GCSE

Specification
ICT

and certification June 2014 onwards
Course – for exams June 201 onwards 4
and certification June 2014 onwards
Short Course – for exams June 2014 onwards
Full
GCSE
Specification
Information and
Communication
Technology
4520
Our specification is published on our website (http://www.aqa.org.uk). We will let centres know in writing about
any changes to the specification. We will also publish changes on our website. The definitive version of our
specification will always be the one on our website; this may differ from printed versions.
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Copyright © 2012 AQA and its licensors. All rights reserved.
Copyright
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AQA are permitted to copy material from this specification booklet for their own internal use.
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and Wales (company number 3644723), and a registered charity (number 1073334).
Registered address:
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GCSE ICT for certification from June 2014 onwards (version 1.1)
Contents
1 Introduction 3
1.1 Why choose AQA? 3
1.2 Why choose AQA’s GCSE in Information and
Communication Technology? 4
1.3 How do I start using this specification? 5
1.4 How can I find out more? 5
2 Specification at a Glance 6
3 Subject Content 7
Content Overview: Full Course 7
ICT systems and applications 8
Detailed Content 9
3.1 Current and emerging technologies 9
3.2 A range of ICT tools and techniques 15
3.3 Society’s use of ICT 27
3.4 Collaborative working 33
Content Overview: Short Course 36
ICT systems and applications 37
Detailed Content 38
3.1 Current and emerging technologies 38
3.2 A range of ICT tools and techniques 43
3.3 Society’s use of ICT 54
3.4 Collaborative working 58
3.5 Controlled Assessment of Unit 2 (Full and Short Course) and
Unit 3 (Full Course) 60
Unit 2 Controlled Assessment and Marking Criteria 60
Unit 3 Controlled Assessment and Marking Criteria 65
4 Scheme of Assessment 82
4.1 Aims and learning outcomes 82
4.2 Assessment Objectives (AOs) 82
4.3 National criteria 83
4.4 Previous learning requirements 83
4.5 Access to assessment: diversity and inclusion 84
5 Administration 85
5.1 Availability of assessment units and certification 85
5.2 Entries 85
5.3 Private candidates 85
5.4 Access arrangements, reasonable adjustments and special
consideration 86
5.5 Examination language 86
5.6 Qualification titles 86
5.7 Awarding grades and reporting results 87
5.8 Examination series 88
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6 Controlled Assessment administration 89
6.1 Authenticating controlled assessment work 89
6.2 Malpractice 89
6.3 Teacher standardising 90
6.4 Internal standardising of marking 90
6.5 Annotation of controlled assessment work 90
6.6 Submitting marks and sample work for moderation 91
6.7 Factors affecting individual candidates 91
6.8 Keeping candidates’ work 91
7 Moderation 92
7.1 Moderation procedures 92
7.2 Consortium arrangements 92
7.3 Procedures after moderation 92
Appendices 93
A Grade descriptions 93
B Spiritual, moral, ethical, social, legislative, sustainable
development, economic and cultural issues and health and safety
considerations 94
C Overlaps with other qualifications 95
D Wider Key Skills 96
E Abbreviations that candidates should know 97
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1 Introduction
1.1 Why choose AQA?
We are the United Kingdom’s favourite exam board
and more students get their academic qualifications
from us than from any other board. But why are we
so popular?
We understand the different requirements of
each subject by working with teachers.
Our GCSEs:
help students achieve their full potential
are relevant for today’s challenges
are manageable for schools and colleges
are easy to understand by students of all levels
of ability
lead to accurate results, delivered on time
are affordable and value for money.
We provide a wide range of support services for
teachers, including:
access to subject departments
training for teachers, including practical
teaching strategies and methods that work,
presented by senior examiners
individual support for Controlled Assessment
24-hour support through our website and
online with Ask AQA
past question papers and mark schemes
a wide range of printed and electronic
resources for teachers and students
free online results analysis, with Enhanced
Results Analysis.
We are an educational charity focused on the needs
of the learner. All our income is spent on improving
the quality of our specifications, examinations and
support services. We don’t aim to profit from
education, we want you to.
If you are already a customer we thank you for your
support. If you are thinking of joining us we look
forward to welcoming you.
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1.2 Why choose this GCSE in Information and Communication
Technology?
AQA’s specification for GCSE ICT brings the subject
content right up to date with resources that have
been designed to engage all students. At the same
time, there is much continuity between the subject
content of the Curriculum 2000 specifications and
this one. This specification gives emphasis to the
development of transferable skills, such as thinking
creatively, logically and critically and, in particular, to
problem solving and collaborative working skills.
Functional Elements are also embedded in this GCSE
specification which will save valuable curriculum time.
This specification has something for everyone:
for teachers, it offers the opportunity to use
the very latest technology when teaching the
subject content which will help them to
motivate students. Our e-technology will also
cut down the time spent on administration and
help teachers to monitor the performance of
candidates
for candidates, the scheme of assessment has
something to engage the whole ability range of
candidates. For example, the sectionalisation
of Systems and Applications in ICT is
particularly useful in the context of there being
no tiered assessment at Foundation and
Higher levels. Sections B and C of the
question paper will add an element of stretch
and challenge for the more able. In Unit 3 of
the Full Course, Practical Problem Solving in
ICT, the specification offers a component that
will be attractive to both candidates and
employers as it is designed to develop in
candidates the basics of problem solving
methodology
The subject content of this specification covers the
Programme of Study for Key Stage 4 of the National
Curriculum Order for Information and Communication
Technology (ICT), and it subsumes the Programmes
of Study for Key Stages 1 to 3. It meets the statutory
requirements for Key Stage 4 in Northern Ireland and
Wales. The subject content meets the requirements
of the National Criteria for GCSE ICT, and prepares
candidates for courses leading to A-level ICT,
Computing.
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1
Subject Content
8 Summary of Subject Content
1.3 How do I start using this specification?
To ensure you receive all the teaching and
examination material, it is important that the person
responsible for making the decision to teach AQA
informs both AQA and their Exam Officer.
Step one:
To confirm you will be teaching this specification goto
www.aqa.org.uk/signup and complete the online
form. You will then receive your free GCSE
Information and Communication Technology welcome
pack(s) that contain teaching and support material
and regular updates by e-mail from AQA.
Step two:
Inform your Exam Officer of your choice
to ensure you receive all your examination material.
Your Exam Officer will make sure that your centre is
registered with AQA and will complete the Intention to
Enter and Estimated Entries when required to do so.
If your centre is registered on e-AQA such information
can be submitted online.
If your centre has not used AQA for any examinations
in the past, please contact our centre approval team
at centreapproval@aqa.org.uk.
1.4 How can I find out more?
You can find out more about this specification or the
services that AQA offer in a number of ways.
Ask AQA
You have 24–hour access to useful information and
answers to the most commonly asked questions at
www.aqa.org.uk/askaqa.php
If the answer to your question is not available, you
can submit a query through Ask AQA for our team.
We will respond within two working days.
Speak to your subject team
You can talk directly to the ICT subject team about
this specification either by e-mailing
ict-subjects@aqa.org.uk or by calling 0161 958 3860.
Teacher Support Meetings
Details of the full range of current Teacher Support
and CPD courses are available on our web site at
http://web.aqa.org.uk/qual/cpd/index.php
There is also a link to our fast and convenient online
booking system for all of our courses at
http://coursesandevents.aqa.org.uk/training
Latest information online
You can find out more including the latest news, how
to register to use Enhanced Results Analysis, support
and downloadable resources on our website at
www.aqa.org.uk
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2 Specification at a Glance
PLUS
PLUS
CODE
45201
CODE
45202
CODE
45203
Unit 1 Systems and Applications in ICT
(120 marks)
1 hour 30 minutes
40% of the marks
Externally assessed
Section A: 10 structured questions featuring a
range of types of questions from very
short to questions requiring 2 or 3 line
answers. (72 marks)
Section B: 3 structured questions featuring short
and extended answer questions.
