Introduction

This mapping document highlights the overlapping content between the GCSE Computer Science and the International GCSE
Computer Science. You may wish to use this mapping document to determine which resources designed specifically for the
UK GCSE can support you in your teaching and planning for the International GCSE, including the dedicated textbooks. This
mapping document demonstrates that 80% of the content is identical, 10% of the content is similar, and 10% of the content
is different. Please note that the International GCSE and GCSE have different assessment methods.

Pearson Edexcel International GCSE and GCSE Computer Science Mapping Document Page 1 of 7
 Level of International
Sub Topic GCSE Reference GCSE Learning Objective International GCSE Learning Objective
difference GCSE Reference
Topic
Understand what an algorithm is, what algorithms are used for and be able to
understand what an algorithm is, what algorithms are used for and be able to
1.1.1 interpret algorithms (flowcharts, pseudocode, written descriptions, program code)
Same 1.1.1 interpret algorithms (flowcharts, pseudocode, written descriptions, program
code).

understand how to create an algorithm to solve a particular problem, making use Understand how to create an algorithm to solve a particular problem, making use
1.1.2 of programming constructs (sequence, selection, iteration) and using appropriate Same 1.1.2 of programming constructs (sequence, selection, iteration) and using appropriate
conventions (flowchart, pseudo‐code, written description, draft program code) conventions (flowchart, pseudocode, written description, draft program code).

1.1.3 understand the purpose of a given algorithm and how an algorithm works Same 1.1.3 Understand the purpose of a given algorithm and how an algorithm works.

understand how to determine the correct output of an algorithm for a given set of Understand how to determine the correct output of an algorithm for a given set of
1.1.4 data
Same 1.1.4 data.
Algorithms
Problem Solving

Understand how to identify and correct errors in algorithms, including using trace
1.1.5 understand how to identify and correct errors in algorithms Same 1.1.5 tables.
1.1.6 understand how to code an algorithm in a high‐level language Same 1.1.6 Understand how to code an algorithm in a high‐level language.
understand how the choice of algorithm is influenced by the data structures and Understand how the choice of algorithm is influenced by the data structures and
1.1.7 data values that need to be manipulated
Same 1.1.7 data values that need to be manipulated.
understand how standard algorithms (bubble sort, merge sort, linear search, Understand how standard algorithms work (bubble sort, merge sort, linear search,
1.1.8 binary search) work
Same 1.1.8 binary search).

be able to evaluate the fitness for purpose of algorithms in meeting specified Be able to evaluate the fitness for purpose of algorithms in meeting specified
1.1.9 requirements efficiently using logical reasoning and test data
Same 1.1.9 requirements efficiently, using logical reasoning and test data.

be able to analyse a problem, investigate requirements (inputs, outputs, Be able to analyse a problem, investigate requirements (inputs, outputs,
1.2.1 processing, initialisation) and design solutions
Same 1.2.1 processing, initialisation) and design solutions.
Decomposition and 1.2.2 be able to decompose a problem into smaller sub‐problems Same 1.2.2 Be able to decompose a problem into smaller sub‐problems.
abstraction understand how abstraction can be used effectively to model aspects of the real Understand how abstraction can be used effectively to model aspects of the real
1.2.3 world
Same 1.2.3 world.
1.2.4 be able to program abstractions of real‐world examples Same 1.2.4 Be able to program abstractions of real‐world examples.

Pearson Edexcel International GCSE and GCSE Computer Science Mapping Document Page 2 of 7
 Level of International
Sub Topic GCSE Reference GCSE Learning Objective International GCSE Learning Objective
difference GCSE Reference
Topic
2.1.1 be able to write programs in a high‐level programming language Same 2.1.1 Be able to program abstractions of real‐world examples.

understand the benefit of producing programs that are easy to read and be able Understand the benefit of producing programs that are easy to read and be able
to use techniques (comments, descriptive names (variables, constants, to use techniques (comments, descriptive names (variables, constants,
2.1.2 subprograms), indentation) to improve readability and to explain how the code
Same 2.1.2 subprograms),
works indentation) to improve readability and to explain how the code works.

be able to differentiate between types of error in programs (logic, syntax, Be able to differentiate between types of error in programs (logic, syntax,
2.1.3 runtime)
Same 2.1.3 runtime).
Develop code
2.1.4 be able to design and use test plans and test data (normal, boundary, erroneous) Same 2.1.4 Be able to design and use test plans and test data (normal, boundary, erroneous).

