Version 3
Syllabus
Cambridge International AS & A Level
Information Technology 9626
Use this syllabus for exams in 2022, 2023 and 2024.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a lasting
passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape
the curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offer
them. It helps students discover new abilities and a wider world, and gives them the skills they need for life, so they
can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by subject
experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for
students to progress from one stage to the next, and are well supported by teaching and learning resources.
We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.
We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in the
subject and develop the skills necessary for success in higher education.
Our mission is to provide educational benefit through provision of international programmes and qualifications for
school education and to be the world leader in this field. Together with schools, we develop Cambridge learners
who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with
the Cambridge Pathway.
‘We think the Cambridge curriculum is superb preparation for university.’
Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001
Copyright © UCLES September 2019
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own
internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for
internal use within a centre.
Contents
1 Why choose this syllabus? ...............................................................................................................2
2 Syllabus overview .............................................................................................................................. 6
Aims 6
Content overview 7
Assessment overview 8
Assessment objectives 10
3 Subject content .................................................................................................................................11
AS & A Level topics 11
A Level topics 25
Flowchart, system flowchart and data flow diagram symbols 41
4 Details of the assessment ............................................................................................................. 43
Paper 1 Theory 43
Paper 2 Practical 43
Paper 3 Advanced Theory 43
Paper 4 Advanced Practical 44
Command words 45
5 What else you need to know ........................................................................................................46
Before you start 46
Making entries 47
After the exam 48
How students, teachers and higher education can use the grades 49
Grade descriptions 49
Changes to this syllabus for 2022, 2023 and 2024 50
Changes to this syllabus
For information about changes to this syllabus for 2022, 2023 and 2024, go to page 50.
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1 Why choose this syllabus?
Key benefits
The best motivation for a student is a real passion for the subject
they’re learning. By offering students a variety of Cambridge
International AS & A Levels, you can give them the greatest chance
of finding the path of education they most want to follow. With
over 50 subjects to choose from, students can select the ones
they love and that they’re best at, which helps motivate them
throughout their studies.
Following a Cambridge International AS & A Level programme
helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.
Cambridge International AS & A Level Information Technology encourages learners to meet the needs of
Higher Education courses in Information Technology as well as employers.
Information Technology (IT) is the application of technology to process information. In a world where IT is
constantly changing, individuals increasingly need technological and information literacy skills that include the
ability to gather, process and manipulate data.
The impact of IT on society is enormous and as the percentage of businesses and households connected to
communication networks such as the internet grows, so does the need for individuals who understand these new
technologies.
This syllabus encourages learners to become effective and discerning users of IT. It helps them to develop a
broad range of IT skills, knowledge and understanding. Learners study the structure and use of IT systems within
a wide range of organisations, including the use of a variety of computer networks. As a result, learners gain
an understanding of IT system life cycles, and how these affect the workplace. They also learn about the wider
impact of IT on society in general. At A Level, learners also study simple programming for the web relevant to
their own use of IT.
Our approach in Cambridge International AS & A Level Information Technology encourages learners to be:
confident, using a range of software
responsible, using technology ethically
reflective, as learners, developing their knowledge and understanding of IT to solve problems
innovative, creating efficient solutions to problems
engaged, in technology, how it is built and how software solutions are developed.
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Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make links
between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting
the important things to be learned.
Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.
The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.
The key concepts for Cambridge International AS & A Level Information Technology are:
• Impact of IT
The application of technology to process information impacts all aspects of our lives. The enormity of the
impact can be seen in industry and commerce, transport, leisure, medicine, in the workplace and the home.
Communications using technologies have made the world seem smaller.
• Hardware and software
Hardware and software interact with each other in an IT system. It is important to understand how these work,
and how they work together with each other and with us in our environment.
• Networks
Computer systems can be connected together to form networks allowing them to share data and resources.
The central role networks play in the internet, mobile and wireless applications and cloud computing has
rapidly increased the demand for network capacity and performance.
• The internet
The internet is a global communications network that uses standardised communications protocols to allow
computers worldwide to connect and share information in many different forms. The impact of the internet on
our lives is profound. While the services the internet supports can provide huge benefits to society they have
also introduced issues, for example security of data.
• System life cycle
Information systems are developed within a planned cycle of stages that cover the initial development of the
system and continue through to its scheduled updating or redevelopment.
• New technologies
As the information industry changes so rapidly, it is important to keep track of new and emerging technologies
and consider how they might affect everyday life.
‘Cambridge students develop a deep understanding of subjects and independent thinking skills.’
Principal, Rockledge High School, USA
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International recognition and acceptance
Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. Every year thousands of students with Cambridge International
AS & A Levels gain places at leading universities worldwide. They are valued by top universities around the world
including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to
be comparable to the standard of AS & A Level in the UK. This means students can be confident that their Cambridge
International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading
universities worldwide.
Cambridge International AS Level Information Technology makes up the first half of the Cambridge International
A Level course in Information Technology and provides a foundation for the study of Information Technology at
Cambridge International A Level. Depending on local university entrance requirements, students may be able to use
it to progress directly to university courses in Information Technology or some other subjects. It is also suitable as
part of a course of general education.
Cambridge International A Level Information Technology provides a foundation for the study of Information
Technology or related courses in higher education. Equally it is suitable as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.
We recommend learners check the Cambridge recognitions database and the university websites to find the most
up-to-date entry requirements for courses they wish to study.
