Edexcel

iLowerSecondary

COMPUTING
SPECIFICATION
Pearson Edexcel International Award in Lower Secondary Computing (LCP11)
For first teaching September 2019
First examination June 2020
Issue 2
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Acknowledgements
This specification has been produced by Pearson on the basis of consultation with teachers, examiners,
consultants and other interested parties. Pearson would like to thank all those who contributed their
time and expertise to the specification’s development.

References to third party materials made in this specification are made in good faith. Pearson does not
endorse, approve or accept responsibility for the content of materials, which may be subject to change, or
any opinions expressed therein. (Materials may include textbooks, journals, magazines and other
publications and websites.)
All information in this specification is correct at time of publication.

ISBN 978 1 4469 5993 0

All the material in this publication is copyright
© Pearson Education Limited 2020
Summary of Pearson Edexcel International Award in Lower Secondary
Computing Issue 2 changes

Summary of changes made between previous issue and this Page

current issue number
Added the second assessment session of October 3
1.1 Changed to ‘Be able to produce algorithms using flowcharts 5
and structured English’
1.2 Changed to ‘Understand how bubble sort and linear search 5
algorithms work’
Changed curriculum reference to PS9.1B, PS9.2C, D
1.3 Changed curriculum reference to PS7.1B, PS9.2E 5
1.4 Changed to ‘Be able to design and use computational 5
abstractions that model the state and behaviour of real-world
problems and physical systems’
1.5 Content area removed 5
2.1 Changed to ‘Be able to write and interpret programs in a high- 6
level textual programming language. Any code in questions
will use Python 3 code. See further information in Appendix 2’
Changed curriculum reference to PS7.1A, PS8.1A, PS9.1A
2.2 Changed to ‘Understand the purpose and use of variables, 6
sequence, selection and repetition/iteration when writing
programs’
2.3 Changed to ‘Understand the need for and how to use data 6
structures (records, one-dimensional arrays/lists)’
Changed curriculum reference to PD8.2A
2.4 Changed to ‘Understand the need for and how to manipulate 6
strings’
Changed curriculum reference to PD7.3A, B, C, D, E, F, G
2.5 Changed to ‘Understand the purpose of subprograms and the 6
role of arguments, parameters, return values and local
variables in subprograms’
Changed curriculum reference to PD7.7A, PD8.2B, PD9.2A, B
2.6 Changed to ‘Understand the purpose of, and how to use, 6
arithmetic operators (add, subtract, divide, multiply, modulus,
integer division) and the order of operations (BIDMAS)’
Changed curriculum reference to PD7.4A, B
Summary of changes made between previous issue and this Page
current issue number
2.7 Changed to ‘Understand the purpose of, and how to use, 6
relational operators (equal to, less than, greater than, not
equal to, less than or equal to, greater than or equal to)’
Changed curriculum reference to PD7.5A
2.8 Changed to ‘Understand the purpose of, and how to use, 6
logical operators (AND, OR, NOT)’
Change curriculum reference to PD8.3A
2.9 Changed to ‘Understand the need for and use of pre-existing 6
(built-in, library) subprograms in high-level programming
languages’
Changed curriculum reference to PD7.7A
2.10 Changed to ‘Be able to locate and fix logical and syntax errors 6
in a program’
Changed curriculum reference to PD7.2A, B, PD8.4A, PD9.3A
2.11 Content area removed 6
3.1 Changed curriculum reference to DR7.1D 7
3.2 Changed to ‘Be able to add two positive binary numbers’ 7
3.3 Changed to ‘Understand how computers use binary to 7
represent data (numbers, text, sound, graphics) and program
instructions’
3.4 Changed to ‘Understand why and how computers encode 7
characters using ASCII and Unicode’
3.6 Changed to ‘Understand how sound is represented in binary 7
(sample rate, amplitude, bit-depth)’
3.7 Changed to ‘Understand the terms describing capacity of 7
storage (bit, byte, kibibyte, mebibyte, gibibyte)’
Changed curriculum reference to DR8.1E, G
3.9 Content area removed 7
Summary of changes made between previous issue and this Page
current issue number
4.1 Changed to ‘Understand the function of the hardware 7
components of a computer system (central processing unit
(CPU), main memory, secondary storage, input and output
devices)’
4.2 Changed to ‘Know that data and instructions are stored in 7
main memory and instructions are executed in the CPU’
Changed curriculum reference to CO9.1B
4.3 Changed to ‘Understand the function of random-access 7
memory (RAM) and read-only memory (ROM)’
Changed curriculum reference to CO9.1C
4.4 Changed to ‘Know that an operating system provides an 7
interface between the machine and the user’
Changed curriculum reference to CO8.1A
4.5 Changed to ‘Understand the purposes of different software 8
categories (application software, utility software, managing
files, compression, backing up, anti-malware (anti-virus, anti-
spyware))’
Changed curriculum reference to CO8.1B, C
4.6 Changed to ‘Understand why storage devices (hard-disk 8