(36 marks)
All questions will be compulsory in Sections A and B.
Section C: 1 essay question from a choice of 2.
(12 marks)
Unit 2 The Assignment: Applying ICT
(100 marks)
Approximately 25 hours of Controlled Assessment
30% of the marks
Internally assessed, externally moderated
The description of a situation will be provided by
AQA each year. Within the given situation, and
working independently, candidates will be asked to
solve one or more tasks requiring independent use
of ICT. A new Assignment will be provided
every year by AQA. Candidates must submit the
Assignment current for the year in which they enter
for the exam.
Unit 3 Practical Problem Solving in ICT
(100 marks)
Approximately 25 hours of Controlled Assessment
30% of the marks
Internally assessed, externally moderated
The purpose of this unit is to ask candidates to
solve practical problems which they may meet in
education, the community or in the work place. ICT
must be used to solve the problem. Each
year six tasks will be provided by AQA. The centre
can then choose which tasks to make available to
its candidates. More than one task per teaching
group can be used in each series.
Full Course
For assessments and subject awards after June 2013 there is a requirement
that 100% of the assessment is terminal.
PLUS
CODE
45204
CODE
45202
Unit 1 Systems and Applications in ICT
(60 marks)
1 hour
40% of the marks
Externally assessed
Section A: 5 structured questions featuring a
range of types of questions from very
short to questions requiring 2 or 3 line
answers. (30 marks)
Section B: 2 structured questions featuring short
and extended answer questions.
(18 marks)
All questions will be compulsory in Sections A and B.
Section C: 1 essay question from a choice of 2.
(12 marks)
Unit 2 The Assignment: Applying ICT
(100 marks)
Approximately 25 hours of Controlled Assessment
60% of the marks
Internally assessed, externally moderated
The description of a situation will be provided by
AQA each year. Within the given situation, and
working independently, candidates will be asked to
solve one or more tasks requiring independent use
of ICT. A new Assignment will be provided
every year by AQA. Candidates must submit the
Assignment current for the year in which they enter
for the exam.
Short Course
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3 Subject Content
Content Overview: Full Course*
This subject content should be taught using a range of realistic contexts which include the home,
leisure, recreation, school and education, the community, public services, business and industry.
The subject content is arranged in four Sections, 3.1 to 3.4. Below is an overview of the four sections.
Section 3.1
Current and emerging technologies
3.1.1 Computer systems and mobile
technologies
3.1.2 Current input and output devices
3.1.3 Storage devices and media
3.1.4 Communications and entertainment.
Section 3.2
A range of ICT tools and techniques
3.2.1 Systems life cycle
3.2.2 Working with information to solve
problems
3.2.3 Operating systems and user interfaces
3.2.4 Applications software
3.2.5 Word processing, DTP, web design and
other presentation software
3.2.6 Graphics production and image
manipulation
3.2.7 Spreadsheets and modelling software
3.2.8 Databases
3.2.9 Web browsing and e-mail
3.2.10 Web logs and social networking
3.2.11 Data logging and control software.
Section 3.3
Society’s use of ICT
3.3.1 Legal issues
3.3.2 Social and economic issues
3.3.3 Political, ethical and environmental
issues.
Section 3.4
Collaborative working
3.4.1 Principles and processes of
collaborative working.
Teaching and learning opportunities for
functional elements of ICT in the
subject content
Functional elements of ICT are embedded in the
subject content of this specification – see references
to ‘FE’ throughout Section 3. 53% of GCSE
assessment is allocated to the Functional Elements
in ICT.
The completeness of the subject content
Throughout the subject content the learning
objectives are specified. These will not change during
the lifespan of the specification. Examples are used to
indicate the total range of items that should be
taught. The indicative examples will be reviewed
annually to accommodate emerging technologies and
an update published in the specification on the AQA
Website in September of each year. Any changes will
be side barred and the version number of the
specification will change. There is no intention for the
assessment to go beyond the items listed other than
in exceptional circumstances, for example where the
speed of the introduction of a ubiquitous new
technology outstrips the speed at which the
specification can be updated.
* The subject content for the Short Course is on pages 36 to 59.
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3
ICT systems and applications
In each of the four sections of subject content, 3.1 to
3.4, ICT systems and applications should be used to
offer teaching and learning opportunities.
Thus candidates will be expected to:
have studied the content of all four sections in
the context of a range of suitable applications
and must be able to use their knowledge to
solve problems by suggesting and justifying an
appropriate information and communication
technology solution
understand that ICT systems may be
described in terms of inputs, storage,
processing, outputs and feedback
understand how data flows through a system
in these terms
understand that ICT systems are there to solve
problems
understand that data are the raw values input,
stored and processed by information systems
and that information is produced with a
context that adds meaning.
Here are some ICT systems and applications that you
may wish to use. The items in this list are
suggestions; they are neither prescriptive nor
exhaustive.
Assistance: for people with disabilities, by
physical (for example: screen filters,
communication and control devices) and
software methods (accessibility options)
Banking systems: Banking, cash
machines/points, credit/debit cards, cash
cards, mobile phone payment (m-payment/
Pay4It/Paypal)
Booking/commercial systems: online
booking systems, billing/payment systems
(gas, electricity, mail orders), stock control
systems, benefits system,
newspaper/magazine production
Buying goods: shopping and EFTPOS, online
shopping (home delivery), produce receipt
from bar code scanning, adjusting product
ranges and prices, shopping lists with prices
‘Control’ systems: electronic toys, games,
central heating control systems, burglar
alarms, security systems, automatic doors,
video/DVD recorders/players, smart meters,
traffic control systems, car parking systems,
greenhouse control systems, Logo, scripting,
simulation (for example flight or driving), data
logging, robotics, GPS, Sat Nav, GIS
Database systems: Libraries (members'
details and book loans), police and DVLA
databases, estate agencies, travel agencies,
tourist information centre
Health: medical systems (General Practice,
hospital and pharmacy), social services, online
access to advice/information
Information systems: Internet and the World
Wide Web, e-mail, online auctions, e-learning
(software to support learning and research
across the curriculum), e-commerce, e-
banking, e-finance (for example Paypal), online
news services, online travel information, smart
mobile phones
Leisure: cinema, theatre, concerts, holiday
bookings, travel schedule, online gaming,
music downloads, online chat rooms, social
networking, web logs, podcasts, recreational
uses of ICT, online gambling
Modelling: personal finance, models for
financial forecasting, queuing, weather
forecasting, flight simulators, expert systems
for decision making (for example medical
diagnosis and chess playing)
Record keeping systems for school
students: (School Management Systems –
registration, records, reports), club
membership (youth club, health club)
School issues: virtual learning environments,
events, visits, activities, teams, school clubs,
library, school lunch, local community,
productions
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3
Subject Content
Detailed Content: Full Course
Section 3.1: Current and emerging technologies
Candidates should demonstrate their knowledge and understanding of the function, purpose and organisation
of the hardware and sub-systems used in a wide range of ICT systems and applications. They should also
show their understanding of the impact that the use of such technologies has on individuals, organisations and
society. Candidates should be encouraged to keep up–to–date with emerging technologies throughout the
duration of their course.
This section contains:
3.1.1 Computer systems and mobile technologies
3.1.2 Current input and output devices
3.1.3 Storage devices and media
3.1.4 Communications and entertainment
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C
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11
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
8 Summary of Subject Content
3
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F
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C
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12
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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1
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3

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13
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
8 Summary of Subject Content
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C
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14
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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1
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4

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15
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
Detailed Content: Full Course
Section 3.2: A range of ICT tools and techniques
Candidates should demonstrate skills in, and show knowledge and understanding of, the use of ICT to find,
collect, process and present information. These skills should be developed to meet particular needs and to
solve problems. The skills are the analysis, design, documentation, implementation, testing and evaluation of
effective working ICT systems for use by the candidates and others.
