The Information Communication Technology syllabus encourages learners to develop lifelong skills, which will be useful to them in their work across the curriculum and prepare them for future employment. They will develop understanding of the implications of technology in society, including social, economic and ethical uses and awareness of the ways ICT can help in home, learning and work environments.
The syllabus combines theoretical and practical studies focusing on the ability to use common software applications to solve problems, including word processors, spreadsheets, databases, interactive presentation software, web browsers and website design. Learners analyse, design, implement, test and evaluate ICT systems, ensuring that they are fit for purpose.
Assessment of the practical tests is hardware and software independent. Any hardware platform, operating system, and applications packages can be used, providing that learners have the opportunity to demonstrate the full range of skills in the syllabus.
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 students 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 www.cie.org.uk/cambridgesecondary2
Why choose Cambridge IGCSE Information and Communication Technology?
Cambridge IGCSE is internationally recognised by schools, universities and employers as equivalent to UK GCSE. The Cambridge IGCSE Information and Communication Technology syllabus encourages students to develop lifelong skills including: • the ability to understand and implement new and emerging technologies within a business environment • how to analyse, design, implement, test and evaluate Information and Communication Technology (ICT) systems • considering the impact which new technologies will have on ways of working and the social, economic and ethical issues associated with them • awareness of the ways ICT can help in practical and work-related scenarios.
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@cie.org.uk If you are not yet a Cambridge school Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at info@cie.org.uk to find out how your organisation can register to become a Cambridge school.
Teacher support
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 www.cie.org.uk/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 http://teachers.cie.org.uk (username and password required).
Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to deliver our qualifications. See www.cie.org.uk/events for further information.
Curriculum content
The curriculum content is set out in eight interrelated sections. These sections should be read as an integrated whole and not as a progression. The sections are: 1. Types and components of computer systems 2. Input and output devices 3. Storage devices and media 4. Computer networks 5. Data types 6. The effects of using ICT 7. The ways in which ICT is used 8. Systems analysis and design Candidates should be familiar not only with the types of software available and the range of ICT knowledge and skills detailed below, but also with their uses in practical contexts. Examples of such uses are given in each section of the subject content, as a teaching guide. No marks will be awarded for using brand names of software packages or hardware. As ICT is a subject that is constantly developing, marks will be awarded for relevant answers which relate to new or emerging technology that has not been specified in the syllabus. Section 1: Types and components of computer systems Candidates should be able to: (a) define hardware, giving examples (b) define software, giving examples (c) describe the difference between hardware and software (d) identify the main components of a general-purpose computer: central processing unit, main/internal memory (including ROM and RAM), input devices, output devices and secondary/backing storage (e) identify operating systems, including those which contain a graphical user interface, a command line interface (f) identify different types of computer including Personal Computer or desktop, mainframe, laptop, palmtop and Personal Digital Assistant (g) describe recent developments in ICT
Section 2:
Input and output devices Candidates should be able to: (a) identify the following input devices: keyboards, numeric keypads, pointing devices (including mouse, touch pad and tracker ball), remote controls, joysticks, touch screens, magnetic stripe readers, chip readers, PIN pads, scanners, digital cameras, microphones, sensors, graphics tablet, MICR, OMR, OCR, barcode readers, video cameras, web cams, light pens (b) identify suitable uses of the input devices stating the advantages and disadvantages of each: Device Use Keyboard Entering text into a word processing document. Applications where text has to be created rather than copied Numeric keypad Applications where only numeric data is to be entered. Inserting personal identification number (PIN) for Chip and PIN credit/debit cards, or when using an ATM machine to withdraw money or check a bank balance Pointing devices – all All applications which require selection from a graphical user interface. For example: the selection of data from a set list or menu Mouse In most PCs Touch pad On laptop computers Trackerball For use by people with limited motor skills e.g. young children or people with disabilities Remote control Using remote control devices to operate TVs, video players/recorders, DVD players/recorders, satellite receivers, HiFi music systems, data or multimedia projectors Joystick Used by a pilot to fly an aeroplane or flight simulator. Used in car driving simulators and for playing games Touch screen Selecting from a limited list of options e.g. certain POS uses such as cafes, tourist information kiosks, public transport enquiries Magnetic stripe readers At POS terminals, ATMs and in security applications Chip readers and PIN pads Payment cards, ID cards, door control systems, public transport tickets Scanners Entering hard copy images into a computer Digital cameras Taking photographs for input to computers, for input to photo printers Microphones Recording of voices for presentation software