Be able to interpret error messages and identify, locate and fix errors in a
2.1.5 be able to interpret error messages and identify, locate and fix errors in a program Same 2.1.5 program.
be able to determine what value a variable will hold at a given point in a program Be able to determine what value a variable will hold at a given point in a program
2.1.6 (trace table)
Same 2.1.6 (trace table).
be able to determine the strengths and weaknesses of a program and suggest Be able to determine the strengths and weaknesses of a program and suggest
2.1.7 improvements
Same 2.1.7 improvements.
understand the structural components of a program (variable and type Understand the structural components of a program (variable and type
2.2.1 declarations, command sequences, selection, iteration, data structures, Same 2.2.1 declarations, command sequences, selection, iteration, data structures,
Constructs subprograms) subprograms).
be able to use sequencing, selection and iteration
2.2.2 constructs in their programs
Same 2.2.2 Be able to use sequencing, selection and iteration constructs in their programs.

understand the need for, and understand how to use, data Understand the need for, and understand how to use, data types (integer, real,
Programming

2.3.1 types (integer, real, Boolean, char)

Same 2.3.1 Boolean, char, string).

understand the need for, and understand how to use, data structures (records, Understand the need for, and understand how to use, data structures (records,
2.3.2 one‐dimensional arrays, two‐dimensional arrays)
Same 2.3.2 one‐dimensional arrays, two‐dimensional arrays).
Data types and
structures 2.3.3 understand the need for, and how to manipulate, strings Same 2.3.3 Understand the need for, and how to manipulate, strings.
2.3.4 understand the need for, and how to use, variables and constants Same 2.3.4 Understand the need for, and how to use, variables and constants.
understand the need for, and how to use, global and local variables when Understand the need for, and how to use, global and local variables when
2.3.5 implementing subprograms
Same 2.3.5 implementing subprograms.
understand how to write code that accepts and responds appropriately to user Understand how to write code that accepts and responds appropriately to user
2.4.1 input
Same 2.4.1 input.
Input / Output 2.4.2 understand the need for, and how to implement, validation Same 2.4.2 Understand the need for, and how to implement, validation
2.4.3 be able to write code that reads/writes from/to a text file Same 2.4.3 Be able to write code that reads/writes from/to a text file.
understand the purpose of, and how to use, arithmetic operators (add, subtract, Understand the purpose of, and how to use, arithmetic operators (add, subtract,
2.5.1 divide, multiply, modulus, integer division)
Same 2.5.1 divide, multiply, modulus, integer division).

understand how to use relational operators (equal to, less than, greater than, not Understand the purpose of, and how to use, relational operators (equal to, less
Operators 2.5.2 equal to, less than or equal to, greater than or equal to)
Same 2.5.2 than, greater than, not equal to, less than or equal to, greater than or equal to).

2.5.3 understand the purpose of, and how to use, logic operators (AND, OR, NOT) Same 2.5.3 Understand the purpose of, and how to use, logic operators (AND, OR, NOT).

understand the benefits of using subprograms and be able to write code that uses understand the benefits of using subprograms and be able to write code that uses
2.6.1 user‐written and pre‐existing (built‐in, library) subprograms
Same 2.6.1 user‐written and pre‐existing (builtin, library) subprograms
Subprograms understand the concept of passing data into and out of subprograms (procedures, understand the concept of passing data into and out of subprograms (procedures,
2.6.2 functions)
Same 2.6.2 functions)
2.6.3 be able to create subprograms that use parameters Same 2.6.3 be able to create subprograms that use parameters

Pearson Edexcel International GCSE and GCSE Computer Science Mapping Document Page 3 of 7
 Level of International
Sub Topic GCSE Reference GCSE Learning Objective International GCSE Learning Objective
difference GCSE Reference
Topic
understand that computers use binary to represent data (numbers, text, sound, Understand that computers use binary to represent data (numbers, text, sound,
3.1.1 graphics) and program instructions
Same 3.1.1 graphics) and program instructions.

understand how computers represent and manipulate numbers (unsigned Understand how computers represent and manipulate numbers (unsigned
3.1.2 integers, signed integers (sign and magnitude, two’s complement))
Same 3.1.2 integers, signed integers (sign and magnitude, two’s complement)).

