Scheme of Work

Cambridge International AS & A Level

Computer Science 9618
For examination from 2021

Version 1
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Contents

Contents................................................................................................................................................................................................................................................... 3
Introduction............................................................................................................................................................................................................................................... 4
Unit 1 Information Representation............................................................................................................................................................................................................ 9
Unit 2 Communication............................................................................................................................................................................................................................ 12
Unit 3 Hardware...................................................................................................................................................................................................................................... 16
Unit 4 Processor Fundamentals.............................................................................................................................................................................................................. 20
Unit 5 System Software.......................................................................................................................................................................................................................... 23
Unit 6 Security, Privacy and Data Integrity.............................................................................................................................................................................................. 25
Unit 7 Ethics and Ownership................................................................................................................................................................................................................... 27
Unit 8 Databases.................................................................................................................................................................................................................................... 29
Unit 9 Algorithm Design and Problem Solving........................................................................................................................................................................................ 32
Unit 10 Data Types and Structures......................................................................................................................................................................................................... 34
Unit 11 Programming.............................................................................................................................................................................................................................. 37
Unit 12 Software Development............................................................................................................................................................................................................... 40
Unit 13 Data Representation................................................................................................................................................................................................................... 44
Unit 14 Communication and Internet Technologies................................................................................................................................................................................ 47
Unit 15 Hardware and Virtual Machines................................................................................................................................................................................................. 49
Unit 16 System Software........................................................................................................................................................................................................................ 52
Unit 17 Security...................................................................................................................................................................................................................................... 54
Unit 18 Artificial Intelligence (AI)............................................................................................................................................................................................................. 55
Unit 19 Computational Thinking and Problem-Solving............................................................................................................................................................................ 57
Unit 20 Further Programming................................................................................................................................................................................................................. 61
 Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of you r institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.

Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgement of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.

Key concepts
This scheme of work is underpinned by the assumption that Computer Science is a practical subject and learners should be engaged in practical activities throughout
the course. The key concepts are highlighted as a separate item in the new syllabus. Reference to the key concepts is made throughout the scheme of work using
the key shown below.

Key Concept 1 (KC1) – Computational thinking

Computational thinking is a set of fundamental skills that help produce a solution to a problem. Skills such as abstraction, decomposition and algorithmic thinking are
used to study a problem and design a solution that can be implemented. This may involve using a range of technologies and programming languages.

Key Concept 2 (KC2) – Programming paradigms

A programming paradigm is a way of thinking about or approaching problems. There are many different programming styles that can be used, which are suited to
unique functions, tools and specific situations. An understanding of programming paradigms is essential to ensure that they are used appropriately, when designing
and building programs.

Key Concept 3 (KC3) – Communication

Communication is a core requirements of computer systems. It includes the ability to transfer data from one device or component to another and an understanding of
the rules and methods that are used in this data transfer. Communication could range from the internal transfer of data within a computer system, to the transfer of a
video across the internet.

Cambridge International AS & A Level Computer Science 9618 – from 2021 4

 Scheme of Work
Key Concept 4 (KC4) – Computer architecture and hardware
Computer architecture is the design of the internal operation of a computer system. It includes the rules that dictate how components and data are organised, how
data are communicated between components, to allow hardware to function. There is a range of architectures, with different components and rules, that are
appropriate for different scenarios.
All computers comprise of a combination of hardware components, ranging from internal components, such as the Central Processing Unit (CPU) and main memory,
to peripherals. To produce effective and efficient programs to run on hardware, it is important to understand how the components work independently and together to
produce a system that can be used. Hardware needs software to be able to perform a task. Software allows hardware to become functional. This enables the user to
communicate with the hardware to perform tasks.

Key Concept 5 (KC5) – Data representation and structures

Computers use binary and understanding how a binary number can be interpreted in many different ways is important. Programming requires an understanding of
how data can be organised for efficient access and/or transfer.

Guided learning hours

Guided learning hours give an indication of the amount of contact time teachers need to have with learners to deliver a particular course. Our syllabuses are
designed around 180 hours for Cambridge International AS Level, and 360 hours for Cambridge International A Level. The number of hours may vary depending on
local practice and your learners’ previous experience of the subject. The table below gives some guidance about how many hours are recommended for each topic.

Topic Suggested teaching time (hours) Suggested teaching order

1 Information representation 12 1

2 Communication 16 4

3 Hardware 11 2

4 Processor Fundamentals 15 3

5 System Software 8 7

6 Security, privacy and data integrity 8 6

7 Ethics and Ownership 6 5

8 Databases 18 9

9 Algorithm Design and Problem-Solving 28 Continuous through AS Level

Cambridge International AS & A Level Computer Science 9618 – from 2021 5

 Scheme of Work

Topic Suggested teaching time (hours) Suggested teaching order

10 Data Types and structures 22 Continuous through AS Level

11 Programming 24 Continuous through AS Level

12 Software Development 12 8

13 Data Representation 15 10

14 Communication and internet technologies 15 13

15 Hardware and Virtual Machines 15 11

16 System Software 15 12

17 Security 10 14

18 Artificial Intelligence (AI) 10 15

19 Computational thinking and problem solving 50 Continuous through A Level

20 Further Programming 50 Continuous through A Level

Cambridge International AS & A Level Computer Science 9618 – from 2021 6

 Scheme of Work
Resources
Textbooks endorsed by Cambridge International are listed at www.cambridgeinternational.org Endorsed textbooks have been written to be closely aligned to the
syllabus they support, and have been through a detailed quality assurance process. All textbooks endorsed by Cambridge International for this syllabus are ideal
resources to be used alongside this scheme of work as they cover each learning objective. In addition to reading the syllabus, teachers should refer to the updated
specimen assessment materials.

School Support Hub

The School Support Hub www.cambridgeinternational.org/support is a secure online resource bank and community forum for Cambridge teachers, where you can
download specimen and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training
opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support
Hub at www.cambridgeinternational.org/support If you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site’s owners (or their products/services).

The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.

Cambridge International AS & A Level Computer Science 9618 – from 2021 7

 Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge International AS & A Level Computer Science 9618 syllabus and it provides some ideas and suggestions of
how to cover the content of the syllabus. We have designed the following features to help guide you through your course.

Suggested
Suggested teaching activities give
teaching activities give you
you lots
lots
Learning objectives help
Learning objectives help your
your learners
learners by
by of
of ideas
ideas about
about how
how you
you can
can present
present
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making itit clear
clear the
the knowledge
knowledge they
they are
are trying
trying learners
learners with
with new
new information
information without
without
to
to build. Pass these on to your learners by
build. Pass these on to your learners by teacher
teacher talk or videos. Try more active
talk or videos. Try more active
expressing
expressing themthem as
as ‘We
‘We are
are learning
learning to
to // methods
methods which
which get
get your
your learners
learners
about…’.
about…’. motivated
motivated and
and practising
practising new
new skills.
skills.

Independent
Independent
study (I) gives
study (I) gives
your
your learners
learners
the
the
opportunity
opportunity
to
to develop
develop
their
their own
own
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Extension activities provide ideas
ideas and
and
your
your abler
abler learners
learners with
with understandin
understandin
further
further challenges
challenges beyond
beyond gg with
with direct
direct
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basic content
content of
of the
the input from
input from
course.
course. Innovation
Innovation and
and you.
you.
independent
independent learning
learning areare the
the
basis of these activities.
basis of these activities.
Formative
Formative assessment
assessment (F) (F) isis ongoing
ongoing assessment
assessment
which
which informs you about the progress of your
informs you about the progress of your
learners.
learners. Don’t
Don’t forget
forget to
to leave
leave time
time to
to review
review what
what
Past
Past papers,
papers, specimen
specimen papers
papers and
and mark
mark schemes
schemes your
your learners have learnt: you could try question and
learners have learnt: you could try question and
are available for you to download at:
are available for you to download at: answer,
answer, tests,
tests, quizzes,
quizzes, ‘mind
‘mind maps’,
maps’, or or ‘concept
‘concept
maps’.
maps’. These
These kinds
kinds of
of activities
activities can
can be
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found in
in the
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Using
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these resources
resources with
with your
your learners
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allows scheme of work.
scheme of work.
you
you to
to check
check their
their progress
progress and
and give
give them
them
confidence
confidence and
and understanding.
understanding.

Cambridge International AS & A Level Computer Science 9618 – from 2021 8

 Scheme of Work

Unit 1 Information Representation

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

1.1 Data Convert a number Learners should practise converting from one number base to another. Start with unsigned 8-bit binary: ask
Representation from one base to learners to count using binary for example starting with 0, then writing the binary for 1, 2, 3, etc. Challenge
(binary) another. learners to work out the largest number they can represent with a set number of bits, e.g. 16 bits. (F) Ask
(KC5) learners to also identify the quantity of different numbers that can be represented and how this is different to the
Perform binary largest number. (I)
additional and
subtraction. Extension: Ask learners to program a binary number generator that creates binary numbers for learners to work
out and then checks if they are correct. This can be extended with other number bases. (I)
Explain the purpose
and benefits of Show learners a large binary number and ask learners to copy it and what the difficulties are: e.g. easy to make
different number mistakes, difficult to remember. Show learners BCD as an alternative for representing a binary number and ask
bases. learners why this could be beneficial. Repeat with the hexadecimal representation and ask learners to research
and find examples of where hexadecimal is used in computers. (I)

Ask learners what the limitations are of unsigned binary; i.e. it can only represent positive whole numbers. Show
learners how to use ones’ and two’s complement to represent negative numbers.

Show learners how to add binary numbers, introducing the rules of addition and why these work. Explore
overflow in addition and then how subtraction can just be the addition of a negative number. Extension: Ask
learners to explore how a computer handles overflow, e.g. interrupts, additional registers. (I)

1.1 Data Explain the use of Provide learners with an ASCII table (or other character set) and ask them to write a message to another
representation character sets in learners. Ask learners to swap their messages and decipher them.
(character sets) computer systems.
(KC5) Discuss the need for character sets in computer systems and why different sets exist. Ask learners to explore the
Use ASCII, extended difference between ASCII and extended ASCII, then repeat with Unicode. Discuss the benefits and drawbacks of
ASCII and Unicode each, e.g. file size and range of characters. Show learners the relationship between characters, e.g. how the
to represent textual binary values increase for consecutive values.
data.
Extension: Ask learners to develop their own character set and write a computer program to read the binary (or
hexadecimal) value and display the characters. (I)

1.2 Multimedia Explain how a bitmap Give learners a grid with a number in each square and a table with the numbers and colours. Ask learners to use

Cambridge International AS & A Level Computer Science 9618 – from 2021 9

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

(Graphics) image is represented the table and grid to colour the image. Repeat with the numbers for the grid separate, in binary (e.g. 4 bits per
(KC5) and stored on a square) and in one long string. Discuss how the grid represents a bitmap image and how the colours are
computer. represented by binary numbers.

Explain how a vector Link back to binary numbers and how many combinations you can have for a set number of bits, e.g. 4 bits can
graphic is have 16 different combinations. Ask learners how this relates to the number of colours.
represented and
stored on a Students should maintain a glossary of key terms for graphics. Add colour depth, bit depth, etc., as they are
computer. covered. (F)

Explain whether a Provide learners with a set of instructions to create an image – e.g. coordinates to draw lines, colours to fill – to
bitmap image of represent how a vector graphic is stored. Students should add the key vector graphic terms to their glossary.
vector graphic is
more appropriate for Ask learners to compare the two methods of storing images and the relative merits and drawbacks. Provide
a given task. learners with a scenario and ask them to work in pairs or groups to identify whether a vector or bitmap is more
appropriate and to justify their choice. (I)

Extension: Students can develop an interactive quiz of key terms, for example as a program or by integrating
code into a PowerPoint presentation. (F)

Extension: Explore image manipulation software, how bitmap and vector graphics can be edited, and what
restrictions there are in each type of image. (I)

1.2 Multimedia Explain how an Give learners a graph with axis and a series of numbers. Ask learners to plot the numbers on the graph and then
(Sound) analogue sound join these to create a digital sound wave. Show learners the original analogue wave and explore the differences
(KC5) wave is digitised. between them.