Learn more at www.cambridgeinternational.org/recognition
Cambridge Assessment International Education is an education organisation and politically neutral. The
content of this syllabus, examination papers and associated materials do not endorse any political view. We
endeavour to treat all aspects of the exam process neutrally.
‘The depth of knowledge displayed by the best A Level students makes them prime targets for
America’s Ivy League universities’
Yale University, USA
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Supporting teachers
We provide a wide range of practical resources, detailed guidance, and innovative training and professional
development so that you can give your students the best possible preparation for Cambridge International
AS & A Level.
Exam preparation resources
• Question papers
• Mark schemes
• Example candidate responses to understand
what examiners are looking for at key grades
• Examiner reports to improve future teaching
Community
You can find useful information, as well as
share your ideas and experiences with other
teachers, on our social media channels and
community forums.
Find out more at
www.cambridgeinternational.org/social-media
Training
• Introductory – face-to-face or online
• Extension – face-to-face or online
• Enrichment – face-to-face or online
• Coursework – online
• Cambridge Professional Development
Qualifications
Find out more at
www.cambridgeinternational.org/profdev
Teaching resources
• School Support Hub
www.cambridgeinternational.org/support
• Syllabuses
• Schemes of work
• Learner guides
• Discussion forums
• Endorsed resources
Support
for Cambridge
International
AS & A Level
In addition, a pseudocode guide supports Cambridge International AS & A Level Information Technology (9626)
to ensure that teachers and learners are familiar with the style used in examinations. This can be found at
www.cambridgeinternational.org/support
‘Cambridge International AS & A Levels prepare students well for university because they’ve
learnt to go into a subject in considerable depth. There’s that ability to really understand the
depth and richness and the detail of a subject. It’s a wonderful preparation for what they are
going to face at university.’
US Higher Education Advisory Council
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:
• develop a broad range of IT skills
• develop an understanding of the parts, use and applications of IT systems within a range of organisations,
including the use of networking technology
• develop an understanding of how IT systems affect society in general
• develop a broad knowledge of the use of IT in workplace situations and the potential risks
• develop an understanding of the system life cycle and apply this understanding to workplace situations
• develop an understanding of project management skills
• be aware of new and emerging technologies
• apply their knowledge and understanding of IT to solve problems.
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Content overview
Candidates for Cambridge International AS Information Technology study the following topics 1–11.
1 Data processing and information
2 Hardware and software
3 Monitoring and control
4 Algorithms and flow charts
5 eSecurity
6 The digital divide
7 Expert systems
8 Spreadsheets
9 Modelling
10 Database and file concepts
11 Sound and video editing
Candidates for Cambridge International A Level Information Technology study topics 1–11
and the following topics 12–20.
12 IT in society
13 New and emerging technologies
14 Communications technology
15 Project management
16 System life cycle
17 Mail merge
18 Graphics creation
19 Animation
20 Programming for the web
Cambridge International does not specify hardware requirements or suppliers for the different software
applications. Teachers may choose which software to use for practical tasks. The software used must fully support
the practical requirements of the syllabus. This should include the use of file conversion software to ensure files are
saved in the required formats.
Support for Cambridge International AS & A Level Information Technology
The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes, including schemes of work, past papers, mark schemes and examiner
reports. You can also keep up to date with your subject and the global Cambridge community through our
online discussion forums.
www.cambridgeinternational.org/support
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Assessment overview
Paper 1 Paper 3
Theory 1 hour 45 minutes
70 marks
Questions are based on sections 111 of
the subject content. Candidates answer all
questions on the paper.
Externally assessed
50% of the AS Level
25% of the A Level
Advanced Theory 1 hour 45 minutes
70 marks
Questions are based on sections 1220 of the
subject content. Sections 111 are assumed
knowledge and understanding. Candidates
answer all questions on the paper.
Externally assessed
25% of the A Level
Paper 2 Paper 4
Practical 2 hours 30 minutes
90 marks
The tasks in this practical paper test sections
811 of the subject content. Candidates apply
knowledge and understanding from sections
17 of the subject content. All tasks are
compulsory.
Candidates select the most appropriate
software and must use the most efficient
methods to solve each task.
Externally assessed
50% of the AS Level
25% of the A Level
Advanced Practical 2 hours 30 minutes
90 marks
The tasks in this practical paper test sections
1720 of the subject content. The paper
includes tasks from sections 810 within a
problem-solving context. Candidates apply
knowledge and understanding of all subject
content. All tasks are compulsory.
Candidates select the most appropriate
software and must use the most efficient
methods to solve each task.
Externally assessed
25% of the A Level
Information on availability is in the Before you start section.
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There are three routes for Cambridge International AS & A Level Informaton Technology:
Route Paper 1 Paper 2 Paper 3 Paper 4
1 AS Level only
(Candidates take all AS components
in the same exam series)
2 A Level (staged over two years)
Year 1 AS Level*
Year 2 Complete the A Level
3 A Level
(Candidates take all components in
the same exam series)
* Candidates carry forward their AS Level result subject to the rules and time limits described in the Cambridge Handbook.
Candidates following an AS Level route will be eligible for grades a–e. Candidates following an A Level route are
eligible for grades A*–E.
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Assessment objectives
The assessment objectives (AOs) are:
AO1
Recall, select and communicate knowledge and understanding of IT.
AO2
Apply knowledge, understanding, skills and judgement to produce
IT-based solutions.
AO3
Analyse, evaluate, and present reasoned conclusions.