drives (HDDs), solid-state drives (SSDs), optical discs, pen
drives) are used for a particular task’
Changed curriculum reference to CO9.1D, E
4.7 Changed to ‘Understand the difference between storage 8
devices and the media they use to store data (magnetic,
optical, solid state)’
4.8 Changed to ‘Know the software licensing types (free/open 8
source software and proprietary software)’
Changed curriculum reference to CO9.2A
4.9 Content area removed 8
5.1 Changed to ‘Understand the different types of networks (local 8
area network (LAN), wide area network (WAN), personal area
network (PAN))’
Changed curriculum reference to CN8.1A, CN9.1A
Summary of changes made between previous issue and this Page
current issue number
5.2 Changed to ‘Understand why computers are connected in a 8
network, including the Internet, and the opportunities they
offer for communication and collaboration’
Changed curriculum reference to CN9.1A, B
5.3 Changed curriculum reference to CN7.1A, D, CN8.3A 8
5.5 Changed to ‘Know that data can be transmitted wirelessly 8
using both Wi-Fi and mobile phone networks’
Changed curriculum reference to CN7.1B
5.6 Changed to ‘Understand that data can be transmitted in 8
packets and that control information is provided in the packet
header (sender’s address, receiver’s address, sequence
number)’
5.7 Changed to ‘Understand the risks posed to data by missing 9
software security updates, malicious software (malware),
malicious USBs/digital devices designed to intercept data’
Changed curriculum reference to CN8.4A
5.9 Changed curriculum reference to CN7.2A 9
5.10 Removed ‘ISP’ from bracketed examples 9
Changed curriculum reference to CN8.1A
5.13 Changed to ‘Know how digital devices can receive information 9
(satellite, cable, broadcast)’
5.15 Changed to ‘Know that technology enables individuals’ 9
movements and communications to be monitored (CCTV, ID
cards, social media posts, GPS location data, eavesdropping)’
6.1 Changed to ‘Understand how to stay safe online (protecting 9
online identity and privacy, recognising inappropriate content,
contact and conduct, knowing how to report concerns)’
Changed curriculum reference to SR7.1A
6.3 Changed to ‘Understand the ethical impact of using 9
technology (privacy, inclusion (digital divide))’
Changed curriculum reference to SR9.1A
7.1 Changed curriculum reference to IT7.1A, IT8.1A, IT9.1A 10
Summary of changes made between previous issue and this Page
current issue number
7.2 Changed to ‘Understand why different types of 10
data/information are collected and used (primary sources,
secondary sources, reliability of data, data analysis to find
patterns and trends)’
7.3 Changed curriculum reference to IT7.1E, F, J, K, L, M, IT8.1E, F, 10
G, IT9.1C, D
7.4 Changed to ‘Understand the need for a house style’ 10
8.1 Changed to ‘Know the purpose of different document types 10
(letter, report, newsletter, memo)’
8.3 Changed to ‘Understand the use of formatting techniques 10
(font styles and enhancements (bold, italics, colour, shading),
alignment, grouping, layering, resizing)’
9.2 Changed to ‘Understand how a relational database is 11
structured (tables, records, fields, primary keys, foreign keys,
relationships)’
9.5 Changed to ‘Understand why reports are produced for a 11
specific purpose’
Changed curriculum reference to SS9.1D
10.1 Changed to ‘Understand the formatting options for data in a 11
spreadsheet (currency, percentage, decimal places,
date/time)’
10.2 Changed to ‘Be able to use basic formulae, including add, 11
subtract, multiply and divide in a spreadsheet’
10.3 Changed to ‘Be able to use basic functions in a spreadsheet 11
(SUM, AVERAGE, MAX, MIN, COUNT, LEN)’
10.5 Changed to ‘Understand the purpose of graphs and charts 11
(pie chart, line graph, bar/column chart, scattergraph)’
10.6 Changed to ‘Understand the formatting of graphs/charts (title, 11
axis labels, colour, legend)’
11.1 Changed to ‘Know how a web page is structured (head and 12
body)’
11.2 Changed to ‘Understand the need for and how to use web 12
design terminology, including hyperlinks, bookmarks and
anchors’
Summary of changes made between previous issue and this Page
current issue number
11.3 Changed to ‘Know the role of WYSIWYG (what you see is what 12
you get) software and the use of HTML to create a web page’
11.4 Content area removed 12
12.1 Changed to ‘Know the features of presentation software (text 12
and image formatting, inserting buttons, hyperlinks to
internal and external content, animation effects, transition
effects, embedding multimedia content, including videos)’
12.2 Changed to ‘Understand the importance of the selection of 12
appropriate images and content to meet the needs of the
audience’
13.2 Changed to ‘Understand graphics and photo-editing 12
techniques (image adjustment and enhancement, crop,
colour adjustment, resizing, painting, erasing)’
14.4 Content area removed 13
Changed the progression statement to ‘Students can progress 18
from this qualification to the Pearson Edexcel International
GCSE in Computer Science or Pearson Edexcel International
GCSE in Information and Communication Technology’
Added Appendix 2: Programming in Python 21–23

