20142015

Mr. Ebrahim Rawat

Head of Computer Science
e.rawat_wis@gemsedu.com
Ms. Kimberley Duff
Lead Teacher: Computer Science
K.duff_wis@gemsedu.com
Welcome to the Computing department of Wellington International School Dubai. Our mis-
sion is to give students exposure to the latest industry standard hardware and software and
equip them with the skills and confidence to contribute to the digital and media rich world
they reside in. This is achieved through our innovative choice of curricula and projects
which are based upon the UK national curriculum and then enhanced to meet the interna-
tional nature of our cohort.
Staffing
Computer Science Teachers
Mr J. Rostron - j.rostron_wis@gemsedu.com
Mr R. Bishop - r.bishop_wis@gemsedu.com
Mr E.Miller - e.miller_wis@gemsedu.com
Mrs N.Victoriya - n.Victoriya_wis@gemsedu.com

Structure of Computer Studies Curriculum:
Connecting your own device to the school - BYOD
Definition of Technology
For purposes of BYOT, Technology means a privately owned wireless and/or portable electronic hand held
equipment that includes, but is not limited to, existing and emerging mobile communication systems and
smart technologies, portable internet devices, Personal Digital Assistants (PDAs), hand held entertainment
systems or portable information technology systems that can be used for word processing, wireless Internet
access, image capture/recording, sound recording and information transmitting/receiving/storing, etc.

Internet
Only the filtered internet gateway provided by the school may be accessed while on site Personal internet
connective devices such as but not limited to cell phones / cell network adapters should not be used.

Security and Damages
Responsibility to keep the device secure rests with the individual owner. WIS is not liable for any device stolen
or damages on site. If a device is stolen or damaged, it will be handled through the administrative office simi-
lar to other personal artifacts that are impacted in similar situations.

B.Y.O.D. Student Agreement
The use of technology to provide educational material is not a necessity but a privilege. A student does not
have the right to use his or her laptop, cell phone or other electronic device while at school. When abused,
privileges will be taken away. When respected, they will benefit the learning environment as a whole.

Cybersafety and Cyberbullying
Every User must take responsibility for his or her use of the network and make every effort to avoid those
types of content. Every User must report security or network problems to a teacher, or administrator.

Year 7: 1 X 55 minute per week of Computer Studies

Year 8: 1 X 55 minute per week of Computer Studies

Year 9: 1 X 55 minute per week of Computer Studies

Year 10: Optional: 3 x 55 minute sessions CIE-Cambridge IGCSE-Computer Science

Year 11: Optional: 3 x 55 minute sessions CIE-Cambridge IGCSE-Computer Science

Year 12: Optional: 4 x 55 minute sessions IB Diploma ( ITGS or Computer Science)

Year 13: Optional: 4 x 55 minute sessions IB Diploma (ITGS or Computer Science)
Support sessions for computer science run every lunchtime and selected days
after school - Please check enrichment calendar for further details
Generic Information related to both years of the IB
Mark Boundaries
ITGS HL
Level Min Max
1 0 10
2 11 20
3 21 31
4 32 43
5 44 56
6 57 68
7 69 100
The Command Terms are used throughout the course and help the students structure their answer
accordingly.
There is a text book available to support this course. We stock a limited number of copies
of this book fro reference but should you wish to purchase your own copy, the details are
below...
Title: Information Technology in a Global Society by Stuart Grey
ISBN: 9781468023619
Summer Task: ITGS Preparation

Read through the 9 page What is ITGS booklet, this will
give you an understanding of the ITGS triangle that is core
to the entire course.

It is a requirement that the questions are completed as
the answers to the 5 questions on page eight will form the
basis of the initial ITGS lessons of Year 12.
Pre-Reading: What is ITGS?

A key part of ITGS is making decisions about the use of technology by weighing up its positive and negative
impacts. You should be able to arrive at well-argued conclusions about how, where, when, or even if, differ-
ent technologies should be used. Below are some examples of ITGS topics and the social impacts and ethical
issues they raise:

Workplace surveillance - Many organisations monitor their employees activities, including the email they
send and the web pages they view. Employers do this to improve productivity and reduce time wasted by
workers, but some workers may feel their privacy is being invaded. Do the benefits of increased productivity
outweigh the uncomfortable feeling of being monitored? To what extent should monitoring be allowed - are
there any activities that should not be monitored? Should employees expect any privacy while using work
computers? Should employers be legally required to inform employees if they are being monitored?