Explain the effect of Students should maintain a glossary of key terms for sound theory. (F)
changing the sample
rate and resolution Give learners a diagram of an analogue sound wave with amplitudes on the y axis. Give them an example
on a sound wave. sample rate and ask them to recreate the analogue wave in digital. Repeat this with different sample rates and
ask them to explain the differences between the sound waves and how these would impact the file size and
resulting sound.
Extension: Ask learners to record a sample sound in software such as Audacity (www.audacityteam.org), and to
them manipulate the sound wave. Ask them to record the sound at different sample rates, to change the wave
and see what the results are. (I)

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

1.3 Compression Explain the need for Ask learners what they do when they need to send a file by email but it is too large – do they upload it to the
(KC5) compression. cloud? Change the format? Compress it?

Explain the Show learners an example of lossy and lossless compression on the same document (e.g. an image) before and
difference between after each method and explain the difference in the results.
lossy and lossless
compression. Give learners a list of documents, e.g. image for a website, program code, text document. Ask learners to decide
whether each one should be compressed using lossy or lossless compression, and why.
Recommend lossy or
lossless compression Give learners a specific type of file (e.g. text, image, sound) and ask them to find examples of how they can be
for a given scenario compressed using lossy/lossless, and to then describe these to the rest of the learners. (I)
and justify the
choice. Give learners an image that has been encoded using RLE, for example 3B, 4R, 2Y and ask them what they think
it means. Ask them if they can replicate the image from the code. (I) Show learners how run-length encoding
Show how a works on different types of file, e.g. images, text files, etc.
sound/image/text can
be compressed using Extension: Students can explore other methods of compression, e.g. Huffman encoding. (I)
run-length encoding. https://www.geeksforgeeks.org/huffman-coding-greedy-algo-3/
https://people.ok.ubc.ca/ylucet/DS/Huffman.html

Extension: Students can write a program to compress a string (or text file) using run-length encoding (I)
https://www.techiedelight.com/run-length-encoding-rle-data-compression-algorithm/

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/1 Specimen paper Q1
9608/11 Jun 18 Q2, 8c
9608/11 Jun 17 Q3, 4d
9608/12 Jun 18 Q4, 5a, 5b, 5c
9608/12 Jun 17 Q3, 4c
9608/13 Jun 18 Q3c, 6a-d

Cambridge International AS & A Level Computer Science 9618 – from 2021 11

 Scheme of Work

Unit 2 Communication

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

2.1 Networks including Explain the purpose Ask learners to identify all the different tasks they perform using a network each day, e.g. a school network,
the internet and benefits of home network, mobile phone, any access to the internet, etc. Discuss the answers and collate these into
(introduction to types networking devices. examples of the purpose and benefits of networking devices.
of network)
(KC3) Describe the Extension: Ask learners to identify the purpose and benefits of different devices; e.g. is there a different
characteristics of a purpose/benefit or connecting a printer to a network than a mobile phone? (I)
LAN and a WAN.
Explain whether a Introduce LAN and WAN concepts and the characteristics of the different sizes, and the ownership of the
given network is a hardware. Show learners a list of scenarios and ask them to vote for whether each one is a LAN or a WAN.
LAN or a WAN. Select some learners to explain their choices (there may not be a right and wrong answer, because there may be
insufficient information). (F)
Describe the use,
benefits and Split learners into groups and give some groups client-server, and some peer-to-peer models. Ask the groups to
drawbacks of cloud find out a) a definition of the model they have been given, b) the benefits of this model, c) the drawbacks of this
computing. model, d) three different examples of where this model is used. (I) Collate the answers from all the groups, for
example from one group take the definition, then ask the second if there is anything to add/change/refine, etc.
Describe the Repeat until there is a comprehensive guide to client-server and peer-to-peer.
characteristics of a
client-server and Ask learners what is meant by cloud computing, and how they use it. Explain the difference between private and
peer-to-peer public clouds and the benefits/drawbacks of each. Common misconception may be that it is only storage, but
network. there is also cloud software. Where possible allow learners to use cloud software and storage. Ask learners to
create a list of benefits and drawbacks of using cloud computing (I); ask learners to share their answers with
Explain the benefits each other and to collect additional answers from other learners.
and drawbacks of a
client-server and Give learners an example scenario and ask them to justify whether cloud computing is appropriate in this
peer-to-peer situation. (F)
network.
Set learners up with threads/rope as different typologies: the learners are the nodes/server and the thread is the
Justify the use of a wired network connection. Rings or other objects can be used as the messages that need to be sent from one
client-server or peer- computer to another and transmitted along the threads.
to-peer network in a
given scenario. After each topology ask learners to consider what the benefits and drawbacks of that model will be. (I) Give
learners scenarios and ask them to identify which topology would be most appropriate and to justify their choice.
Describe the (F)

Cambridge International AS & A Level Computer Science 9618 – from 2021 12

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

characteristics,
benefits and Students should keep a glossary of networking terms as this topic is terminology-heavy and this should be
drawbacks, of updated each lesson.
different network
topologies.

2.1 Networks including Explain the Give learners a set of statements about the different wired and wireless communication methods, e.g. copped
the internet (hardware) differences between cable. Ask learners to work in pairs/small groups to identify which statements belong with which communication
(KC3) wired and wireless method. (I) Review each statement with learners. (F)
networks.
Show learners an example network with labelled devices. Ask learners to work out what the purpose of the
Explain the benefits devices might be based on the diagram. Discuss the answers and tell learners the answers.
and drawbacks of
both wired and Ask a network technician from the school (or another company) to come in and talk about the network devices in
wireless connections. the school/company. Ask them to show the actual devices and how they are connected, etc.

Describe the purpose Extension: Allow learners to use the hardware components to connect devices and create a small LAN. (I)
of hardware
components that can Give learners a scenario and ask them to design a network, identifying the different components that they would
support a LAN. use. (F) Ask learners to justify their choices.
Identify appropriate
components to Choose one learner to act as a router. Ask the other learners to act as nodes attached to the router, each with
create a LAN. their own address. Connect the nodes using threads. Ask the router learner to perform the actions, e.g. take the
packets of data from the node and forward them to the correct address (learner).
Describe the role and
function of a router in Extension: Provide learners with a router and set of nodes; show learners how to set up the router to create a
a network. network. (I)

Students should maintain a glossary of hardware components, giving their purpose/use.

2.1 Networks including Define collisions in Set learners up with a single line communication media, e.g. using a thread, with different learners connected to
the internet (Data data transmission either end. Ask learners to send ‘data’ at the same time – ask them what happens, i.e. a collision. Explain how
transmission) and explain how this means the data is lost. Explain how CSMA/CD detects this collision and how it manages it. Ask learners to
(KC3) Ethernet detects and repeat the exercise, this time using random time intervals to repeat the transmission.
avoids collisions.
Ask learners what they do on the internet, and what they do on the world wide web. Challenge learners about
Explain the what the differences actually are – it is likely they will not know. Ask learners to come up with a list of

Cambridge International AS & A Level Computer Science 9618 – from 2021 13

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

difference between activities/actions they can do on the internet that does not involve the WWW. Explain how websites are stored on
the internet and the servers, and each time a webpage is requested, data is sent to the server that stores the website, the server
WWW. executes the request and returns the required data.

Describe the Ask learners to refer back to the lesson(s) on network hardware. Discuss the hardware and which are actually
hardware required to required, or optional, to access the internet (it should be that the majority are not required). Ask learners how
communicate over they connect to the internet (e.g. home, school, on mobile phones) and explain the different modes. When
the internet. discussing modems, refer back to sound (1.2 Multimedia: Sound) and that the modem performs the analogue to
digital conversion (and vice versa).
Explain the use of IP
addresses in the Ask learners to write down any IP addresses that they know, and any URLs that they know. Discuss the
transmission of data differences and how they are both actually addresses to websites, but one (URL) is more people-friendly. Use a
over the internet. telephone book (or other indexed book) to show learners how a DNS will find the IP for a URL, and use more
than one book for when the answer is not in the first one. Extension: Ask learners to create a flowchart to show
Explain the benefits the process of converting a URL to IP. (F)
of a URL over an IP.
Explain the role of a Show learners the format for IPv4. Ask learners how many different addresses can be represented using IPv4
DNS in converting a (assuming there are no reserved addresses). Ask them how many devices they think are ever connected to the
URL to IP. internet at the same time. Explain the difference between public and private IPs, and static and dynamic IPs and
discuss how this impacts the number of devices that can access the internet. Link to the need for more
addresses so that more devices can be on the internet at the same time – introduce IPv6 and how this format
allows for more addresses.

Extension: If access permits, show learners how to ping URLs and ask them to explore what the data returned
means. (I)

Return to network diagrams that were drawn with topologies and hardware devices. Introduce subnetting and ask
learners to add possible IPs onto the diagram for the router (or equivalent) and nodes. (F)

Cambridge International AS & A Level Computer Science 9618 – from 2021 14

 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/1 Specimen paper Q2
9608/11 Jun 18 Q1, Q5a, b
9608/12 Jun 17 Q6a, b
9608/11 Nov 18 Q2
9608/12 Nov 18 Q2
9608/31 Jun 16 Q1
9608/31 Jun 17 Q5a
9608/31 Jun 18 Q3a
9608/31 Nov 17 Q1a, ci, cii
9608/32 Nov 17 Q1
9608/31 Jun 16 Q1
9608/31 Jun 17 Q5aii
9608/32 Jun 18 Q3a, b, c
9608/31 Nov 17 Q1

Cambridge International AS & A Level Computer Science 9618 – from 2021 15

 Scheme of Work

Unit 3 Hardware

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

3.1 Computers and Explain the Give learners access to an old computer and allow them to work in small groups to take it apart and try and
their components difference between identify the different components. This can be in done in reverse: give learners the components and challenge
(primary and primary and them to work out how to put it back together and get the computer working. (I)
secondary storage) secondary storage.
(KC4) Discuss the difference between primary and secondary memory. Challenge the common misconception that
Identify items that secondary is only for backing up, not for storage of files. Secondary storage can be used to backup files, i.e.
are stored in using removable storage, but it is not the main and/or only use.
secondary storage.
Give learners a list of files, documents, commands, elements of software, etc., that can be stored and ask
Explain the learners to identify if they would be stored in primary and/or secondary (depending on how they are currently
difference(s) being used). (F)
between RAM and
ROM. Ask learners to write down all the data that they store in secondary storage, and which device(s) this data is
stored on, e.g. a PC, tablet, mobile phone etc. (I) Collate the learners’ responses to give a clear indication of
Explain the what is stored in secondary memory. (F)
difference(s)
between SRAM and Explain the difference between RAM and ROM. Refer back to the list of data and ask them to identify if any of
DRAM. these would be stored in RAM/RAM. (F) Explain their purpose in a standard PC/laptop and then expand to a
range of devices (e.g. laptops, mobile phones, televisions, games consoles, remote controlled car, etc.) and
Explain the explain the differences in the purpose of RAM and ROM in each of these. Give learners a list of devices to
difference(s) investigate and identify what would be stored in RAM and ROM in each device. (F)
between PROM,
EPROM and Expand RAM into Static (SRAM) and Dynamic (DRAM). Ask learners to investigate the benefits and drawbacks
EEPROM. of SRAM and DRAM, and why some of these are dependent on the actual tasks being performed. (I) Collate the
answers from learners. (F)

Expand ROM into PROM, EPROM and EEPROM, especially how these contradict the traditional definition of
ROM that it cannot be changed.

Ask learners to research examples of devices that make use of PROM, EPROM and/or EEPROM, what they are
used for in these situations and why. (I) Collate the responses and share the answers for each type of ROM. (F)

Students should maintain a glossary of hardware component terminology, adding new terms each lesson.

Cambridge International AS & A Level Computer Science 9618 – from 2021 16

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

3.1 Computers and Describe the Give learners access to each of the hardware devices and allow them to take them apart and identify the
their components principal operations components (I). An alternative is one device can be shown to learners and they can observe it being taken apart.
(operation of hardware of a range of
devices) hardware devices. Explain to learners what a buffer is. Set up one learner as a sender, and one as a receiver. Provide the sender
(KC4) with a large number of messages written on small pieces of paper that have been screwed up into balls. The
Explain the purpose sender should send them (throw them) as fast as they can to the receiver, one at a time, and the receiver has to
and use of buffers in catch each one, read it out loud and then put it in a box before they can catch the next. They should find that the
a range of devices. receiver cannot keep up and the messages end up on the floor. Introduce a ‘buffer’ – this could be another
learner, or a box. Repeat, this time the sender sends the ‘data’ to the buffer, and the receiver collects from the
buffer. The messages should not be lost. Ask learners to relate this use of a buffer to different scenarios e.g.
printer buffers, transfer of data in a network.