If you need further information on these changes or what they mean, contact us via
our website at: qualifications.pearson.com/en/support/contact-us.html.
Contents

1 Introduction 1
Why choose the Pearson Edexcel International Award in Lower Secondary
Computing? 1
Supporting you in planning and implementing this qualification 2
Qualification at a glance 3

2 Subject content and assessment information 4

Content 5
Assessment Objectives 14

3 Administration and general information 15

Entries 15
Access arrangements, reasonable adjustments, special consideration and
malpractice 15
Awarding and reporting 17
Student recruitment and progression 18

Appendix 1: Command word taxonomy 21

Appendix 2: Programming in Python 22
1 Introduction

Why choose the Pearson Edexcel International Award in

Lower Secondary Computing?
We have listened to feedback from all parts of the International School subject
community, including a large number of teachers. We have made changes that will
engage students and give them skills that will support progression to further study in
computing and a range of other subjects. Our content and assessment approach to
lower secondary computing has been developed alongside lower secondary English,
lower secondary mathematics and lower secondary science to ensure a consistent
approach across the whole Pearson Edexcel iLowerSecondary programme.
The content and assessment approach for lower secondary computing has been
designed to meet students’ needs in the following ways:
● content is interesting and engaging and is designed to ensure good preparation for
further study of the Pearson Edexcel International GCSEs
● opportunities are provided to ‘localise’ the content to make it more relevant for
students
● achievement tests are clear and straightforward – they are accessible for students
of all ability ranges and for all learning styles; our mark schemes are
straightforward, so that the assessment requirements are clear
● students’ skills are broadly developed – the skills developed will be assessed
through questions in written examinations; applying understanding of computing
concepts and principles to a range of situations improves analytical and logic skills.

Progression to International GCSE and beyond

The Pearson Edexcel iLowerSecondary programme provides the ideal preparation for
progression to the Pearson Edexcel International GCSEs – laying the foundations for
success at ICT or Computer Science.
Through our World Class Qualification development process, we have consulted with
International GCSE teachers and examiners to validate the appropriateness of the
qualification, including its content, skills development and assessment structure.
More information on all our qualifications can be found on our Pearson Edexcel
iPrimary and iLowerSecondary pages at qualifications.pearson.com

Pearson Edexcel International Award in Lower Secondary Computing 1

Specification – Issue 2 – August 2020 © Pearson Education Limited 2020
Supporting you in planning and implementing this
qualification
The Pearson Edexcel iLowerSecondary programme is more than just a curriculum and
specification – it is a complete toolkit for teachers, comprising the following elements
to improve student outcomes.

Planning
● Full, editable Schemes of Work are supplied for all three years of the
iLowerSecondary curriculum.

Teaching and learning

● Subject-specific teacher guides at each level support specialist- and non-specialist
teachers; the guides cover teaching techniques, pedagogy and short-, medium-
and long-term planning.
● Full example units of work are provided for each and every topic.

Training and professional development

● Face-to-face teacher professional development is included as part of your
iLowerSecondary subscription.
● Additional, ongoing online and interactive webinar support is also included as part
of the programme.

Preparing for assessments

Exam support

We will give you resources to help you prepare your students for their assessments,
for example examiner commentaries following each examination series.

ResultsPlus
ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you to identify the topics and skills where further learning
would benefit your students.

Get help and support

Get support from both Pearson and the wider iLowerSecondary community via our
dedicated online forum:
https://community.pearsoninternationalschools.com/clubs/view/iprimary-pilot-
schools

2 Pearson Edexcel International Award in Lower Secondary Computing

Specification – Issue 2 – August 2020 © Pearson Education Limited 2020
Qualification at a glance

Content and assessment overview

The Pearson Edexcel International Award in Lower Secondary Computing consists of
one externally-set achievement test.