Sensors (general) in control and measuring applications, see section 7.1 Temperature sensor Automatic washing machines, automatic cookers, central heating controllers, computer-controlled greenhouses, scientific experiments and environmental monitoring Pressure sensor Burglar alarms, automatic washing machines, robotics, production line control, scientific experiments and environmental monitoring Light sensor Computer controlled greenhouses, burglar alarm systems, robotics, production line control, scientific experiments and environmental monitoring Graphics tablet Inputting freehand drawings or retouch photographs Optical Mark Reader Inputting pencil marks on a form such as a school register, candidate exam answers, any application involving input of a choice of options Optical Character Reader Inputting text to a computer ready for processing by another software package such as word processors, spreadsheets, databases etc. Bar code Reader Inputting code numbers from products at a POS terminal, library books and membership numbers Video camera Inputting moving pictures, often pre-recorded, into a computer Web cam Inputting moving pictures from a fixed position into a computer Light pen Where desktop space is limited, it is used instead of a mouse or for drawing applications where a graphics tablet might be too big
Section 4: Computer networks Candidates should be able to: (a) describe a router and its purpose (b) describe the use of WIFI and Bluetooth in networks (c) describe how to set up a small network involving access to the internet, understanding the need to set up the use of a browser, email and an ISP (d) identify the advantages and disadvantages of using common network environments such as the internet (e) describe what is meant by the terms user id and password, stating their purpose and use (f) identify a variety of methods of communication such as fax, email, and tele/video conferencing (g) define the terms Local Area Network (LAN), Wireless Local Area Network and Wide Area Network (WAN) (h) describe the difference between LANs, WLANs and WANs, identifying their main characteristic (i) describe the characteristics and purpose of common network environments, such as intranets and the internet (j) describe other common network devices (including hubs, bridges, switches and proxy servers) (k) discuss the problems of confidentiality and security of data, including problems surrounding common network environments (l) identify the need for encryption, authentication techniques, including the use of user identification and passwords, when using common network environments such as the internet
Section 5: Data types Candidates should be able to: (a) identify different data types: logical/Boolean, alphanumeric/text, numeric (real and integer) and date (b) select appropriate data types for a given set of data: logical/Boolean, alphanumeric/text, numeric and date (c) describe what is meant by the terms file, record, field and key field (d) describe different database structures such as flat files and relational tables including the use of relationships, primary keys and foreign keys (e) state the difference between analogue data and digital data (f) explain the need for conversion between analogue and digital data
Section 6: The effects of using ICT Candidates should be able to: (a) explain what is meant by software copyright (b) describe what a computer virus is, what hacking is and explain the measures that must be taken in order to protect against hacking and viruses (c) describe the effects of information and communication technology on patterns of employment, including areas of work where there is increased unemployment (d) describe the effects of microprocessor-controlled devices in the home, including their effects on leisure time, social interaction and the need to leave the home (e) describe the capabilities and limitations of ICT (f) describe the use of internet developments such as Web 2.0, blogs, wikis, digital media uploading websites, and new types of social networking websites (g) discuss issues relating to information found on the internet, including unreliability, undesirability and the security of data transfer including phishing, pharming and SPAM (h) describe the potential health problems related to the prolonged use of ICT equipment, for example repetitive strain injury (RSI), back problems, eye problems and some simple strategies for preventing these problems (i) describe a range of safety issues related to using computers and measures for preventing accidents
Section 7: The ways in which ICT is used 7.1 Candidates should have an understanding of a range of ICT applications in their everyday life and be aware of the impact of ICT in terms of: (a) communication applications (such as newsletters, websites, multimedia presentations, music scores, cartoons, flyers and posters) (b) interactive communication applications (such as blogs, wikis and social networking websites) (c) data handling applications (such as surveys, address lists, tuck shop records, clubs and society records, school reports and school libraries) (d) measurement applications (such as scientific experiments, electronic timing and environmental monitoring) (e) control applications (such as turtle graphics, control of lights, buzzers and motors, automatic washing machines, automatic cookers, central heating controllers, burglar alarms, video recorders/players, microwave ovens and computer controlled greenhouse) (f) modelling applications (such as 3D modelling, simulation (e.g. flight, driving and queue management) and use of spreadsheets for personal finance and tuck shop finances)
Cambridge International Examinations 1 Hills Road, Cambridge, CB1 2EU, United Kingdom Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558 Email: info@cie.org.uk www.cie.org.uk ® IGCSE is the registered trademark of Cambridge International Examinations © Cambridge International Examinations 2013
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 students 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 www.cie.org.uk/cambridgesecondary2
Why choose Cambridge IGCSE Information and Communication Technology?
