Subject Lead - Ms V Olsen-Dry: Head of Computer Science volsen-dry@cambournevc.org
Teacher - Mr G Furbank: Assistant Principal gfurbank@cambournevc.org
A Level Computer Science AQA - 601/4569/9
6 in Computing (if taken at GCSE), 6 in GCSE Maths
Studying Advanced Level Computer Science at CamSF offers numerous advantages and invaluable skills for students. In today's increasingly digital world, computer science knowledge has become essential across various fields. Students will be equipped with a deep understanding of fundamental programming concepts, algorithms, and data structures, which form the building blocks of modern technology. This knowledge empowers students to develop their own software solutions, fostering creativity and problem-solving skills. Advanced Level Computer Science nurtures logical reasoning and analytical thinking abilities, enabling students to approach complex problems systematically. These skills are transferable and can be applied to other subjects and real-life situations, enhancing academic and professional prospects.
Completing Advanced Level Computer Science opens a multitude of opportunities for students in their future endeavours. One of the most prominent pathways is pursuing higher education in computer science or a related field at university. With a solid foundation gained from Advanced Level studies, students can specialise in various areas such as artificial intelligence, software engineering, data science, cybersecurity, or computer graphics. A degree in computer science can lead to a wide range of rewarding careers, including software developer, data analyst, systems analyst, network engineer, cybersecurity specialist, or technology consultant.
Moreover, the skills acquired through Advanced level Computer Science are highly transferable and in demand across industries. Companies in sectors such as finance, healthcare, entertainment, e-commerce, and manufacturing rely heavily on technology and require professionals with a strong understanding of computer science concepts. Graduates with Advanced level Computer Science qualifications can find employment opportunities as game designers, database administrators, IT project managers, or even entrepreneurs, starting their own tech ventures.
12 | What students will learn | How it builds on learning |
| Autumn Term
Curriculum and Skills: Data Representation: Includes number systems, binary, hexadecimal, images, sound, encryption and decryption, data compression, before moving onto Boolean algebra. Programming: Review GCSE programming concepts in Python (functions, reading and writing to files) then move onto graphical user interfaces, visualisations, and modular programming. Assessment: Baseline programming assessment and end of unit assessment at the end of Autumn term. Regular programming and other homework assessments. | Autumn Term
This term reinforces GCSE knowledge while expanding binary systems and data representation concepts, making it accessible for all students, including those without GCSE computing background, as they develop enhanced Python programming skills with graphical interfaces and modular techniques. |
Spring Term
Curriculum and Skills: Algorithms: Explores a range of algorithms, code tracing, Big O notation, abstract data types, computational thinking, abstraction, and finite state machines. Programming: Covers networking and SQL server-side scripting and Assembly language, HTML, CSS, and JavaScript client-side processing. Assessment: Mock examinations covering Paper 1 content (on screen during lesson) early during Spring Term. Paper 2 (written) assessment on algorithms at the end of Spring term. Regular programming and other homework assessments. | Spring Term
This term builds upon the foundational knowledge established in the Autumn Term by advancing from data representation to more complex algorithmic concepts and computational thinking, while expanding programming capabilities beyond Python to include both server-side technologies (SQL) and client-side web development (HTML, CSS, JavaScript) alongside low-level Assembly language. Creating a comprehensive bridge between theoretical computer science and practical implementation.
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Summer Term
Curriculum and Skills: Hardware and Software: Includes processor architecture, communications, and networking. Computing and Society: Legislation and ethical considerations and learn to write extended prose. Programming: Mini coding projects, in preparation of the pre-release material for the Summer Term mock examination. Writing a prototype for Computing project Assessment: Mock examinations covering Paper 1 content (on screen during lesson) and Paper 2 (written). Regular programming and other homework assessments. Computing project proposal with protype code. | Summer Term
This term builds upon the previous two terms by integrating hardware and software architecture concepts with the programming and algorithmic foundations established earlier, while introducing social and ethical dimensions of computing. Students apply their cumulative knowledge through mini coding projects and prototype development, preparing them for the NEA project component and demonstrating how theoretical computer science principles connect to real-world applications and considerations. | |
13 | What students will learn | How it builds on learning |
| Autumn Term
Curriculum and Skills: Models of Computation: Turing machines, regular expressions, and reverse polish notation. Data: Floating point numbers, databases, and big data. Programming: Covers other paradigms including object orientated programming and functional programming. Assessment: Summative Autumn term assessment. Submission of draft of analysis, design, and implementation sections of the Computing project. Regular programming and other homework assessments. | Autumn Term
This term builds upon the first year's foundations by elevating computational theory through advanced models like Turing machines and regular expressions, extending data representation concepts to include floating point arithmetic and database structures, and expanding programming paradigms beyond procedural Python to include object-oriented and functional approaches. This enabling students to apply their comprehensive knowledge in developing sophisticated solutions for their Computing project while deepening their theoretical understanding of computer science principles. |
Spring Term