Graphics editing - Computer graphics techniques have advanced to the point where images can be altered in
ways, which are virtually impossible to detect. One common use of graphics software is to change the ap-
pearance of models featured on the covers of magazines. Who might be affected by changing images in this
way? What might be the effects, and how serious
are they? Should it be legal to manipulate images but display them as though they are real? Are some edits
acceptable, but others unacceptable? If so, who is responsible for enforcing these rules: photographers, edi-
tors, the government?

E-waste - The average life time of a computer is relatively short, meaning thousands of new computer pur-
chases are made each year. Many discarded devices are exported to developing countries where they are re-
cycled in hazardous conditions, polluting the environment and causing serious health impacts for the recy-
clers. Who is responsible for helping solve these problems? Should users be responsible for the safe disposal
of equipment, or should manufacturers, who created the equipment in the first place, be required to take it
back for recycling?

Violence in computer games - Increasingly powerful home computers and games consoles have enabled
increased realism in computer games, many of which depict very violent actions. While films and other me-
dia often depict violence too, in computer games the player is more intimately involved, often as the perpe-
trator. Some people believe violent games have a negative effect on young players. What should be done to
keep violent games away from people who might be affected by them? Is there a limit to what it is acceptable
to include in computer games? Are computer games different to other forms of entertainment media?

Internet censorship - Many countries filter Internet access, blocking pages deemed inappropriate. Some
countries do very little filtering, removing only extreme content which may be harmful to society, while oth-
ers filter a much higher percentage of material. This raises many ethical issues about the right to Internet ac-
cess and whether people need protecting from potentially harmful content. Who should be responsible for
deciding what is inappropriate material?
Should anything be allowed on the Internet? Is one solution suitable for everyone? How do we even know if
our Internet connections are being filtered?

The ITGS Triangle

There are four core aspects of ITGS. These aspects - social and ethical significance, IT systems, application to specific scenarios,
and stakeholders, are shown in figure 1-1. These aspects are interrelated, and cannot exist without the others. Every topic studied
in ITGS must cover each of these core elements. .



Strand 1: Social and ethical significance

Issues of social and ethical significance can arise whenever information technology is used. These issues have social impacts - ei-
ther positive or negative - on stakeholders. Impacts affect stakeholders in a variety of ways including economically, legally, and
psychologically. Issues of social and ethical significance also raise ethical questions about systems, such as 'who is responsible if
the system fails?' or 'is this an ethical way to use technology?'. Often, a single IT system causes several social impacts and raises
several ethical questions. The TTGS issues of social and ethical significance are:

Reliability and Integrity
Reliability refers to how well a computer system works: if it functions as intended, or fails and crashes. IT failure can cause loss of
data, time, or money. In the worst cases, failure can even cause injury or death. Integrity refers to the correctness of data. Data can
lack integrity if it is incomplete, out of date, or has been deliberately or accidentally changed.
Problems may also arise if two copies of the same data are stored and only one copy is updated, causing inconsistency.

Security
Security is concerned with protecting IT systems from unauthorised users. Security measures such as passwords, firewalls, and
locks are used to restrict access to machines and networks. Security is closely related to issues such as privacy and integrity, be-
cause a security breach in an IT system can cause loss of control over the data stored in it.
Privacy and anonymity
Privacy is the ability to control how data about us is used. This includes deciding who we give our data to, who they
share our data with, how long data is stored, and how the data is used. IT makes covert data collection relatively easy
and large databases of information can reveal a great deal about people's lives, even if their names are not directly
recorded. If a person has total privacy, hiding their identity, they become anonymous. This can be positive (for exam-
ple, in witness protection) or negative (such as a user committing cyber bullying anonymously). Excessive privacy
also helps hide criminals and terrorists from law enforcement. Finding the right balance of privacy is a big challenge
in IT.

Intellectual Property
Intellectual property refers to 'creations of the mind', including photographs, films, essays, and art works. Copyright
law is designed to protect intellectual property from unauthorised reproduction. Modem IT systems make it easy to
break copyright laws by providing ways to quickly and easily distribute copies of work, with little fear of being
caught.

Authenticity
Authenticity involves a user proving their identity to gain access to a computer system. The most common examples
of authentication are the usernames and passwords used to login to many computer systems. Biometric authentication
using fingerprints or retinal scans is also becoming more common. For transactions across the Internet, digital signa-
tures can be used to prove users' identities.