Cambridge IGCSE is internationally recognised by schools, universities and employers as equivalent to UK GCSE. The Cambridge IGCSE Information and Communication Technology syllabus encourages students to develop lifelong skills including: • the ability to understand and implement new and emerging technologies within a business environment • how to analyse, design, implement, test and evaluate Information and Communication Technology (ICT) systems • considering the impact which new technologies will have on ways of working and the social, economic and ethical issues associated with them • awareness of the ways ICT can help in practical and work-related scenarios.
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@cie.org.uk If you are not yet a Cambridge school Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at info@cie.org.uk to find out how your organisation can register to become a Cambridge school.
Teacher support
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 www.cie.org.uk/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 http://teachers.cie.org.uk (username and password required).
Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to deliver our qualifications. See www.cie.org.uk/events for further information.
Curriculum content
The curriculum content is set out in eight interrelated sections. These sections should be read as an integrated whole and not as a progression. The sections are: 1. Types and components of computer systems 2. Input and output devices 3. Storage devices and media 4. Computer networks 5. Data types 6. The effects of using ICT 7. The ways in which ICT is used 8. Systems analysis and design Candidates should be familiar not only with the types of software available and the range of ICT knowledge and skills detailed below, but also with their uses in practical contexts. Examples of such uses are given in each section of the subject content, as a teaching guide. No marks will be awarded for using brand names of software packages or hardware. As ICT is a subject that is constantly developing, marks will be awarded for relevant answers which relate to new or emerging technology that has not been specified in the syllabus. Section 1: Types and components of computer systems Candidates should be able to: (a) define hardware, giving examples (b) define software, giving examples (c) describe the difference between hardware and software (d) identify the main components of a general-purpose computer: central processing unit, main/internal memory (including ROM and RAM), input devices, output devices and secondary/backing storage (e) identify operating systems, including those which contain a graphical user interface, a command line interface (f) identify different types of computer including Personal Computer or desktop, mainframe, laptop, palmtop and Personal Digital Assistant (g) describe recent developments in ICT
Section 2:
Input and output devices Candidates should be able to: (a) identify the following input devices: keyboards, numeric keypads, pointing devices (including mouse, touch pad and tracker ball), remote controls, joysticks, touch screens, magnetic stripe readers, chip readers, PIN pads, scanners, digital cameras, microphones, sensors, graphics tablet, MICR, OMR, OCR, barcode readers, video cameras, web cams, light pens (b) identify suitable uses of the input devices stating the advantages and disadvantages of each: Device Use Keyboard Entering text into a word processing document. Applications where text has to be created rather than copied Numeric keypad Applications where only numeric data is to be entered. Inserting personal identification number (PIN) for Chip and PIN credit/debit cards, or when using an ATM machine to withdraw money or check a bank balance Pointing devices – all All applications which require selection from a graphical user interface. For example: the selection of data from a set list or menu Mouse In most PCs Touch pad On laptop computers Trackerball For use by people with limited motor skills e.g. young children or people with disabilities Remote control Using remote control devices to operate TVs, video players/recorders, DVD players/recorders, satellite receivers, HiFi music systems, data or multimedia projectors Joystick Used by a pilot to fly an aeroplane or flight simulator. Used in car driving simulators and for playing games Touch screen Selecting from a limited list of options e.g. certain POS uses such as cafes, tourist information kiosks, public transport enquiries Magnetic stripe readers At POS terminals, ATMs and in security applications Chip readers and PIN pads Payment cards, ID cards, door control systems, public transport tickets Scanners Entering hard copy images into a computer Digital cameras Taking photographs for input to computers, for input to photo printers Microphones Recording of voices for presentation software