Put learners into groups and give each group a different device to investigate. Each group should produce a
single-sided A4 sheet that shows: a) the components of a device, e.g. a cut-through model; b) annotations of
components and their purpose; c) a flowchart that shows how the device works; and d) whether it might include a
buffer and if so what its purpose is. (I) Groups should present their findings to the other groups, along with a copy
of the info sheet. Link devices to previous topics, e.g. magnetic hard disk to secondary storage, microphone to
multimedia (sound).

3.1 Computers and Describe the use of Ask learners to identify all the different ‘things’ that they could measure, for example temperature. Collate the list
their components sensors. and categorise them into the appropriate sensors – some learners may think there is a weight sensor when it is
(monitoring and actually a pressure sensor.
control systems) Identify appropriate
(KC4) sensors for a Take learners to view control and monitoring systems in practice, and/or to meet people who can explain what
scenario. their monitoring and control systems to do.

Explain the Ask learners to create a list of any monitoring and/or controls systems that they see and/or interact with during a
difference between a week. Collate a list of these systems and ask learners to consider how they work.
monitoring and
control system. Extension: Provide learners with sensors that they can use to collect data, and set up both monitoring and
control systems, e.g. through the use of Raspberry Pi https://www.raspberrypi.org/.
Describe the use and
function of a
monitoring and
control system in a
given situation.

3.2 Logic Gates and Use the NOT, AND, Provide learners with a list of statements that use AND, OR and NOT that require them to perform a function

Cambridge International AS & A Level Computer Science 9618 – from 2021 17

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Logic Circuits OR, NAND, NOR (most likely best integrated within IF statements, e.g. ‘IF you are aged 17 AND wearing black socks then stand
(KC4) and XOR logic gate up’).
symbols Ask learners what the meaning of the AND, OR and NOT are in relation to each example, and which cases result
in the action being performed (and not performed).
Understand and
define the functions Introduce the new operators NAND, NOR and XOR and give learners a series of these used in sentences.
of :
NOT, AND, OR, Give learners the truth tables for the six gates and show them how to complete a truth table for a statement. Give
NAND, NOR and learners a series of logic circuits and ask them to complete the truth tables. (F)
XOR (EOR) gates
Show learners the gate symbols, and explain how they are combined to create logic circuits. This can be
Construct the truth introduced using software, e.g. https://logic.ly/
table for each of the
logic gates Extension: Ask learners to work out what some of the other features/gates in the software do and how to use
them. (I)
Construct a logic
circuit Give learners a series of logic circuits and ask them to identify the circuits. Repeat, giving learners logic
statements and ask them to create logic circuits. Some learners may benefit from working in pairs to begin with,
Construct a truth and then working individually. (F)
table
Extension: Ask learners to come up with the most difficult logic circuit they can draw, then they need to come up
Construct a logic with the logic statement for the circuit. (I)
expression
Show learners some example problems and explain how to convert this into a logic expression. Give learners a
series of problems and ask them to work in pairs to develop the logic statements, then develop the logic circuits
and matching truth tables.

Extension: Ask learners to come up with their own problem statements for other learners to develop logic
statements and logic circuits from. (I)

Cambridge International AS & A Level Computer Science 9618 – from 2021 18

 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/1 Specimen paper Q4, 5
9608/11 Jun 18 Q4, Q7
9608/11 Jun 17 Q2
9608/12 Jun 18 Q2
9608/12 Jun 17 Q2c
9608/13 Jun 18 Q5, Q7
9608/12 Jun 16 Q1, Q3, 6
9608/11 Nov 17 Q5
9608/11 Nov 18 Q1a
9608/12 Nov 17 Q6
9608/13 Jun 17 Q3a, b, Q6a, b
9608/32 Jun 17 Q3a, b, Q6a
9608/31 Jun 18 Q7
9608/32 Jun 18 Q6a, b
9608/31 Nov 17 Q6a, b
9608/31 Jun 16 Q6
9608/31 Jun 17 Q3a, b, 6
9608/32 Jun 17 Q3a, b
9608/32 Jun 17 Q6
9608/32 Jun 18 Q7
9608/31 Nov 17 Q5ai
9608/31 Nov 17 Q6
9608/32 Nov 17 Q5a
9608/32 Nov 17 Q6

Cambridge International AS & A Level Computer Science 9618 – from 2021 19

 Scheme of Work

Unit 4 Processor Fundamentals

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

4.1 Central Processing Describe the Von Show learners a simulation of the Von Neumann model, e.g. the little man computer
Unit (CPU) Neumann model for https://peterhigginson.co.uk/lmc/
Architecture a computer system.
(KC4) Give learners a series of instructions to enter in, and ask learners to work in groups to work out the purpose of
Describe the purpose each component, e.g. register based on what happens when the instructions are run. (I)
and role of each
register in the Von Extension: Ask learners to change the instructions/operands and to predict what will happen to the program.
Neumann model. Then run the program and see if they were correct.

Describe the purpose Give learners the key terms and definitions (or a variety of statements detailing the function and purpose of each
of and role of the component) and ask them to match them. (F)
components within
the processor. Show learners how the F-E cycle runs. Set learners up as the different registers and components in the computer
and get them to physically run the F-E cycle, and instructions, by passing data and instructions between each
Explain how the other. (I)
different ports allow
connection to Give learners the F-E cycle in register transfer notation with errors in and ask learners to find and correct the
peripherals. errors. (F)

Describe the stages Give learners a series of different computer specifications and ask them which will run fastest, etc., and which
of the Fetch-Execute components affect the performance. (F)
cycle.
Give learners a range of devices to connect to a computer using different ports to recognise the types of port and
Explain the purpose what they are used for. Ask learners to find out the benefits of each type of port and what it supports.
of interrupts.
Describe how Give learners scenarios and devices to be connected: learners should identify and justify a port to use for
interrupts are connection. A common misconception here is that USB is the device, e.g. a USB pen drive: learners should be
handled in the F-E made aware that USB is the connection and not the device. (I)
cycle.
Give learners a list of possible events that could cause an interrupt and ask them to categorise them, for
example, into input/output, software, hardware, etc. (F)

Ask learners to act out roles in the F-E cycle with one learner acting as the interrupt handler. When each F-E

Cambridge International AS & A Level Computer Science 9618 – from 2021 20

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

cycle ends, the learner acting as the interrupt register should be checked and the handler instigated if needed.

Extension: Students can create a simulation of the F-E cycle, through animation software, or by writing a
program that requires the instructions to be input. The simulation should show the contents of the registers at
each stage and where data/instructions move to/from.

Students should maintain a glossary of key terms for the components.

4.2 Assembly Explain the Show learners an example of a high-level language program, the equivalent in assembly language and then in
Language relationship between machine code. Discuss how all the programs are the same and how the assembly language is made up of
(KC4) assembly language opcodes and operands.
(KC2) and machine code.
(KC1) Walk through the stages of the two-pass assembler, or develop an animation showing each step. Give learners
Describe the stages some simple programs and ask them to perform the same process. Compare learners’ results for the processes
of the assembly and ask them to identify the differences and what any errors were. (F)
process for a two-
pass assembler. Give learners assembly language programs and ask them to write out what each instruction does using the
assembly language table but with application to the operand in the code. (I)
Categorise assembly
language Use an assembly language simulator to run assembly language programs, e.g. https://peterhigginson.co.uk/lmc/
instructions. (I)

Explain the different Give learners assembly language programs and trace tables to complete – ask learners to work in pairs to begin
modes of with, one following the code and the other updating the table to keep track of where they are. (F)(I)
addressing.
Extension: Give learners assembly language programs that have an error and ask them to trace the programs to
Follow assembly find out what the problem is and what the solution should be. (I)
language instructions
to dry run a program. Use boxes with instructions like a treasure map to represent modes of addressing. For example, the box might
have the address of another box to open. Give learners an instruction and ask them to execute the instructions
by opening the box(es) where appropriate and performing the actions.

Give learners a list of assembly language instructions and ask them to group them into the five given groups
(immediate, direct, indirect, indexed, relative). (F)

4.3 Bit manipulation Perform shifts on a Show learners how to perform a shift, then ask them to work out the effect a single shift has on the number.
(KC4) binary number. Repeat with a 2-place shift, and left and right, etc., so learners are working out the purpose for themselves. (I)

Cambridge International AS & A Level Computer Science 9618 – from 2021 21

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

(KC2)
(KC5) Explain the impact of Ask learners what the problem(s) with shifts are, e.g. bits are lost, and explain how these could be mitigated.
a shift on a binary
number. Show learners the effect of bit manipulation operations. Give learners examples of where and why these would
be used for example relating to scenarios to check the values of bits, and to change the values of bits.
Use bit manipulation
to check values in Relate back to monitoring and control, recap fundamentals of sensors and characteristics of these systems.
registers. Show learners how registers can be used to check the data received and perform actions depending on their
content.

Give learners a scenario and ask them to work in pairs to follow and examine assembly language programs to
perform monitoring and control tasks. (I)

Extension: Students can create assembly language programs to test bits and perform monitoring and control
activities.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9608/11 Jun 18 Q8a, b
9608/11 Jun 17 Q4a
9608/12 Jun 17 Q5
9608/13 Jun 18 Q3a, b
9608/12 Nov 16 Q5
9608/11 Nov 17 Q4
9608/11 Nov 18 Q4a, b, d
9608/12 Nov 17 Q4
9608/12 Nov 18 Q3, 4
9608/31 Jun 17 Q6c
9608/32 Jun 17 Q6c

Cambridge International AS & A Level Computer Science 9618 – from 2021 22

 Scheme of Work

Unit 5 System Software

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

5.1 Operating System Explain why a Ask learners to list what the Operating System they use allows them to do. Ask them to consider a computer
(KC4) computer system without an operating system – how would they perform tasks?
requires an
Operating System. Introduce each management task of an Operating System. Relate to different types of computers and how it
might be the same, or how the task may differ, e.g. tablets, mobile phones, embedded systems, etc.
Explain the key
management tasks Give learners a list of actions that may be performed and ask learners to categorise them into the management
carried out by the activity they relate to. (I)
Operating System.
Ask learners to write down all the useful software that comes with their operating system i.e. the utility software.
Explain the need for (I)
utility software.
Give learners access to a program library for the program language used. Show learners how to import the
Describe the purpose library and use the procedures within it. Where possible, let learners use both static and dynamic libraries to
and function of experience the differences. (I)
typical utility
software. Give learners an example scenario, e.g. a person who could choose to use a library or not, and ask them to
argue for a library and against. This could extend to dynamic or static libraries. (F) (I)
Explain the purpose
of program libraries
and the benefits of
using a library
(including DLL).