Binary
3.1.3 be able to convert between binary and denary whole numbers (0–255) Same 3.1.3 Be able to convert between binary and denary whole numbers (0–255).

understand how to perform binary arithmetic (add, shifts (logical and arithmetic)) Understand how to perform binary arithmetic (add, shifts (logical and arithmetic))
3.1.4 and understand the concept of overflow
Same 3.1.4 and understand the concept of overflow.
understand why hexadecimal notation is used and be able to convert between Understand why hexadecimal notation is used and be able to convert between
3.1.5 hexadecimal and binary
Same 3.1.5 hexadecimal and binary

3.2.1 understand how computers encode characters using ASCII Similar 3.2.1 Understand how computers encode characters using ASCII and Unicode.

understand how bitmap images are represented in binary (pixels, resolution, Understand how bitmap images are represented in binary (pixels, resolution,
3.2.2 colour depth)
Same 3.2.2 colour depth).
Data representation
3.2.3 understand how sound, an analogue signal, is represented in binary Same 3.2.3 Understand how sound, an analogue signal, is represented in binary.

understand the limitations of binary representation of data (sampling frequency, Understand the limitations of binary representation of data (sampling frequency,
3.2.4 Same 3.2.4
Data

resolution) when constrained by the number of available bits resolution) when constructed by the number of available bits.

Understand how to use and convert between binary and denary multiples (as
defined by the International Electrotechnical Commission (IEC)): bit, nibble, byte,
understand how to convert between the terms ‘bit, nibble, byte, kilobyte (KB),
3.3.1 megabyte (MB), gigabyte (GB), terabyte (TB)’
Different 3.3.1 kibibyte (KiB) 2^10, mebibyte (MiB) 2^20, gibibyte (GiB) 2^30, tebibyte (TiB)
2^40, kilobyte (kB), 10^3, megabyte (MB) 10^6, gigabyte (GB) 10^9, terabyte (TB)
10^12
Data storage and
understand the need for data compression and methods of compressing data Understand the need for data compression and methods of compressing data
compression 3.3.2 (lossless, lossy) and that JPEG and MP3 are examples of lossy algorithms
Same 3.3.2 (lossless, lossy), and that JPEG and MP3 are examples of lossy algorithms.

3.3.3 understand how a lossless, run‐length encoding (RLE) algorithm works Same 3.3.3 Understand how a lossless, run‐length encoding (RLE) algorithm works

Understand that file storage is measured in bytes and be able to calculate file
3.3.4 understand that file storage is measured in bytes and be able to calculate file sizes Same 3.3.4 sizes.
3.4.1 understand the need for data encryption Same 3.4.1 understand the need for data encryption
Encryption Understand how encryption algorithms work (Pigpen cipher, Caesar cipher,
3.4.2 understand how a Caesar cipher algorithm works Different 3.4.2 Vigenére cipher, Rail Fence cipher).
3.5.1 understand the characteristics of structured and unstructured data Different
Databases understand that data can be decomposed, organised and managed in a structured
3.5.2 database (tables, records, fields, relationships, keys)
Different

Pearson Edexcel International GCSE and GCSE Computer Science Mapping Document Page 4 of 7
 Level of International
Sub Topic GCSE Reference GCSE Learning Objective International GCSE Learning Objective
difference GCSE Reference
Topic
Machines and Same 4.1.1 Understand the input‐process‐output model.
4.1.1 understand the input‐process‐output model Understand that there is a range of computational models (sequential, parallel,
computational models Different 4.1.2 multi‐agent).