Sensors (general) in control and measuring applications, see section 7.1 Temperature sensor Automatic washing machines, automatic cookers, central heating controllers, computer-controlled greenhouses, scientific experiments and environmental monitoring Pressure sensor Burglar alarms, automatic washing machines, robotics, production line control, scientific experiments and environmental monitoring Light sensor Computer controlled greenhouses, burglar alarm systems, robotics, production line control, scientific experiments and environmental monitoring Graphics tablet Inputting freehand drawings or retouch photographs Optical Mark Reader Inputting pencil marks on a form such as a school register, candidate exam answers, any application involving input of a choice of options Optical Character Reader Inputting text to a computer ready for processing by another software package such as word processors, spreadsheets, databases etc. Bar code Reader Inputting code numbers from products at a POS terminal, library books and membership numbers Video camera Inputting moving pictures, often pre-recorded, into a computer Web cam Inputting moving pictures from a fixed position into a computer Light pen Where desktop space is limited, it is used instead of a mouse or for drawing applications where a graphics tablet might be too big
Section 4: Computer networks Candidates should be able to: (a) describe a router and its purpose (b) describe the use of WIFI and Bluetooth in networks (c) describe how to set up a small network involving access to the internet, understanding the need to set up the use of a browser, email and an ISP (d) identify the advantages and disadvantages of using common network environments such as the internet (e) describe what is meant by the terms user id and password, stating their purpose and use (f) identify a variety of methods of communication such as fax, email, and tele/video conferencing (g) define the terms Local Area Network (LAN), Wireless Local Area Network and Wide Area Network (WAN) (h) describe the difference between LANs, WLANs and WANs, identifying their main characteristic (i) describe the characteristics and purpose of common network environments, such as intranets and the internet (j) describe other common network devices (including hubs, bridges, switches and proxy servers) (k) discuss the problems of confidentiality and security of data, including problems surrounding common network environments (l) identify the need for encryption, authentication techniques, including the use of user identification and passwords, when using common network environments such as the internet
Section 5: Data types Candidates should be able to: (a) identify different data types: logical/Boolean, alphanumeric/text, numeric (real and integer) and date (b) select appropriate data types for a given set of data: logical/Boolean, alphanumeric/text, numeric and date (c) describe what is meant by the terms file, record, field and key field (d) describe different database structures such as flat files and relational tables including the use of relationships, primary keys and foreign keys (e) state the difference between analogue data and digital data (f) explain the need for conversion between analogue and digital data
Section 6: The effects of using ICT Candidates should be able to: (a) explain what is meant by software copyright (b) describe what a computer virus is, what hacking is and explain the measures that must be taken in order to protect against hacking and viruses (c) describe the effects of information and communication technology on patterns of employment, including areas of work where there is increased unemployment (d) describe the effects of microprocessor-controlled devices in the home, including their effects on leisure time, social interaction and the need to leave the home (e) describe the capabilities and limitations of ICT (f) describe the use of internet developments such as Web 2.0, blogs, wikis, digital media uploading websites, and new types of social networking websites (g) discuss issues relating to information found on the internet, including unreliability, undesirability and the security of data transfer including phishing, pharming and SPAM (h) describe the potential health problems related to the prolonged use of ICT equipment, for example repetitive strain injury (RSI), back problems, eye problems and some simple strategies for preventing these problems (i) describe a range of safety issues related to using computers and measures for preventing accidents
Section 7: The ways in which ICT is used 7.1 Candidates should have an understanding of a range of ICT applications in their everyday life and be aware of the impact of ICT in terms of: (a) communication applications (such as newsletters, websites, multimedia presentations, music scores, cartoons, flyers and posters) (b) interactive communication applications (such as blogs, wikis and social networking websites) (c) data handling applications (such as surveys, address lists, tuck shop records, clubs and society records, school reports and school libraries) (d) measurement applications (such as scientific experiments, electronic timing and environmental monitoring) (e) control applications (such as turtle graphics, control of lights, buzzers and motors, automatic washing machines, automatic cookers, central heating controllers, burglar alarms, video recorders/players, microwave ovens and computer controlled greenhouse) (f) modelling applications (such as 3D modelling, simulation (e.g. flight, driving and queue management) and use of spreadsheets for personal finance and tuck shop finances)
Cambridge International Examinations 1 Hills Road, Cambridge, CB1 2EU, United Kingdom Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558 Email: info@cie.org.uk www.cie.org.uk ® IGCSE is the registered trademark of Cambridge International Examinations © Cambridge International Examinations 2013
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