Achievement test (LCP11/01)*

Externally assessed
Written examination: 1 hour 20 minutes
Availability: June and October
First assessment: June 2020
80 marks
Content overview
The content is split into two sections as follows:
Section A – Computer Science
Topic 1. Problem solving: algorithms, decomposition and abstraction
Topic 2. Programming and development
Topic 3. Data representation
Topic 4. Computers: hardware, processing and software
Topic 5. Communications and networks
Topic 6. Safe and responsible practice
Section B – Digital Technology
Topic 7. Information technology
Topic 8. Software skills: word processing
Topic 9. Software skills: database management
Topic 10. Software skills: spreadsheets
Topic 11. Software skills: web authoring
Topic 12. Software skills: presentation
Topic 13. Software skills: graphics and digital photo-editing
Topic 14. Software skills: file handling
Assessment overview
● Section A consists of 50 marks, it covers the content from Computer Science.
● Section B consists of 30 marks, it covers the content from Digital Technology.
● Students must answer all questions.
● The test consists of multiple-choice, closed-response questions and short-open
response questions.
*The subject code is used by centres to enter students for a qualification. Centres will
need to use the entry codes only when claiming students’ qualifications.

Pearson Edexcel International Award in Lower Secondary Computing 3

Specification – Issue 2 – August 2020 © Pearson Education Limited 2020
2 Subject content and assessment information

Qualification aims and objectives

The International Award in Lower Secondary Computing aims to ensure that all
students:
● can understand and apply the fundamental principles and concepts of computer
science, including abstraction, logic, algorithms and data representation
● can analyse problems in computational terms and that they have repeated
practical experience of writing computer programs in order to solve such problems
● can evaluate and apply information technology, including new or unfamiliar
technologies, analytically to solve problems
● are responsible, competent, confident and creative users of information and
communication technology.

4 Pearson Edexcel International Award in Lower Secondary Computing

Specification – Issue 2 – August 2020 © Pearson Education Limited 2020
Content

Overview
The Pearson Edexcel International Award in Lower Secondary Computing requires
students to demonstrate knowledge, understanding and application of the following
learning objectives drawn from the Pearson Edexcel iLower Secondary Curriculum in
Computing.

Content detail

Section A – Computer Science

Topic 1 – Problem solving: algorithms, decomposition and abstraction

Students should: Curriculum

reference
1.1 Be able to produce algorithms using flowcharts and structured PS7.1A
English PS8.1A
PS9.1A
PS9.2B
1.2 Understand how bubble sort and linear search algorithms work PS9.1B
PS9.2C, D
1.3 Be able to look for the most efficient solution when comparing PS7.1B
alternative algorithms for the same problem PS9.2E
1.4 Be able to design and use computational abstractions that PS7.2A
model the state and behaviour of real-world problems and PS8.2B
physical systems PS9.2A, E

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Topic 2 – Programming and development

Students should: Curriculum

reference
2.1 Be able to write and interpret programs in a high-level textual PS7.1A
programming language. Any code in questions will use Python 3 PS8.1A
code. See further information in Appendix 2 PS9.1A
2.2 Understand the purpose and use of variables, sequence, PD7.6B
selection and repetition/iteration when writing programs PD8.1B
2.3 Understand the need for and how to use data structures PD8.2A
(records, one-dimensional arrays/lists)
2.4 Understand the need for and how to manipulate strings PD7.3A, B, C,
D, E, F, G
2.5 Understand the purpose of subprograms and the role of PD7.7A
arguments, parameters, return values and local variables in PD8.2B
subprograms PD9.2A, B
2.6 Understand the purpose of, and how to use, arithmetic PD7.4A, B
operators (add, subtract, divide, multiply, modulus, integer
division) and the order of operations (BIDMAS)
2.7 Understand the purpose of, and how to use, relational operators PD7.5A
(equal to, less than, greater than, not equal to, less than or equal
to, greater than or equal to)
2.8 Understand the purpose of, and how to use, logical operators PD8.3A
(AND, OR, NOT)
2.9 Understand the need for and use of pre-existing (built-in, library) PD7.7A
subprograms in high-level programming languages
2.10 Be able to locate and fix logical and syntax errors in a program PD7.2A, B
PD8.4A
PD9.3A

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Specification – Issue 2 – August 2020 © Pearson Education Limited 2020
Topic 3 – Data representation

