20142015

Mr. Ebrahim Rawat

Head of Computer Science
e.rawat_wis@gemsedu.com
Ms. Kimberley Duff
Lead Teacher: Computer Science
K.duff_wis@gemsedu.com
Welcome to the Computing department of Wellington International School Dubai. Our mis-
sion is to give students exposure to the latest industry standard hardware and software and
equip them with the skills and confidence to contribute to the digital and media rich world
they reside in. This is achieved through our innovative choice of curricula and projects
which are based upon the UK national curriculum and then enhanced to meet the interna-
tional nature of our cohort.
Staffing
Computer Science Teachers
Mr J. Rostron - j.rostron_wis@gemsedu.com
Mr R. Bishop - r.bishop_wis@gemsedu.com
Mr E.Miller - e.miller_wis@gemsedu.com
Mrs N.Victoriya - n.Victoriya_wis@gemsedu.com

Structure of Computer Studies Curriculum:
Connecting your own device to the school - BYOD
Definition of Technology
For purposes of BYOT, Technology means a privately owned wireless and/or portable electronic hand held
equipment that includes, but is not limited to, existing and emerging mobile communication systems and
smart technologies, portable internet devices, Personal Digital Assistants (PDAs), hand held entertainment
systems or portable information technology systems that can be used for word processing, wireless Internet
access, image capture/recording, sound recording and information transmitting/receiving/storing, etc.

Internet
Only the filtered internet gateway provided by the school may be accessed while on site Personal internet
connective devices such as but not limited to cell phones / cell network adapters should not be used.

Security and Damages
Responsibility to keep the device secure rests with the individual owner. WIS is not liable for any device stolen
or damages on site. If a device is stolen or damaged, it will be handled through the administrative office simi-
lar to other personal artifacts that are impacted in similar situations.

B.Y.O.D. Student Agreement
The use of technology to provide educational material is not a necessity but a privilege. A student does not
have the right to use his or her laptop, cell phone or other electronic device while at school. When abused,
privileges will be taken away. When respected, they will benefit the learning environment as a whole.

Cybersafety and Cyberbullying
Every User must take responsibility for his or her use of the network and make every effort to avoid those
types of content. Every User must report security or network problems to a teacher, or administrator.

Year 7: 1 X 55 minute per week of Computer Studies

Year 8: 1 X 55 minute per week of Computer Studies

Year 9: 1 X 55 minute per week of Computer Studies

Year 10: Optional: 3 x 55 minute sessions CIE-Cambridge IGCSE-Computer Science

Year 11: Optional: 3 x 55 minute sessions CIE-Cambridge IGCSE-Computer Science

Year 12: Optional: 4 x 55 minute sessions IB Diploma ( ITGS or Computer Science)

Year 13: Optional: 4 x 55 minute sessions IB Diploma (ITGS or Computer Science)
Support sessions for computer science run every lunchtime and selected days
after school - Please check enrichment calendar for further details
Computer Studies has evolved from the traditional ICT curriculum, from 2014 ICT will no
longer be taught as a discreet subject and has been replaced by Computer Science. This
exciting change reflects work already undertaken by The Wellington IT Department to
equip our students with more then just how different software works.
The focus of KS3 will now be on programming and controlling a computer, below is the
suggested outcomes over the 3 years of Key Stage 3 (11 to 14)
Design, use and evaluate computational abstractions that model the state and behav-
iour of real-world problems and physical systems
Understand at least two key algorithms for each of sorting and searching; use logical
reasoning to evaluate the performance trade-offs of using alternative algorithms to
solve the same problem
Use two or more programming languages, one of which is textual, each used to
solve a variety of computational problems; use data structures such as tables or ar-
rays; use procedures to write modular programs; for each procedure, be able to ex-
plain how it works and how to test it
Understand simple Boolean logic (such as AND, OR and NOT) and its use in
determining which parts of a program are executed; use Boolean logic and wildcards
in search or database queries; appreciate how search engine results are selected
and ranked
Understand the hardware and software components that make up networked comput-
er systems, how they interact, and how they affect cost and performance; explain how
networks such as the internet work; understand how computers can monitor and con-
trol physical systems
Explain how instructions are stored and executed within a computer system
Explain how data of various types can be represented and manipulated in the form of
binary digits including numbers, text, sounds and pictures, and be able to carry out
some such manipulations by hand
Undertake creative projects that involve selecting, using, and combining multiple ap-
plications, preferably across a range of devices, to achieve challenging goals, includ-
ing collecting and analysing data and meeting the needs of known users
Create, reuse, revise and repurpose digital information and content with attention to
design, intellectual property and audience.