This section contains:
3.2.1 Systems life cycle
3.2.2 Working with information to solve problems
3.2.3 Operating systems and user interfaces
3.2.4 Applications software
3.2.5 Word processing, DTP, web design and other presentation software
3.2.6 Graphics production and image manipulation
3.2.7 Spreadsheets and modelling software
3.2.8 Databases
3.2.9 Web browsing and e-mail
3.2.10 Web logs and social networking
3.2.11 Data logging and control software
16
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
.
2
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17
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3
Subject Content
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C
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18
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
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20
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
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C
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21
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
8 Summary of Subject Content
3
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22
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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23
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
8 Summary of Subject Content
3
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3
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3
Subject Content
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26
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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27
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
8 Summary of Subject Content
Detailed Content: Full Course
Section 3.3: Society’s use of ICT
Candidates should demonstrate skills in, and show knowledge and understanding of the implications of legal,
social, economic, ethical and environmental uses of ICT for individuals, organisations and society. Candidates
should recognise risks when using ICT and understand safe, secure and responsible practices.
This section contains:
3.3.1 Legal issues
3.3.2 Social and economic issues
3.3.3 Political, ethical and environmental issues
28
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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29
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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C
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30
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
.
3
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2

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31
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
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32
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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33
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
8 Summary of Subject Content
Detailed Content: Full Course
Section 3.4: Collaborative working
Candidates should demonstrate skills in, and show knowledge and understanding of the impact of
collaborative working in ICT for individuals, organisations and society.
This section contains:
3.4.1 Principles and processes of collaborative working
34
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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35
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Subject Content
8 Summary of Subject Content
3
.
4

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36
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Content Overview: Short Course
This subject content should be taught using a range of realistic contexts which include the home,
leisure, recreation, school and education, the community, public services, business and industry.
The subject content is arranged in four Sections, 3.1 to 3.4. Below is an overview of the four sections.
The same numbering has been used as for the GCSE Full Course so that users of both
specifications can see the differences.
Section 3.1
Current and emerging technologies
3.1.1 Computer systems and mobile
technologies
3.1.2 Current input devices, output devices
and backing storage
3.1.4 Communications and entertainment.
Section 3.2
A range of ICT tools and techniques
3.2.1 Systems life cycle
3.2.2 Working with information to solve
problems
3.2.4 Applications software
3.2.5 Word processing, DTP, web design and
other presentation software
3.2.6 Graphics production and image
manipulation
3.2.7 Spreadsheets and modelling software
3.2.8 Databases
3.2.9 Web browsing and e-mail
3.2.10 Web logs and social networking
3.2.11 Control software.
Section 3.3
Society’s use of ICT
3.3.1 Legal issues
3.3.2 Social and economic issues
3.3.3 Political, ethical and environmental
issues.
Section 3.4
Collaborative working
3.4.1 Principles and processes of
collaborative working.
Teaching and learning opportunities for
functional elements of ICT in the
subject content
Functional elements of ICT are embedded in the
subject content of this specification – see references
to ‘FE’ throughout Section 3. 53% of GCSE
assessment is allocated to the Functional Elements
in ICT.
The completeness of the subject content
Throughout the subject content the learning
objectives are specified. These will not change during
the lifespan of the specification. Examples are used to
indicate the total range of items that should be
taught. The indicative examples will be reviewed
annually to accommodate emerging technologies and
an update published in the specification on the AQA
Website in September of each year. Any changes will
be side barred and the version number of the
specification will change. There is no intention for the
assessment to go beyond the items listed other than
in exceptional circumstances, for example where the
speed of the introduction of a ubiquitous new
technology outstrips the speed at which the
specification can be updated.
37
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
ICT systems and applications
In each of the four sections of subject content, 3.1 to
3.4, ICT systems and applications should be used to
offer teaching and learning opportunities.
Thus candidates will be expected to:
have studied the content of all four sections in
the context of a range of suitable applications
and must be able to use their knowledge to
solve problems by suggesting and justifying an
appropriate information and communication
technology solution
understand that ICT systems may be
described in terms of inputs, storage,
processing and output
understand how data flows through a system
in these terms
understand that ICT systems are there to solve
problems.
Here are some ICT systems and applications that you
may wish to use. The items in this list are
suggestions; they are neither prescriptive nor
exhaustive.
Assistance: for people with disabilities, by
physical (for example: screen filters,
communication and control devices) and
software methods (accessibility options)
Banking systems: Banking, cash
machines/points, credit/debit cards, cash
cards, mobile phone payment (m-payment/
Pay4It/Paypal)
Booking/commercial systems: online
booking systems, billing/payment systems
(gas, electricity, mail orders), stock control
systems, benefits system,
newspaper/magazine production
Buying goods: shopping and EFTPOS, online
shopping (home delivery), produce receipt
from bar code scanning, adjusting product
ranges and prices, shopping lists with prices
Database systems: Libraries (members'
details and book loans), police and DVLA
databases, estate agencies, travel agencies,
tourist information centre
Health: medical systems (General Practice,
hospital and pharmacy), social services, online
access to advice/information
Information systems: Internet and the World
Wide Web, e-mail, online auctions, e-learning
(software to support learning and research
across the curriculum), e-commerce, e-
banking, e-finance (for example Paypal), online
news services, online travel information, smart
mobile phones
Leisure: cinema, theatre, concerts, holiday
bookings, travel schedule, online gaming,
music downloads, online chat rooms, social
networking, web logs, podcasts, recreational
uses of ICT, online gambling
Modelling: personal finance, models for
financial forecasting, queuing, weather
forecasting, flight simulators, expert systems
for decision making (for example medical
diagnosis and chess playing)
Record keeping systems for school
students: (School Management Systems –
registration, records, reports), club
membership (youth club, health club)
School issues: virtual learning environments,
events, visits, activities, teams, school clubs,
library, school lunch, local community,
productions
38
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Detailed Content: Short Course
Section 3.1: Current and emerging technologies
Candidates should demonstrate their knowledge and understanding of the function, purpose and organisation
of the hardware and sub-systems used in a wide range of ICT systems and applications. They should also
show their understanding of the impact that the use of such technologies has on individuals, organisations and
society. Candidates should be encouraged to keep up–to–date with emerging technologies throughout the
duration of their course.
This section contains:
3.1.1 Computer systems and mobile technologies
3.1.2 Current input devices, output devices and backing storage
3.1.4 Communications and entertainment
The same numbering has been used as for the GCSE ICT Full Course so that users of both specifications can
see the differences.
39
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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40
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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41
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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C
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s
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42
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
.
1
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4

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1

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C
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u
r
s
e
43
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Detailed Content: Short Course
Section 3.2: A range of ICT tools and techniques
Candidates should demonstrate skills in, and show knowledge and understanding of, the use of ICT to find,
collect, process and present information. These skills should be developed to meet particular needs and to
solve problems. The skills are the analysis, design, documentation, implementation, testing and evaluation of
effective working ICT systems for use by the candidates and others.
This section contains:
3.2.1 Systems life cycle
3.2.2 Working with information to solve problems
3.2.4 Applications software
3.2.5 Word processing, DTP, web design and other presentation software
3.2.6 Graphics production and image manipulation
3.2.7 Spreadsheets and modelling software
3.2.8 Databases
3.2.9 Web browsing and e-mail
3.2.10 Web logs and social networking
3.2.11 Control software
The same numbering has been used as for the GCSE ICT Full Course so that users of both specifications can
see the differences.