Weighting for assessment objectives
The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of each qualification
Assessment objective Weighting in AS Level % Weighting in A Level %
AO1 Recall, select and communicate
knowledge and understanding of IT
40 35
AO2 Apply knowledge, understanding,
skills and judgement to produce
IT-based solutions
50 50
AO3 Analyse, evaluate, and present
reasoned conclusions
10 15
Total 100 100
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Paper 1 Paper 2 Paper 3 Paper 4
AO1 Recall, select and
communicate knowledge and
understanding of IT
75 0 70 0
AO2 Apply knowledge,
understanding, skills and
judgement to produce
IT-based solutions
0 100 0 100
AO3 Analyse, evaluate, and present
reasoned conclusions
25 0 30 0
Total 100 100 100 100
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3 Subject content
AS & A Level topics
Annual technical updates
Technical updates will be published each year to take account of emerging technologies relevant to the
syllabus content. Please refer to the updates page for this syllabus on the Cambridge International website
www.cambridgeinternational.org/alevel
Candidates for Cambridge International AS Level Information Technology study topics 111.
Candidates for Cambridge International A Level Information Technology study all topics.
The content of the AS Level topics 111 is assumed knowledge for the A Level components.
The following information identifies content which must be covered within all topics. Where the term ‘including’ is
used, everything listed must be studied. However, this list is not exhaustive and other related aspects should also
be studied.
Note that no marks are awarded for brand names in candidate responses.
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable subject contexts, resources and examples to support
your learners’ study. These should be appropriate for the learners’ age, cultural background and learning context as
well as complying with your school policies and local legal requirements.
1 Data processing and information
Candidates should know and understand:
1.1 Data and information
Data and information
Differences between data and information
Identifying that data has no meaning and that it becomes
information through context and meaning
Direct and indirect data
• Uses
• Sources
• Advantages and disadvantages of
direct and indirect data
Including suitability for a given purpose
Sources of direct data including questionnaires, interviews, data
logging
Sources of indirect data including Electoral Register, businesses
collecting personal information when used by third parties
1.2 Quality of information
• Factors that affect the quality of
information
Including: accuracy, relevance, age, level of detail and
completeness of the information
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1 Data processing and information (continued)
Candidates should know and understand:
1.3 Encryption
• The need for encryption
• Methods of encryption
• Encryption protocols
• Uses of encryption
• Advantages and disadvantages of
different protocols and methods of
encryption
Methods including: symmetric (using private key only),
asymmetric (using private and public keys)
Protocols including: the purpose of Secure Socket Layer (SSL)/
Transport Layer Security (TLS) and the use of SSL/TLS in client-
server communication
Uses including: protection of data such as on a hard disk, email
or in HTTPS websites
1.4 Checking the accuracy of data
Validation and verification
• Methods
• Uses
• The need for both validation and
verification
Validation including: presence check, range check, type
check, length check, format check, check digit, lookup check,
consistency check, limit check
Verification including: visual checking and double data entry,
parity check, checksum, hash total, control total
Candidates should understand the difference between
validation and verification
1.5 Data processing
• Methods (batch, online, real-time)
• Uses
• Write an algorithm
• Advantages and disadvantages of
different methods of processing
Batch processing
Including: master and transaction files and their use in payroll
and customer orders
Including the steps involved in updating a master file using a
transaction file
Online processing
Including the steps involved in carrying out: electronic funds
transfer, automatic stock control, electronic data exchange,
business-to-business buying and selling, online stores
Real-time
Including systems where the output affects the input e.g.
central heating/air conditioning systems, guidance systems (for
rockets, etc.)
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2 Hardware and software
Candidates should know and understand:
2.1 Mainframe computers and supercomputers
• Characteristics
• Uses
• Advantages and disadvantages of
mainframe and supercomputers
Characteristics including: longevity, RAS, security, performance
metrics (MIPS and FLOPS), volume of input, output and
throughput, fault tolerance, operating system, type of
processor, heat maintenance
Mainframe computer uses including: census, transaction
processing, industry statistics, consumer statistics
Supercomputer uses including: quantum mechanics, weather
forecasting climate research
2.2 System software
• Types
• Uses
• Advantages and disadvantages
Types including: compilers, interpreters, linkers, device drivers,
operating systems and utilities
Candidates will be expected to explain how high level language
is translated to run on different computer systems
2.3 Utility software
• The need for utility software
• Types
• Uses
• Advantages and disadvantages
Including: anti-virus, back-up, data compression, disk
defragmentation (including understanding the structure of hard
disk storage), formatting, file-copying, deleting
2.4 Custom written software and off-the-shelf software
• Uses
• Advantages and disadvantages Including: degree of testing, level of support, cost, adaptability
Candidates should also understand the concept of proprietary
and open source software (see also 10.5)
2.5 User interfaces
• Types
• Uses
• Advantages and disadvantages
Including: command line interface, graphical user interface,
dialogue interface, gesture based interface
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3 Monitoring and control
Candidates should know and understand:
3.1 Monitoring technologies
• Sensors
• Uses
• Calibration
• Advantages and disadvantages
Examples of sensors including: light/UV, temperature, pressure,