Understand the function of the hardware components of a computer system

understand the function of the hardware components of a computer system (CPU,
4.2.1 main memory, secondary storage) and how they work together
Similar 4.2.1 (central processing unit (CPU), main memory, secondary storage, input and output
devices) and how they work together.

Understand the function of different types of memory (random‐access memory

4.2.2 understand the function of different types of main memory (RAM, ROM, cache) Similar 4.2.2 (RAM), read‐only memory (ROM), cache, virtual memory).

Understand the concept of a stored program and the role of components of the
understand the concept of a stored program and the role of components of the
CPU (control unit (CU), arithmetic/logic unit (ALU), registers, clock, address bus,
Hardware 4.2.3 CPU (control unit (CU), arithmetic/logic unit (ALU), registers, clock, address bus, Same 4.2.3 data bus, control bus) in the fetch‐decodeexecute cycle (the Von Neumann
data bus) in the fetch‐decode‐execute cycle (the Von Neumann model)
model).

Understand factors that affect the performance of the CPU (clock speed, number
Different 4.2.4 of processor cores, size of cache, type of cache).
Computers

4.2.4 understand how data is stored on physical devices (magnetic, optical, solid state) Same 4.2.5 Understand how data is stored on physical devices (magnetic, optical, solid state).

understand the concept of storing data in the ‘cloud’ and other contemporary Understand the concept of storing data in the ‘cloud’ and other contemporary
4.2.5 secondary storage
Same 4.2.6 secondary storage.
4.2.6 understand the need for embedded systems and their functions Same 4.2.7 Understand the need for embedded systems and their functions.

4.3.1 be able to construct truth tables for a given logic statement (AND, OR, NOT) Same 4.3.1 be able to construct truth tables for a given logic statement (AND, OR, NOT)
Logic
4.3.2 be able to produce logic statements for a given problem Same 4.3.2 be able to produce logic statements for a given problem
know what an operating system is and how it manages files, processes, hardware Know what an operating system is and how it manages files, processes, hardware
4.4.1 and the user interface
Same 4.4.1 and the user interface.
understand the purpose and functions of utility software (managing, repairing and Understand the purpose and functions of utility software (managing, repairing and
Software 4.4.2 converting files; compression; defragmentation; backing up; anti‐virus, anti‐ Same 4.4.2 converting files; compression; defragmentation; backing up; anti‐malware
spyware) (antivirus, anti‐spyware)).
understand how software can be used to simulate and model aspects of the real Understand how software can be used to simulate and model aspects of the real
4.4.3 world
Same 4.4.3 world.
understand what is meant by high‐level and low‐level programming languages and Understand what is meant by high‐level and low‐level programming languages
4.5.1 understand their suitability for a particular task
Same 4.5.1 and understand their suitability for a particular task.
Programming languages understand what is meant by a compiler and an interpreter and know the
Understand what is meant by an assembler, a compiler and an interpreter when
4.5.2 advantages and disadvantages of each.
Similar 4.5.2 translating programming languages and know the advantages and disadvantages
of each.

Pearson Edexcel International GCSE and GCSE Computer Science Mapping Document Page 5 of 7
 Level of International
Sub Topic GCSE Reference GCSE Learning Objective International GCSE Learning Objective
difference GCSE Reference
Topic
5.1.1 understand why computers are connected in a network Same 5.1.1 understand why computers are connected in a network
Understand the different types of networks (local area network (LAN), wide area
understand the different types of networks (LAN, WAN) and usage models (client‐
5.1.2 server, peer‐to‐peer)
Similar 5.1.2 network (WAN), personal area network (PAN)) and usage models (client‐server,
peer‐to‐peer).
5.1.3 understand wired and wireless connectivity Same 5.1.3 understand wired and wireless connectivity
understand that network data speeds are measured in bits per second (Mbps, understand that network data speeds are measured in bits per second (Mbps,
5.1.4 Gbps)
Same 5.1.4 Gbps)
Networks understand the role of and need for network protocols (Ethernet, Wi‐Fi, TCP/IP, understand the role of and need for network protocols (Ethernet, Wi‐Fi, TCP/IP,
5.1.5 HTTP. HTTPS, FTP, email (POP3, SMTP, IMAP))
Same 5.1.5 HTTP. HTTPS, FTP, email (POP3, SMTP, IMAP))

understand that data can be transmitted in packets using layered protocol stacks Understand that data can be transmitted in packets using layered protocol stacks
5.1.6 (TCP/IP)
Similar 5.1.6 and the 4‐layer TCP/IP model (application, transport, network, data link).