44
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
.
2
.
1

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C
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u
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s
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45
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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2
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2

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C
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47
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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C
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48
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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49
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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5

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50
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
.
2
.
7

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3
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52
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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53
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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2
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1
1

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54
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Detailed Content: Short Course
Section 3.3: Society’s use of ICT
Candidates should demonstrate skills in, and show knowledge and understanding of the implications of legal,
social, economic, ethical and environmental uses of ICT for individuals, organisations and society. Candidates
should recognise risks when using ICT and understand safe, secure and responsible practices.
This section contains:
3.3.1 Legal issues
3.3.2 Social and economic issues
3.3.3 Political, ethical and environmental issues
The same numbering has been used as for the GCSE ICT Full Course so that users of both specifications can
see the differences.
55
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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56
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3
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57
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
58
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Detailed Content: Short Course
Section 3.4: Collaborative working
Candidates should demonstrate skills in, and show knowledge and understanding of the impact of
collaborative working in ICT for individuals, organisations and society.
This section contains:
3.4.1 Principles and processes of collaborative working
The same numbering has been used as for the GCSE ICT Full Course so that users of both specifications can
see the differences.
59
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
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60
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
3.5 Controlled Assessment of Unit 2 (Full and Short Course)
and Unit 3 (Full Course)
Analysis (10 marks)
Design (20 marks)
Implementation (40 marks)
Testing (10 marks)
Self Evaluation (8 marks)
Report (6 marks)
Evaluation of others’ use of ICT (6 marks)
Controlled Assessment (CA) is a form of internal
assessment where the control levels for each stage of
the assessment process (task setting, task taking and
task marking) have been defined by Ofqual. These
control levels must be applied by all GCSE Awarding
Bodies. The control levels which must be applied to
GCSE ICT are as follows:
Task Setting: High
Task Taking: Medium
Task Marking: Medium.
Contextualisation of Units 2 and 3
A high level of control for task setting is required by
the Ofqual Controlled Assessment criteria. This
means that AQA must set the tasks for Units 2 and 3.
However, centres are permitted to contextualise one
or more tasks if an element of a task needs to be
changed to meet the availability of, and access to, an
individual centre’s resources.
Unit 2 – Controlled Assessment and Marking Criteria
Unit 2 – Task Setting
The Assignment is set by AQA. It will consist of a
Candidate Booklet providing the description of a
situation where the appropriate use of ICT will solve
one or more tasks identified to candidates.
Candidates are each required to produce a report
that will demonstrate their ability to identify
requirements, and make appropriate use of ICT in
providing solutions which they will analyse, design,
implement, test, produce a report on and evaluate
(self evaluate and evaluate other’s use of ICT).
In September each year, centres will be sent a
Candidate Booklet (45202/CB), Data Files and
confidential Teachers’ Notes (45202/TN) using the
e-AQA secure server. Depending upon the nature of
the Assignment, in addition to the Candidate Booklet,
centres will have access to a podcast (or other
medium) to download from e-AQA. The podcast (or
other medium) will supplement the Candidate Booklet.
The Teachers’ Notes will provide guidance on the
conduct and marking of the tasks in the Assignment,
and general solutions.
The Assignment will be available for examination once
a year in June beginning in 2011 and will change
each year thereafter. It is therefore the responsibility
of the centre to ensure that the correct Assignment is
used when preparing candidates.
Unit 2 – Task Taking
Important information about task taking in Controlled
Assessment is given in the confidential Teachers’
Notes. Teachers must read these Notes before
beginning Unit 2. New Teachers’ Notes will be
published each year to match the new Assignment.
Unit 2 – Task Marking
The marking criteria for Unit 2 are given below. This
information with clarifications is given in the Teachers’
Notes. Further important information about
Controlled Assessment task marking is in the
Teachers’ Notes. Teachers’ Online Standardising for
Unit 2 will be available each year via the e-AQA
secure server.
If you have queries about the Assignment, you are
encouraged to contact us using Ask AQA for
Teachers on the AQA Website. Each centre will also
be assigned a Controlled Assessment Adviser who
will be available to assist centres with any centre-
specific matters relating to Unit 2. Contact details of
Advisers will be provided when you inform us that you
are to use the specification.
Unit 2
Marking Criteria
Total marks = 100
61
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Design (maximum of 20 marks)
There are two elements: planning and design choices.
17–20 Developed a creative planned design, appropriate to the needs of the user and fit for purpose,
showing how the problem is to be solved
Explained in detail the design choices made showing how the design meets the needs of
the user
13–16 Developed a good planned design, with consideration of the needs of the user and mostly fit
for purpose, showing how the problem is to be solved
Described the design choices made, with some reference to the needs of the user
9–12 Developed a reasonable design, showing how the problem is to be solved
Stated design choices made with reference to the problem
5–8 Produced a limited design, with an attempt to show how the problem is to be solved
Made limited statements of the design choices
1–4 Produced a very limited design, with a limited attempt to show how the problem is to be solved
Made simple statements of the choices
0 Design not tackled
Unit 2 – Marking Criteria
Analysis (10 marks)
The mark scheme for Analysis will change annually
according to the nature and content of the tasks. It is
based on the number of statements that candidates
have to identify and categorise for each task. The
mark scheme is in the confidential Teachers’ Notes
(45202/TN) and must remain confidential until
candidates have completed the Analysis for the
task(s).
62
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Unit 2 – Marking criteria (continued)
Implementation (maximum of 40 marks)
There are three elements: skill, understanding and efficiency; evidence of the solution; annotation.
33–40 Used the resources and techniques with a high level of skill, understanding and efficiency to
produce a solution. Implemented all, or nearly all, the changes resulting from required judgement
or testing
Produced all, or nearly all, of the evidence of a creative and high quality solution including earlier
stages of creation
Work is effectively annotated to clearly explain how the solution was produced
25–32 Used the resources and techniques with good skill, understanding and reasonable efficiency to
produce a solution. Implemented most changes resulting from required judgement or testing
Produced most of the evidence of a suitable solution including earlier stages of creation
Work is clearly annotated to describe how the solution was produced
17–24 Used the resources and techniques with some skill and understanding to produce a solution.
Implemented some changes resulting from required judgement or testing
Produced some evidence of a mostly correct solution including earlier stages of creation
Work is mostly annotated to state how the solution was produced
9–16 Used the resources and techniques with limited skill and understanding. Implemented few
changes resulting from required judgement or testing
Produced limited evidence of a partially correct solution including at least one earlier stage of
creation
Limited annotation is present to state what has been produced
1–8 Used the resources and techniques with very limited skill and understanding.