humidity, sound, infrared, touch sensors, electromagnetic field
sensors and proximity sensors
Including uses:
Weather stations use temperature sensors to measure ambient
temperature, pressure sensors to measure atmospheric
pressure, humidity sensors to measure absolute and relative
humidity, light sensors to measure sunlight
Examples of other uses including: monitoring water pollution,
weather stations, environmental monitoring
The importance of calibration
The various methods used to calibrate devices, including when
to use one point calibration, two point calibration and multi-
point calibration, knowing methods of calibrating readings from
sensors such as temperature sensors
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3 Monitoring and control (continued)
Candidates should know and understand:
3.2 Control technologies
• Sensors
• Actuators
• Uses
• Write an algorithm
• Draw a flowchart
• Advantages and disadvantages of
different control technologies
Use of sensors including:
Touch sensors incorporated within detection devices used
to measure fluid levels (cooling water level in nuclear power
plants)
Temperature sensors to measure temperature in a glass/
greenhouse
Light sensors to measure light level in a glass/greenhouse
Moisture sensors to measure water content of soil
Infrared sensors to detect movement of human bodies, which
emit heat, in burglar alarm systems
Electromagnetic field and ultrasonic sensors in car parking
systems
Sound sensors in burglar alarm systems to detect the level of
sound an intruder might make
Proximity sensor in smartphones to switch off screen display
when phone is held near to the ear
Examples of control technology systems include:
Microprocessor controlled –
glass/greenhouses
central heating systems
air conditioning systems
burglar alarms
control of traffic/pedestrian flow
car park barriers
traffic lights
Wireless Sensor and Actuator Networks
smart homes
Write an algorithm or draw a flowchart to represent the
processing involved in the control technologies listed above
(see 4.1)
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4 Algorithms and flowcharts
Candidates should be able to:
4.1 Algorithms and flowcharts
• Edit a given algorithm
• Write an algorithm using pseudocode
to solve a given problem
• Edit a given flowchart
• Draw a flowchart to solve a given
problem
Candidates should be able to write a basic algorithm that
demonstrates a decision making process
Including:
Conditional branching
Looping
Nested loops
Procedures/subroutines
To include:
INPUT/READ
WRITE/PRINT
IF...ELSE...ENDIF
WHILE... ENDWHILE
REPEAT...UNTIL
CASE...ENDCASE
Comparison operators >, <, =
Arithmetic operators +, -, *, /
Candidates should be able to draw a basic program flowchart
that demonstrates a decision making process
Including: input/output, decision, terminator (start, stop),
process boxes, subroutine, connector and flow line.
See symbols at the end of the Subject content section
Including: identifying errors in an algorithm/program flowchart
for a given scenario
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5 eSecurity
Candidates should know and understand:
5.1 Personal data
• What personal data is
• Keeping personal data secure
• Preventing misuse of personal data
Including:
Why personal data should be kept confidential
How personal data can be kept confidential, including the
removal of geotags from photos/videos
How personal data can be gathered by unauthorised persons
and how this might be prevented including: smishing, vishing,
phishing and pharming
Candidates will be expected to evaluate the methods of
prevention
5.2 Malware
• Types
• Uses
• Consequences for organisations and
individuals
• Prevention
Types of malware including: Trojan Horse, worms, spyware,
adware, rootkit, malicious bots, ransomware and others
Uses including: fraud, industrial espionage, sabotage
Prevention including software and physical
6 The digital divide
Candidates should know and understand:
6.1 The digital divide
• What the digital divide is
• Causes and effects of the digital divide
• Reducing the effects of the digital
divide
Including: the gap between people and regions that have access
to aspects of modern technology and information, and those
with restricted or no access
The technology includes telephone, television, personal
computers and the internet
The digital divide can also exist because of availability of high
and low performance computers, wireless connections
Groups affected include:
people in cities and people in rural areas
the educated and uneducated
the old and young
socioeconomic groups
more and less industrially developed/technologically aware
nations
Effects of the digital divide include inequality of access to all
types of internet services
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7 Expert systems
Candidates should know and understand:
7.1 Expert systems
• How expert systems are used to
produce possible solutions for different
scenarios
Components including: user interface, inference engine,
knowledge base (as a database of facts and rules base),
explanation system, knowledge base editor
Scenarios including: mineral prospecting, investment analysis,
financial planning, insurance planning, car engine fault
diagnosis, medical diagnosis, route scheduling for delivery
vehicles, plant and animal identification
Candidates are expected to understand the concepts of
backward chaining and forward chaining
Including the terms: data driven and goal driven, their use in
diagnoses, gaming and artificial intelligence
8 Spreadsheets
Candidates should be able to:
8.1 Create a spreadsheet
Create structure
• Create page/screen structures to meet
the requirements of an audience and/
or task specification/house style
• Create/edit spreadsheet structures
• Protect cells and their content
• Freeze panes and windows
Create formulae and use functions
• Use formulae
• Use absolute reference, relative
reference, named cells, named ranges
• Know and understand why absolute
and relative referencing are used
• Use functions
Including: page orientation, page size, fit to page, margins,
header, footer
Insert, delete, hide, resize, merge, edit spreadsheet structure
including: rows, columns, cells
Including: cells, rows, columns, worksheets and workbooks
Including: add, subtract, multiply, divide, indices
Candidates should be able to work with these across several
worksheets or workbooks.