The Digital Divide and Equality of Access.
IT has not developed at the same rate for everybody in all parts of the world. Even within individual countries there
are often groups or individuals who lack access to technology or services such as the Internet. Often this is for eco-
nomic reasons - IT and its related services are often expensive to buy and maintain. However, lack of literacy or lan-
guage skills (particularly English), a lack of training, or a lack of basic resources such as electricity may also cause
problems and create a digital divide between the 'IT-rich' and the 'IT-poor'.

Surveillance
Surveillance involves using IT to monitor people - either with or without their knowledge or permission. Surveillance
can be performed by governments and law enforcement, or by private groups such as employers. Surveillance is an
increasing issue as world governments search for ways to fight global terrorism and crime. Surveillance is often close-
ly tied to the issue of privacy, especially when it is performed without the subjects' prior knowledge or consent.

Globalisation and Cultural Diversity:
IT has helped to reduce global boundaries and speed up the global spread of news and culture. This is especially true
in recent years with the rapid spread of the Internet to even very remote areas of the world. This spread has benefits,
but may also cause problems such as the erosion, or even complete loss, of traditional cultures, values, and languages.

Policies
Policies are rules designed to control the way people use IT. Individuals or organisations such as schools or business-
es may design policies, or they may take the form of laws created by governments. The fast pace of IT development
means policies often lag behind reality, as developments allow new ways to use - and abuse - information technology,
before they can be regulated.
Standards and Protocols
Standards and protocols are technical rules that designers of hardware and software should follow. They are needed to ensure dif-
ferent systems are compatible with each other. For example, the JPEG image standard ensures any JPEG-compatible graphics
program can open images created by any camera. Similarly, the http protocol ensures web browsers and web servers can com-
municate and exchange information, and the USB standard ensures any USB device will work with any USB port on any comput-
er. Without standards, compatibility and interoperability would be difficult.

People and Machines
People and Machines concern the way that humans interact with IT, including physical interaction through user interfaces, and
our psychological response to IT. For example, many people' trust computers intrinsically, and this has consequences when they
fail. At the extreme, people may become so reliant on IT as to become addicted. In some cases decisions may be left to technolo-
gy even though a human would better make them.

Digital Citizenship
Digital citizenship involves being a good citizen in a digital world. This means using information technology ethically, in a way
that does not harm other users or their hardware and software. It also means using IT in a way that respects the law (for example,
with reference to copyright), and in a way that does not expose you to danger (for example, young children posting personal in-
formation on the Internet and being unaware of the possible consequences).





























Analysing ITGS Situations
When analysing ITGS scenarios, it is important to remember that any IT system can cause several issues of social and ethical sig-
nificance. In turn, each of these issues may cause several social impacts (actual effects on people), and raise several ethical ques-
tions. Figure 1-4 shows guidelines for analysing the issues of social and ethical significance, impacts, and ethical questions.

Evaluating Impacts
A large part of the ITGS course focuses on analysing and evaluating the impacts of IT systems and coming to conclusions about
its use-it is not enough to merely describe the impacts of a system. The questions below can help you evaluate a situation and
come to a conclusion. Not every question will apply to every situation.

Are the impacts serious? Are they life or death, or merely an inconvenience?
Is the impact a long term of short-term impact?
Is there an easy solution to the problem?
Are all stakeholders affected or just a few?
Are the affected stakeholders a large group or a small group?
Is the impact a local issue or a global issue?
Is it the impact likely to lead to further problems?

By considering the answers to several of these questions, the importance of the social impacts can be evaluated.

Analysing
The One Laptop Per Child (OLPC) project provides cheap laptops to children in developing countries. This clearly raises the is-
sue of the Digital Divide. Reducing the digital divide causes several impacts. First, it may produce a positive economic impact, if
it can improve education and stimulate the economy of the country. It may also cause a positive cultural impact, as Internet access
will provide access to a much wider range of educational material However, this cultural impact may also be negative, as expo-
sure to foreign cultures may erode local ones.
The issue of the Digital Divide also raises ethical questions. Responsibility is a key concern-who will be responsible if the laptops
are stolen, or if they break down? Who will be responsible for training teachers and students to use the laptops effectively? Alter-
native decisions must also be considered - perhaps most importantly, whether it is appropriate to spend so much money on com-
puter technology in areas that may lack clean water, schools, and healthcare.
Other issues are also raised: Security and Digital Citizenship are concerns, and could have negative impacts unless students are
trained to correctly use the laptops.
The OLPC project demonstrates how one example of IT has social and ethical significance, positive and negative impacts, and
raises ethical questions. A range of stake- holders is affected, including children, governments, and the families and teachers of
the children, and implicitly the manufacturers of the laptop.