5.2 Language Identify the purpose Give learners some instructions that are encoded (e.g. using a cipher), and ask them, in pairs, to act as a
Translators of an assembler, compiler and an interpreter. The compiler should translate all the lines and then do what they say; the interpreter
(KC4) compiler and should translate one line and then run it.
(KC2) interpreter.
Ask learners to debate compiler vs interpreter for a given scenario, e.g. a person who is writing a program.
Explain the benefits Students should argue why each should be used – there may not be an actual definite answer, but it is the
of using a compiler reasons behind the arguments that are important. (F) (I)
and/or interpreter in
a given situation. Ask learners to open the compiler/interpreter IDE they use for the programming language used, and to write
down all of the tools and features it includes. Give them access to a different compiler/interpreter and ask them to

Cambridge International AS & A Level Computer Science 9618 – from 2021 23

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Describe the features go through the list and identify which it also has, and if there are any different/extra features. (I)
found in an IDE.
Give learners the categories coding, initial error detection, presentation and debugging – ask learners to put the
features/tools into each of categories. Collate these from the learners and add any extra they are missing. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9608/11 Jun 18 Q3
9608/11 Jun 17 Q6
9608/12 Jun 18 Q1
9608/12 Jun 17 Q4
9608/12 Nov 16 Q8
9608/12 Nov 17 Q1
9608/12 Nov 17 Q2
9608/12 Nov 18 Q6b, c

Cambridge International AS & A Level Computer Science 9618 – from 2021 24

 Scheme of Work

Unit 6 Security, Privacy and Data Integrity

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

6.1 Data Security Explain the Collect recent news articles about companies that have encountered major issues, e.g. through a lack of security,
(KC3) difference between privacy of data. Ask learners to discuss what they did wrong and what they should have done, or what they
(KC1) security, integrity and should do next.
(KC5) privacy of data.
Ask learners to list the different ways they can keep their data, and computer secure.
Describe the threats
to data and computer Give each learner (or pair of learners) a security measure to research. Ask them to create a presentation about
systems. what the measure is, how it works, etc., in technical detail. Learners can present their findings to each other. (F)
(I)
Explain how threats
can be prevented or Put learners into groups and give each learner a different scenario. Ask them to create a report identifying the
restricted. potential threats to the data and computer systems in the scenario, and what they should do to prevent/limit
these threats. (F) (I)
Describe methods to
secure data. Extension: Students can program an encryption algorithm that both encrypts a message and decrypts using a
common encryption method. (I)

6.2 Data integrity Describe different Ask learners to complete some online forms that include verification and/or validation. Ask them what restrictions
(KC3) validation routines. there were. Link these to whether they are examples of verification or validation.
(KC1)
(KC5) Explain how Give learners a series of validation descriptions and ask them to categorise them into one of the methods, for
verification can be example some may be examples of code. (F)
used to make sure
data is the same as Ask learners for examples of when they have had to verify data, e.g. new passwords, confirming amounts, etc.,
the original. and create a list of all the different places this has been encountered.

Explain how data can Extension: Give learners a program that requires a range of inputs and ask them to program validation and
be verified during verification routines. (I)
data entry and
transfer. Discuss what problems could occur during data transfer. Show learners how to add a parity bit. Get learners to
‘send’ data to each other using parity. Ask them how they could find the error that occurred.

Cambridge International AS & A Level Computer Science 9618 – from 2021 25

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

With a parity byte you cannot find it – so introduce parity blocks and how an error can be located and therefore
corrected. Ask learners what happens when 2, 3, 4, etc., errors occur instead of just 1 bit, and how parity may not
identify that an error has occurred, and the location can no longer be found.

Introduce checksums and ask learners to perform checksums on data.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/1 Specimen paper Q4
9608/11 Jun 18 Q6
9608/11 Jun 17 Q5
9608/11 Jun 17 Q7civ, cv
9608/12 Jun 18 Q3
9608/13 Jun 18 Q4
9608/11 Nov 17 Q3
9608/12 Nov 18 Q6a
9608/31 Jun 17 Q2a, b
9608/32 Jun 18 Q6a
9608/31 Nov 16 Q6a

Cambridge International AS & A Level Computer Science 9618 – from 2021 26

 Scheme of Work

Unit 7 Ethics and Ownership

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

7.1 Ethics and Explain the need for Give learners a range of scenarios and ask them to identify the ethical decisions that could be made.
Ownership ethics and to act Organise debates as to whether an action, or scenario, is ethical or unethical with learners fighting for both sides.
(ethics and copyright) ethically. Give learners the IEEE ethics and a scenario, ask them to identify one way that a specific person could act in the
(KC3) ethical interest of each of the IEEE categories.
(KC1) Discuss the impact of
acting ethically and Ask learners to discuss potential consequences on not acting ethically, or unethically. (F) (I)
unethically.
Give learners some example software with the copyright licences included. Ask them to summarise what the
Identify ways a licence does, and does not, allow them to do.
person can act
ethically and/or Give learners a scenario and ask them to recommend a licence, with justification. Ask some learners to fight for
unethically in a given one licence and other learners a different one. Explain that there is not necessarily a right answer, it is about the
situation. justification. (F)

Describe the key Give learners features of different licences and ask them to categorise them to the appropriate type of licence.
features of a range of (F) (I)
software licences.
Students should maintain a glossary of the different licences.

7.1 Ethics and Identify the need for Show learners a clip from a film or television programme where AI is evident. Discuss how far from reality this is,
Ownership Artificial Intelligence and what future developments are needed before this could become a reality.
(Artificial Intelligence) (AI).
(KC3) Give learners an example of where AI is being developed (or could be) and ask learners to identify the potential
(KC1) Discuss the benefits positive and negative impacts this could have. (F)
and drawbacks of AI.
Put learners into two teams, one for AI and one against. Hold a debate for and against the development of AI. (F)
(I)

Extension: Students can explore how computer programs can ‘learn’ and adapt to new situations, for example
by looking at ant algorithms.

Cambridge International AS & A Level Computer Science 9618 – from 2021 27

 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/1 Specimen paper Q4e
9608/11 Nov 17 Q6
9608/11 Nov 18 Q3
9608/11 Nov 18 Q5
9608/12 Nov 17 Q5
9608/12 Nov 18 Q5

Cambridge International AS & A Level Computer Science 9618 – from 2021 28

 Scheme of Work

Unit 8 Databases

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

8.1 Database Explain the Give learners a file-based database and ask them to perform some actions, e.g. change data, retrieve data. Ask
Concepts limitations of a file- them what the problems were, e.g. they had to change the same data multiple times, data had to be accessed
(KC5) based approach. across several files.
(KC1)
Describe the features List the drawbacks of a file-based approach and explain how a relational database will solve this problem.
of a relational
database that Give learners a relational database that has already been set up and populated, ask them to perform tasks as
addresses the with the file-based approach and compare the two systems. (I)
limitations of a file-
based approach. Give learners an example database and ask them to apply the terms, e.g. identify the entity, a table, record, etc.

Create entity- Give learners database terms with definitions and ask them to match the definitions to the terms.
relationship (E-R)
diagrams to Ask learners to describe the relationships between a series of tables, both from descriptions and then from E-R
document a diagrams.
database design.
Set up a spreadsheet with the fields for a database in 0NF with some sample data. Ask learners to work together
Describe the to normalise the database – using the spreadsheet to manipulate the field names into the new tables.
normalisation
process of a Give learners an example database and ask them to identify which NF it is in and to justify their choice. (F)
database.
Provide learners with a database scenario and ask them to identify the fields required, and then to design a
Create a normalised normalised database. (F) (I)
database design for
a given database Students can provide a guide to normalisation, using an example database, to explain each step of the
description. normalisation process. (F)

Students should maintain a glossary of key database terms.

8.2 Database Explain how a DBMS Give learners experience of one or more DBMSs. Ask them to identify the features/tools within it. Collate a list of

Cambridge International AS & A Level Computer Science 9618 – from 2021 29

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Management System addresses the these features. Show learners a database that does not have a DBMS; for example, one that uses SQL only, and
(DBMS) limitations of a file- ask learners to compare them giving the benefits and drawbacks of each. (F) (I)
(KC5) based approach.
(KC1) Show learners how to set up a database using the DBMS and a range of features. Give them a scenario and ask
Describe the features them to set up a database making use of the different features. Ask learners to describe the features they used
and software tools of and how they address the limitations of a file-based approach.
a DBMS.
Give learners a scenario where a range of people with different requirements access a database. Ask learners to
identify the data that each person or group of people needs to access, and relate this to the different security and
system views that they should have access to.

Students should maintain a glossary of key database terms.

8.3 Data Definition Follow DDL and DML Introduce each SQL statement one at a time and give learners a range of exercises using that statement. (F)
Language (DDL) and commands written in
Data Manipulation SQL. Ask learners to recreate a database they have already made using SQL only. (F) (I)
Language (DML)
(KC5) Write SQL scripts to Give learners a series of SQL scripts with errors in them. Ask learners to correct the statements and run them on
(KC2) perform DDL and a database.
(KC1) DML tasks.
Give learners a new database scenario. Ask them to create a normalise model for the database and then set it
up using SQL scripts. (F) (I)

Ask learners to give each other challenges, e.g. come up with a query that they want results for, and the other
learner must complete the challenge. (I)

Give learners ‘fill the gaps’ SQL statements and scripts that are incomplete; learners should fill in the missing
statements.

Give learners SQL scripts that are out of order and ask them to put them in the correct order.

Students should produce an SQL glossary of command terms and their meanings.

Cambridge International AS & A Level Computer Science 9618 – from 2021 30

 Scheme of Work

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/1 Specimen paper Q3
9608/11 Jun 17 Q1
9608/12 Jun 18 Q7
9608/12 Jun 17 Q1
9608/13 Jun 18 Q2
9608/12 Nov 16 Q9
9608/11 Nov 17 Q7
9608/11 Nov 18 Q7
9608/12 Nov 17 Q7

Cambridge International AS & A Level Computer Science 9618 – from 2021 31

 Scheme of Work

Unit 9 Algorithm Design and Problem Solving

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

9.1 Computational Explain the purpose Show learners a series of computer programs, e.g. different games, and ask them to explain the difference
Thinking Skills of and need for between the real world and the representations within the game, e.g. the detail, elements that are missing, what
(KC1) abstraction. has been included. Discuss why some elements have been removed, and how the real world features have been
represented in the computer system.
Create an abstract
model of a system. Ask learners what problems they could foresee happening if they tried to create an exact replica of the real world
in a computer game – e.g. time constraints, memory limitations, processor requirements.
Explain the purpose
of and need for Give learners a problem, e.g. a computer game, and ask them to create an abstract model by identifying what
decomposition. details they would keep and remove, and how they would represent parts of the system. (I)

Decompose a Give learners the description of a computer game they need to create. Ask them to consider where to start and
problem into its sub- what they will do first. Discuss the issues with a large problem and what can be done to make this simpler. Show
problems. learners how to decompose a problem and use a structure diagram to represent the component parts. Ask
learners to decompose the same problem and then identify where to start. Discuss how this decomposed
problem could now be split among different people, and each component can be a program module and
interpedently created. (F) (I)

9.2 Algorithms Select appropriate Give learners a program with multiple variables in that are all very similar in name that are also meaningless, e.g.
(KC1) identifier names. zz1 zzz1 zzz1. Ask learners what problems could happen with these identifiers. Discuss what makes a good
(KC2) identifier. Give learners a program and ask them to create an identifier table.
Write programs in
pseudocode using Give learners algorithms in pseudocode to follow. These could start with instructions of actions for them to take,
input, process and such as moving around the room, and then progress to variables and processes on these.
output.
Give learners pseudocode algorithms with errors and ask learners to trace the algorithms and correct them. (I)
Write pseudocode
using assignment, Give learners pseudocode algorithms and ask them to identify where there are examples of assignment,
sequence, selection sequence, selection and repetition.
and repetition
(including logic Introduce selection using a series of statements for learners to read and follow e.g. if the time is 11:00 and you
statements). are 17 years old then clap your hands, etc. These can be extended to multiple criteria and actions for learners to
work out what to do. Boxes can be given identifiers with data written on paper inside, then learners can follow
Write pseudocode selection statements by opening the box and checking the value within it.