Including: sum, average, minimum, maximum, integer,
rounding, counting, IF, nested IF, lookup (including: vertical,
horizontal), date and time functions; extracting numeric values
from strings, concatenating cell content, INDEX, MATCH,
conditional formulae to include counting, sum, average, nested
functions
(continued)
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8 Spreadsheets (continued)
Candidates should be able to:
8.1 Create a spreadsheet (continued)
Use validation rules
• Format cells
• Format cell emphasis
(See 1.4)
Use appropriate input and error messages
Including: date, time, text, numeric, currency, percentage,
fractions, text orientation, alignment
Including: size, style, colour, shading, merge, borders,
comments, conditional formatting
8.2 Test a spreadsheet
Test a spreadsheet structure Create and apply a test plan to test functions , validation rules
(see 1.4)
8.3 Use a spreadsheet
Extract data
• Sort data
• Summarise and display data using
pivot tables and pivot charts
• Import and export data
Search using: text, numeric, date, time, Boolean operators
(AND, OR, NOT), >, <, =, >=, <=, contains, starts with, ends
with
Including: ascending, descending on multiple columns
Including: csv, txt, pdf, graphs and charts
8.4 Automate operations with a spreadsheet
• Create macros • Create and record macros to repeat and automate common
operations
• Add controls to customise the user interface
8.5 Graphs and charts
• Create a graph or chart appropriate to
a specific purpose
• Apply chart formatting
Including: appropriate data series, from contiguous data, from
non-contiguous data, specified range(s)
Including: bar chart, pie chart, line graph, comparative bar chart,
comparative line graph, combination chart
Including: title, legend, segment labels, segment values,
percentages, category axis labels, series labels, value axis labels,
scales, set axis scale maximum, set axis scale minimum, set
data interval, add secondary axis, extract pie chart sector
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9 Modelling
Candidates should be able to:
9.1 Modelling and simulations
Use what-if analysis
Test a spreadsheet model
Know and understand:
• What-if analysis
• The characteristics of modelling
software
• The need for computer models
• The effectiveness of spreadsheet
models
• The use of a model to create and run
simulations
Including: what-if analysis, predicting the result of changing
data, goal seek
Create and apply a test plan to test a spreadsheet model
Including for: financial forecasting, population growth, climate
change, weather systems, queue management, traffic flow,
construction
Uses including: natural disaster planning, pilot training, learning
to drive a car, nuclear science research
10 Database and file concepts
Candidates should be able to:
10.1 Create a database
Assign a data type and an appropriate field
size to a field
Know and understand the three
relationships: one-to-one, one-to-many
and many-to-many
Create and use relationships
Create and interpret an entity relationship
diagram
Know and understand:
The difference between a flat file and a
relational database
Why one might be preferred in certain
situations
Create a relational database
Know and understand the function of key
fields
Set keys
Know and understand referential integrity
and its importance
Use referential integrity
Validate and verify data entry
Including: text, alphanumeric, numeric (integer, decimal), date,
time, Boolean
Including: one-to-one and one-to-many
Including: conceptual, logical and physical entity relationship
diagrams
Including: primary key, compound key, foreign key
Including: primary key, compound key, foreign key
Use validation rules (see 1.4)
Test validation applied to a database
Verify data entry (see 1.4)
(continued)
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10 Database and file concepts (continued)
Candidates should be able to:
10.1 Create a database (continued)
Perform searches
Use arithmetic operations, numeric and
logical functions to perform calculations
within a database
Sort data
Design and create an appropriate data
entry form
Design and create a switchboard/menu
within a database
Import data
Export data
Simple query on single criterion
Complex queries using multiple criteria
Queries using static parameters – queries using dynamic
parameters
Nested queries
Use queries to find, remove duplicate records
Summarise data (including cross-tab query)
Using text, numeric, date, time, wildcard, Boolean operators
(AND, OR, NOT), >, <, =, >=, <=
Including calculated controls and calculated fields
Including: ascending, descending, grouped
Including: appropriate font styles and sizes, spacing between
fields, character spacing of individual fields, use of white space,
radio buttons, drop down menus, highlighting key fields, use
form controls, create linked subforms
Including: csv, txt
Including: table, query, report, export as csv, txt, rtf
10.2 Normalisation to third normal form (3NF)
Know and understand the characteristics
of data in unnormalised form (UNF), first
normal form (1NF), second normal form
(2NF) and third normal form (3NF)
Know and understand the normalisation
of data (to include the advantages and
disadvantages)
Normalise a database to first normal form
(1NF), second normal form (2NF) and third
normal form (3NF)
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10 Database and file concepts (continued)
Candidates should be able to:
10.3 Data dictionary
Know and understand the components of a
data dictionary
Create a data dictionary and select
appropriate data types for a given set of
data and a given situation
Identify different data types
Including: text, alphanumeric, numeric (integer), real,
percentage, currency), date, time, Boolean, logical (yes/no,
true/false)
10.4 Query selection
Know and understand the use of static and
dynamic parameters in a query (see 10.1)
Know and understand when static and
dynamic parameters should be used in
queries (see 10.1)
Know and understand when simple,
complex, nested and summary queries
(including cross-tab queries/pivot tables)
should be used (see 10.1)
10.5 File and data management
Know and understand:
• Different file types and their use
• What is meant by proprietary and
open-source file formats, and why
open-source file formats are needed
(see also section 2.4)
• Why generic file formats are needed
• The use of indexed sequential access
• The use of direct file access
• The use of a hierarchical database
management system
• The features of a management
information system (MIS)
• How a MIS can be used by
organisations
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11 Sound and video editing
Candidates should be able to:
11.1 Sound and video editing
Edit a video clip to meet the requirements
of its intended application and audience
Know and understand the effects of
different methods of compression on video
Know and understand why typical features
found in video editing software are used
Set an aspect ratio
