British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Computer Science - 9608

  • Overview
  • Chapters

The aims of a course based on Cambridge International AS and AL Computer Science, whether leading to an AS or A Level qualification are:

• to develop computational thinking

• to develop an understanding of the main principles of solving problems using computers

• to develop an understanding that every computer system is made up of subsystems, which in turn consist of further subsystems

• to develop an understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people

• to acquire the skills necessary to apply this understanding to develop computer-based solutions to problems.

  • 1: Theory Fundamentals
    1.1: Information representation
    1.1.1: Number representation
    1.1.2: Images
    1.1.3: Sound
    1.1.4: Video
    1.1.5: Compression techniques
    1.2: Communication and Internet technologies
    1.2.1: Networks
    1.2.2: IP addressing
    1.2.3: Client- and server-side scripting
    1.3: Hardware
    1.3.1: Input, output and storage devices
    1.3.2: Main memory
    1.3.3: Logic gates and logic circuits
    1.4: Processor fundamentals
    1.4.1: CPU architecture
    1.4.2: The fetch-execute cycle
    1.4.3: The processor’s instruction set
    1.4.4: Assembly language
    1.5: System software
    1.5.1: Operating system
    1.5.2: Utility programs
    1.5.3: Library programs
    1.5.4: Language translators
    1.6: Security, privacy and data integrity
    1.6.1: Data security
    1.6.2: Data integrity
    1.7: Ethics and ownership
    1.7.1: Ethics
    1.7.2: Ownership
    1.8: Database and data modelling
    1.8.1: Database Management Systems (DBMS)
    1.8.2: Relational database modelling
    1.8.3: Data Definition Language (DDL) and Data Manipulation Language (DML)
  • 2: Fundamental Problem-solving and Programming
    2.1: Algorithm design and problem-solving
    2.1.1: Algorithms
    2.1.2: Structure chart
    2.1.3: Corrective maintenance
    2.1.4: Adaptive maintenance
    2.2: Data representation
    2.2.1: Data types
    2.2.2: Arrays
    2.2.3: Files
    2.3: Programming
    2.3.1: Programming basics
    2.3.2: Transferable skills
    2.3.3: Selection
    2.3.4: Iteration
    2.3.5: Built-in functions
    2.3.6: Structured programming
    2.4: Software development
    2.4.1: Programming
    2.4.2: Program testing
    2.4.3: Testing strategies
  • 3: Advanced Theory
    3.1: Data representation
    3.1.1: User-defined data types
    3.1.2: File organisation and access
    3.1.3: Real numbers and normalised floating-point representation
    3.2: Communication and Internet technologies
    3.2.1: Protocols
    3.2.2: Circuit switching, packet switching and routers
    3.2.3: Local Area Networks (LAN)
    3.3: Hardware
    3.3.1: Logic gates and circuit design
    3.3.2: Boolean algebra
    3.3.3: Karnaugh Maps
    3.3.4: Flip-flops
    3.3.5: RISC processors
    3.3.6: Parallel processing
    3.4: System software
    3.4.1: Purposes of an operating system (OS)
    3.4.2: Virtual machine
    3.4.3: Translation software
    3.5: Security
    3.5.1: Asymmetric keys and encryption methods
    3.5.2: Digital signatures and digital certificates
    3.5.3: Encryption protocols
    3.5.4: Malware
    3.6: Monitoring and control systems
    3.6.1: Overview of monitoring and control systems
    3.6.2: Bit manipulation to monitor and control devices
  • 4: Further Problem-solving and Programming Skills
    4.1: Computational thinking and problem-solving
    4.1.1: Abstraction
    4.1.2: The algorithms
    4.1.3: Abstract Data Types (ADT)
    4.1.4: Recursion
    4.2: Algorithm design methods
    4.2.1: Decision tables
    4.2.2: Jackson Structured Programming (JSP)
    4.2.3: State-transition diagrams
    4.3: Further programming
    4.3.1: Programming paradigms
    4.3.2: File processing
    4.3.3: Exception handling
    4.3.4: Use of development tools / programming environments
    4.4: Software development
    4.4.1: Stages of software development
    4.4.2: Testing
    4.4.3: Project management

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