Cambridge International AS & A Level Computer Science 9618 – from 2021 32

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

from a structured
English description Give learners short programs to write pseudocode solutions to, these can increase in complexity each time.
and from flowchart. Students can design the programs in pseudocode and then write the program in their chosen programming
language.
Explain how
stepwise refinement Give learners a program in pseudocode and program code and ask them to identify the differences, i.e. language
can be used to specific terms are not used, but that there is no set pseudocode.
express an algorithm
to a level of detail Give learners flowcharts to follow that make them perform actions. Ask learners to then convert these flowcharts
from which the task into pseudocode. (I) (F)
may be
programming. Ask learners to design the solution to a program in pseudocode, then to give this pseudocode for someone else
to follow and create a program from. (F) (I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/2 Specimen paper Q5, 6, 7
9608/21 Jun 16 Q1ai, aii, 2b, 3, 4
9608/22 Jun 16 Q1ai, aii, 2, 3, 4, 6
9608/23 Jun 16 Q1ai, aii, 2, 3, 4, 6
9608/21 Jun 17 Q1, 2, 3, 5, 6
9608/22 Jun 17 Q1, 2, 3, 5, 6
9608/23 Jun 17 Q1, 2, 3, 5, 6
9608/21 Jun 18 Q1, 2, 6, 7
9608/22 Jun 18 Q1, 2, 5c, d, 6
9608/23 Jun 18 Q1, 2, 5, 6, 7
9608/21 Nov 16 Q3, 4e, 5
9608/22 Nov 16 Q1c, 2, 3, 6
9608/23 Nov 16 Q1c, 3, 4e, 5
9608/21 Nov 17 Q1, 3, 5
9608/22 Nov 17 Q1, 2, 4, 5
9608/23 Nov 17 Q1, 3, 5

Unit 10 Data Types and Structures

Cambridge International AS & A Level Computer Science 9618 – from 2021 33

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

10.1 Data Types and Select and use Give learners example data and ask them to identify the most appropriate data type to use.
Records appropriate data
(KC1) types for a problem Give learners programs where inappropriate data types were chosen and ask them to identify why they are
(KC2) solution. inappropriate and to suggest one that is more appropriate. (F)
(KC5)
Use a record Present learners with a pre-created record structure and ask them to create new records, store data in them and
structure to hold a access the data. (I)
set of different data
types under one Give learners a scenario and ask them to design a record structure to store the data in. Ask learners to create the
identifier. structure, store examples of data in it and extract the data from it. (I)

Students should maintain a pseudocode glossary of the key terms they can use to define the different structures.

10.2 Arrays Use the technical Give learners a grid on paper with indexes above each space. Explain how to put data in an index, get data from
(KC1) terms associated an index, etc., then learners can perform each instruction on the grid, writing in the values, etc. This can be
(KC2) with arrays. repeated with a 2D grid. (F)
(KC5)
Select a suitable Provide learners with small pieces of paper with numbers on to shuffle and place in the 1D/2D array grid facing
data structure (1D or down. Learners can use the cards to perform a bubble sort and linear search, turning the cards over on each
2D array) to use for a stage. (I)
given task.
Give learners a pseudocode algorithm for a bubble sort and linear search and ask them to trace the algorithm.
Write pseudocode for Repeat with algorithms that include errors and ask learners to trace the algorithms to find, and correct, the errors.
1D and 2D arrays.
Give learners incomplete pseudocode algorithms for bubble sort and linear search and ask them to complete the
Write pseudocode to algorithms. (F) (I)
process array data.
Discuss efficiency in a linear search and bubble sort. Present learners with inefficient algorithms and ask them to
work out how to increase the efficiency. (I)

Extension: Ask learners to investigate other searching and sorting algorithms that are more efficient than linear
and bubble. Ask them to work out how they work and why they are more efficient. (I)

10.3 Files Explain why files are Discuss the need for files and what would happen to data if it was not stored in a file.
(KC1) needed.
(KC2) Give learners pseudocode for using a file with error(s) in them and ask learners to find the error(s). (I)

Cambridge International AS & A Level Computer Science 9618 – from 2021 34

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

(KC5) Write pseudocode to

handle text files that Present learners with a scenario that needs file storage and ask learners to write pseudocode for the program.
consist of one or (F) (I)
more lines.
Give learners pseudocode for a program that accesses a file that includes errors, ask learners to trace, find and
correct the errors. (F) (I)

Extension: Ask learners to research different methods of file organisation and access, and to find out how the
pseudocode would have to change to take this into account. (I)

Extension: Ask learners to work out how to write program code in a specific language to access files and to
convert the pseudocode to program code. (I)

10.4 Introduction to Explain that an ADT Act out stacks and queues with learners: learners form a line – the stack/queue – and then other learners are
Abstract Data Types is a collection of data added and/or removed according to the instructions being run.
(ADT) and a set of
(KC1) operations on those Give learners a grid on paper to act as the stack/queue and data items on individual pieces of paper. Learners
(KC2) data. add data to the queue by putting the pieces of paper onto the grid, and remove data from the stack/queue by
(KC5) them from the grid. (I) (F)
Explain how a stack,
queue and linked list Act out linked lists with learners. Each learner will need a number, and a number that they point to. The learners
are examples of can then be added to the linked list and each learner changes their pointer to point to the next learner in the list.
ADTs. Reinforce the use of null pointers with the final element pointing to null.

Use a stack, queue Give learners a 2D table on paper to act as a 2D array, with column headings, e.g. index, data, pointer. Learners
and linked list to are to follow a set of instructions to populate the linked list by filling in the table. This can be extended by
store data. removing items and learners having to update the table each time. (F) (I)

Describe how a Extension: Students could begin to develop algorithms for adding, removing and editing the data in the three
queue, stack and structures. These could be in the form of structured English instructions, flowcharts and/or pseudocode. (I)
linked list can be
implemented using
arrays.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

Cambridge International AS & A Level Computer Science 9618 – from 2021 35

 Scheme of Work

Past and specimen papers

9618/2 Specimen paper Q1, 3, 5, 7

9608/21 Jun 16 Q3b, 5
9608/22 Jun 16 Q3b, 5
9608/23 Jun 16 Q3b, 5
9608/21 Jun 17 Q5
9608/22 Jun 17 Q5
9608/23 Jun 17 Q5
9608/21 Jun 18 Q5, 6
9608/22 Jun 18 Q5, 6
9608/23 Jun 18 Q5, 6
9608/21 Nov 16 Q4c, e
9608/22 Nov 16 Q4, 5
9608/23 Nov 16 Q4c
9608/21 Nov 17 Q1, 3
9608/22 Nov 17 Q1, 2, 3
9608/23 Nov 17 Q1, 3, 5
9608/41 Nov 18 Q2a, 3a, b

Cambridge International AS & A Level Computer Science 9618 – from 2021 36

 Scheme of Work

Unit 11 Programming

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

11.1 Programming Write pseudocode Introduce variables and constants using boxes that have the data within them (e.g. on paper). Give learners a
Basics from a given design series of pseudocode statements that they run by getting the data from the boxes and/or changing the data in the
(KC1) presented as either a boxes and/or reading out the data from within the boxes.
(KC2) program flowchart or
(KC5) structured English. Provide learners with pseudocode that uses arithmetic and logical operators, variables and constants that
includes errors; learners should trace the algorithms and identify the errors. (F) (I)
Write pseudocode
statements for: Give learners access to built-in functions and library routines in the chosen programming language. Discuss what
 the declaration of the libraries allow them to do that they could not before. Show them what happens if they try and use the routines
variables and without importing them.
constants
 the assignment of Give learners a list of the different arithmetic and logical operators and ask them to identify their meaning.
values to variables
and constants Give learners pseudocode algorithms with missing operators and ask them to complete the operators. (F)
 expressions
involving any of the Learners should have a glossary of key programming terms and the arithmetic and logical operators should be
arithmetic or logical added.
operators input
from the keyboard You should refer to the Pseudocode Guide on the School Support Hub www.cambridgeinternational.org/support
and output to the while teaching this topic.
console

11.2 Constructs Use pseudocode to Present learners with a range of IF statements to execute practically, by performing actions, calculations, etc. (F)
(KC1) write: (I)
(KC2)  an IF structure
(KC5) including ELSE Give learners a program with an IF statement in and ask them to turn it into a CASE statement. Repeat with
and nested IF examples that cannot be converted and ask learners to explain why it cannot be represented in the alternative. (I)
statements (F)
 a CASE
statement Provide learners with a CASE statement and ask them to turn it into an IF statement. (I) (F)
 a count-
controlled loop Give learners example selection statements with errors in and ask them to debug the code and correct the errors.
(F) (I)
 a post-condition Present learners with a range of iteration statements to execute practically, e.g. to continually do something until

Cambridge International AS & A Level Computer Science 9618 – from 2021 37

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

loop a condition is met. This can be repeated with calculations, etc., that are performed practically, taking one line of
 a pre-condition code at a time.
loop
Give learners a program using one type of loop and ask them to convert it into another type, e.g. a pre-condition
Justify why one loop to a post-condition. Ask learners to identify what types of loop cannot be converted into other types, e.g. not all
structure may be post/pre-condition loops can be turned into count-controlled loops.
better suited to solve
a problem than the Provide learners with pseudocode algorithms with loops in that are incorrect, e.g. they loop 11 times instead of
others. 10 times. Ask learners to dry run the algorithms and correct the errors. (F) (I)

Give learners pseudocode algorithms with loops in and ask them to write them in your chosen programming
language. (F) (I)

Describe programs that require loops, and ask learners to identify and justify the most appropriate loop to use.
(F) (I)

Learners should create a glossary of key programming terms and ask selection and iteration operators.

11.3 Structured Define and use a Give learners some programs (in pseudocode or a programming language) that include procedures and
Programming procedure and a procedure calls. Ask learners to work in pairs to trace the algorithms, following each instruction to work out what
(KC1) function. the procedures do and what they are. Ask learners to explain their findings. (F) (I)
(KC2)
(KC5) Explain where in the Show learners an algorithm with a section of code that is repeated multiple times, e.g. outputting the contents of
constructor of an an array. Ask learners what the drawbacks of repeated code are and explain how procedures can reduce this
algorithm it would be repeated code. (F)
appropriate to use a
procedure or a Show learners some built-in functions that they will already have made use of in their language e.g. finding the
function. length of a string. Discuss what is different between a procedure and what the function does.
Give learners a description of functions to implement and then make use of in their program. (I)
Use parameters in a
procedure and a Use boxes to act as variables and parameters. Show learners what happens to the values in the variables, and
function. parameters when an algorithm is run that includes procedures taking parameters by value and then by reference.

Use the terminology Ask learners to explain to each other what by reference and by value means and when these should be used.
associated with

Cambridge International AS & A Level Computer Science 9618 – from 2021 38

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

procedures and Give learners algorithms that include procedures and/or functions that take values by reference and/or by value
functions. that are incorrect and ask them to trace them and make corrections. (F) (I)

Write efficient Give learners pre-written subroutines to implement and make use of in a program. (I)
pseudocode.
Show learners a structure diagram (or make use of one they created earlier) and discuss how this design can be
used to identify the procedures/functions.

Give learners scenarios and ask them whether procedures or functions should be used. Ask learners to justify
their choices.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/2 Specimen paper Q1c, 4
9608/21 Jun 16 Q1, 2, 3, 4, 5, 6
9608/22 Jun 16 Q1, 2, 3, 4, 5, 6
9608/23 Jun 16 Q1, 2, 3, 4, 5, 6
9608/21 Jun 17 Q1c, 2, 3, 5, 6
9608/22 Jun 17 Q1c, 2, 3, 5, 6
9608/23 Jun 17 Q1c, 2, 3, 5, 6
9608/21 Jun 18 Q1a, b, 2, 4, 6, 7
9608/22 Jun 18 Q1, 2, 5
9608/23 Jun 18 Q1, 2, 4c, 6, 7
9608/21 Nov 16 Q1c, 3, 4d, e
9608/22 Nov 16 Q3, 4, 5, 6
9608/23 Nov 16 Q3, 4e, 5
9608/21 Nov 17 Q1, 3, 5
9608/22 Nov 17 Q2, 4, 5
9608/23 Nov 17 Q3, 5

Cambridge International AS & A Level Computer Science 9618 – from 2021 39

 Scheme of Work

Unit 12 Software Development

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

12.1 Program Explain the purpose Present learners with two scenarios, one where a development team are following a plan/schedule based on a
Development Life of a development life development life cycle, and another where they are all working on the program without any plans, etc. Ask
cycle cycle. learners to discuss the benefits and drawbacks of each approach. (F)
(KC1)
(KC2) Explain the need for Describe each stage of a development life cycle one at a time, showing learners the items developed in that
different stage; give learners a small program and after each stage ask them to follow the same processes for their
development life project. (I)
cycles depending on
the program being Give learners the different life cycle stages and activities on individual cards; ask them to put the stages in order
developed. and to put the activities with their corresponding stage. Repeat for the different life cycles. (F)

Describe the Provide learners with a series of benefits and drawbacks for the different development life cycles and ask them to
principles, benefits identify which cycle each belongs to. (F)
and drawbacks of
each type of life Give learners a series of scenarios of projects that need to be written and ask learners to work in groups to
cycle. identify which development life cycle should be used and to justify their choice. (I) (F)

Describe the Give learners a scenario program to develop as a group (this could be as a whole class, or in smaller groups).
analysis, design, Ask learners to select a life cycle to follow and to justify their decision, and then to follow the life cycle to create
coding, testing and the program as a group – limit the scope of the project to allow them to use all sections of the life cycle. (F) (I)
maintenance stages
in the program Extension: Ask learners to research other typical life cycles and identify the common themes between them, and
development life the differences. (I)
cycle.