Trim a video clip to remove unwanted footage
Splice/join together video clips
Create text based slides
Create credits
Add captions and subtitles
Add fading effects
Add pan and zoom effects
Add animation effects
Extract a still image from a video clip
Resize and crop a still image to match a video’s aspect ratio
Insert a still image
Add sound to a video clip
Remove sound from a video clip
Alter the speed of a video clip
Use of filters and colour correction
Export a video clip in different file formats (including: MP4, AVI,
MOV, WMV)
Compress a video to different resolutions to suit different
media (including: DVD, internet)
Including how the different compression methods affect video
quality
Including:
trim and crop a video clip
create text based slides
create credits
add captions and subtitles
add fading effects
extract a still image from a video clip
insert a still image
add sound to a video clip
export a video clip in different file formats
compress a video to different resolutions
(continued)
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11 Sound and video editing (continued)
Candidates should be able to:
11.1 Sound and video editing (continued)
Edit a sound clip to meet the requirements
of its intended application and audience
Know and understand how and why typical
features found in sound editing software
are used
Know and understand why file sizes depend
on sampling rate and sampling resolution
Know and understand the effects of
different methods of compression on
sound
Import new tracks
Add a track to an existing sound clip
Normalise a sound clip including removing any DC offset
Trim a sound clip to remove unwanted material
Splice/join together two sound clips
Fade in and fade out a sound clip
Alter the speed of a sound clip
Change the pitch of a sound clip
Add or adjust reverberation
Change a sound clip from stereo to mono
Apply equalisation, high, low pass filters to a sound clip
Apply echo, delay to a sound clip
Apply noise reduction to a sound clip
Overdub a sound clip to include a voice over
Export a sound clip in different file formats including: MP3,
MP4a, WAV, AAC)
Compress (including: the use of MP3) the sound file to different
sample rates to suit different media
Including:
trim a sound clip
splice/join together two sound clips
fade in and fade out a sound clip
normalise a sound clip
apply noise reduction to a sound clip
overdub a sound clip to include a voice over
export a sound clip in different file formats
compress (including: the use of MP3) the sound file
Including describing sampling rate and sampling resolution
Including: how the different compression methods affect the
audio quality, saving in files v containers, lossy and lossless
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A Level topics
12 IT in society
Candidates should know and understand:
12.1 Digital currencies
• Types
• Characteristics
• Advantages and disadvantages
• Uses
• Impact and risks of digital currencies
Including:
Digital/electronic currency, virtual currency, cryptocurrency,
central bank digital base money, stored value cards
Centralised systems (debit, credit cards, electronic point of
sale), decentralised systems (e.g. Bitcoin, Litecoin, peer-to-peer
electronic monetary systems ), mobile electronic wallets
Impact upon/risks for individuals, businesses, governments,
global economy
12.2 Data mining
• Process of data mining
• Uses
• Advantages and disadvantages
Process including:
1 Business understanding
2 Data understanding
3 Data preparation
4 Data modelling
5 Evaluation
6 Deployment
Uses including: how and why data mining is used in national
security, surveillance, businesses, scientific research, health
care, and the analysis of social and economic trends
Including ethical and privacy concerns
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12 IT in society (continued)
Candidates should know and understand:
12.3 Social networking services/platforms
• Types
• Uses
• The impact of social networking
• Advantages and disadvantages of
different types of social networking
Types including:
Chat rooms, instant messaging, forums, email, blogs,
microblogs, social media
Uses including:
• use by individuals, businesses, organisations, governments
• use in, e.g. education, finance, health care, for creating and
sharing information, news sources
Including impact on:
• individuals (e.g. intellectual isolation, physical and mental
health of different age groups, ideological polarisation,
stereotyping, cognitive issues)
• businesses (e.g. advertising), organisations (e.g. use by
police to disseminate information, weather warnings)
• governments (e.g. distribution of information, censorship),
false/distorted information
12.4 The impact of IT
• On society
• On monitoring and surveillance in
society
Including on:
• sport, manufacturing, health care, education, banking,
e-business and finance, news and media, family and home,
entertainment and news, government, politics
• including policing
12.5 Technology enhanced learning
• Methods of delivery
• Impact
• Advantages and disadvantages of
different methods of delivery
Including:
computer-based training
online tutorials
networked courses
Massive Open Online Courses (MOOC)
video-conferencing
Including impact of different delivery methods on student
achievement, learner autonomy, student and teacher
motivation
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13 New and emerging technologies
Candidates should know and understand:
13.1 New and emerging technologies
• Types
• Impact of new and emerging
technologies
Including:
NFC (Near Field Communication)
ultra-high definition television systems
artificial intelligence
augmented reality
virtual reality
robotics
computer-assisted translation
holographic imaging
holographic and 4th generation optical data storage
3D printing
vision enhancement
wearable computing
Including on:
individuals and their lifestyles
organisations
medicine and health care (including: development of
prosthetics and medical products, tissue engineering, artificial
blood vessels, the design of medical tools and equipment)
scientific research
the environment (including: e-waste, recycling, power
consumption, manufacturing processes)
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14 Communications technology
Candidates should know and understand:
14.1 Networks
• Types
• Characteristics and uses of each type
• Advantages and disadvantages of each
type
Including: local area network (LAN), wide area network (WAN),
client-server, peer-to-peer, Virtual Private Network (VPN),
mobile networks
Characteristics including: protocols associated with each type
of network such as those used to increase privacy and security
(e.g. tunneling, transport layer security (SSL/TLS), Internet
Protocol Security), BitTorrent for transferring large files
Uses including:
sharing and storage of resources
sharing of peripherals
exchange of data
access to internet services
access to telephony services
access to content delivery services such as those used for, e.g.