5.1.7 understand characteristics of network topologies (bus, ring, star, mesh) Same 5.1.7 understand characteristics of network topologies (bus, ring, star, mesh)

Understand the different mobile communication standards (3G, 4G and

Communication and the Internet

Same 5.1.8 subsequent generations).

understand the importance of network security and be able to use appropriate understand the importance of network security and be able to use appropriate
5.2.1 validation and authentication techniques (access control, physical security and Same 5.2.1 validation and authentication techniques (access control, physical security and
firewalls) firewalls)
understand security issues associated with the ‘cloud’ and other contemporary understand security issues associated with the ‘cloud’ and other contemporary
5.2.2 storage
Same 5.2.2 storage

understand different forms of cyberattack (based on technical weaknesses and Understand different forms of cyber attack (based on technical weaknesses and
5.2.3 behaviour) including social engineering (phishing, shoulder surfing), unpatched Similar 5.2.3 behaviour), including social engineering (phishing, shoulder surfing, pharming),
software, USB devices, digital devices and eavesdropping unpatched software, USB devices, digital devices and eavesdropping.
Network security
understand methods of identifying vulnerabilities including penetration testing, understand methods of identifying vulnerabilities including penetration testing,
5.2.4 ethical hacking, commercial analysis tools and review of network and user policies
Same 5.2.4 ethical hacking, commercial analysis tools and review of network and user policies

Understand how to protect software systems from cyber attacks, including

understand how to protect software systems from cyber attacks, including
considerations at the software (application) design stage, audit trails, securing
considerations at the design stage, audit trails, securing operating systems, code
5.2.5 reviews to remove code vulnerabilities in programming languages and bad
Similar 5.2.5 operating systems, secure coding, code reviews to remove code vulnerabilities in
programming languages and bad programming practices, modular testing and
programming practices, modular testing and effective network security provision
effective network security provision.

understand what is meant by the internet and how the internet is structured (IP Understand what is meant by the internet and how the internet is structured (IP
5.3.1 addressing, routers)
Similar 5.3.1 addressing, domain name service (DNS)).
understand what is meant by the world wide web (WWW) and components of the understand what is meant by the world wide web (WWW) and components of the
5.3.2 Same 5.3.2
The internet and the WWW (web server URLs, ISP, HTTP, HTTPS, HTML) WWW (web server URLs, ISP, HTTP, HTTPS, HTML)
Understand the need for IP addressing standards and the formats of IPv4 and
world wide web Different 5.3.3 IPv6.

Understand the role of components used to access the internet (modem, router,
Different 5.3.4 switch, wireless access point (WAP)) and how these are combined.

Pearson Edexcel International GCSE and GCSE Computer Science Mapping Document Page 6 of 7
 Level of International
Sub Topic GCSE Reference GCSE Learning Objective International GCSE Learning Objective
difference GCSE Reference
Topic
understand the environmental impact of technology (health, energy use, understand the environmental impact of technology (health, energy use,
6.1.1 Same 6.1.1
The bigger picture

resources) on society resources) on society

understand the ethical impact of using technology (privacy, inclusion, understand the ethical impact of using technology (privacy, inclusion,
6.1.2 professionalism) on society
Same 6.1.2 professionalism) on society
Emerging trends, issues
understand the legal impact of using technology (intellectual property, patents, Understand the legal impact of using technology (intellectual property, patents,
and impact 6.1.3 licensing, open source and proprietary software, cyber‐security) on society
Same 6.1.3 licensing and cyber‐security).

Be aware of current and emerging trends in computing technology (quantum

Different 6.1.4 computing, DNA computing, artificial intelligence (AI), nanotechnology).

Pearson Edexcel International GCSE and GCSE Computer Science Mapping Document Page 7 of 7