input/output (I/O) devices
• applications
• security.

3.4.4 Classification of programming languages and translators

Content Additional information

Know that there are different levels of Students should understand that most
programming language: computer programs are written in high-level
languages and be able to explain why this is the
• low-level language
case.
• high-level language.
Explain the main differences between low-level
and high-level languages.

Know that machine code and assembly Students should be able to

language are considered to be low-level
• understand that processors execute
languages and explain the differences between
machine code and that each type of
them.
processor has its own specific machine
code instruction set
• understand that assembly language is
often used to develop software for
embedded systems and for controlling
specific hardware components
• understand that assembly language has a
1:1 correspondence with machine code.

Understand that all programming code written

in high-level or assembly languages must be
translated.
Understand that machine code is expressed in
binary and is specific to a processor or family of
processors.

Understand the advantages and disadvantages

of low-level language programming compared
with high-level language programming.

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Content Additional information

Understand that there are three common types Students will need to know that:
of program translator:
• assemblers and compilers translate their
• interpreter input into machine code directly
• compiler • each line of assembly language is
• assembler. assembled into a single machine code
instruction
Explain the main differences between these
• interpreters do not generate machine
three types of translator.
code directly (they call appropriate
Understand when it would be appropriate to use machine code subroutines within their
each type of translator. own code to carry out statements).

3.4.5 Systems architecture

Content Additional information

Explain the role and operation of main memory A bus is a collection of wires through which
and the following major components of a central data/signals are transmitted from one
processing unit (CPU) within the Von Neumann component to another.
architecture:
Knowledge of specific registers is not required.
• arithmetic logic unit
• control unit
• clock
• register
• bus.

Explain the effect of the following on the

performance of the CPU:
• clock speed
• number of processor cores
• cache size.

Understand and explain the Fetch-Execute The CPU continually reads instructions stored
cycle. in main memory and executes them as
required:
• fetch: the next instruction is fetched to the
CPU from main memory
• decode: the instruction is decoded to work
out what it is
• execute: the instruction is executed
(carried out). This may include reading/
writing from/to main memory.

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 Content Additional information

Understand the different types of memory within

a computer:
• RAM
• ROM
• Cache
• Register.
Know what the different types of memory are
used for and why they are required.

Understand the differences between main Students should be able to explain the terms
memory and secondary storage. volatile and non-volatile.
Understand the differences between RAM and Main memory will be considered to be any form
ROM. of memory that is directly accessible by the
CPU (except for cache and registers).
Secondary storage is considered to be any non-
volatile storage mechanism not directly
accessible by the CPU.

Understand why secondary storage is required.

Be aware of different types of secondary Students should be aware that SSDs use
storage (solid state, optical and magnetic). electrical circuits to persistently store data but
will not need to know the precise details such
Explain the operation of solid state, optical and
as use of NAND gates.
magnetic storage.
Discuss the advantages and disadvantages of
solid state, optical and magnetic storage.

Explain the term cloud storage. Students should understand that cloud storage
uses magnetic and/or solid state storage at a
remote location.

Explain the advantages and disadvantages of

cloud storage when compared to local storage.

Understand the term embedded system and Students must be able to give examples of
explain how an embedded system differs from a embedded and non-embedded systems.
non-embedded system.

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3.5 Fundamentals of computer networks

Content Additional information

Define what a computer network is.

Discuss the advantages and disadvantages of
computer networks.

Describe the main types of computer network PAN – only Bluetooth needs to be considered.
including:
LAN – know that these usually cover relatively
• Personal Area Network (PAN) small geographical areas.
• Local Area Network (LAN) LAN – know that these are often owned and
• Wide Area Network (WAN). controlled/managed by a single person or
organisation.
WAN – know that the Internet is the biggest
example of a WAN.
WAN – know that these usually cover a wide
geographic area.
WAN – know that these are often under
collective or distributed ownership.

Understand that networks can be wired or Students should know that wired networks can
wireless. use different types of cable such as fibre and
copper and when each would be appropriate.
Discuss the advantages and disadvantages of
wireless networks as opposed to wired
networks.

Describe the following common LAN topologies: Students should be able to draw topology
diagrams and describe the differences between
• star
the two topologies. They should also be able to
• bus. select the most appropriate topology for a given
scenario.

Define the term network protocol.

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 Content Additional information

Explain the purpose and use of common Students should know what each protocol is
network protocols including: used for (eg HTTPS provides an encrypted
version of HTTP for more secure web
• Ethernet
transactions).
• Wi-Fi
• TCP (Transmission Control Protocol) Students should understand that Ethernet is a
• UDP (User Datagram Protocol) family of related protocols rather than a single
protocol. They do not need to know the
• IP (Internet Protocol)
individual protocols that make up the Ethernet
• HTTP (Hypertext Transfer Protocol)
family.
• HTTPS (Hypertext Transfer Protocol
Secure) Students should understand that Wi-Fi is a
• FTP (File Transfer Protocol) family of related protocols rather than a single
• email protocols: protocol. They do not need to know the
individual protocols that make up the Wi-Fi
• SMTP (Simple Mail Transfer Protocol)
family but they should know that Wi-Fi is a
• IMAP (Internet Message Access trademark and that the generic term for
Protocol). networks of this nature is WLAN.

Understand the need for, and importance of,

network security.

