2015-syllabus (computer science) 计算机科学2015大纲

Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.

? IGCSE is the registered trademark of Cambridge International Examinations

? Cambridge International Examinations 2013

Contents

1. Introduction (2)

1.1 Why choose Cambridge?

1.2 Why choose Cambridge IGCSE?

1.3 Why choose Cambridge IGCSE Computer Science?

1.4 Cambridge ICE (International Certificate of Education)

1.5 How can I find out more?

2. Teacher support (5)

2.1 Support materials

2.2 Resource lists

2.3 Training

3. Syllabus content at a glance (6)

4. Assessment at a glance (7)

5. Syllabus aims and assessment objectives (8)

5.1 Syllabus aims

5.2 Assessment objectives

5.3 Relationship between assessment objectives and components

5.4 Grade descriptions

6. Syllabus content (10)

7. Description of components (17)

7.1 Scheme of assessment

7.2 P aper 2 Problem-solving and Programming pre-release materials

8. Notes for the guidance of teachers (18)

9. Other information (19)

Introduction

1. Introduction

1.1 Why choose Cambridge?

Recognition

Cambridge International Examinations is the world’s largest provider of international education programmes and qualifications for learners aged 5 to 19. We are part of Cambridge Assessment, a department of the

University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the

world’s universities and employers.

Cambridge IGCSE? (International General Certificate of Secondary Education) is internationally

recognised by schools, universities and employers as equivalent in demand to UK GCSEs. Learn more at

https://www.sodocs.net/doc/f218303540.html,/recognition

Excellence in education

Our mission is to deliver world-class international education through the provision of high-quality curricula, assessment and services.

More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160 countries who offer their learners an international education based on our curricula and leading to our

qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities around the world.

Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international

experts and practitioners and take account of the different national contexts in which they are taught.

Cambridge programmes and qualifications are designed to support learners in becoming:

? confident in working with information and ideas – their own and those of others

? responsible for themselves, responsive to and respectful of others

? reflective as learners, developing their ability to learn

? innovative and equipped for new and future challenges

? engaged intellectually and socially, ready to make a difference.

Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.

Resources suit a variety of teaching methods in different international contexts. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualifications. More details can be found in Section 2 of this syllabus and at https://www.sodocs.net/doc/f218303540.html,/teachers

Support for exams officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support from our customer services. Learn more at https://www.sodocs.net/doc/f218303540.html,/examsofficers

2Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

Introduction

3

Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.Not-for-profit, part of the University of Cambridge

We are a not-for-profit organisation where the needs of the teachers and learners are at the core of what we do. We continually invest in educational research and respond to feedback from our customers in order to improve our qualifications, products and services.

Our systems for managing the provision of international qualifications and education programmes for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality

management, ISO 9001:2008. Learn more at https://www.sodocs.net/doc/f218303540.html,/ISO9001

1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide

opportunities for contextualised learning and the content has been created to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable candidates to become effective learners and to provide a solid foundation for their continuing educational journey.

Through our professional development courses and our support materials for Cambridge IGCSEs, we provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the pursuit of excellence in education.

Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and

A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,

Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at https://www.sodocs.net/doc/f218303540.html,/cambridgesecondary2

Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided learning hours per subject over the duration of the course, but this is for guidance only. The number of hours required to gain the qualification may vary according to local curricular practice and the learners’ prior experience of the subject.

1.3 Why choose Cambridge IGCSE Computer Science?

The Cambridge IGCSE Computer Science syllabus enables learners to develop an interest in computing and gain confidence in computational thinking and programming. Cambridge IGCSE Computer Science is an

ideal foundation for further study at Cambridge International A Level, and the skills learnt can also be used in other areas of study and in everyday life.

Prior learning

Learners beginning this course are not expected to have studied computer science or IT previously.

Introduction

Progression

Cambridge IGCSE Certificates are general qualifications that enable candidates either to progress directly to employment, or to proceed to further qualifications.

Candidates who are awarded grades C to A* in Cambridge IGCSE Computer Science are well prepared to follow courses leading to Cambridge International AS and A Level Computer Science, or the equivalent.

1.4 Cambridge ICE (International Certificate of Education)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit

from offering a broad and balanced curriculum by recognising the achievements of learners who pass

examinations in at least seven subjects. To qualify for the Cambridge ICE award, learners are required to

have studied subjects from five groups: two languages from Group I, and one subject from each of the

remaining four groups. The seventh subject can be taken from any of the five subject groups.

Computer Science (0478) is in Group V, Creative, Technical and Vocational Subjects.