video-streaming and software downloads
14.2 Components in a network
• The role of components in a network
• The operations of networking
components
The role of components including:
network interface cards and wireless network interface cards
repeaters, hubs, and switches
wireless access points, gateways, bridges and routers
firewalls (hardware and software)
Including:
how each component carries out its role
how each component works with the others in a network
14.3 Network servers
• Types of network server
• The role of servers in a network
• The operations of servers in a network
• Advantages and disadvantages of each
type of server for a given scenario
Including: file server, web server, mail server, applications
server, print server, FTP server, proxy server, virtual server
Including: the function of servers in a network
Including:
the ‘request and response’ method of communication
between servers and clients
within server farms
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14 Communications technology (continued)
Candidates should know and understand:
14.4 Cloud computing
• Characteristics of cloud computing
• Uses of cloud computing
• Advantages and disadvantages of cloud
computing for a given scenario
Including: the key characteristics of cloud computing for sharing
computing resources
Including: by individuals and organisations
14.5 Data transmission across networks
• Speed of transmission: bandwidth, bit
rate
• Data streaming
Including:
how bandwidth is defined
the bandwidths made available by: different transmission
media, different internet access technologies, e.g. ethernet,
fibre optic, wireless, mobile communications
how bit rates are quantified and measured
Including:
real time and on demand media streams
the impact of bit rate and bandwidth on the streaming of
audio and video data
14.6 Routing data in networks
• Methods of sending data over a
network:
– packet switching
– circuit switching
– message switching
• The purpose and use of network
addressing systems
Including: the structure of packets (to include what is contained
in the packets)
The modes of connection (to include how and why they
are used). Including: connection mode e.g. Frame Relay,
Transmission Control Protocol (TCP), connectionless
(datagram) mode, e.g. Ethernet, Internet Protocol (IP), User
Datagram Protocol (UDP)
Including: the use of communication channels in circuit
switching
Including: the store and forward method of sending messages
across networks
Including: Media Access Control (MAC) addressing,
IP addressing (IP4 and IP6)
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14 Communications technology (continued)
Candidates should know and understand:
14.7 Network protocols
• The definition of a protocol
• The purposes and uses of protocols in
the preparation, addressing, sending
and receiving of data across networks
including the internet
Including: explaining the term ‘protocol’ as used in networking
and why protocols are necessary
Protocols including:
Transmission Control Protocol (TCP)
Internet Protocol (IP)
Internet Control Message Protocol (ICMP)
Address Resolution Protocol (ARP) and Inverse Address
Resolution Protocol (InARP)
Dynamic Host Configuration Protocol (DHCP)
User Datagram protocol (UDP)
Hypertext Transfer Protocols (HTTP and HTTPS)
File Transfer Protocol (FTP)
Tunneling protocol, e.g. L2TP
Simple Mail Transfer Protocol (SMTP)
Post Office Protocols (e.g. POP3)
Internet Message Access Protocol (IMAP)
Telnet
SSH
TLS/SSL
14.8 The management of network traffic
• Static and dynamic routing
• Function of routing protocols
• Use of protocol layering
Including: the selection of paths for network traffic and the use
of routing tables
Including: interior gateway protocols, exterior gateway
protocols, border gateway protocols
Including: TCP/IP and Open Systems Interconnection model
(OSI model), the function of each layer in the TCP/IP suite, the
function of each layer in the OSI model, comparison of the
schemes
14.9 Data transmission methods
• The properties, features and
characteristics of different transmission
methods
• Typical applications of each method
• Advantages and disadvantages of each
method
Including: fibre optic, copper cables (coaxial and twisted pair),
using lasers
Including: the effect of the medium on available bandwidth for
data transmission
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14 Communications technology (continued)
Candidates should know and understand:
14.10 Wireless technology
• Methods of wireless transmission of
data
• Uses and operation of wireless
transmission methods
• Advantages and disadvantages of
wireless transmission methods
Including: Wi-fi, Bluetooth, infrared, microwave and radio
Including: security issues associated with wireless transmission
and wireless security protocols such as WEP, WPA and their
variants
Including the benefits and limitations of each method of
wireless transmission
14.11 Mobile communication systems
• Cellular networks
• How satellite communication systems
are used for transferring data
Including:
structure of a cellular network
use of 3G, 4G, 5G systems for mobile communications
Including:
in global positioning systems (GPS), in global mapping
systems, in surveillance, in telecommunications (e.g.