Students should: Curriculum

reference
3.1 Be able to convert between binary and denary positive integers DR7.1D
(0–255)
3.2 Be able to add two positive binary numbers DR8.1A
3.3 Understand how computers use binary to represent data DR7.1A
(numbers, text, sound, graphics) and program instructions DR8.1B, C, D
DR9.1A
3.4 Understand why and how computers encode characters using DR7.1E
ASCII and Unicode
3.5 Understand how bitmap images are represented in binary DR8.1B, C, D
(pixels, resolution, colour depth (2-bit max))
3.6 Understand how sound is represented in binary (sample rate, DR9.1A, B
amplitude, bit-depth)
3.7 Understand the terms describing capacity of storage (bit, byte, DR8.1E, G
kibibyte, mebibyte, gibibyte)
3.8 Be able to convert storage capacities into different units of DR8.1F, G
measurement

Topic 4 – Computers: hardware, processing and software

Students should: Curriculum

reference
4.1 Understand the function of the hardware components of a CO9.1A, B
computer system (central processing unit (CPU), main memory,
secondary storage, input and output devices)
4.2 Know that data and instructions are stored in main memory and CO9.1B
instructions are executed in the CPU
4.3 Understand the function of random-access memory (RAM) and CO9.1C
read-only memory (ROM)
4.4 Know that an operating system provides an interface between CO8.1A
the machine and the user

Pearson Edexcel International Award in Lower Secondary Computing 7

Specification – Issue 2 – August 2020 © Pearson Education Limited 2020
Topic 4 (continued)

Students should: Curriculum

reference
4.5 Understand the purposes of different software categories CO8.1B, C
(application software, utility software, managing files,
compression, backing up, anti-malware (anti-virus, anti-spyware))
4.6 Understand why storage devices (hard-disk drives (HDDs), solid- CO9.1D, E
state drives (SSDs), optical discs, pen drives) are used for a
particular task
4.7 Understand the difference between storage devices and the CO9.1D
media they use to store data (magnetic, optical, solid state)
4.8 Know the software licensing types (free/open source software CO9.2A
and proprietary software)

Topic 5 – Communications and networks

Students should: Curriculum

reference
5.1 Understand the different types of networks (local area network CN8.1A
(LAN), wide area network (WAN), personal area network (PAN)) CN9.1A
5.2 Understand why computers are connected in a network, CN9.1A, B
including the Internet, and the opportunities they offer for
communication and collaboration
5.3 Understand benefits and drawbacks of the use of wired and CN7.1A, D
wireless connectivity CN8.3A
5.4 Understand that network data speeds are measured in bits per CN7.1E
second (Mbps, Gbps)
5.5 Know that data can be transmitted wirelessly using both Wi-Fi CN7.1B
and mobile phone networks
5.6 Understand that data can be transmitted in packets and that CN7.4B
control information is provided in the packet header (sender’s
address, receiver’s address, sequence number)

8 Pearson Edexcel International Award in Lower Secondary Computing

Specification – Issue 2 – August 2020 © Pearson Education Limited 2020
Topic 5 (continued)

Students should: Curriculum

reference
5.7 Understand the risks posed to data by missing software security CN8.4A
updates, malicious software (malware), malicious USBs/digital
devices designed to intercept data
5.8 Know what is meant by the term ‘Internet’ CN7.3A
5.9 Know what is meant by the term ‘World Wide Web’ CN7.2A
5.10 Understand the components of the WWW (web server URLs, CN8.1A
HTTP, HTTPS, HTML)
5.11 Understand the role of components used to access the Internet CN8.2A
(modem, router, switch, wireless access point (WAP)) and how
these are combined)
5.12 Know the role of web browsers, search engines and filter CN7.3B, C,
software D
5.13 Know how digital devices can receive information (satellite, cable, CN7.1C
broadcast) CN8.2A
5.14 Understand why appropriate wireless communication protocols CN8.3A
(Wi-Fi, Bluetooth®, Near-field Communication (NFC)) should be
used for a particular task
5.15 Know that technology enables individuals’ movements and SR7.1A
communications to be monitored (CCTV, ID cards, social media CN8.4A
posts, GPS location data, eavesdropping) CN8.5A

Topic 6 – Safe and responsible practice

Students should: Curriculum

reference
6.1 Understand how to stay safe online (protecting online identity SR7.1A
and privacy, recognising inappropriate content, contact and
conduct, knowing how to report concerns)
6.2 Understand the environmental impact of the manufacture, use, SR8.2A
and disposal of technology
6.3 Understand the ethical impact of using technology (privacy, SR9.1A
inclusion (digital divide))
6.4 Understand the legal impact of using technology (digital piracy, SR7.2A
plagiarism, copyright)