Implemented very few changes resulting from required judgement or testing
Produced very limited evidence of parts of a solution
Very limited annotation which makes some reference to what has been produced
0 Implementation not tackled
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GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Unit 2 – Marking criteria (continued)
Testing (maximum of 10 marks)
There are two elements: testing plan and evidence
9–10 An effective testing plan is designed, which:
identified all or nearly all data used to check the problem
identified all or nearly all expected results
Tested against a correct testing plan producing a full record of results which are clearly checked
Explained changes needed (if any)
7–8 A reasonable testing plan is designed, which:
identified most data used to check the problem
identified most expected results
Tested against a correct testing plan in most cases producing a record of results which are
reasonably checked
Described most changes needed (if any)
5–6 A limited testing plan is designed, which:
identified some data used to check the problem
identified some expected results
Attempted to test against the testing plan in some cases producing a record of results
Stated some changes needed (if any)
3–4 Partial planning of some testing is present, which:
identified EITHER very little data to be used to check the problem
OR included very limited expected results
Made a limited attempt to test, without reference to a testing plan
Attempted to state few changes needed (if any)
1–2 Partial planning of very little testing which:
shows a very limited testing plan is present
Made a very limited attempt to test, without reference to a testing plan
0 Testing not tackled
Self Evaluation (maximum of 8 marks)
7–8 Presented a high quality evaluation clearly discussing the effectiveness of the solution in some
cases, with reference to the desired outcomes/performance criteria
5–6 Presented an effective evaluation describing the effectiveness of the solution in some cases, with
reasonable reference to the desired outcomes/performance criteria
3–4 Presented a reasonable evaluation making some reference to the desired outcomes/
performance criteria in stating how the solution was produced
1–2 Presented a limited evaluation making limited reference to the desired outcomes/
performance criteria in stating that a solution has been produced
0 Evaluation not tackled
64
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Unit 2 – Marking criteria (continued)
Report (maximum of 6 marks)
5–6 Clearly presented a high quality report explaining issues involved and making suitable
recommendations
3–4 Presented a reasonable report describing issues involved and making reasonable suggestions
1–2 Presented a limited report stating issues and making at least one limited suggestion
0 Report not tackled
Evaluation of others’ use of ICT (maximum of 6 marks)
5–6 Presented a high quality evaluation which makes effective comments about another student’s
ICT solution as a whole. Effective improvements are recommended to improve the quality of their
own work in future
3–4 Presented an effective evaluation which makes reasonable comments about another student’s
ICT solution as a whole. Reasonable improvements are suggested to improve the quality of
their own work in future
1–2 Presented a limited evaluation which makes limited comments about another student’s ICT
solution. Limited improvements are suggested which may improve the quality of work
0 Evaluation of others’ use of ICT not tackled
65
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Unit 3 – Controlled Assessment and Marking Criteria
Unit 3, Practical Problem Solving in ICT, aims to
develop in candidates the skills to work independently
and tackle practical aspects of solving a problem,
which is interdependent on the systems life cycle. It is
clear that employers value and want to employ young
people with individual problem solving skills.
Candidates must work to produce an individual
portfolio of work in hard copy. This work must be
based upon solving the problems arising from one of
the six tasks provided by AQA.
Unit 3 – Task Setting
Six Candidate Booklets (45203/CB) will be published
to centres using the e-AQA secure server
1
on the
second Monday in September. (Teachers can have
access to the e-AQA server through their
Examinations Officer.) The second set of six tasks
relates to the following academic years:
2013 to 2014 for submission in June 2014
2014 to 2015 for submission in June 2015
2015 to 2016 for submission in June 2016
Each candidate must complete a portfolio of evidence
for this unit based upon one of the six tasks provided
for the year in which the candidate is to be entered
for the unit. Within a centre candidates can choose
from the six tasks issued. Teachers may limit the
choice of tasks made available to a candidate, but
each candidate must have a choice.
The six tasks will be reviewed by AQA every three
years. We shall decide which tasks, if any, should be
withdrawn from the list, which should be amended
and which new tasks should be added. Any revised
list will be published on the e-AQA secure server.
Unit 3 – Task Taking
Important information about task taking in Controlled
Assessment is given in the Teachers’ Notes
(45203/TN). Teachers must read these Notes before
beginning Unit 3. The Notes will first be published on
the e-AQA secure server on the second Monday in
September. New Teachers’ Notes will be published
with any revised tasks.
Unit 3 – ICT Functional Elements in the
tasks
Many criteria in the Unit 3 Marking Criteria comprise
Functional Elements for ICT. In undertaking any
Unit 3 Task candidates have the opportunity to learn
skills which would assist them greatly in achieving the
knowledge and understanding of the functional ICT.
Unit 3 – Task Marking
The marking criteria for Unit 3 are given below,
together with the evidence to be provided by the
candidate to prove achievement. This information is
repeated in the Teachers’ Notes (45203/TN) which
will be published on the e-AQA secure website at the
same time as the six tasks provided by AQA .
The Teachers’ Notes give both instructions and
guidance to help teachers in the conduct and
assessment of the Unit 3 Controlled Assessment
tasks.
If you have queries about the marking criteria, you are
encouraged to contact us using Ask AQA for
Teachers on the AQA Website for further clarification.
Each centre will also be assigned a Controlled
Assessment Advisor who will be available to assist
centres with any centre-specific matters relating to
Unit 3. Details will be provided when AQA knows
which centres are following the specification.
1
Apply through the AQA Website, www.aqa.org.uk. Your school or college Examinations Officer can set also you up as a user.
66
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
Unit 3 – Marking criteria
1a Milestones
1b Risk
1c Progress
1d Managing storage
Part 1 sub-total = 27 marks
2a Collect Information
2b Select information
2c Format information
2d Modelling with data
2e Develop information
2f Produce a report
2g Evaluate
2h Evaluate others use of ICT
Part 2 sub-total = 73 marks
Unit 3
Marking Criteria
Total marks = 100
Part 1:
Planning and managing the problem:
Part 2:
Independently using ICT to:
67
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
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3
69
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3
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75
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
U
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3


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76
GCSE ICT for certification from June 2014 onwards (version 1.1)
3
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77
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81
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4 Scheme of Assessment
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GCSE ICT for certification from June 2014 onwards (version 1.1)
4
4.1 Aims and learning outcomes
GCSE courses based on this specification
should encourage candidates to:
be inspired, moved and changed by following
a broad, coherent, satisfying and worthwhile
course of study. They should help learners to
gain an insight into related sectors. They
should prepare learners to make informed
decisions about further learning opportunities
and career choices.
GCSE courses based on this specification
should enable candidates to:
become independent and discerning users of
ICT, able to make informed decisions about its
use and aware of its implications for
individuals, organisations and society
acquire and apply creative and technical skills,
knowledge and understanding of ICT in a
range of contexts
develop ICT-based solutions to solve problems
develop their understanding of current and
emerging technologies and their social and
commercial impact
develop their understanding of the legal,
social, economic, ethical and environmental
issues raised by ICT
recognise potential risks when using ICT, and
develop safe, secure and responsible practice
develop the skills to work collaboratively
evaluate ICT-based solutions.
4.2 Assessment Objectives (AOs)
The assessment units will assess the following
assessment objectives in the context of the content
and skills set out in Section 3 (Subject Content).
AO1: Recall, select and communicate their
knowledge and understanding of ICT.
AO2: Apply knowledge, understanding and
skills to produce ICT-based solutions.
AO3: Analyse, evaluate, make reasoned
judgements and present conclusions.
Quality of Written Communication (QWC)
In GCSE specifications which require
candidates to produce written material in
English, candidates must do the following.
Ensure that text is legible and that spelling,
punctuation and grammar are accurate so that
meaning is clear.
Select and use a form and style of writing
appropriate to purpose and to complex
subject matter.
Organise information clearly and coherently,
using specialist vocabulary when appropriate.
In this specification QWC will be assessed in Units 1,
2 and 3.
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GCSE ICT for certification from June 2014 onwards (version 1.1)
4
Weighting of Assessment Objectives
The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Full
Course units.
Assessment Objectives Unit weightings (%) Overall weighting of AOs (%)
Unit 1 Unit 2 Unit 3
AO1 15–25 2.5–7.5 5 25–35
AO2 5–15 15–20 17.5 40–50
AO3 5–15 5–10 7.5 20–30
Overall weighting of units (%) 40 30 30 100
Functional Elements* 13 20 20 53
The table below shows the approximate weighting of each of the Assessment Objectives in the GCSE Short
Course units.
Assessment Objectives Unit weightings (%) Overall weighting of AOs (%)
Unit 1 Unit 2
AO1 15–25 5–15 25–35
AO2 5–15 30–40 40–50
AO3 5–15 10–20 20–30
Overall weighting of units (%) 40 60 100
Functional Elements* 13 40 53
*53% of the GCSE assessment is allocated to the Functional Elements of ICT.