12.2 Program Design Use a structure chart Show learners a structure chart and ask them to explain each part of the diagram.
(KC1) to decompose a
(KC2) problem into sub- Give learners a structure chart and ask them to create the program that it shows. (F)
(KC5) tasks and express
the parameters Give learners a structure chart without the parameters and ask them to complete the diagram. (F)
passed between the
various Give learners a structure chart and pseudocode for the same program and ask them to identify the differences.
modules/procedures/ (F)
functions which are

Cambridge International AS & A Level Computer Science 9618 – from 2021 40

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

part of the algorithm Show learners a device, such as a safe with a programmable number. Ask learners to work in groups to identify
design. all the different states the device can be in. Ask learners to then identify how the device moves from one state to
another. Show learners how to turn this into a state-transition diagram. (F) (I)
Create and use a
state-transition Give learners a state-transition diagram and ask them to convert it into a narrative of the different states and the
diagram to document movement between those states.
an algorithm.
Ask learners to create a state-transition diagram for a scenario/program. (F) (I)

Show learners a computer program, such as a game with characters and objects. Ask learners to identify the
different objects, and then states these objects can be in. Ask them to draw state-transition diagrams for the
objects. (F) (I)

Extension: Ask learners to turn one of their state-transition diagrams into a program. (I)

12.3 Program Testing Explain how faults in Give learners a program that does not work, and ask them to find the error, using whatever methods they want.
and maintenance programs can be Collate the methods used by the different learners into a list of ways to find errors. Split this into ways that they
(KC1) exposed and worked out there was as error, and how they found out where and what the error actually was.
(KC2) avoided.
Show learners a series of programs each with one or more types of error in. Ask learners to read the program
Locate and identify and identify the type(s) of error within it, e.g. if there is a syntax error, logic error etc. and then where this is. (I)
the different types of
errors. Give learners a program with errors in it (or ask them to write a new one) and then perform each type of testing
and document their testing, i.e. dry run, walkthrough, white-box, black-box, and so on. (I)
Correct identified
errors. Show a series of algorithms and test data and ask learners to identify the type of test data each is for. Repeat but
by giving the type of test data and asking for examples of data that could be used. (F) (I)
Use different
methods of testing Ask learners to complete test plans for the programs they write while learning new constructs. (F)
and select
appropriate data for Give learners programs that do not work, either at all or as required. Ask learners to find and correct the errors
each method. using a range of testing methods. (I)

Explain the need for Use case studies of companies that have had problems with systems after implementation which required
a test strategy and maintenance (examples of adaptive/corrective/perfective maintenance). Discuss the need for this maintenance
test plan, and their and the potential consequences of not undertaking it.
likely contents.

Cambridge International AS & A Level Computer Science 9618 – from 2021 41

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Choose appropriate
data for a test plan.

Explain the need for

continuing
maintenance of a
system and the
differences between
each type of
maintenance.

Analyse an existing
program and make
amendments to
enhance
functionality.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/2 Specimen paper Q2, 6bfile
9608/21 Jun 16 Q4
9608/21 Jun 17 Q4, 6b
9608/22 Jun 17 Q4, 6b
9608/23 Jun 17 Q4, 6b
9608/21 Jun 18 Q4b
9608/22 Jun 18 Q4
9608/23 Jun 18 Q3
9608/21 Nov 16 Q1b, 4c
9608/22 Nov 16 Q1b, 4d, 5ciii
9608/23 Nov 16 Q1b, 4c, 5d
9608/21 Nov 17 Q3
9608/41 June 16 Q5a
9608/41 June 16 Q6
9608/41 Nov 16 Q1a

Cambridge International AS & A Level Computer Science 9618 – from 2021 42

 Scheme of Work

Past and specimen papers

9608/41 Nov 16 Q4
9608/42 Nov 16 Q1a, 2
9608/41 Nov 17 Q1, 5

Cambridge International AS & A Level Computer Science 9618 – from 2021 43

 Scheme of Work

Unit 13 Data Representation

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

13.1 User-defined Explain why user- Give learners examples of the different pre-determined data types for your chosen language. Discuss the
data types defined data types limitations of these and ask learners how they can get around this problem (e.g. multiple variables/arrays, use
(KC1) are necessary. classes, etc.).
(KC2)
(KC5) Define and use non- Explain the difference between composite and non-composite data types in pseudocode and your chosen
composite data language. Discuss the need for both types.
types.
Give learners a scenario and ask them to decide whether composite/non-composite data types are required for
Define and use each data item or series of items. Ask them to justify their choice. (F) (I)
composite data
types. Give learners program code that already has a range of user-defined data types written, and ask them to use
these to create a given program. (I)
Choose and design
an appropriate user- Present learners with a scenario and ask them to program a user-defined data type for the program. Ask learners
defined data type for to justify the data type they created. (F) (I)
a given problem.
Give learners examples of data stored in a data type, and declarations of data types. Ask learners to identify
which are non-composite and which are composite. Extend this to the different types within non-composite and
composite. (F)

Provide learners with programs that define and use a range of data types including user-defined data types, and
ask them to correct the errors. (F) (I)

Extension: Introduce learners to a second programming language that has different data types and allows for
different definitions of user-defined types. Ask learners to compare the languages and these features. (I)

13.2 File organisation Describe the different Discuss example programs and the need to store/access data stored externally to the file. Discuss the
and access methods of file consequences of not storing the data accurately.
(KC1) organisation.
(KC2) Put example records/data for a file onto individual pieces of paper. Explain to learners how each method of file
(KC5) Describe the different organisation works and ask learners to physically implement this structure using the data by placing the papers in
methods of file the correct order as that method would store it. This could also be done using a spreadsheet with the file
access. locations being the row numbers.

Cambridge International AS & A Level Computer Science 9618 – from 2021 44

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Select an appropriate Describe common hashing algorithms and ask learners to work out the record location for a piece of data or
method of file record using one of these algorithms.
organisation and file
access for a given Show learners a series of data stored as a random file but that is full (or nearly full). Ask learners to work out the
problem. file location using the hashing algorithm and ask them what problem occurs – i.e. clashes. Ask learners to work
out what could happen when there is a clash, and how this solution would affect the access of the data. (I)
Describe and use
hashing algorithms. Give learners example files with large quantities of data stored in a specific organisation method (for example,
using a spreadsheet). Ask learners to use the different methods of file access to find the required data. Discuss
the benefits and drawbacks of each method. (F)

Give pairs of learners a scenario and ask them to decide which file organisation method should be used for
storage and for access. Students should explain their choice with justification. (F)

Provide learners with a range of scenarios or situations (such as number of files, type of data being stored, etc.)
and ask them to group them by the most appropriate method of file organisation, and then access based upon
this. (I)

Show learners how to write code to perform each of the different methods of file organisation and ask them to
implement them in a range of programs. Extend this to use different methods of file access to find and read data
from their files.

Give learners program code that uses different methods of file access and organisation that includes a number of
errors. Ask learners to find and correct the errors. (I)

13.3 Floating-point Describe the format Recap binary conversion, two’s complement and addition and subtraction. Ask learners what other types of
numbers, of binary floating- number exist that may need to be stored in a computer, i.e. decimals. Show learners how a fixed-point binary
representation and point real numbers. number is calculated.
manipulation
(KC5) Convert binary Give learners numbers to convert into fixed-point and vice versa. Discuss the limitations of fixed-point, i.e. the
floating-point read binary point is always in the same place, so the range of numbers is limited.
numbers into denary
and vice versa. Give learners example numbers to store in set formats and ask learners to work out why they cannot be
represented i.e. there are insufficient bits before/after the binary point. (I)

Normalise floating- Show learners how to convert a fixed-point number into floating-point and vice versa. Give learners a range of
point numbers. denary numbers to convert into floating-point and then vice versa. Start with positive mantissa and exponents,

Cambridge International AS & A Level Computer Science 9618 – from 2021 45

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

then expand this to include negative mantissas, negative exponents and then both as negative. (F)
Explain the
consequences of a Show learners a range of floating-point numbers and ask them to identify the mantissa and exponent for each.
binary representation (F)
only being an
approximation to the Ask learners to work the largest and smallest numbers that can be represented in that format. Repeat with a
real number it different number of bits in the mantissa and exponent. Ask learners to work out what difference the size of
represents (in certain mantissa and exponent has on the numbers that can be represented. (I)
cases).
Show learners how some numbers cannot be exactly represented. Show learners what happens when this
Explain that binary occurs in a program (or on a calculator). Discuss what potential problems this could cause in programs.
representations can
give rise to rounding
errors.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/3 Specimen paper Q1
9608/31 Jun 16 Q4
9608/31 Jun 17 Q1, 4
9608/32 Jun 17 Q1
9608/32 Jun 17 Q4
9608/32 Jun 18 Q1
9608/32 Jun 18 Q2
9608/31 Nov 16 Q1
9608/32 Nov 16 Q1

Cambridge International AS & A Level Computer Science 9618 – from 2021 46

 Scheme of Work

Unit 14 Communication and Internet Technologies

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

14.1 Protocols Explain why a Ask learners to write a message in binary to another learners. This can be done by writing the binary, or using
(KC3) protocol is essential lights to flash binary values. Students should not speak to each other prior to, or during, the sending of the
for communication message. Ask learners what problems they encountered – i.e. not knowing what the letters represented, etc. Ask
between computers. learners what they need to do before sending – link to protocols and their purpose and what they identify.
Students can then agree protocols and resend the message, which should be more successful this time. (I)
Describe protocol
implements as a Give learners example protocols and functions of the different layers and ask learners to identify the layer they
stack, with each belong in. (F)
layer having its own
functionality. Relate protocol layers to a physical example, e.g. a series of boxes on top of each other, where one can be
removed, changed and then replaced independently.
Describe the TCP/IP
protocol suite. Create a crossword of protocols with the descriptions as the clues for learners to complete.

Describe the purpose Give learners a series of scenarios and ask them to identify the most appropriate protocol(s) to use, and to justify
of the protocols their choice. (F) (I)
HTTP, FTP, POP3,
IMAP, SMTP,
BitTorrent.

14.2 Circuit switching, Explain the purpose, Show learners how data is split into packets and the contents of a packet. Give learners some data to split into
packet switching benefits and packets (binary data or textual). Ask learners to split the data into packets and complete a packet header for
(KC3) drawbacks of circuit each.
switching and packet
switching. Act out physical circuit and packet switching using learners as nodes and setting up connections between them,
e.g. using string. One learner acts as the sender, and another as the receiver. When performing circuit switching,
Justify the use of the sender identifies which nodes the message will goes through, then sends it one packet at a time. When
packet and/or circuit performing packet switching, the sender sends each packet one at a time, then each node decides which way to
switching in a send it.
scenario.
Give learners statements, benefits and drawbacks about circuit and packet switching, and ask them to identify
which they relate to. (F)

Cambridge International AS & A Level Computer Science 9618 – from 2021 47

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Put learners into pairs and give each pair a scenario. Ask them to decide whether packet or circuit switching is
most appropriate in this situation and to justify their choice. Ask them to describe how their chosen method will
transmit the data. (F) (I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/3 Specimen paper Q2
9608/31 Jun 16 Q1c
9608/31 Jun 17 Q5ai, aiii, b
9608/32 Jun 17 Q5
9608/32 Jun 18 Q3c
9608/31 Nov 16 Q5
9608/32 Nov 16 Q4
9608/32 Nov 16 Q6b, c
9608/32 Nov 17 Q1B

Cambridge International AS & A Level Computer Science 9618 – from 2021 48

 Scheme of Work

Unit 15 Hardware and Virtual Machines

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

15.1 Processors, Describe Reduced Give learners example instructions from a RISC and a CISC processor. Ask learners to identify the differences.
Parallel Processing Instruction Set Ask learners to work out what the benefits and drawbacks of each could be. Discuss learners’ answers and lead
and Virtual Machines Computers (RISC) them to creating a list of benefits and drawbacks. (F)
(KC4) and Complex
Instruction Set Give learners a series of statements about RISC and/or CISC and ask learners to identify which relate to RISC
Computers (CISC) and which to CISC. (F)
processors.
Extension: Ask learners to research how some calculations can be performed through combinations of simpler
Explain the calculations, for example how division can be performed through subtraction. (I)
importance and use
of pipelining and Provide learners with a timeline table and the stages of the Fetch-execute cycle for a number of different
registers in RISC processes. Ask them to complete the table by showing which process is being fetched/decoded etc. in each time
processors. period.