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Section B – Digital Technology
Topic 7 – Information technology

Students should: Curriculum

reference
7.1 Understand the purpose of software applications (word IT7.1A
processing, database management, spreadsheet, web authoring, IT8.1A
presentation (multimedia), graphics) IT9.1A
7.2 Understand why different types of data/information are collected IT7.1C, D
and used (primary sources, secondary sources, reliability of data, IT8.1C, D
data analysis to find patterns and trends) IT9.1B
7.3 Understand why digital products should be fit for purpose and IT7.1E, F, J,
suitable for the intended audience K, L, M
IT8.1E, F, G
IT9.1C, D
7.4 Understand the need for a house style IT7.1J
IT7.1N

Topic 8 – Software skills: word processing

Students should: Curriculum

reference
8.1 Know the purpose of different document types (letter, report, SS7.1C
newsletter, memo)
8.2 Understand the importance of, and reasons for using, page SS7.1A
layout options (headings, sub-headings, lists, templates, header,
footer, page orientation, page breaks, page numbering)
8.3 Understand the use of formatting techniques (font styles and IT7.1K
enhancements (bold, italics, colour, shading), alignment,
grouping, layering, resizing)
8.4 Understand components of a document (charts, diagrams, SS7.1B
tables, images, callouts/autoshapes, text from different files, text IT7.1L
boxes, values and charts from spreadsheets)

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Topic 9 – Software skills: database management

Students should: Curriculum

reference
9.1 Know the difference between a flat file and a relational database SS9.1B
9.2 Understand how a relational database is structured (tables, SS9.1B
records, fields, primary keys, foreign keys, relationships)
9.3 Understand field data types (text, number, date/time, SS9.1A
logical/Boolean)
9.4 Know how to search/query a database using a single criterion, SS9.1C
multiple criteria, and relational and logical operators
9.5 Understand why reports are produced for a specific purpose SS9.1D

Topic 10 – Software skills: spreadsheets

Students should: Curriculum

reference
10.1 Understand the formatting options for data in a spreadsheet SS8.1A
(currency, percentage, decimal places, date/time)
10.2 Be able to use basic formulae, including add, subtract, multiply SS8.1B
and divide in a spreadsheet
10.3 Be able to use basic functions in a spreadsheet (SUM, AVERAGE, SS8.1C
MAX, MIN, COUNT, LEN)
10.4 Understand the reason for using multiple worksheets, sorting SS8.1D, E, F
and filtering
10.5 Understand the purpose of graphs and charts (pie chart, line SS8.1G
graph, bar/column chart, scattergraph)
10.6 Understand the formatting of graphs/charts (title, axis labels, SS8.1H
colour, legend)

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Topic 11 – Software skills: web authoring

Students should: Curriculum

reference
11.1 Know how a web page is structured (head and body) SS9.2A
11.2 Understand the need for and how to use web design SS9.2A
terminology, including hyperlinks, bookmarks and anchors
11.3 Know the role of WYSIWYG (what you see is what you get) SS9.2A
software and the use of HTML to create a web page

Topic 12 – Software skills: presentation

Students should: Curriculum

reference
12.1 Know the features of presentation software (text and image IT7.1M
formatting, inserting buttons, hyperlinks to internal and external SS7.2A
content, animation effects, transition effects, embedding
multimedia content, including videos)
12.2 Understand the importance of the selection of appropriate IT7.1I, M
images and content to meet the needs of the audience

Topic 13 – Software skills: graphics and digital photo-editing

Students should: Curriculum

reference
13.1 Understand the difference between bitmap and vector graphics SS8.2A
13.2 Understand graphics and photo-editing techniques (image IT7.1H
adjustment and enhancement, crop, colour adjustment, resizing, IT8.1E
painting, erasing)
13.3 Understand the use of appropriate file type and compression SS8.2B
options to save an image to meet the needs of the audience

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Topic 14 – Software skills: file handling

Students should: Curriculum

reference
14.1 Understand the use of cloud-based services (hosted SS7.3A
applications, hosted storage)
14.2 Understand the use of permission-based file sharing SS7.3A
14.3 Understand the reason for using file compression tools SS7.3A
SS8.2B

Assessment information
The Pearson Edexcel International Award in Lower Secondary Computing consists of
an externally-examined achievement test.
● The test is 1 hour and 20 minutes and is out of 80 marks.
● Section A consists of 50 marks and covers the content from Computer Science.
● Section B consists of 30 marks and covers the content from Digital Technology.
● Students must answer all questions.
● The test consists of multiple-choice, closed-response and short-open-response
questions.
Please see the Qualification at a glance section for more information.

