© OCR 2016

Accredited for First Teaching

in Sept 2016

© OCR 2016

Computer Science Developments

• CS now firmly embedded in the curriculum

• CS now appearing in primary schools

• CAS really helping in supporting teachers

• Exciting partnerships with Codio and CUP

• Ebacc and the 4th Science

• Non-specialist and technical support for Specification

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© OCR 2016

What’s Changing?

• Inline now with new A Level

• A new focus on algorithms and computational

thinking

• New content! Deepening industry relevance

• Use any relevant language, Python, C++, Java etc

• High level / Object oriented – but only procedural at GCSE

• Project more refined and more focussed on coding

• Relevant and engaging within current tech and for

employment prospects

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What to do with no ICT

• Embed Computer Science at KS3

• Focus towards Computational Thinking

• Encourage use of LoR and Process for Success

• Use Entry Level resources (assessments) to guide

• GCSE Computer Science

• Develops Computational Thinkers

• Cambridge Nationals (L1/L2)

• Another pathway into the Digital Industry Market

• What career path are they planning?

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What to do with no ICT

Career KS5 KS4 KS3

OCR Entry Level GCSE 9-1 Computer

Science

AS Level Computer Science

A Level Computer Science

Cambridge Nationals

- iMedia

- ICT

Cambridge Technicals

Use Entry Level as a potential structure for KS3

Guide Learners towards suited pathway

Challenging and engaging KS5 options

University

Employment

Entry Level is designed as a KS4 course. However some centres may find it a useful structure/assessment for a

KS3 course.

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Course Structure

• 2 written papers

– Computer Systems

– Computational thinking, algorithms and programming

• 1 hour 30 minutes each

• 80 marks per paper

• 40% each – increased weighting on exam now

• Programming Project (20% NEA, 40 marks, 20

hours)

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Course Structure vs other Boards Component AQA WJEC/Eduqas Edexcel OCR

Component 1 Written Exam 80 marks 1 hours 30 mins 40% weighting

Written Exam 100 marks 1 hours 45 mins 50% weighting

Written Exam 80 marks 1 Hour 40 mins 40% weighting

Written Exam 80 marks 1 hr 30 mins 40% weighting

Component 2 Written Exam 80 marks 1 hour 30 mins 40% weighting

On-screen exam 60 marks 2 hours 30% weighting

Written Exam 80 marks 2 hours 40% weighting

Written Exam 80 marks 1 hr 30 mins 40% weighting

Component 3 (Project)

NEA 80 marks 20 hours 20% weighting

NEA 100 marks 20 hours 20% weighting

NEA 60 marks 20 hours 20% weighting

NEA 40 marks 20 hours 20% weighting

© OCR 2016

Computer Systems (Comp 01) • Systems Architecture

• Memory

• Storage

• Wired and wireless networks

• Network topologies, protocols and layers

• System security

• System software

• Ethical, legal, cultural and environmental concerns

© OCR 2016

New Level of Response Framework

• Extends and differentiates between 9-1. • Marked using the following grid (included in new spec). • Can prepare and teach on how to reply using a range of stimuli – tweets every week!

Stake holders: • Anybody involved either directly or

indirectly • How are they effected and to what

extent

Technology Involved: • Any technology and how it relates to

the problem/topic • Different technologies that are related • How the technology works within the

context • Comparisons

Moral/Social/Cultural/Legal Issues: • How the issue relates to any moral,

social or cultural context • What are the legal issues? • How are the stakeholders effected? • How does the technology relate?

Solutions: • Any technological or other solution

and how it solves the problem • Analysis of solution and its effects • How it all fits together

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Computational thinking, algorithms

and programming (Comp 02)

• Algorithms

• Programming techniques

• Producing robust programs

• Computational logic

• Translators and facilities of languages

• Data representation

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Algorithms and problem solving • Elements of computational thinking

• Thinking abstractly: taking problem out of scenario

• Thinking ahead: identifying issues and planning

• Thinking procedurally: working through the problem

• Thinking logically: efficient/logical solutions

• Problem solving (Coding challenges)

• Reinforces Computational Thinking and problem solving

• Can be used to practice programming techniques

• Use to practice writing up an NEA

• Turning Flowcharts into Code

• Codio has an app (Flode) for supporting learners (JS or Python currently)