Learn more about Cambridge ICE at https://www.sodocs.net/doc/f218303540.html,/cambridgesecondary2

The Cambridge ICE is awarded from examinations administered in the June and November series each year.

Detailed timetables are available from https://www.sodocs.net/doc/f218303540.html,/examsofficers

1.5 How can I find out more?

If you are already a Cambridge school

You can make entries for this qualification through your usual channels. If you have any questions, please

contact us at info@https://www.sodocs.net/doc/f218303540.html,

If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at https://www.sodocs.net/doc/f218303540.html,/startcambridge. Email us at info@https://www.sodocs.net/doc/f218303540.html, to find out how your organisation can register to become a Cambridge school.

4Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

Teacher support

5Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.2. Teacher support

2.1 Support materials

Cambridge syllabuses, past question papers and examiner reports to cover the last examination series are on the Syllabus and Support Materials DVD, which we send to all Cambridge schools.

You can also go to our public website at https://www.sodocs.net/doc/f218303540.html,/igcse to download current and future syllabuses together with specimen papers or past question papers and examiner reports from one series.

For teachers at registered Cambridge schools a range of additional support materials for specific syllabuses is available online. For Teacher Support go to https://www.sodocs.net/doc/f218303540.html, (username and password required).

2.2 Resource lists

We work with publishers providing a range of resources for our syllabuses including textbooks, websites, CDs etc. Any endorsed, recommended and suggested resources are listed on both our public website and on Teacher Support.

The resource lists can be filtered to show all resources or just those which are endorsed or recommended by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are written to align closely with the Cambridge syllabus they support.

2.3 Training

We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to deliver our qualifications. See https://www.sodocs.net/doc/f218303540.html,/events for further information.

Syllabus content at a glance

3. Syllabus content at a glance

All candidates study the following topics.

6Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

Assessment at a glance

7Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.4. Assessment at a glance

For Cambridge IGCSE Computer Science, candidates take two components: Paper 1 and Paper 2.

Availability

This syllabus is examined in the June and November examination series.

This syllabus is available to private candidates.

Detailed timetables are available from https://www.sodocs.net/doc/f218303540.html,/examsofficers

Centres in the UK that receive government funding are advised to consult the Cambridge website https://www.sodocs.net/doc/f218303540.html, for the latest information before beginning to teach this syllabus.

Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except: ? syllabuses with the same title at the same level

? 2210 Cambridge O Level Computer Science

Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge O Level syllabuses are at the same level.

1 T he pre-release material will be made available to Centres six months before the examination. It will also

be reproduced in the question paper. Candidates are not permitted to bring any prepared material into the examination.

Syllabus aims and assessment objectives

8Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

5. Syllabus aims and assessment objectives

5.1 Syllabus aims

The Cambridge IGCSE Computer Science syllabus aims are to:

? develop computational thinking

? develop an understanding of the main principles of solving problems by using computers

? develop understanding that every computer system is made up of sub-systems, which in turn consist of

further sub-systems

? develop an understanding of the component parts of computer systems and how they interrelate,

including software, data, hardware, communications and people

? acquire the skills necessary to apply this understanding to develop computer-based solutions to

problems using a high-level programming language.

Computer science is the study of the foundational principles and practices of computation and

computational thinking and their application in the design and development of computer systems.This syllabus aims to encourage candidates to develop computational thinking, that is thinking about

what can be computed and how, and includes consideration of the data required. Learning computational thinking involves learning to program, that is to write computer code, because this is the means by which computational thinking is expressed.

The assessment is by written papers, but the learning should be done in a mainly practical way: problem-solving and programming. Questions will require the candidate to think, use knowledge with understanding and demonstrate understanding gained through practising practical skills. Questions will not revolve around pure recall.

5.2 Assessment objectives

AO1

Recall, select and communicate knowledge and understanding of computer technology.AO2

Apply knowledge, understanding and skills to solve computing or programming problems.AO3 Analyse, evaluate, make reasoned judgements and present conclusions.

5.3 Relationship between assessment objectives and components The approximate

weightings allocated to each of the assessment objectives are summarised below.

Syllabus aims and assessment objectives

9

Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.5.4 Grade descriptions

Grade A

? Candidates communicate a thorough knowledge and understanding of the characteristics and methods

of operation of a broad range of computer hardware, software and communications.

? They systematically analyse problems and identify efficient methods to solve them. They apply

knowledge, understanding and skills to design and write effective computer programs which solve these problems. In their solutions, they effectively validate input data, sequence instructions, manipulate, store and process data and represent the results of the processing in an appropriate format. They plan thorough systematic testing of programmed solutions. They amend their own programs as well as those written by others when requirements change.

? Candidates work systematically, and critically evaluate the way they and others produce and use

computer solutions.