4.3 National criteria
This specification complies with
the Subject Criteria for Information and
Communication Technology including the rules
for Controlled Assessment
the Code of Practice
the GCSE Qualification Criteria
the Arrangements for the Statutory Regulation
of External Qualifications in England, Wales
and Northern Ireland: Common Criteria
the requirements for qualifications to provide
access to Levels 1 and 2 of the National
Qualification Framework.
4.4 Previous learning requirements
There are no previous learning requirements.
However, any requirements set for entry to a course
based on this specification are at your centre’s
discretion.
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GCSE ICT for certification from June 2014 onwards (version 1.1)
4
4.5 Access to assessment: diversity and inclusion
GCSEs often need to assess a wide range of
competences. This is because they are general
qualifications designed to prepare candidates for a
wide range of occupations and further study.
The revised GCSE qualification and subject criteria
were reviewed to see whether any of the skills or
knowledge needed by the subject presented a
possible difficulty to any candidates, whatever their
ethnic background, religion, sex, age, disability or
sexuality. If there were difficulties, the situation was
reviewed again to make sure that such tests of
specific competences were only included if they were
important to the subject. The findings were
discussed with groups who represented the interests
of a diverse range of candidates.
Arrangements are made for candidates with special
needs to help them access the assessments as long
as the competences being tested are not changed.
Because of this, most candidates will be able to
access any part of the assessment. More details are
given in Section 5.4.
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GCSE ICT for certification from June 2014 onwards (version 1.1)
5
5 Administration
5.1 Availability of assessment units and certification
Examinations and certification for this specification are available as follows.
Availability of units Availability of certification*
Unit 1 Unit 2 Unit 3 GCSE
Full and Full and
Short Course Short Course
June 2012 ✓ ✓ ✓ ✓
January 2013 ✓ ✓ ✓
June 2013 ✓ ✓ ✓ ✓
January 2014
June 2014 ✓ ✓ ✓ ✓
Ofqual’s revisions to the Code of Practice mean that from June 2014: assessments (both external assessments
and moderation of controlled assessment) will only be available once a year in June with 100% of the
assessment being taken in the examination series in which the qualification is awarded.
5.2 Entries
Please check the current version of Entry
Procedures and Codes for up-to-date entry
procedures. You should use the following entry
codes for the units and for certification.
Unit 1 – 45201 (Full Course)
45204 (Short Course)
Unit 2 – 45202 (Full and Short Course)
Unit 3 – 45203 (Full Course)
GCSE Full Course certification – 4522
GCSE Short Course certification – 4521
Candidates have to enter all the assessment units at
the end of the course, at the same time as they enter
for the subject award.
5.3 Private candidates
This specification is not available to private
candidates.
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GCSE ICT for certification from June 2014 onwards (version 1.1)
5
5.4 Access arrangements, reasonable adjustments and special
consideration
We have taken note of the equality and discrimination
legislation and the interests of minority groups in
developing and administering this specification.
We follow the guidelines in the Joint Council for
Qualifications (JCQ) document: Access
Arrangements, Reasonable Adjustments and
Special Consideration: General and Vocational
Qualifications. This is published on the JCQ website
(www.jcq.org.uk) or you can follow the link from our
website (www.aqa.org.uk).
Access arrangements
We can arrange for candidates with special needs to
access an assessment. These arrangements must
be made before the examination. For example, we
can produce a Braille paper for a candidate with sight
problems.
Reasonable adjustments
An access arrangement which meets the needs of a
particular disabled candidate would be a reasonable
adjustment for that candidate. For example a Braille
paper would be a reasonable adjustment for a Braille
reader but not for a candidate who did not read
Braille. The Disability Discrimination Act requires us to
make reasonable adjustments to remove or lessen
any disadvantage affecting a disabled candidate.
Special consideration
We can give special consideration to candidates who
have had a temporary illness, injury or serious
problem such as death of a relative, at the time of the
examination. We can only do this after the
examination.
The Examinations Officer at the centre should apply
online for access arrangements and special
consideration by following the e-AQA link from our
website (www.aqa.org.uk).
5.5 Examination language
We will only provide units for this specification in English.
5.6 Qualification titles
The qualification based on this specification is:
either
AQA GCSE in Information and Communication
Technology.
or
AQA GCSE Short Course in Information and
Communication Technology.
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GCSE ICT for certification from June 2014 onwards (version 1.1)
5
5.7 Awarding grades and reporting results
The GCSE Full and Short Course qualifications will be
graded on an eight-grade scale: A*, A, B, C, D, E, F
and G. Candidates who fail to reach the minimum
standard for grade G will be recorded as ‘U’
(unclassified) and will not receive a qualification
certificate.
We will publish the minimum raw mark for each
grade, for each unit, when we issue candidates’
results. We will report a candidate’s unit results to
your centre in terms of uniform marks and
qualification results in terms of uniform marks and
grades.
For each unit in the Full Course, the uniform mark
corresponds to a grade as follows.
Unit 1 maximum uniform mark = 160
Unit 2 maximum uniform mark = 120
Unit 3 maximum uniform mark = 120
Unit 1 Unit 2 Unit 3
Grade Uniform Grade Uniform Grade Uniform
Mark Range Mark Range Mark Range
MAX 160 MAX 120 MAX 120
A* 144–159 A* 108–119 A* 108–119
A 128–143 A 96–107 A 96–107
B 112–127 B 84–95 B 84–95
C 96–111 C 72–83 C 72–83
D 80–95 D 60–71 D 60–71
E 64–79 E 48–59 E 48–59
F 48–63 F 36–47 F 36–47
G 32–47 G 24–35 G 24–35
U 0–31 U 0–23 U 0–23
For each unit in the Short Course, the uniform mark
corresponds to a grade as follows.
Unit 1 maximum uniform mark = 80
Unit 2 maximum uniform mark = 120
Unit 1 Unit 2
Grade Uniform Grade Uniform
Mark Range Mark Range
MAX 80 MAX 120
A* 72–79 A* 108–119
A 64–71 A 96–107
B 56–63 B 84–95
C 48–55 C 72–83
D 40–47 D 60–71
E 32–39 E 48–59
F 24–31 F 36–47
G 16–23 G 24–35
U 0–15 U 0–23
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GCSE ICT for certification from June 2014 onwards (version 1.1)
5
5.8 Examination series
Candidates have to enter all the assessment units at
the end of the course, at the same time as they enter
for the subject award.
As a consequence of the move to linear assessment,
candidates will be allowed to carry forward their
controlled assessment unit result(s) following the initial
moderation and aggregation during the lifetime of the
specification.
Candidates will not be allowed to carry forward unit
results from a short course in order to aggregate to a
full course.
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The Head of Centre is responsible for making sure that controlled assessment work is conducted in line with
our instructions and JCQ instructions.
6.1 Authenticating controlled assessment work
To meet the requirements of Code of Practice,
we need the following.
Candidates must sign the Candidate Record
Form to confirm that the work they have
handed in is their own.
Teachers and assessors must confirm on
the Candidate Record Form that the work
marked is only that done by that candidate
and was conducted in line with the conditions
in the specification document (authentication
declaration).
Centres must give a mark of zero if
candidates cannot confirm the work handed in
for assessment is their own.
You should attach the completed Candidate Record
Form for each candidate to his or her work. All
teachers who have marked the work of any candidate
entered for each component must sign the
declaration that the work is genuine.
If you have doubts about signing the
authentication declaration, you should follow
these guidance points.
If you believe that a candidate had additional
assistance and this is acceptable within the
guidelines for the relevant specification, you
should award a mark which covers only the
candidate’s achievement without any help.
You should sign the authentication declaration
and give information on the relevant form.
If you cannot sign the authentication
declaration, the candidate’s work cannot be
accepted for assessment.