Evaluating
The guiding questions above can be used to evaluate the impacts of the OLPC project. The positive educational impact of the
OLPC is likely to be a long-term impact, and will affect a large number of students, plus their families because the children take
the laptops home. Improved education is also a very important as it underlies several other issues facing developing countries.
These factors make this a significant impact. The issue of responsibility in the event of theft is important, however, there are clear
solutions to this problem. The OLPC has anti-theft systems built in, which can disable the laptop remotely. This should reduce the
impact of theft, reducing it to a short-term problem -until
People realise there is no point stealing the computer. The cultural impact is debatable, since it may be either positive or negative.
The potential erosion of culture may affect a very large group of stakeholders, and is likely to be a long-term effect. However, this
may be outweighed by the educational benefits that access to the computers and the Internet bring.
The ethical question of appropriateness is also tricky-the potential alternative uses of the money (clean water, hospitals, and
schools) could help a very large number of people, and in quite significant ways, since lack of clean water and limited healthcare
cause large numbers of deaths in developing countries. However, it is also possible that the OLPC could help address these issues,
both by improving educational standards-known to have a knock-on effect on health -and by raising the countries' profiles inter-
nationally, which could attract funding and support for these other projects.
As with many issues in ITGS, there is no one correct answer when considering the effects of the OLPC project. Answers are like-
ly to vary from person to person, and from place to place. The most important skill in ITGS is the ability to understand the im-
pacts an IT system has, and then evaluate them to come to a well-argued conclusion.


Strand 2: Application to specific areas

IT is ubiquitous - it exists all around us. Laptop computers, smart phones, and games consoles are obvious examples
of IT in our everyday lives. t IT also exists in many other places: in our cars, controlling the engine and braking sys-
tems; in factories, manufacturing products; in aircraft control systems; and in the banking sector, enabling the global
financial markets to opera e. IT also controls many of our essential services, including water and power distribution.
ITGS examines the effects of information technology in six specific areas:

Business and employment-Many businesses make heavy use of IT to develop, advertise, and sell their products and
services. E-commerce has opened markets for even the smallest businesses, allowing them to compete on a global
scale. Many services such as ticket booking, banking, and shopping can now all be done online from the comfort of
our homes. Many workers can now engage in teleworking, enabling people to work from home or while on the move.
But IT can also cause problems in businesses, with security breaches and employee time-wasting being common con-
cerns.

Education and training-The availability of vast amounts of information for free on the Internet has opened up new
educational possibilities for many people. Sites like Wikipedia allow information, once only available in expensive
paper encyclopaedias, to be read online, for nothing, in dozens of different languages. Formal education organisations
have also taken advantage of the Internet to allow distance learning, while in traditional classrooms many schools are
now furnishing teachers and students with lap tops and Internet access as standard. Initiatives like the Flat Classroom
project have even been successful in fostering collaboration from class- rooms across the world.

Environment - Robotic vehicles are rapidly taking over the job of exploring Earth's extreme environments: the deep
ocean, the polar icecaps, and dangerous volcanic craters. Improvements in satellite technology have allowed high res-
olution mapping of the earth from space, while advanced computer models are used to try to predict the future climate
of our planet. Yet technology also has a cost for our environment: IT equipment contains many hazardous chemicals,
and vast, heavily polluted dumping grounds in developing countries are a forlorn testament to the speed at which tech-
nology changes.

Health-IT has helped advance healthcare in daily tasks such as patient record keeping, as well as more unusual tasks
such as robot-assisted surgery. IT also raises several health issues, especially among the young, with concerns over
addiction, injury from excessive use, and the psychological consequences of being in constant contact, thanks to so-
cial networking, email, and mobile phones.
Home and Leisure-Our leisure time has been significantly changed by developments which let us watch high quality
films, listen to CD-quality music almost anywhere, and stay in touch with family and friends globally. The increased
use of the Internet has led to wide- spread illegal downloading of copyrighted films, software, and music: and the en-
tertainment industry seems unable to stop this trend. IT has also changed how we receive news and stay in contact
with friends: 8 times as many people read The New York Times online compared to the printed edition, while social
network Facebook has 500 million users, each with an average of 130 friends".