? They understand and adopt safe, secure and responsible practices.

Grade C

? Candidates communicate a good knowledge and understanding of the characteristics and methods of

operation of a broad range of computer hardware, software and communications.

? They analyse problems and identify methods to solve them. They apply knowledge, understanding and

skills to design and write computer programs which solve these problems. In their solutions, they select input data, sequence instructions, manipulate, store and process data and represent the results of the processing in a mostly appropriate format. They plan testing of programmed solutions. They amend programs when requirements change.

? They evaluate the way they and others produce and use computer solutions.

? Candidates work using safe, secure and responsible practices.

Grade F

? Candidates communicate a basic knowledge and understanding of the characteristics and methods of

operation of a limited range of computer hardware, software and communications.

? They apply limited knowledge, understanding and skills to design and write basic computer programs

which solve simple problems. In their solutions, they input some data, use simple instructions to

process data and represent the results. They plan simple tests to programmed solutions and make simple modifications to programs when requirements change.

? They provide comments on the way they and others produce and use computer solutions.

? Candidates demonstrate some awareness of the need for safe, secure and responsible practices.

Syllabus content

6. Syllabus content

Section 1 Theory of Computer Science

1.1 Data representation

Candidates should be able to:

1.1.1 Binary systems

? recognise the use of binary numbers in computer systems

? convert denary numbers into binary and binary numbers into denary

? show understanding of the concept of a byte and how the byte is used to measure memory size

? use binary in computer registers for a given application (such as in robotics, digital instruments and counting systems)

1.1.2 Hexadecimal

? represent integers as hexadecimal numbers

? show understanding of the reasons for choosing hexadecimal to represent numbers

? convert positive hexadecimal integers to and from denary

? convert positive hexadecimal integers to and from binary

? represent numbers stored in registers and main memory as hexadecimal

? identify current uses of hexadecimal numbers in computing, such as defining colours in Hypertext Markup Language (HTML), Media Access Control (MAC) addresses, assembly languages and

machine code, debugging

1.1.3 Data storage

? show understanding that sound (music), pictures, video, text and numbers are stored in different formats

? identify and describe methods of error detection and correction, such as parity checks, check digits, checksums and Automatic Repeat reQuests (ARQ)

? show understanding of the concept of Musical Instrument Digital Interface (MIDI) files, jpeg files, MP3 and MP4 files

? show understanding of the principles of data compression (lossless and lossy compression algorithms) applied to music/video, photos and text files

10Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

Syllabus content

11

Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.1.2 Communication and Internet technologies Candidates should be able to:

1.2.1 Serial and parallel data transmission

? show understanding of what is meant by transmission of data

? distinguish between serial and parallel data transmission

? show understanding of the reasons for choosing serial or parallel data transmission

? show understanding of the need to check for errors

? explain how parity bits are used for error detection

? identify current uses of serial and parallel data transmission, such as Integrated Circuits (IC) and

Universal Serial Bus (USB)

1.2.2 Security aspects

? show understanding of the security aspects of using the Internet and understand what methods

are available to help minimise the risks

? show understanding of the Internet risks associated with malware, including viruses, spyware and

hacking

? explain how anti-virus and other protection software helps to protect the user from security risks

(this also links into section 1.4 of the syllabus)

1.2.3 Internet principles of operation

? show understanding of the role of the browser and Internet server

? show understanding of what is meant by hypertext transfer protocol (http) and HTML

? distinguish between HTML structure and presentation

? show understanding of the concept of MAC address, Internet Protocol (IP) address and cookies

Syllabus content

12Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

1.3 Hardware and software Candidates should be able to:

1.3.1 Logic gates

? use logic gates to create electronic circuits

? understand and define the functions of NOT, AND, OR, NAND, NOR and XOR (EOR) gates,

including the binary output produced from all the possible binary inputs (all gates, except the NOT gate, will have 2 inputs only)

? draw truth tables and recognise a logic gate from its truth table

?

recognise and use the following standard symbols used to represent logic gates:

NOT AND OR NAND NOR XOR

? produce truth tables for given logic circuits, for example:

a b c out 0 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1

? produce a logic circuit to solve a given problem or to implement a given written logic statement,

such as IF (switch A is NOT on) OR (switch B is on AND switch C is NOT on) then alarm, X,

sounds

1.3.2 Computer architecture and the fetch-execute cycle

? show understanding of the basic Von Neumann model for a computer system and the stored

program concept (program instructions and data are stored in main memory and instructions are

fetched and executed one after another)

? describe the stages of the fetch-execute cycle

1.3.3 Input devices

? describe the principles of operation (how each device works) of a range of input devices

including 2D and 3D scanners, barcode readers, digital cameras, keyboards, mice, touch screens, microphones