Describe the four Give learners a table with the number of instructions and data as the row and column headings. Ask learners to
basic computer put the architectures into the correct position according to the headings. (F)
architectures (SISD,
SIMD, MISD, MIMD). Give learners examples of instructions that are performed using each of the four architectures. Show learners a
range of applications for each architecture and discuss the differences in application requirements for each
Describe the architecture.
characteristics of
massively parallel Discuss the need for increasing processor power and how instead of increasing the processing power of one
computers. computer, multiple systems can be used in combination.

Describe the Ask learners if they have ever used emulator software – popularly used to play console games on a PC. Relate
concept, benefits and to the virtual machine concept. Discuss the specific hardware required for the games console and how this is met
limitations of a virtual by the PC instead. Ask learners for the benefits and drawbacks.
machine.
Give learners a list of statements, some true and others false, about virtual machines. Ask learners to identify
which are true and which are false. Discuss the answers. (I)

Extension: Ask learners to research distributed systems and how these compare to parallel computers. (I)

15.2 Boolean Algebra Produce truth tables Recap logic circuits from Unit 1. Give learners a series of logic statements and ask learners to produce logic

Cambridge International AS & A Level Computer Science 9618 – from 2021 49

 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

and Logic Circuits for logic circuits circuits and truth tables from the statements. (F)
(KC4) including half adders
(KC1) and full adders. Demonstrate the half adder and full adder. Ask learners to walk through the diagrams keeping track of the values
(KC5) at each step. Ask learners to work out why they are called a half adder and full adder. (I)
Describe the function
and create a truth Demonstrate the flip-flop circuit and ask learners what the purpose of its existence is. Link to the name and why it
table for a flip-flop is called a flip-flop.
(SR, JK).
Give learners incomplete adder and flip-flop circuits. Ask learners to complete the diagrams.
Use Boolean algebra
to manipulate Extension: Ask learners to draw the adder and flip-flop circuits using only NAND gates. (I)
Boolean
expressions. Show learners two logic statements that have identical outputs and ask learners to work out what the difference
is, i.e. they use a different combination of gates. Discuss how many ways one circuit can be drawn and which is
Describe the use of, the best – i.e. the most efficient – and why.
and use a Karnaugh
map (K-map). Show learners how to use a K-map to simplify a logic statement. Give learners truth tables to create and
complete K-maps from. Gradually increase the difficulty in the number of inputs. (I) (F)

Explain how K-maps are only one way of simplifying a logic statement. Show learners the Boolean algebra rules
one at a time. Slowly increase the complexity by asking learners to use two rules with one statement, then
increase again.

Give learners incomplete Boolean algebraic expressions with missing components and ask learners to complete
the formulae. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)

Cambridge International AS & A Level Computer Science 9618 – from 2021 50

 Scheme of Work

Past and specimen papers

9618/3 Specimen paper Q3

9608/31 Jun 16 Q3, 5
9608/31 Jun 17 Q3c, d
9608/32 Jun 17 Q3c, d
9608/32 Jun 18 Q4
9608/31 Nov 16 Q4
9608/32 Nov 16 Q5
9608/31 Nov 17 Q2
9608/31 Nov 17 Q5b, c, d
9608/32 Nov 17 Q2
9608/32 Nov 17 Q3
9608/32 Nov 17 Q5b, c

Cambridge International AS & A Level Computer Science 9618 – from 2021 51

 Scheme of Work

Unit 16 System Software

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

16.1 Purposes of an Explain how an OS Recap on OS functions from AS and the management of memory, hardware etc. Discuss rules the OS can
Operating System can maximise the implement to maximise the use of these resources.
(OS) use of resources.
(KC4) Give learners a list of events that they would regularly perform on a computer, e.g. opening a piece of software,
Describe the ways in saving work, listening to music, switching between windows, etc. Put the learners in groups and ask them to
which the user make a list of what they see as a user for each event, and what the OS is actually doing behind the scenes. (I)
interface hides the
complexities of the Present the concept of a process and the different states a process can be in. Give learners an example of a
hardware from the process and ask them to identify the events that would move the process between different states.
user. Get learners to act out the processes. Give each learners the name of a process. Students physically move
between the states depending on a list of events that happen. Read the events one at a time and learners have
Describe how to react and move depending on the event and if it impacts them.
processes are
managed by the OS. Demonstrate the use of virtual memory, paging and segmentation using diagrams on a computer where the data
in memory can be split into pages, and then dynamically moved between the HDD and RAM as different
Describe the use of instructions and data are required.
virtual memory,
paging and Give learners a series of facts about virtual memory, paging and segmentation and ask them to identify which of
segmentation for the three concepts they relate to. (F)
memory
management.

16.2 Translation Explain how an Provide learners with a short program. As each stage of compilation is explained, ask learners to perform the
Software interpreter can actions on the program they have been given – this could be done in pairs. At the end of each stage, ask
(KC4) execute programs learners to compare their results.
(KC1) without producing a
(KC2) translated version. Give learners a BNF diagram and ask them what they think it means – discuss the answers and lead them
towards its function and how it works.
Describe the various
stages in the Present learners with a scenario (syntax description) and a BNF diagram that is incomplete – ask learners to
compilation of a complete the diagram. (F)
program.

Use Backus-Naur Give learners a scenario and BNF diagram that includes errors and ask them to identify them and correct them.

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Form (BNF) and (F)

syntax diagrams to
express the grammar Give learners program code and a BNF diagram and ask them whether the code is valid/invalid and to justify
of a language. their answers.

Use Reverse Polish Present learners with a scenario and ask them to create a BNF diagram from it. (I)
Notation (RPN) to
carry out the Give learners a BNF diagram and ask them to change it, to introduce more options, and/or restrict the grammar
evaluation of further. (F) (I)
expressions.
Extension: Ask learners to write a program to check the syntax of a program that is input against BNF
statements.

Discuss the use of brackets and priorities in mathematical calculations. Ask learners how computers ‘know’ which
action to perform first. Show learners how RPN can tell computers the order to perform the calculations in. Show
learners how stacks are used to represent the RPN expression and how these are evaluated. Give learners a
blank ‘stack’ diagram and an RPN expression; ask them to put the items on the stack and then perform the
calculations one step at a time – getting the item(s) from the stack, performing the calculation and putting the
output back.

Give learners a mathematical expression and ask them to put it into RPN. Repeat but reverse, giving learners an
RPN expression and asking them to turn it into a normal mathematical expression.

Extension: Ask learners to write a program that takes an expression and produces the RPN expression for it.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/3 Specimen paper Q4
9608/32 Jun 18 Q5
9608/31 Nov 16 Q2
9608/31 Nov 16 Q2, 3
9608/32 Nov 16 Q2, 3
9608/31 Nov 17 Q3
9608/32 Nov 17 Q3

Cambridge International AS & A Level Computer Science 9618 – from 2021 53

 Scheme of Work

Unit 17 Security

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

17.1 Encryption, Define the key terms Recap encryption from 6.1 Data security, i.e. purpose and simple encryption algorithms.
Encryption Protocols associated with
and Digital certificates encryption. With learners working in pairs, give one learner the role of sender and the other that of receiver. Get learners to
(KC3) act out symmetric and then asymmetric encryption on a method, sending the message between each other and
(KC1) Describe the use of encrypting and decrypting the message.
encryption,
symmetric and Discuss the need for secure connections when online and how SSL and now TLS allow for secure transmissions
asymmetric between servers and browsers. Relate back to the use of symmetric encryption and the use of handshakes.
encryption.
Ask learners if they have ever had a website blocked because its digital certificate is invalid, or out of date.
Explain the purpose Discuss the contents of a digital certificate. Ask learners to find an example certificate online and describe the
and use of SSL and data items included. (I)
TLS.
Give learners facts about the different methods of encryption, the security protocols and digital certificates. Ask
Explain how digital learners to identify which method they apply to. (I)
certificates are used.
Put learners into pairs. Give each pair a scenario where data needs to be transmitted securely. Ask them to
identify an appropriate method of communication and which method they will use to ensure this is secure. Ask
learners to explain their choice to the rest of the class and to justify their decision. (F) (I)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/3 Specimen paper Q5
9608/31 Jun 16 Q2
9608/31 Jun 17 Q2c
9608/32 Jun 17 Q2
9608/31 Nov 16 Q6
9608/31 Nov 17 Q4

Cambridge International AS & A Level Computer Science 9618 – from 2021 54

 Scheme of Work

Unit 18 Artificial Intelligence (AI)

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

18.1 Artificial Explain how graphs Give learners a graph with labelled nodes. Ask learners to identify all the different ways they could get from one
Intelligence (AI) can be used to aid node to another. Ask learners what the graph and nodes look like (a map, state-transition diagram, etc.) – refer to
(graphs) Artificial Intelligence abstraction from 9.1 Computational Thinking Skills and what the nodes could represent. Explain the difference
(KC1) (AI). between a directed graph and a non-directed one. Add weights to the graph and ask learners to find the most
(KC2) efficient path, and write down the list of instructions that they followed to find the shortest distance.
Use A* and Dijkstra’s
algorithms to perform Give learners a scenario where a graph could be used, and ask learners to create a graph for the scenario. Ask
searches on a graph. learners to compare their graphs and identify any differences. (I)

Show learners how to perform an A* search and complete a suitable table to keep track of the nodes visited.
Present learners with a graph with a partially completed A* search and ask learners to work together to complete
it. Give learners a graph and ask them to perform an A* search. (F) (I)

Show learners how to perform Dijkstra’s algorithm to perform a search on a graph and complete a suitable table
to keep track of the nodes visited. Give learners a graph with a partially completed Dijkstra’s search and ask
learners to work together to complete it. (I)

Give learners a graph and ask them to perform Dijkstra’s search. (F)

Explain the use of heuristics in the searching algorithms and how they can help decrease the search time.

Ask learners to perform an A* and Dijkstra’s search on the same graph and keep track of the number of nodes
visited, and the final solution found.

Extension: Ask learners to find some further examples where heuristics are used, and if there are any searches
that are more efficient than A* and Dijkstra. (I)

18.1 Artificial Explain how artificial Put learners in groups and give each group an AI technique and/or method of learning. Ask each group to
Intelligence (AI) neural networks help research their technique and create a presentation for the rest of the class including case studies of where the
(applications) with machine techniques were used. (I)
(KC2) learning.
(KC1) Give learners case studies of current developments in AI, applications of AI, etc. Ask learners to work in groups,
each with a case study, and identify the AI techniques that may be used, and how the application was developed.