Politics and government-IT is used throughout the political process: Barack Obama's 2008 election campaign is fa-
mous for extensively using technology for advertising, gathering support, and fund raising. Many of these technolo-
gies had not even existed at the previous election. Many countries, including the US, now use e-voting machines and
some are considering allowing citizens to vote via the Internet. Once in power, governments are starting to use IT to
increase efficiency and transparency, and allow citizens access to services and information. All governments have not
embraced IT however, a number of regimes across the world routinely restrict citizens' access to technology or ser-
vices such as the Internet. The use of IT in Politics and Government includes use by military and police forces, and
advancements in military robotics often raise ethical questions.




Strand 3: IT Systems

Although ITGS focuses on the social and ethical significance of information technology, students need to
study the underlying technology as well. The IT Systems part of the course examines how these underlying
systems work in order to better understand how the systems differ from previous systems, and how they af-
fect society. All IT systems take data as input and process it according to programmed instructions into out-
put. All IT systems have these three essential components: input, processing, and output. Normally a system
will also store the data it processes on some form of permanent storage device (see chapter 2), and increas-
ingly data will also be communicated to other systems via networks (chapter 4). It is also important to re-
member that an IT system is not just the hardware and software, but also the people who use the system and
the data, which is processed.

All information systems consists of:

1. Hardware to input, process, and output data
2. Software to control the hardware
3. People to use the system
4. Data on which the system performs work









Exercise 1-1
Match the terms on the left with the descriptions on the right.



Exercise 1-2
Read 5 or 6 news articles from the technology sections of newspapers (see page 11 for suggested reading). Determine whether the
articles deal with technology or information technology and briefly explain your reasoning. [4 marks]

Exercise 1-3
Find two ITGS related news articles. Analyse them and describe: the key stakeholders, the IT systems involved, and the area of
application (Business, Health, Politics, Home & Leisure, Education, Environment). Explain the social impacts and ethical issues
caused by the technology - aim for a mix of positive and negative social impacts. [6 marks]

Exercise 1-4
Look at the following examples and decide whether they are suitable ITGS and why?
a) The use of computer games by the military to train soldiers
b) The use of web sites or virtual worlds to provide virtual 'field trips' to schoolchildren
c) The increased incidence of violence on television
d) The increased incidence of apparent Internet addiction in some countries
e) The rise of online crime
f) The release of a new portable music player [2 marks each]

Exercise 1-5
Consider the following ITGS situations. Briefly discuss the potential positive and negative impacts for each. Try to use the key
ITGS language.
b) The use of software controlled medical devices
c) The creation of digital copies of famous works of art
d) The increased use of mobile phones by young people, especially school children
e) The use of the Internet to cast votes in national elections [8 marks each]