If, during the external moderation process, there is no
evidence that the work has been authenticated, we
will award a mark of zero.
6.2 Malpractice
You should let candidates know about our
malpractice regulations.
Candidates must not:
submit work that is not their own
lend work to other candidates
give other candidates access to, or the use of,
their own independently-sourced research
material (this does not mean that candidates
cannot lend their books to another candidate,
but that candidates should be stopped from
copying other candidates’ research)
include work copied directly from books, the
Internet or other sources without
acknowledgement of the source
hand in work typed or word processed by
someone else without acknowledgement.
These actions are considered malpractice, for which
a penalty (for example being disqualified from the
exam) will be applied.
If malpractice is suspected, your Examinations Officer
should be consulted about the procedure to be
followed.
Where you suspect malpractice in controlled
assessments after the candidate has signed the
declaration of authentication, your Head of Centre
must submit full details of the case to us at the
earliest opportunity. The form JCQ/M1 should be
used. Copies of the form can be found on the JCQ
website (http://www.jcq.org.uk).
Malpractice in controlled assessments discovered
prior to the candidate signing the declaration of
authentication need not be reported to us, but should
be dealt with in accordance with your centre’s internal
procedures. We would expect you to treat such
cases very seriously. Details of any work which is not
the candidate’s own must be recorded on the
Candidate Record Form or other appropriate place.
6 Controlled Assessment administration
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6.3 Teacher standardising
We will offer Teachers’ Online Standardising via the
e-AQA secure server for Units 2 and 3 each year. We
will provide support in explaining tasks in context and
using the marking criteria. If your centre is new to this
specification, a representative must complete the
Online Standardising process.
We will also contact centres in the following
cases:
if the moderation of controlled assessment
work from the previous year has shown a
serious misinterpretation of the controlled
assessment requirements
if a significant adjustment has been made to a
centre’s marks.
In these cases, you will be expected to require a
representative to complete Online Standardising. If
your centre does not fall into one of these categories
you can choose whether or not to complete Online
Standardising. The Online Standardising website is
available all year round. New exemplars are added
each autumn term.
6.4 Internal standardising of marking
Centres must have consistent marking standards for
all candidates. One person must be responsible for
ensuring that work has been marked to the same
standard, and they need to sign the Centre
Declaration Sheet to confirm that internal
standardising has taken place.
Internal standardising may involve:
all teachers marking some sample pieces of
work and identifying differences in marking
standards
discussing any differences in marking at a
training meeting for all teachers involved in the
assessment
referring to reference and archive material,
such as previous work or examples from our
teacher standardising meetings.
6.5 Annotation of controlled assessment work
The Code of Practice states that the awarding body
must make sure that teachers marking controlled
assessments clearly show how the marks have been
awarded in line with the marking criteria shown in the
specification. The awarding body will provide
guidance on how this is to be done in the Teachers’
Online Standardising materials. Annotation helps our
moderators to see as precisely as possible where the
teacher has identified that candidates have met the
criteria in the specification.
Annotation could be used in either of the following
ways:
important pieces of evidence commented on
in either the margin or in the text
comments on the work that refer to the
assessment criteria.
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6.6 Submitting marks and sample work for moderation
The total mark for each candidate must be sent to us
and the moderator on the mark forms provided, by
Electronic Data Interchange (EDI) or electronically by the
date given (see www.aqa.org.uk/deadlines/
coursework_deadlines.php).
Our moderator will contact you to let you know which
pieces of work must be sent to them as part of the
sample (please see Section 7.1 for more guidance on
sending in samples).
6.7 Factors affecting individual candidates
You should be able to accept the occasional absence
of candidates by making sure they have the chance
to make up missed controlled assessments. You
may organise an alternative supervised session for
candidates who are absent at the time the centre
originally arranged.
If work is lost, you must tell us immediately the date it
was lost, how it was lost, and who was responsible.
Inform our Centre and Candidate Support Services
using the JCQ form Notification of Lost Coursework
JCQ/LCW form 15.
Where special help which goes beyond normal
learning support is given, use the Candidate Record
Form to inform us so that this help can be taken into
account during moderation.
Candidates who move from one centre to another
during the course sometimes need additional help to
meet the requirements of a scheme of controlled
assessment work. How this can be dealt with
depends when the move takes place. If it happens
early in the course the new centre should be
responsible for controlled assessment work. If it
happens late in the course it may be possible to
arrange for the moderator to assess the work as a
candidate who was ‘Educated Elsewhere’. Centres
should contact us as early as possible for advice
about appropriate arrangements in individual cases at
ict-subjects@aqa.org.uk
6.8 Keeping candidates’ work
From the time the work is marked, your centre must
keep the work of all candidates, with Candidate
Record Forms attached, under secure conditions, to
allow the work to be available during the moderation
period or should there be an Enquiry about Results.
You may return the work to candidates after the
deadline for Enquiries about Results, or once any
enquiry is resolved.
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7.1 Moderation procedures
Controlled assessment work is moderated by
inspecting a sample of candidates’ work sent (by
post or electronically) from the centre to a moderator
appointed by us. The centre marks must be sent to
us and the moderator by the deadline given
(see www.aqa.org.uk/deadlines/coursework_
deadlines.php). Centres entering fewer candidates
than the minimum sample size (and centres
submitting work electronically) should send the work
of all of their candidates. Centres entering larger
numbers of candidates will be told which candidates’
work must be sent as part of the sample sent in for
moderation.
Following the re-marking of the sample work, the
moderator’s marks are compared with the centre
marks to check whether any changes are needed to
bring the centre’s assessments in line with our agreed
standards. In some cases the moderator may need
to ask for the work of other candidates in the centre.
To meet this request, centres must keep the
controlled assessment work and Candidate Record
Forms of every candidate entered for the examination
under secure conditions, and they must be prepared
to send it to us or the moderator when it is requested.
Any changes to marks will normally keep the centre’s
rank order, but where major differences are found, we
reserve the right to change the rank order.
Moderation will take place in June for Units 2 and 3.
7.2 Consortium arrangements
If you are a consortium of centres with joint teaching
arrangements (where candidates from different
centres have been taught together but where they are
entered through the centre at which they are on roll),
you must tell us by filling in the JCQ/CCA form
[Application for Centre Consortium Arrangements for
centre-assessed work].
You must choose a consortium coordinator who can
speak to us on behalf of all centres in the consortium.
If there are different coordinators for different
specifications, a copy of the JCQ/CCA form must be
sent in for each specification.
We will allocate the same moderator to each centre in
the consortium and the candidates will be treated as
a single group for moderation.
7.3 Procedures after moderation
When the results are published, we will give centres
details of the final marks for the controlled
assessment work.
We will return candidates’ work to you after the exam.
You will receive a report, at the time results are
issued, giving feedback on any adjustments that were
made to your marks.
We may keep some candidates’ work for awarding,
archive or standardising purposes and will inform you
if this is the case.
7 Moderation
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A
A Grade descriptions
Grade descriptions are provided to give a general
indication of the standards of achievement likely to
have been shown by candidates who were awarded
particular grades. The descriptions should be
considered in relation to the content outlined in the
specification – they are not designed to define that
content.
The grade awarded will depend on how well the
candidate has met the assessment objectives (see
Section 4). If a candidate has performed less well in
some areas this may be balanced by better
performances in others.
Grade A
Candidates recall, select and communicate a
thorough knowledge and understanding of a broad
range of ICT including the impact of its social and
commercial use.
They apply knowledge, understanding and skills to a
variety of situations, selecting and using a range of
ICT tools efficiently to solve problems and produce
effective ICT-based solutions. They manipulate and
process data efficiently and effectively. They effectively
model situations, sequence instructions, interpret
information and creatively explore and develop ideas.