© OCR 2016

Programming Project (Comp3 NEA)

• Programming techniques

• Listed in the Spec: not limited and candidates may use more complex

• Now in 4 sections

• Analysis

• Design

• Development

• Testing and evaluation and conclusions

• 40 Marks / 20 hours

• New Levels of Support in specification

• No Internet access allowed

© OCR 2016

Process for success

Success Criteria

Plan and Design

Development Testing & Remedial

Action

Evaluation

Success criteria what will a successful solution do

Planning and design must have pseudocode and flowcharts

Development narrative of the process with explanations of code

Testing and remedial actions with narrative of changes made

Evaluation clearly linked to success criteria with evidence of success or not

© OCR 2016

NEA Design

• A scenario and context is given

• Starts simply and builds in

complexity

• Component part(s) encourage

creativity and demonstration of

skills

• Candidates can still design and

plan sections for marks even if

they cannot code all

• Choice from 3 tasks

Similar Features Changes

• Now a list of parts given

• Wider differentiation (9-1)

• Created to help avoid malpractice

issues

• Internet now banned

• New levels of support allowed

• Use of off-line bank of resources

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Programming languages • The project must be a coded solution using ‘textually

derived’ high-level language

• Languages given are:

Python

C family of languages (for example C# C++ etc.)

Java

JavaScript

Visual Basic /.Net

PHP

Delphi/Lazarus

SQL

BASH

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Presentation of NEA write-up

• A single narrative document is the most appropriate

• Helps to demonstrate the candidate’s thinking and

approach effectively.

• The report is a presentation of the process and

conclusions

• Marks available for the clarity of approach

• Key to see cyclical development and corrections etc

as they progress

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Preparing for the NEA • Teachers should prepare all programming techniques so that

candidates can start the assessment

• Students may be taught the ‘Process to Success’

• Candidates should have separate ‘clean’ accounts with time-

bound access (i.e. Access limited to supervised sessions only)

• Candidates may have access to various offline resources, but

cannot have internet access or email access

• Online IDE Access only

• Candidates must still acknowledge all source material and it is

their additional contribution that is assessed

• Candidates may still be given a copy of the mark scheme

• Access to the NEA Task Document must be limited to NEA

Supervised time only

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Delivering the NEA

• Explain the task

• Advise on resources

• Provide the support described within the ‘Permitted

Support’ Section of the Specification

• Interrogate learners to ensure that the work is their

own

• Provide a copy of the mark scheme to the

candidates

Teachers may

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Delivering the NEA

• Analysis

• Help identify requirements and/or data requirements where not doing so

would prevent progress to Design

• Design

• Create/Provide a basic design covering limited requirements to allow

the learner to progress to Development

• Development

• Provide general syntax support

• Testing, Evaluation and Conclusions

• No support permitted

• All support must be added to the URS and marks adjusted

accordingly

Permitted Support

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Delivering the NEA

• Provide assistance to learners who are able to

continue on to the next section, but who may have

errors or omissions in their work

• Practise any part of the task with learners

• Practise any tasks that are similar in nature

• Provide templates, model answers or feedback on

drafts

• Produce templates or model answers and publish

them online

Teachers must not

© OCR 2016

Administration for NEA

• All NEA Tasks are released on 1st Sept for terminal

year

• Tasks submitted must be for that exam series

• Interchange access essential!

• Annotate your URS to guide moderator

• Must have one URS per candidate

• Justify contentious marks/highlight evidence where

not first apparent

Unit Record Sheet

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Administration for NEA

• All samples must be sent electronically by:

• Repository

• Post (Pen Drive/CD/DVD)

• Submit candidate’s work as a single PDF

• Submit candidate’s URS as a PDF

• Use suitable filenames/file structures

• No need to include source code seperately

• Don’t forget the CCS160_CS (authentication form)

Submission of Work

© OCR 2016

Accessibility and Transparency

• Command words will be used consistently in all

assessment material and resources

• Makes assessment more transparent

• Allows easier teacher resource and exam

preparation material creation

• Removes barrier to answering questions

• Makes mark schemes easier to work with

• Contained as appendix to specification

Command Words

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Accessibility and Transparency

• Guidance to pseudocode that will be used in the exams in the Appendix 5f

• Shows what will be on the exam paper, but does not have to be how a candidate responds