Sample assessment materials

A sample achievement test and mark scheme for this assessment can be found in the
Pearson Edexcel International Award in Lower Secondary Computing Sample Assessment
Materials (SAMs) document.
A full list of command words that will be used in the assessment can be found in
Appendix 1: Command word taxonomy.

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Assessment Objectives

Students must: % in
qualification
AO1 Demonstrate knowledge of computing ideas, computing 24–26
techniques and procedures
AO2 Demonstrate understanding of computing ideas, computing 36–38
techniques and procedures
AO3 Apply knowledge and understanding of computing ideas, 19–21
computing techniques and procedures
AO4 Analyse and interpret information, including computing data 5–8
AO5 Evaluate, make judgements and draw conclusions 5–8
AO6 Use computing information to construct an artefact for a 5
real-world situation
Total 100

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3 Administration and general information

Entries
Details of how to enter students for the examinations for this qualification can be
found in our International Information Manual. A copy is made available to all
examinations officers and is also available on our website: qualifications.pearson.com

Access arrangements, reasonable adjustments, special

consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students
to have equal opportunity to access our qualifications and assessments, and our
qualifications to be awarded in a way that is fair to every student.
We are committed to making sure that:
• students with a protected characteristic (as defined by the UK Equality Act 2010) are
not, when they are undertaking one of our qualifications, disadvantaged in
comparison to students who do not share that characteristic
• all students achieve the recognition they deserve for undertaking a qualification
and that this achievement can be compared fairly to the achievement of their
peers.

Language of assessment
Assessment of this qualification will be available in English only. All student work must
be in English.

Access arrangements
Access arrangements are agreed before an assessment. They allow students with
special educational needs, disabilities or temporary injuries to:
• access the assessment
• show what they know and can do without changing the demands of the
assessment.
The intention behind an access arrangement is to meet the particular needs of an
individual student with a disability without affecting the integrity of the assessment.
Access arrangements are the principal way in which awarding bodies comply with the
duty under the Equality Act 2010 to make ‘reasonable adjustments’.

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Access arrangements should always be processed at the start of the course. Students
will then know what is available and have the access arrangement(s) in place for
assessment.

Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable
adjustments where a student with a disability would be at a substantial disadvantage
in undertaking an assessment. The awarding organisation is required to take
reasonable steps to overcome that disadvantage.
A reasonable adjustment for a particular student may be unique to that individual and
therefore might not be in the list of available access arrangements.
Whether an adjustment will be considered reasonable will depend on a number of
factors, including:
• the needs of the student with the disability
• the effectiveness of the adjustment
• the cost of the adjustment; and
• the likely impact of the adjustment on the student with the disability and other
students.
An adjustment will not be approved if it involves unreasonable costs to the awarding
organisation, timeframes or affects the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade
to reflect temporary injury, illness or other indisposition at the time of the
examination/assessment, which has had, or is reasonably likely to have had, a
material effect on a candidate’s ability to take an assessment or demonstrate their
level of attainment in an assessment.

Further information
Please see our website for further information about how to apply for access
arrangements and special consideration.
For further information about access arrangements, reasonable adjustments and
special consideration please refer to the JCQ website: www.jcq.org.uk

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Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.
Candidate malpractice in examinations must be reported to Pearson using
a JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice). The form
should be emailed to candidatemalpractice@pearson.com. Please provide as much
information and supporting documentation as possible. Note that the final decision
regarding appropriate sanctions lies with Pearson.
Failure to report malpractice constitutes staff or centre malpractice.

Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and
maladministration of our qualifications. As with candidate malpractice, staff and
centre malpractice is any act that compromises or seeks to compromise the process
of assessment or which undermines the integrity of the qualifications or the validity of
results/certificates.
All cases of suspected staff malpractice and maladministration must be reported
immediately, before any investigation is undertaken by the centre, to Pearson on a
JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice).
The form, supporting documentation and as much information as possible should be
emailed to pqsmalpractice@pearson.com. Note that the final decision regarding
appropriate sanctions lies with Pearson.
Failure to report malpractice itself constitutes malpractice.
More-detailed guidance on malpractice can be found in the latest version of the
document JCQ Suspected Malpractice: Policies and Procedures, available at
www.jcq.org.uk/exams-office/malpractice.