They work systematically and understand and adopt
safe, secure and responsible practices.
They systematically analyse problems, identifying
needs and opportunities. They critically analyse and
evaluate the way they and others use ICT. They
iteratively review their work and make improvements
where appropriate. They use ICT to communicate
effectively, demonstrating a clear sense of purpose
and audience.
Grade C
Candidates recall, select and communicate a good
knowledge and understanding of ICT, including the
impact of its social and commercial use.
They apply knowledge, understanding and skills in a
range of situations, applying ICT tools appropriately to
address problems and provide ICT-based solutions.
They select information and process data. They
model situations, sequence instructions, select and
use information, and explore ideas. They work using
safe, secure and responsible practices.
They analyse ways of addressing needs using ICT.
They review and evaluate the way they and others
use ICT. They review their work and make
improvements where appropriate. They use ICT to
communicate, demonstrating consideration of
purpose and audience.
Grade F
Candidates recall, select and communicate a basic
knowledge and understanding of aspects of ICT,
including its use in the wider world.
They apply limited knowledge, understanding and
skills to address simple problems and create basic
solutions using ICT tools. They select and present
data and information, and use simple models and
instructions. They demonstrate some awareness of
the need for safe, secure and responsible practices.
They respond to needs using ICT. They sometimes
review and provide comments on the way they and
others use ICT. They make simple modifications to
their work in the light of progress. They use ICT to
communicate, demonstrating limited awareness of
purpose and audience.
Appendices
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B Spiritual, moral, ethical, social, legislative, sustainable
development, economic and cultural issues and health and
safety considerations
We have taken great care to make sure that any
wider issues (for example, spiritual, moral, ethical,
social, legal, sustainable development, economic and
cultural issues), including those relevant to the
education of students at Key Stage 4, have been
taken into account when preparing this specification.
They will only form part of the assessment
requirements where they are relevant to the specific
content of the specification and have been identified
in Section 3: Subject Content.
European Dimension
We have taken the 1988 Resolution of the Council of
the European Community into account when
preparing this specification and associated specimen
units.
Environmental Education
We have taken the 1988 Resolution of the Council of
the European Community and the Report
‘Environmental Responsibility: An Agenda for Further
and Higher Education’ 1993 into account when
preparing this specification and associated specimen
units.
Avoiding bias
We have taken great care to avoid bias of any kind
when preparing this specification and specimen units.
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C Overlaps with other qualifications
There is considerable overlap of skills and content
between the units of this specification and the
Functional Skills Qualification in ICT at Level 1 and
Level 2
Candidates preparing for this GCSE specification will
address Functional Elements of ICT but will not be
awarded a qualification for Functional ICT.
The Functional Skills Certificate in ICT is available as a
separate, stand-alone qualification.
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D Wider Key Skills
The replacement of Key Skills with
Functional Skills
Key Skills qualifications have been replaced by
Functional Skills. However, centres may claim proxies
for Key Skills components and/or certification in the
following series: January, March and June 2012. The
Administration Handbook for the Key Skills Standards
2012 has further details. All Examination Officers in
centres offering AQA Key Skills and Wider Key Skills
have been sent a letter outlining the details of the end
dates of these subjects. Copies of the letters have
also been sent to the Head of Centre and Key Skills
coordinator. This is a brief outline of that information.
It is correct as at August 2011 and replaces the
information on the same subject found in other
documents on the AQA website:
Key Skills Levels 1, 2 and 3 Test and
Portfolio The final opportunity for candidates
to enter for a level 1, 2 or 3 Key Skills test or
portfolio was June 2011 with the last
certification in 2012.
Key Skills Level 4 The last series available to
candidates entering for the Key Skills Level 4
test and portfolio was June 2010 with the last
certification in the June series 2012.
Basic Skills Adult Literacy Levels 1 and 2,
Adult Numeracy Levels 1 and 2 AQA Basic
Skills qualifications will now be available until,
at least, the June 2012 series.
Funding
We have received the following advice on the funding
of learners undertaking these qualifications:
Currently the Skills Funding Agency funds
Basic Skills in literacy and numeracy for adult,
19 plus, learners only. There are various
support funds for learners aged 16 –18
administered by the Young People’s Learning
Agency (YPLA). These include EMA (until the
end of the 2010/11 academic year), Care to
Learn and discretionary learner support
hardship funding for learners living away
from home.
This information is correct at the time of
publication. If you would like to check the
funding provision post-June 2011, please call
the Skills Funding Agency helpdesk on
0845 377 5000.
Wider Key Skills The AQA Wider Key Skills
qualifications are no longer available. The last
portfolio moderation took place in June 2011.
Further updates to this information will be posted on
the website as it becomes available.
http://web.aqa.org.uk/qual/keyskills/wider_notic
eboard.php
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E Abbreviations that candidates should know
Abbreviation Meaning
bcc Blind Carbon Copy
Blog Web Log
cc Carbon Copy
CCTV Closed Circuit Television
CD-R Compact Disk Recordable
CD-ROM Compact Disk ROM
CD-RW Compact Disk ReWritable
DTP Desk Top Publishing
DVD-R Digital Versatile Disk Recordable
DVD-RAM Digital Versatile Disk RAM
DVD-ROM Digital Versatile Disk ROM
DVD-RW Digital Versatile Disk ReWritable
EFTPOS Electronic Funds Transfer
at Point-Of-Sale
e-mail Electronic mail
GIS Geographical Information System
GPS Global Positioning System
HTML HyperText Mark-up Language
ID Identification
LAN Local Area Network
Abbreviation Meaning
MIDI Musical Instrument Digital Interface
MP3 Moving Picture layer 3
OCR Optical Character Recognition
OMR Optical Mark Recognition
PDA Personal Digital Assistant
PIN Personal Identification Number
Podcast Personal On Demand broadcast
RAM Random Access Memory
ROM Read Only Memory
RFID Radio Frequency Identification
RSI Repetitive Strain Injury
RSS Really Simple Syndication
Sat Nav Satellite Navigation System
SMS Short Message Service
UPS Uninterruptible Power Supply
URL Uniform Resource Location
USB Universal Serial Bus
VoIP Voice over Internet Protocol
WAN Wide Area Network
WAP Wireless Application Protocol
In addition to the above, Full Course candidates need
to know the following abbreviations.
GB Gigabytes
GUI Graphical User Interface
ISP Internet Service Provider
KB Kilobytes
MB Megabytes
TB Terabytes
Copyright © 20 AQA and its licensors. All rights reserved.
The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales
(company number 3644723) and a registered charity (registered charity number 1073334).
Registered address: AQA, Devas Street, Manchester M15 6EX.
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GCSE ICT onwards
Qualification Accreditation Number: 500/7941/4 (Full Course) : 500/8510/4 (Short Course)
Every specification is assigned a national classification code indicating the subject area to which it belongs.
The classification code for this specification is 2650.
Centres should be aware that candidates who enter for more than one GCSE qualification with the same
classification code will have only one grade counted for the purpose of the School and College Performance
Tables. In the case of a candidate taking two qualifications with the same classification code that are of the same
size and level, eg two full course GCSEs, the higher grade will count.
Centres may wish to advise candidates that, if they take two specifications with the same classification code,
schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs.
The same view may be taken if candidates take two GCSE specifications that have different classification codes
but have significant overlap of content. Candidates who have any doubts about their subject combinations should
check with the institution to which they wish to progress before embarking on their programmes.
To obtain specification updates, access our searchable bank of frequently asked questions, or to ask us a
question, register with Ask AQA:
aqa.org.uk/ask-aqa/register
You can also download a copy of the specification and support materials from our website:
aqa.org.uk/ictzone
Support meetings are available throughout the life of the specification
Further information is available at:
http://events.aqa.org.uk/ebooking
.
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Teaching from September 2012