• No requirement for learners to have to write in any one style

• Pseudocode needs to be functional and understandable so that a competent programmer could develop a solution from it

Pseudocode

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Accessibility and Transparency

• Also contains guides on

• SQL

• Flowcharts

• Boolean Logic

Appendix 5f

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New Partnership • www.codio.com

• Teacher Dashboard/Tracking

• Online IDE, students can practise at home

• Online courses for LMC, JavaScript, etc

• FLODE mapping Flowcharts to Code

• 30-day free trial

• Teaching ‘Computational thinking’

• Paid for resource for an “all in one solution”

• No requirement to have to purchase!

• Speak to them directly/free webinars

© OCR 2016

New Partnership Cambridge University Press

• New GCSE Text book released

• Online Digital Platform

• Teacher Dashboard for assessment

• Further learning materials through online platform

• Scheme of Work

• Combined solution options available

• Enquire for free sample resources through website

• Contact your local education consultant

© OCR 2016

Qualification Support • A dedicated subject-specific telephone number/email

• Centre visits

• Teacher Network Hubs/1:Many

• CAS hub attendance

• Feedback to each Centre on the moderation of

coursework

• Examiner’s Report

• Mod Rep from Moderation

• 3x Subject Specialists to talk to along the way

© OCR 2016

CPD for the Specification • Certificate in Computing for teachers

• Accredited by ASFI (Accredited Skills for Industry)

• Worth up to 80 masters point via Wolverhampton University

• 4 units (1 mandatory) • Teaching Computer Systems (compulsory)

• Teaching Number systems and machine code

• Intro to Programming (Any language)

• Teaching Programming

• Database theory

• Network theory

• Costs • £225 for course

• Additional costs for Masters Points certification

© OCR 2016

CPD for the Specification • Best Practice courses

• Guide on working to new guidelines

• Ideas on teaching pedagogy

• Marking Support

• Investigation of new mark scheme

• Network Security CPD

• Première Event at Beltchley Park

• Project Based Learning workshop

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•

You can use it to: • Review reports on performance:

– individual candidates – cohorts of students – whole centre

• Analyse results at question/topic level • Compare your centre with OCR national averages or similar OCR centres

It allows you to: • Identify trends across the centre • Gain additional insight to support decisions e.g. whether to apply for an enquiry

about results • Facilitate effective planning and delivery of courses • Identify areas of the curriculum where students excel or struggle • Help pinpoint strengths and weaknesses of students and teaching

Exam results analysis

© OCR 2016

Comprehensive delivery support • Teacher Delivery Packs (Teaching and Learning Resources):

• Lesson Plans

• Teacher PPT (inc Contextual Videos)

• Lesson Activities – independent or integrated into PPT

• MCQs

• Common Misconceptions

• LOR exercises

• Extra Resources

• Stretch and Peer Resources

• 12/14 Packs now available – last 2 (1.6 & 2.2 by Christmas)

• Assessment App

• Hundreds of MCQs on all the topics

© OCR 2016

New Teacher Oriented Moodle MOOC

• Will be free to use

• Cover all Theory and Programming

• Include repository of shared resources

• Built in teacher assessment

• When downloaded for use locally

• CPD Courses/Videos etc

• Best Practice

© OCR 2016

GCSE and GCE Computer Science Examining with OCR can be a real benefit to your career, giving you;

A better understanding of the specification. An insight in to how assessment decisions are made, helping to prepare your students

effectively. Networking and knowledge sharing opportunities. Enhanced professional development. An additional boost to your income.

Examining is carried out online, allowing you to work flexibly around your busy schedule. Full training and on going support are provided.

© OCR 2016

How to keep in touch • OCR Website – www.ocr.org.uk

• Twitter: @ocr_ict

• tweet/follow for resources/ideas/news/updates etc

• We are on CAS

• Facebook GCSE Group: https://www.facebook.com/groups/266581410111152/ • Closed Group – please message Robert Leeman/Ceredig Cattanach-Chell/Vinay Thawait

• Customer Contact Centre

• Tel: 01223 553 998

• Email: computerscience@ocr.org.uk

Please talk to us! We love to hear about:

• Ideas for resources

• Good sites for sharing

• Comments on improving our service etc!

• Positive feedback!