Explain the following methods of network Students should be able to explain, using
security: examples, what each of these security methods
is and when each could be used.
• authentication
• encryption Students should understand how these
• firewall methods can work together to provide a greater
• MAC address filtering. level of security.
The capabilities of firewalls have changed
dramatically in recent years and will continue to
do so. Students should be aware that a firewall
is a network security device that monitors
incoming and outgoing network traffic and
decides whether to allow or block specific traffic
based on a defined set of security rules.
Students should understand that MAC address
filtering allows devices to access, or be blocked
from accessing a network based on their
physical address embedded within the device’s
network adapter.

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Content Additional information

Describe the 4 layer TCP/IP model: Students should be able to name the layers and
describe their main function(s) in a networking
• application layer
environment.
• transport layer
• internet layer Application layer: this is where the network
• link layer. applications, such as web browsers or email
programs, operate.
Understand that the HTTP, HTTPS, SMTP,
IMAP and FTP protocols operate at the Transport layer: this layer sets up the
application layer. communication between the two hosts and they
agree settings such as the size of packets.
Understand that the TCP and UDP protocols
operate at the transport layer. Internet layer: addresses and packages data for
transmission. Routes the packets across the
Understand that the IP protocol operates at the network.
internet layer.
Link layer: this is where the network hardware
such as the NIC (network interface card) is
located. OS device drivers also sit here.
Teachers should be aware that the link layer is
sometimes referred to as the network access
layer or network interface layer. However,
students will not be expected to know these
alternative layer names.

3.6 Cyber security

3.6.1 Fundamentals of cyber security
Content Additional information

Be able to define the term cyber security and be Students should know that cyber security
able to describe the main purposes of cyber consists of the processes, practices and
security. technologies designed to protect networks,
computers, programs and data from attack,
damage or unauthorised access.

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3.6.2 Cyber security threats
Content Additional information

Understand and be able to explain the following Pharming is a cyber attack intended to redirect
cyber security threats: a website's traffic to a fake website.

• social engineering techniques

• malicious code (malware)
• pharming
• weak and default passwords
• misconfigured access rights
• removable media
• unpatched and/or outdated software.

Explain what penetration testing is and what it Penetration testing is the process of attempting
is used for. to gain access to resources without knowledge
of usernames, passwords and other normal
means of access.
Students should understand the following two
types of penetration testing:
• when the person or team testing the
system has knowledge of and possibly
basic credentials for the target system,
simulating an attack from inside the
system (a malicious insider)
• when the person or team testing the
system has no knowledge of any
credentials for the target system,
simulating an attack from outside the
system (an external attack).

3.6.2.1 Social engineering

Content Additional information

Define the term social engineering. Students should know that social engineering is
the art of manipulating people so they give up
Describe what social engineering is and how it
confidential information.
can be protected against.
Blagging is the act of creating and using an
Explain the following forms of social
invented scenario to engage a targeted victim in
engineering:
a manner that increases the chance the victim
• blagging (pretexting) will divulge information or perform actions that
• phishing would be unlikely in ordinary circumstances.
• shouldering (or shoulder surfing). Phishing is a technique of fraudulently obtaining
private information, often using email or SMS.
Shouldering is observing a person's private
information over their shoulder eg cashpoint
machine PIN numbers.

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3.6.2.2 Malicious code (malware)

Content Additional information

Define the term malware. Malware is an umbrella term used to refer to a

variety of forms of hostile or intrusive software.
Describe what malware is and how it can be
protected against.
Describe the following forms of malware:
• computer virus
• trojan
• spyware.

3.6.3 Methods to detect and prevent cyber security threats

Content Additional information

Understand and be able to explain the following

security measures:
• biometric measures (particularly for
mobile devices)
• password systems
• CAPTCHA (or similar)
• using email confirmations to confirm a
user’s identity
• automatic software updates.

3.7 Relational databases and structured query language

(SQL)
3.7.1 Relational databases
Content Additional information

Explain the concept of a database.

Explain the concept of a relational database.

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 Content Additional information

Understand the following database concepts: Note that whilst the terms entity, attribute and
entity identifier are more commonly used when
• table
an abstract model of a database is being
• record considered, the terms given here will be used
• field for both implementations of and abstract
• data type models of databases.
• primary key
• foreign key.
Understand that the use of a relational
database facilitates the elimination of data
inconsistency and data redundancy.

3.7.2 Structured query language (SQL)

Content Additional information

Be able to use SQL to retrieve data from a Exam questions will require that data is
relational database, using the commands: extracted from no more than two tables for any
one query.
• SELECT
• FROM
• WHERE
• ORDER BY…ASC | DESC

Be able to use SQL to insert data into a

relational database using the commands.

INSERT INTO table_name (column1,

column 2 …)
VALUES (value1, value2 …)

Be able to use SQL to edit and delete data in a

database using the commands.

UPDATE table_name
SET column1 = value1, column2
= value2 ...
WHERE condition

DELETE FROM table_name WHERE

condition

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3.8 Ethical, legal and environmental impacts of digital

technology on wider society, including issues of privacy
Content Additional information

Explain the current ethical, legal and Exam questions will be taken from the following
environmental impacts and risks of digital areas:
technology on society. Where data privacy
• cyber security
issues arise these should be considered.
• mobile technologies
• wireless networking
• cloud storage
• hacking (unauthorised access to a
computer system)
• wearable technologies
• computer based implants
• autonomous vehicles.
Students will be expected to understand and
explain the general principles behind the issues
rather than have detailed knowledge on specific
issues.
Students should be aware that ordinary citizens
normally value their privacy and may not like it
when governments or security services have
too much access.
Students should be aware that governments
and security services often argue that they
cannot keep their citizens safe from terrorism
and other attacks unless they have access to
private data.

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