? describe how these principles are applied to real-life scenarios, for example: scanning of

passports at airports, barcode readers at supermarket checkouts, and touch screens on mobile

devices

? describe how a range of sensors can be used to input data into a computer system, including

light, temperature, magnetic field, gas, pressure, moisture, humidity, pH/acidity/alkalinity and

motion/infra-red

? describe how these sensors are used in real-life scenarios, for example: street lights, security

devices, pollution control, games, and household and industrial applications

Syllabus content

13Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.1.3.4 Output devices

? describe the principles of operation of a range of output devices, including: inkjet, laser and 3D

printers; 2D and 3D cutters; speakers and headphones; actuators; flat-panel display screens,

including Liquid Crystal Display (LCD) and Light-Emitting Diodes (LED); and LCD projectors and

Digital Light Projectors (DLP)

? describe how these principles are applied to real-life scenarios for example: printing single items

on demand or in large volumes; banks of digital displays; use of small screens on mobile devices; smart boards

1.3.5 Memory, storage devices and media

? show understanding of the difference between: primary, secondary and off-line storage and

provide examples of each, such as, primary: Read Only Memory (ROM), Random Access Memory (RAM) and DVD-RAM; secondary: hard disk drive (HDD) and Solid State Drives (SSDs); off-line:

Digital Versatile Disks (DVDs), Compact Disks (CDs), Blu-ray, USB flash memory and removable

disks

? describe the principles of operation of a range of types of storage devices and media including

magnetic, optical and solid state

? describe how these principles are applied to currently available storage solutions, such as SSDs,

hard disk drives, USB flash memory, DVDs, CDs and Blu-ray

? calculate the storage requirement of a file

1.3.6 Operating systems

? describe the purpose of an operating system

? show understanding of the need for interrupts

1.3.7 High- and low-level languages and their translators

? show understanding of the need for both high-level and low-level languages

? show understanding of the need for compilers when translating programs written in a high-level

language

? show understanding of the use of interpreters with high-level language programs

? show understanding of the need for assemblers when translating programs written in assembly

language

Syllabus content

1.4 Security

Candidates should be able to:

1.4.1

? show understanding of the need to keep data safe from accidental damage, including corruption and human errors

? show understanding of the need to keep data safe from malicious actions, including unauthorised viewing, deleting, copying and corruption

1.4.2

? show understanding of how data are kept safe when stored and transmitted, including:○use of passwords, both entered at a keyboard and biometric

○use of firewalls, both software and hardware, including proxy servers

○use of Secure Socket Layer (SSL)

○use of symmetric encryption (plain text, cypher text and use of a key) showing understanding that increasing the length of a key increases the strength of the encryption

1.4.3

? show understanding of the need to keep online systems safe from attacks including denial of service attacks, phishing, pharming

1.4.4

? describe how the knowledge from 1.4.1, 1.4.2 and 1.4.3 can be applied to real-life scenarios including, for example, online banking, shopping

1.5 Ethics

Candidates should be able to:

? show understanding of computer ethics, including copyright issues and plagiarism

? distinguish between free software, freeware and shareware

? show understanding of the ethical issues raised by the spread of electronic communication and computer systems, including hacking, cracking and production of malware

14Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

Syllabus content

15

Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.Section 2 Practical Problem-solving and Programming

2.1 Algorithm design and problem-solving Candidates should be able to:

2.1.1 Problem-solving and design

? show understanding that every computer system is made up of sub-systems, which in turn are

made up of further sub-systems

? use top-down design, structure diagrams, flowcharts, pseudocode, library routines and sub-

routines

? work out the purpose of a given algorithm

? explain standard methods of solution

? suggest and apply suitable test data

? understand the need for validation and verification checks to be made on input data (validation

could include range checks, length checks, type checks and check digits)

? use trace tables to find the value of variables at each step in an algorithm

? identify errors in given algorithms and suggest ways of removing these errors

? produce an algorithm for a given problem (either in the form of pseudocode or flowchart)

? comment on the effectiveness of a given solution

2.1.2 Pseudocode

? understand and use pseudocode for assignment, using ←

? understand and use pseudocode, using the following conditional statements:

IF … THEN … ELSE … ENDIF

CASE … OF … OTHERWISE … ENDCASE

? understand and use pseudocode, using the following loop structures:

FOR … TO … NEXT

REPEAT … UNTIL

WHILE … DO … ENDWHILE

? understand and use pseudocode, using the following commands and statements:

INPUT and OUTPUT (e.g. READ and PRINT )

totalling (e.g. Sum ← Sum + Number )

counting (e.g. Count ← Count + 1)

(Candidates are advised to try out solutions to a variety of different problems on a computer using a language of their choice; no particular programming language will be assumed in this syllabus.)