1) Privacy A) Refers to creations of the mind which are protected by copyright law
2) Globalisation B) Regulations governing the way IT can be used
3) Equality of Access C) Concerns whether hardware and software work as intended
4) Reliability D) The use of IT to monitor people causes concerns about this
5) Policies E) These help ensure that files created in one application can open in another
6) Surveillance F) The difference between those who have access to IT and those who do not
7) Intellectual Property G) Relates to who data is shared with and how it is used
8) Standards H) This involves proving our identity
9) Authenticity I) Protecting computers, networks, and data from hackers
10) Security J) IT and quicker communication facilitate this
Information Technology in a Global Society (ITGS), is a subject designed to
discuss issues related to information technology and how our world is affect-
ed by IT. Students will look at the technology behind health, education and
business and objectively discuss how these advances have impacted on so-
ciety. ITGS is NOT a technical course and assumes no previous learning
(Higher Level) Paper 1 35%, Paper 2 20%, Paper 3 25%, IA 20%
Overview
2.1 BUSINESS AND EMPLOYMENT
Traditonal businesses Banks, including ATM (automatic teller machines), EFT
(electronic funds transfer),
hotels, supermarkets, travel agencies.
Online businesses (e-commerce) Working practices such as teleworking and home working.
Transportaton Airline reservation systems, navigation, package tracking,
traffic control systems,
IT systems in cars.
2.2 EDUCATION AND TRAINING
Distance learning over large areas Hospitals, prisons, retirement homes, schools.
Use of IT in teaching and learning Educational software, online research and forums, virtual
learning environments (VLE), e-books, Web 2.0 educational
networks, use of mobile devices, game-based learning, fully
immersive environments, filtering and monitoring of stu-
dents internet use, 1-to-1, m-learning.
Hardware and network technologies in the class-
room
Laptop computers, handheld devices, interactive white-
boards.
Provision for special needs Inclusive software, Braille keyboards, accessibility.
School administraton Record-keeping of staff and finances, libraries, student rec-
ords, EDI (electronic data interchange).
2.3ENVIRONMENT
Modelling and simulatons Climate change, forecasting natural events or demographic
changes.
Data logging Sensors, probes, real-time data collection.
Satellite communicaton Remote sensing devices, satellite imagery, tagging.
Mapping, virtual globes Geographic information systems (GIS), global positioning
systems (GPS), cell/mobile phone tracking, online journey
planning, online maps.
E-waste Development, disposal and recycling of IT equipment, mon-
itoring organizations such as the Basel Action Network.
Resource depleton Use of non-renewable resources for manufacturing compo-
nents, electrical consumption of IT systems.
Year 2 IA Hand in Date: 19th December 2013
2.4 HEALTH
Diagnostc and therapeutc tools
Surgery, prosthetic devices, diagnostic technology, rehabilitation, pa-
tient monitoring, individualized IT solutions for disabled people, accessi-
bility.
Medical informaton, administraton, marketng
and sales
Medical advice, e-prescriptions, telemedicine, electronic health records,
international health cards.
Medical research
Global collaboration, database for the Human Genome Project, improv-
ing patient rehabilitation.
Psychological and physical consideratons
Internet addiction, repetitive strain injury (RSI), ergonomics.

2.5 HOME AND LEISURE
Homes and home networks IT management of home systems: for example, lighting, security, enter-
tainment centres.
Digital entertainment Films, photographs, music, arts, online and digital games, gambling,
virtual worlds.
Social networking Chat rooms, messaging, blogging, file sharing, wikis.
Published and broadcast informaton Books, newspapers, digital radio and TV, e-books, podcasts.
Digital policing Monitoring organizations such as the Recording Industry Association of
America (RIAA) and the Motion Picture Association of America (MPAA).
Hardware, sofware and networks Portable digital devices and their ability to remotely control other devic-
es, IT-enabled appliances.
2.6 GOVERNMENT AND POLITICS
Politcal processes Online campaigning, voting, lobbying, fund-raising and advertising.
Government informaton sites For example, travel warnings, tourist information, environmental infor-
mation and warnings, government policies, city government websites.
Access to, and updatng of, personal informaton held
on government databases
Collection, storage and updating of personal data: for example, driving
licence, TV licence, tax returns, passport applications and renewals,
medical records, military service records, social security information,
online police records.
Government control and use of informaton Censorship, data matching across agencies, archiving, biometric data,
national identity cards.
Law and order Police surveillance, terrorist monitoring, DNA data.
Military Cyberwarfare, smart weapons, espionage, battlefield technology.
Student taking ITGS are expected to supplement
their class by reading around current advances
in technology and be able to discuss these with-
in the class with reference to the technology and
who is effected and how by these developments.

Suggested Links:

http://itgstextbook.com
http://itgsopedia.wikispaces.com/
http://www.bbc.co.uk/news/technology/
http://edition.cnn.com/TECH/index.html
Each Project is marked using the UK national Curriculum scale, including sub levels; where
each level is broken down into three sections a,b,and c.



Year and Average Level Table
4c 4b 4a
A Weak Level 4 A Strong Level 4
Mark Boundaries IB
ITGS HL
Level Min Max
1 0 10
2 11 20
3 21 31
4 32 43
5 44 56
6 57 68
7 69 100
Computer Studies IGCSE
Level Min Max
A* 80 100
A 71 79
B 62 70
C 53 61
D 46 52
E 40 45
F 34 39
G 28 33
U 0 27
Grade Boundaries GCSE
Please note that grades for the IB and IGCSE are calculated using our custom made
WIS calculators . These sheets break down the course into its components, complete
with current weightings and grade boundaries.
All Predictions and Current grades are generated using the calculators
The Learner Profile is Embedded into all of our projects in Computer Science
"If at first you don't succeed;
call it version 1.0"
"Those who can't write pro-
grams, write help files."