Awarding and reporting

The Pearson Edexcel International Award in Lower Secondary Computing will be
graded on a four-level scale from S1 to S4.
A pass in the Pearson Edexcel International Award in Lower Secondary Computing is
indicated by one of the four levels S1, S2, S3 and S4, of which level S4 is the highest
and level S1 the lowest. Students whose level of achievement is below the minimum
judged by Pearson to be of sufficient standard to be recorded on a certificate will
receive an unclassified U result.
The first certification opportunity for the Pearson Edexcel International Award in
Lower Secondary Computing will be in August 2020.

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Student recruitment and progression
Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
● they must be available to anyone who is capable of reaching the required standard
● they must be free from barriers that restrict access and progression
● equal opportunities exist for all students.

Prior learning and other requirements

There are no prior learning or other requirements for this qualification.

Progression
Students can progress from this qualification to the Pearson Edexcel International
GCSE in Computer Science or Pearson Edexcel International GCSE in Information and
Communication Technology.

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Appendices
Appendix 1: Command word taxonomy 21
Appendix 2: Programming in Python 22

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Appendix 1: Command word taxonomy
The following table lists the command words that will be used in the externally-
examined achievement test.

Command word Definition

Add/label Requires the addition of something, or labelling of, a stimulus
material given in the question, for example labelling a
diagram.
Circle Used for indicating a point on a diagram where the answer is
shown by a circle.
Compare Looking for similarities and/or differences of two or more
things. Should not require the drawing of a conclusion.
Complete Requires the completion of a table, diagram, algorithm, flow
chart or picture.
Construct an Requires the arithmetic steps needed to carry out a
expression calculation, but does not require the calculation to be carried
out, or the result of the calculation to be given.
Create Requires the creation of an artefact, e.g. an algorithm, flow
chart, diagram.
Draw Produce/complete a diagram using a ruler or freehand.
Describe To give an account of something. Statements in the response
need to be developed as they are often linked but do not
need to include a justification or reason.
Explain An explanation requires an identification of a point linked
with justification/reasoning.
Give/State/Name These command words are really synonyms. They generally
require recall of one or more pieces of information. They are
used only when there is more than one possible answer and
where the words ‘What’ or ‘Which’ cannot be used.
Identify Usually requires some key information to be selected from a
given stimulus/resource.
Tick Used for completion of a table where the answer is given by a
tick in the table.
Write Construct a program command that meets a specified
problem or required function. This could be to meet a need
or solve an error in a program.

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Appendix 2: Programming in Python
Candidates ability to interpret and write code will be tested in the examination paper
using Python 3. Responses will be written on the examination paper. Candidates will
not have access to a computer.

This is a list of Python commands that will be used

Operators and data types

Arithmetic Operation Relational Meaning

operator operator
/ division == Equal to
* multiplication != Not equal to
+ addition > Greater than
- subtraction Greater than or
>=
equal to
// integer division
< Less than
% modulus
Less than or equal
<=
to

Data type Boolean Operators

Integer int AND
Real float OR
Boolean bool NOT
character str

Programming constructs

Assignment
Assignment is used to set or change the value of a variable.
<variable identifier> = <value>
<variable identifier> = <expression>

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Sequence
Every instruction comes one after the other.

Selection
if <expression>: If <expression> is true, then command is
executed.
<command>
if <expression>: If <expression> is true, then first <command>
is executed, otherwise second <command> is
<command>
executed.
else:
<command>
if <expression>: If <expression> is true, then first <command>
is executed, otherwise the second
<command>
<expression> test is checked and if true, then
elif <expression>: second <command> is executed, otherwise
<command> third <command> is executed.

else: Supports multiple instances of ‘elif’.

<command> The ‘else’ may or may not be required with

the ‘elif’.

Repetition
while <condition>: Pre-conditioned loop. This executes
<command> while <condition> is true.
<command>

Iteration
for <id> in range (<start>, <stop>): Count controlled loop. Executes <command>
a fixed number of times, based on the
<command>
numbers generated by the range function.

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Built-in functions
Function Description
chr(integer) Returns the string equivalent to integer
input(prompt) Displays the content of prompt to the screen and
waits for the user to type in characters followed by a
new line
len(object) Returns the length of the object, such as a string or
list
print(item) Prints item to the display

Lists
Function Description
list.append(item) Adds an item to the end of the list
del <list>[<index>] Removes the item at index from list
<item> = list() Two methods for declaring a list structure. Both are
empty
<item> = []

Strings
convert to and from string types str() and int()
string methods upper(), lower(), len()
concatenation using the + operator
slicing word[0:2] returns characters from position 0
(included) to 2 (excluded), word[4:] returns
characters from position 4 (included) to the
end, word [-2:] returns characters from the
second-last (included) to the end
NB: Positions start at 0

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