The computer studies course differs greatly from a traditional ICT GCSE in that students are required
to learn the basics of a High Level Programming langue and be able to comment in detail on the social
and ethical issue of any element of ICT. During this year students will develop their programming
skill and understand the components of a personal computer and the different types of networks.
75% Final Exam 25% Coursework
The social and economic implications of the use of computers: This module is focused on developing
an understanding of the social and economic effects on people and organisations associated directly
with the application, on other individuals and organisations, and on society in general. Students will
study with economic reasons for the use of computers and changes to and the development of new
products and services. Students will investigate the changes in the working environment, employ-
ment and retraining due to the increased use of computers in these environments. Finally students
will learn about the importance of privacy and integrity of data, data protection legislation, hacking,
other computer crime and computer viruses.
Algorithm Design: In this unit, students will have the opportunity to design and test al-
gorithms.
Programming Concepts: This module will introduce students to the concepts of high
level and low level languages and their uses. They will have the opportunity to do some
practical programming in a high level language and learn about other components in-
cluding compilers, interpreters and assemblers.
Generic Software: Students will learn about and practically use a variety of generic software includ-
ing software for word-processing, database management, spreadsheets, graphics, communications,
multimedia, data logging, CAD programming, desktop publishing and web design.
Organisation of Data: Students will explore the relationship between information and data. They will
investigate file organisation and data types.
Hardware: Pupils will look at the different pieces of hardware that is put together to create a comput-
er. This will include microprocessor, standard input and output devices, broad classes of processor
power, storage media and the characteristics and performance of a range of peripherals.
Operating Systems: Pupils investigate a wide range of operating sys-
tems facilities including file management, peripheral control, use of
buffers, interrupts, polling, handshaking and checksums.

Overview
Computer Studies IGCSE
Level Min Max
A* 80 100
A 71 79
B 62 70
C 53 61
D 46 52
E 40 45
F 34 39
G 28 33
U 0 27
Grade Boundaries

Students will be identifying a problem that can be solved with an IT solution. This will then
form the base of their coursework; they will follow the system life cycle model and finish with
a fully functional product supported by a comprehensive dossier. The remainder of year will
focus on theory and the analysis past papers and exam technique.
75% Final Exam 25% Coursework
Systems Analysis: In this section,
the principles of systems analysis
are looked into. These include the
identification of the problem, decid-
ing and stating specific outcomes,
analysing the flow of information
and data in existing solutions, eval-
uation of existing solutions and con-
sideration of alternative solutions.
Types of System: Pupils explore
batch processing, single and multi-
user online systems, network sys-
tems, control systems, automated
systems and multi-media.
Range and scope of computer ap-
plication:
This section will teach pupils about
the range and scope of computer
applications including communica-
tion and information systems,
online services, remote databases,
commercial and general data pro-
cessing, industrial, technical and
scientific uses, monitoring and con-
trol systems, automation and robot-
ics, expert systems and artificial
intelligence, and miscellaneous
other areas such as education and
training and entertainment.

The purpose of the project is to allow candidate to demon-
strate their ability to undertake a complex piece of work,
which is a computer based solution to a significant problem
and to complete the solution and present their results.

Candidates will learn the techniques of problem solving.
This involves:
The definition of the problem
The choice of a method of solution
The selection of the appropriate hardware and
software
The documentation of the solution

The final project could include one of the following:
Integrating components of two generic application
packages to form a single solution
Using some of the more advanced functionality of a
single application package
Using modules and file handling in a coded solution

There are 50 marks awarded for this section split into the
following areas:
Analysis: 11 Marks
Design: 14 Marks
Implementation: 8 Marks
Testing: 7 Marks
Documentation: 5 Marks
Evaluation: 5 Marks

Overview
Additional Theory in Year 2 Year 2Coursework Deadline: 28th November
Each Project is marked using the UK national Curriculum scale, including sub levels; where
each level is broken down into three sections a,b,and c.



Year and Average Level Table
4c 4b 4a
A Weak Level 4 A Strong Level 4
Mark Boundaries IB
ITGS HL
Level Min Max
1 0 10
2 11 20
3 21 31
4 32 43
5 44 56
6 57 68
7 69 100
Computer Studies IGCSE
Level Min Max
A* 80 100
A 71 79
B 62 70
C 53 61
D 46 52
E 40 45
F 34 39
G 28 33
U 0 27
Grade Boundaries GCSE
Please note that grades for the IB and IGCSE are calculated using our custom made
WIS calculators . These sheets break down the course into its components, complete
with current weightings and grade boundaries.
All Predictions and Current grades are generated using the calculators
The Learner Profile is Embedded into all of our projects in Computer Science
"If at first you don't succeed;
call it version 1.0"
"Those who can't write pro-
grams, write help files."