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Explain the use of Use a practical example to show how computers can predict based on stored rules and past events. Link this to
Deep Learning, the different types of learning and show learners how the computers ‘decide’ which route to follow, and how
Machine Learning these rules change. Link to relatable scenarios, such as board games or route finding apps.
and Reinforcement
Learning and the Simulate machine learning, for example with a game of noughts and crosses, or rock paper scissors. The
reasons for using computer’s moves can be stored as instructions on paper, or using software, such as in a spreadsheet. The
these methods. learners then play the game, using the stored instructions as moves and then change these each time a move is
successful or otherwise. Students can then play their AI games against each other. (I)
Describe back
propagation and Extension: Ask learners to write a program to simulate one of the games discussed, i.e. to create the game of
regression methods noughts and crosses with the computer learning its own moves. (I)
in machine learning.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/3 Specimen paper Q6

Cambridge International AS & A Level Computer Science 9618 – from 2021 56

 Scheme of Work

Unit 19 Computational Thinking and Problem-Solving

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

19.1 Algorithms Describe a linear and Recap linear search. Show learners how to perform a binary search. Provide learners with cards with numbers
(searching and binary search. on, and tell them to put them face down in ascending order. Learners should follow the binary search instructions
sorting) to find a specific card.
(KC1) Write algorithms to
(KC2) implement a binary Give learners program code for a linear and binary search and ask them to trace the algorithms.
(KC5) and linear search.
Provide learners with the searching algorithms with sections missing and ask learners to complete the missing
Describe an insertion statements. (F)
sort and a bubble
sort. Give learners the searching algorithm statements in individual lines, in a different order. Ask learners to put the
algorithm into the correct order. (F)
Write algorithms to
implement an Present learners with the searching algorithms with errors in and ask learners to correct the errors. (F)
insertion and bubble
sort. Give learners inefficient searching algorithms (e.g. excess memory usage, iterations etc.) and ask learners to
improve the efficiency of the algorithms. (I)

Give learners a program to create which requires the searching algorithm(s) and ask learners to implement the
program. (F)

Recap bubble sort. Show learners how to perform an insertion sort. Provide learners with cards with numbers on,
tell them to shuffle them and put them face down in a row. Students should then follow the instructions for an
insertion sort on their cards, turning them over when required.

Give learners program code for a bubble and insertion sort, learners to trace the algorithms.

Present learners with the sorting algorithms with sections missing. Learners should read the algorithms and add
the missing statements. (F)

Give learners a program that needs a sorting algorithm and ask learners to implement it with both algorithms. (F)

Provide learners with inefficient sorting algorithms and ask learners to make them more efficient. (I)

Provide learners with sorting algorithms that include errors. Ask learners to find the errors and correct them. (F)

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

Give learners a searching/sorting algorithm without a name and meaningless identifiers and ask them to identify
it.

19.1 Algorithms Describe linked lists, Recap stacks, queues and linked lists theory. For each, ask learners to explain how to add and delete items. Ask
(Abstract Data Types) stacks, queues and learners to develop this explanation into structured English, and then into pseudocode. Give learners a partial
(KC1) binary trees. program that defines the stack/queue/linked list and ask learners to write subroutines to add and delete an item
(KC2) from the stack/queue/linked list. (F) (I)
(KC5) Write algorithms to
find items in a linked Show learners how to create a binary tree. Draw a tree on a board and ask learners to add items one by one to
list and a binary tree. the tree (e.g. by writing the node and branch). Define the key elements of a tree (e.g. root, branch, leaf). Ask
learners to identify where these elements are on a tree.
Write algorithms to
insert items into a Ask learners to explain how to add an item to a binary tree. Students should then develop this into structured
stack, a queue, a English, then pseudocode. Give learners a program with a linked list implement (e.g. as an array) and ask
linked list and a learners to implement the insert and delete subroutines. (F) (I)
binary tree.
Show learners an example of a linked list and a binary tree. Ask them to work out how to find an item within it
Write algorithms to efficiently. Students can then develop this into structured English and then pseudocode before implementing their
delete an item from a algorithm. (F) (I)
stack, a queue and a
linked list. Give learners example ADTs represented on paper and ask learners to add and remove data to/from the
diagrams.
Explain how an ADT
can be implemented Recap user-defined data types, and arrays and show learners how one ADT can be represented in each
using a built-in data appropriate method (including other ADTs). Ask learners to implement this structure – it could be partially
type and another provided. Ask learners to take this knowledge and apply it to another ADT and work out in groups how to
ADT, and write implement this ADT in other data types (and ADTs). (I)
algorithms to
implement this. Give learners scenarios and ask them to work out which ADT is most appropriate. Ask learners to justify their
choice. Students then need to write a program to implement the ADT for the scenario. (F) (I)

19.1 Algorithms Explain the use of Show learners two programs that perform the same actions but with different levels of complexity, e.g. time

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

(performance) Big O notation to and/or space. Ask learners to explain what the differences are and how these could impact the program.
(KC1) specify time and
(KC2) space complexity. Introduce time and space complexity and Big O notation, one complexity at a time. Relate this back to the
(KC5) standard algorithms covered, e.g. searching and sorting algorithms.
Compare algorithms
on criteria such a Extension: Students can write the different algorithms that perform the same function and either get the compiler
time taken and to calculate the execution time, or write a timer into the program. Students can then change the number of items,
memory used. item being searched for, order of the items, etc., to see how it changes the time it takes the program to run.

Give learners a list of algorithms and complexities. Ask learners to match the time and space complexities to the
algorithms. (F)

Give learners a list of different complexities and ask learners to put them into ascending/descending order of time
for a given scenario (e.g. small number of items). (F)

Put learners into groups and give each details of a scenario. Provide a list of possible algorithms along with the
time and space complexities for each. Ask each group to choose the most appropriate algorithm and to justify it
based on the complexities. (F) (I)

19.2 Recursion Identify the essential Show learners a recursive algorithm. Ask them to work out in pairs what is different about this algorithm to other
(KC1) features of recursion. algorithms. Discuss the differences with a recursive algorithm. Ask learners to trace the algorithm and work out
(KC2) what happens when it is run. (F) (I)
(KC5) Write and trace
recursive algorithms. Give learners a series of recursive algorithms and ask them to identify the key features that each of the
algorithms have – discuss the answers and reduce the list to the essential features of recursion. Discuss what
Compare the use of might happen if one (or more) of these features is missing, e.g. it will never stop if there is no stopping condition.
recursion to iteration.
Show learners how to follow and then unwind a recursive algorithm, keeping track of the function/procedure call
Describe what a and return values. Give learners a range of recursive algorithms to follow. (I) (F)
compiler has to do to
translate recursive Give learners a recursive algorithm in program code. Ask them to write the same program using iteration in your
programming code. chosen programming language. This could be completed in pairs to begin with. Repeat with a number of
algorithms and ask learners what the common features/actions are that they follow when converting the
algorithms – create a list of steps for learners to follow when converting an algorithm. Repeat this with the
reverse, i.e. converting an iterative program to a recursive one. (I)

Discuss the benefits of iteration and recursion, both for the programmer and on the running of the program. Give
learners a list of these benefits and drawbacks and ask learners to identify if they belong to iteration or recursion.

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

(F)

Discuss the use of a stack in the recursive calls when the compiler runs the code. Ask learners to implement this
using a diagram of a stack and a recursive algorithm, putting the parameters, etc., onto the stack and then calling
them back when it is unwound.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/3 Specimen paper Q7
9618/4 Specimen paper Q1, 2, 3
9608/41 Jun 16 Q1, 2
9608/41 Jun 17 Q2, 3, 4
9608/42 Jun 17 Q2
9608/41 Jun 18 Q2, 6
9608/42 Jun 18 Q3, 6
9608/41 Nov 16 Q2aiii
9608/42 Nov 16 Q4aiii
9608/42 Nov 17 Q4
9608/41 Nov 18 Q3c, 4
9608/42 Nov 18 Q3, 6

Cambridge International AS & A Level Computer Science 9618 – from 2021 60

 Scheme of Work

Unit 20 Further Programming

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

20.1 Programming Explain what is Give learners example low-level programs to read and describe what each step does. They can also trace the
Paradigms meant by a algorithms using trace tables. (F)
(KC1) programming
(KC2) paradigm. Identify key sequences that learners may have to write and ask them to read and write this code, for example
(KC5) incrementing a counter.
Write low-level code
that uses various Give learners a range of programs (in increasing complexity) written in assembly language that have lines of
addressing modes. code (or sections) missing and ask learners to complete them. (F)

Write imperative Present learners with programs in assembly language that have errors and ask them to correct them. (I)
programming code
that uses constructs, Give learners a description of a program, or example pseudocode algorithms, and ask them to write these in
procedures and assembly language. Some of these could be performed in pairs to begin with. (F) (I)
functions.
Show learners a mixture of lines of assembly language code. ask them to select and order the ones necessary to
solve a problem. (F)

Give learners descriptions of programs to write using procedural program code, increasing in complexity.
Students could also work in groups to produce a program by each developing a subroutine that they can then
combine to create a complete project. (I)

Provide learners with procedural program code that contains errors and ask learners to run the algorithms, find
and replace the errors. (I)

20.1 Programming Use the terminology Introduce objects related to physical objects/people and how they have characteristics (attributes/properties) and
Paradigms (OOP) associated with can perform actions (methods). Give learners a real-life object/person and ask them to identify the attributes and
(KC1) OOP. methods.
(KC2)
(KC5) Write program code Give learners a scenario and ask them to work in pairs/groups to identify the objects, attributes and methods that
to solve problems by may be required by the program. Students can then program the classes individually. (F) (I)
designing
appropriate classes Give learners example OOP code with errors in and/or missing elements; for example, a missing constructor. Ask
and making use of learners to find and correct the errors and/or complete the missing items. (F) (I)

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

OOP techniques.
Give learners a class diagram and ask them to create a program that meets the requirements of the class. (F)

Discuss inheritance and relate it to real-life objects again, for example vehicles, food, animals, etc. Give learners
example scenarios and ask them to work in pairs to identify the objects and inheritance. (I)

Show and discuss with learners incomplete class diagrams. Ask learners to explain the inheritance between the
classes. (F)

Give learners the terms relating to OOP and definitions and ask them to match them. This could also be done as
a crossword or other puzzle. (F)

Give learners a program that has classes pre-defined and ask learners to implement a program that defines
objects of the class and makes use of them. (I)

Put learners into group and give them a project that requires an OOP. Students need to split the program
development between themselves and decide on the classes, objects, etc., that they need. (I)

20.1 Programming Read and write Give learners a program written in a declarative language. Ask learners to trace the code and work out what each
Paradigms program code to line means. Discuss their findings and how facts are declared in the language. Give learners a series of
(Declarative) solve problems by questions starting in English-style sentences, and then gradually introduce syntax for learners to read.
(KC1) writing appropriate
(KC2) facts and rules. Give learners an example program and ask them to add further facts to the program, and then run queries from
(KC5) it. (I)

Give learners descriptions of rules and show them how to convert these into declarative language rules. Give
learners some rules for them to explain and to check which facts meet them. Ask learners to change rules,
correct errors in rules (particularly common errors such as ordering) and then write new rules that are given to
them in sentences. (I)

Give learners a scenario and ask them to design and create a declarative language for the scenario. (F) (I)

Extension: Look at systems that make use of declarative languages and get learners to undertake case studies
of these systems and why they use declarative languages.

20.2 File Processing Write code to Ask learners to extend programs they have already created to store data e.g. objects created, in files, and to then

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 Scheme of Work

Syllabus ref. and Key Learning objectives Suggested teaching activities

Concepts

and Exception perform file- reload these when the program starts again. (I)
Handling processing
(KC1) operations. Give learners a game scenario and ask them to program the game along with a high score table that needs
(KC2) storing externally. (I)
(KC5) Explain the
importance of Learners can create a program where users need to create an account, which must be stored in a file, then they
exception handling. can only use the program if they give valid log on details. (I)

Write program code Recap types of file access and ask learners to write programs that make use of these different methods.
to use exception
handling. Show learners a program that produces an error and crashes. Discuss the problems with this format (i.e. it
crashes and the program needs to be restarted). Ask learners how this could be handled to avoid the program
crashing and introduce exception handling.

Show learners how to catch exceptions in your chosen language. Provide them with written exceptions and ask
them to read the code and explain each part of it.

Give learners a program and ask them to add exception handling routines to it. (F)

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
9618/3 Specimen paper Q8
9618/4 Specimen paper Q1, 2, 3,
9608/41 June 16 Q4, 5, 6b, c
9608/41 June 17 Q1, 4
9608/42 June 17 Q1, 2, 3
9608/41 June 18 Q1, 5
9608/42 June 18 Q2, 4
9608/41 Nov 16 Q1b, c, 3
9608/42 Nov 16 Q1b, c, 3
9608/41 Nov 17 Q3, 4, 6
9608/42 Nov 17 Q3, 5, 6
9608/41 Nov 18 Q1, 2c, 5
9608/42 Nov 18 Q2, 4

Cambridge International AS & A Level Computer Science 9618 – from 2021 63

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