Curriculum and Skills: Internet: Security, IP addresses, internet architecture, TCP/IP, JSON and XML, client server model. Programming: Stack frames, code tracing, complete the computing project including testing. Preparation of preliminary material for Paper 1 examination. Assessment: Mock examinations covering Paper 1 content (on screen during lesson) and Paper 2 (written). Submission of completed Computing project. Regular programming and other homework assessments. | Spring Term
The Spring Term in Year 13 builds upon prior learning by integrating theoretical networking concepts with practical implementation, connecting the internet architecture and protocols to previously studied data structures and algorithms. Students apply their comprehensive programming knowledge from multiple paradigms (procedural, object-oriented, and functional) to complete complex stack-frame operations and thorough testing methodologies for their Computing project. This term synthesizes earlier computational models with real-world applications in internet security and client-server architectures, preparing students for both the practical Paper 1 examination and demonstrating mastery through their completed Computing project—representing the culmination of their two-year progression from foundational computing concepts to sophisticated system development. | |
Summer Term
Curriculum and Skills: Theory: Revision and review of skills (e.g., code tracing, answering extended response requestions) and knowledge required for both Paper 1 and Paper 2. Exam question practice. Programming: Preparation of preliminary materials for Paper 1, modifying and practicing the prerelease code to gain familiarity. Assessment: Formal examinations, Paper 1 content (on screen during lesson) and Paper 2 (written). Regular programming and other homework assessment. | Summer Term
The Summer Term in Year 13 builds upon all prior learning by synthesising the comprehensive theoretical framework developed across two years, from foundational data representation and procedural programming to advanced computational models, networking architecture, and multiple programming paradigms. This culminating term focuses on consolidating and applying this knowledge through intensive practice with code tracing, extended response questions, and preparation of preliminary materials for Paper 1 examination. Students demonstrate their holistic understanding by modifying and working with the pre-release code, showcasing their ability to analyse, adapt, and implement solutions across various contexts while preparing for formal examinations that will assess the entire breadth and depth of computer science principles covered throughout the course. |
The assessment for AQA Advanced Level Computer Science comprises a combination of two examinations and one non-examination assessment. Frequent formative and summative assessments take place to monitor student progress on the course each term.
Paper 1 examination
This paper tests a student's ability to program, as well as their theoretical knowledge of computer science from teaching modules and subject content 1 to 4 above. This paper is a digital, on-screen exam, lasting 2 hours 30 minutes and accounts for 40% of qualification grade.
Paper 2 examination
This paper tests a student's ability to answer questions from teaching modules and subject content 5 to 13 above. Students are required to answer multiple choice, short-answer and extended-answer questions. This paper is a written exam, lasting 2 hours 30 minutes and counts for 40% of qualification grade.
Non-exam assessment
Students will undertake an independent project to design, develop, and evaluate a computer-based solution for a real-world problem. The non-exam assessment counts for 20% of qualification grade and covers teaching modules and subject content 1 to 13 above.
Encourage regular engagement with independent study tasks, discuss computing concepts to deepen understanding, ensure access to appropriate technology at home, and maintain awareness of coursework deadlines to support time management.
Folder with lined paper, essential stationery, and access to a laptop capable of running Python IDLE 3.13.2 or above, which can be downloaded from Python.org.
Weekly student independent study tasks are set, which consolidate learning of the past week through exam-style questions and project enquiries. These structured activities reinforce classroom teaching by providing opportunities for students to apply theoretical concepts in practical contexts, develop their problem-solving skills, and prepare systematically for assessments. The independent study programme encourages students to take ownership of their learning journey while building the self-discipline and research capabilities essential for success in both their Computing project and final examinations.
The A Level Computer Science department offers the PCEP (Python Certified Entry-Level Programmer) certification as an enrichment opportunity, allowing students to gain industry-recognised credentials that validate their Python programming skills developed throughout the course. This certification complements the curriculum's Python programming components by providing students with an external benchmark for their abilities, enhancing their university applications and future employment prospects. The department supports this enrichment through targeted preparation sessions that align with existing Python modules in the curriculum, enabling students to demonstrate proficiency in fundamental programming concepts including basic syntax, control flow, data collections, functions, and modular programming techniques introduced during the Autumn Term of Year 12 and reinforced throughout the two-year course.
Link: PCEP
Each subject is also part of our ‘Super-curricular’ initiative, which aims to develop your wider understanding of academic subjects and support your learning – more information can be found here.
Bletchley Park in Milton Keynes. Students will have the opportunity to visit this historic site where pioneering computer scientists like Alan Turing worked on breaking the Enigma code during World War II, providing valuable historical context to their theoretical studies of computational models and encryption techniques.
Link: Bletchley Park | Home
Cambourne Sixth Form
Sheepfold Lane, Cambourne
Cambridge CB23 6FR
Tel: 01954 284000
Email: info@cambournesixthform.org
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