Syllabus content

2.2 Programming

Candidates should be able to:

2.2.1 Programming concepts

? declare and use variables and constants

? understand and use basic data types: Integer, Real, Char, String and Boolean

? understand and use the concepts of sequence, selection, repetition, totalling and counting

? use predefined procedures/functions

2.2.2 Data structures; arrays

? declare the size of one-dimensional arrays, for example: A[1:n]

? show understanding of the use of a variable as an index in an array

? read values into an array using a FOR … TO … NEXT loop

2.3 Databases

Candidates should be able to:

? define a single-table database from given data storage requirements

? choose a suitable primary key for a database table

? perform a query-by-example from given search criteria

16Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.

Syllabus content

17Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.7. Description of components

7.1 Scheme of assessment

All candidates need to demonstrate basic levels of knowledge and understanding. To do this, they need to recall information and either apply that information or explain it. All candidates also need to demonstrate some level of problem-solving and practical skills. This will require them to show their ability to comprehend and analyse computational tasks and design, implement, test and evaluate solutions using a variety of methods.

Component 1: Paper 1 Theory

This is a compulsory question paper, consisting of short-answer and structured questions set on Section 1 of the syllabus. Candidates must answer all questions. Candidates will answer on the question https://www.sodocs.net/doc/f218303540.html,ponent 2: Paper 2 Problem-solving and Programming

This is a compulsory question paper, consisting of short-answer and structured questions set on Section 2 of the syllabus. Candidates must answer all questions. Candidates will answer on the question paper. 20 of the marks in this paper are from questions set on tasks provided in the Paper 2 Problem-solving and Programming pre-release materials.

Centres should spend approximately 50% of the total time studying this section of the syllabus. Centres should ensure that candidates are taught the contents of this section in a largely practical way. Candidates will be expected to be able to program in a high-level programming language to be chosen by the Centre. The programming language should be procedural. There will be some examining of knowledge with understanding, but the bulk of the credit will be for using techniques and skills to solve problems. In all cases the logic will be of more importance than the syntax.

7.2 P aper 2 Problem-solving and Programming pre-release materials

The Paper 2 Problem-solving and Programming pre-release materials will be made available to Centres six months before the exam. Centres are advised to encourage their candidates to develop solutions to tasks using a high-level programming language, such as Visual Basic, Pascal/Delphi or Python. The purpose of the pre-release material tasks is to direct candidates to some of the topics which will be examined in Paper 2. Teachers are expected to incorporate these tasks into their lessons and give support in finding methods and reaching solutions. 20 of the marks in this paper will be from questions testing candidates’ understanding gained from developing programmed solutions to these tasks. The tasks will be appropriate for all ability levels.

The exam questions will require candidates to have practical programming experience including writing their own programs, executing (running), testing and debugging them. Knowledge of programming language syntax will not be examined. The higher ability candidates are to be encouraged to extend their practical programming beyond the scope of these tasks.

Notes for the guidance of teachers

8. Notes for the guidance of teachers

Introduction

The purpose of these notes is to provide assistance for teachers preparing candidates for the Cambridge

IGCSE Computer Science examination. They contain notes on equipment, facilities and resources and

sources of further information.

Equipment and facilities

Computer science is a practical subject and the Cambridge IGCSE syllabus places emphasis on the use

of procedural high-level programming languages. Centres must ensure that their equipment and facilities

are adequate for candidates to be able to satisfy the requirements of the syllabus. The hardware facilities

needed will depend on the number of candidates, but should be sufficient for all candidates to have enough time to practise their programming skills.

Hardware

Candidates need to have access to a system with direct-access file capability on backing store and hardcopy facilities.

Software

Candidates should have experience of using a high-level programming language, such as Visual Basic,

Pascal/Delphi or Python, chosen by the Centre.

Books

Provision of textbooks is difficult as new titles are available all the time. The British Computer Society (BCS) book list for schools and colleges lists books which are suitable for use as reference books. Teachers will

need to consult several books to cover the whole syllabus adequately. There is a suggested book list on our website. Many schools prefer to have a wide range of reference books rather than a class textbook.

Practical skills

Computer science is a practical subject and a range of practical exercises should supplement the study of most parts of the syllabus.

It is important that Centres encourage candidates, as early as possible in the course, to develop a

systematic approach to practical problem-solving using appropriate resources.

18Cambridge IGCSE Computer Science 0478. Syllabus for examination in 2015.