television and radio broadcasting, telephones)
how communications data is prepared, sent and received by
satellite communication systems
14.12 Network security
• Networking security threats to stored
data and files
• Impact of network security threats on
individuals and organisations
• Prevention of network security issues
using physical and software methods
• Advantages and disadvantages of the
various methods
Including: botnets that attack systems, malware with actions
that harm computer users, data, files and systems
Including: data destruction, manipulation and modification and
theft by unauthorised users, identity theft
Including:
How physical methods can prevent unauthorised access,
Including:
use of barriers, locks, surveillance, alarm systems, security
guards
How software methods can prevent unauthorised access,
Including:
biometric methods, anti-malware, anti-virus and
anti-spyware software for protecting data, files and systems
encryption, access rights/permissions for protecting data and
files
how (hardware and software) firewalls can be configured to
control access to networks
For preventing unauthorised access to computer data, files and
systems
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14 Communications technology (continued)
Candidates should know and understand:
14.13 Disaster recovery management
• Identification of threats and risks
• Control of threats
• Strategies to minimise risks
Including: risk analysis, perpetrator analysis, risk testing,
quantifying the risk
Including:
how to detect threats and prevent disaster
how to restore after a disaster
Including:
use of protection for power supplies
use of password and access controls for data and file
protection
protection of data and software from malware, unauthorised
access
use of backup strategies
15 Project management
Candidates should know and understand:
15.1 The stages of the project life cycle
• Project initiation
• Project planning
• Project execution and monitoring
• Project close
Including: identifying objectives, scoping project, stakeholders,
resources required and high-level schedules
Including detailed planning of resources and scheduling of tasks
Including: implementing the plan; monitoring progress against
time, cost and quality, reporting to stakeholders
Including: project completion and review
Candidates should understand each stage has a phase review
and why the reviews are conducted
15.2 Project management software
• Uses for supporting projects
• Strengths and weaknesses of project
management software for supporting
projects
Including supporting planning, scheduling of tasks, allocation of
resources, costings, communication, and collaborative working
and decisions
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15 Project management (continued)
Candidates should know and understand:
15.3 Tools and techniques for project management tasks
• Gantt charts
• Performance Evaluation and Review
Technique (PERT) and Critical Path
Method (CPM)
Including:
creating a Gantt chart
using and interpreting Gantt charts
Including:
creating PERT charts
using and interpreting PERT charts for the analysis and
management of projects
components such as activities/tasks/work breakdown
structures (WBS), timings, float, end points, milestones,
dependencies, deliverables
critical path calculations and determinations to determine
the longest path of dependent activities
the use of critical path analysis for, e.g. work flow control
such as authorising work, costings, allocating resources
16 System life cycle
Candidates should know and understand:
16.1 The stages in the system life cycle
Candidates should be able to explain the relationship between
the different stages of the system life cycle.
16.2 Analysis
• Methods of researching for a given a
situation
• Content and purpose of specifications
Including: questionnaires, interviews, observation, document
analysis
Including: user requirements specification, system specification,
design specification
16.3 Design
• System processing
• Flow of data through system
• Data storage
• Input forms
• Output reports
Candidates will be expected to construct a system flowchart
and a data flow diagram (DFD) using correct symbols. See
symbols at the end of the Subject content section.
Including: databases, files (input and output)
Including: features and elements of forms, appropriate use
of forms for data collection, validation and checking of data
collected by forms, input screen layouts
Including: output screen layouts, printed copy layouts
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16 System life cycle (continued)
Candidates should know and understand:
16.4 Development and testing
• Test plans
• Test data
• Alpha and beta testing
• White box and black box testing
Including: the need for testing and the purpose of a test plan,
contents of a test plan
Including: the types and purpose of test data
Including: differences between alpha and beta testing
Including: differences between white box and black box testing
Candidates are expected to be able to create a test plan for a
given situation.
16.5 Implementation
• Methods of implementing a system
• Advantages and disadvantages of each
implementation method for a given
situation
Including: parallel running, direct changeover, phased
implementation, pilot implementation
Including: how each method is implemented in a given
situation, the suitability of an implementation method for a
given situation
16.6 Documentation
• Types of documentation and why each
is needed
• Contents of the documentation
Including: user and technical documentation
16.7 Evaluation
• Methods of evaluating a new system Including: in terms of efficiency, ease of use and meeting user
requirements
16.8 Maintenance
• Types of maintenance and why each is
needed
• How each type of maintenance is
carried out
Including: perfective, adaptive, preventive, corrective
maintenance
16.9 Prototyping
• Types of prototyping and why each is
needed
• Advantages and disadvantages of each
type of prototyping
Including: evolutionary, incremental, throw-away, rapid
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16 System life cycle (continued)
Candidates should know and understand:
16.10 Methods of software development
• Stages/processes of each method
• Advantages and disadvantages of each
method
Including: Agile, Iterative, Incremental, Rapid Application
Development (RAD), ‘Waterfall’ methods
17 Mail merge
Candidates should be able to:
17.1 Mail merge
Use/create/edit a source data using
appropriate software
Create a master document structure
Link a master document to a source file
Specify rules
• for selecting recipients
• for managing document content
Set up fields
• for manual completion
• for automatic completion
• calculated fields
Use manual methods and software tools to
ensure error-free accuracy
Perform mail merge
Including: standard letter, labels
Including: identifying and using correct field names, using
conditional operators, embedding a chart/table, update links
Including: edit/sort/filter the mail merge recipient list, SKIPIF
Including conditional fields, IF THEN ELSE
Including: create appropriate prompts to the user for manual
completion, FILL IN, ASK
Including: date field, time, document properties
Using arithmetic operators
Including proof reading
Including:
using the master document and data sources
control record selection and omission when merging
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18 Graphics creation
Candidates should be able to:
18.1 Common graphics skills
• Work with layers
• Use transform tools
• Use grouping or merging tools
• Use alignment and distribution tools
• Use layout tools
• Use colour picker tools
• Use crop tools
Know and understand the properties of
different colour systems
Know and understand the need for
different image resolutions
Know, understand and select different
bitmap and vector file formats
Export an image in different file formats
Change the opacity of all or part of an
image
Including: raise, lower, bring to front, order layers
Including: resize, skew, flip, rotate, move, scale, shear
Including: group, ungroup, flatten
Including: left, right, top and bottom alignment and vertical and
horizontal distribution.
Including: rulers, grids, guidelines, snapping
Candidates should be able to select a colour within an image or
from other sources
(RGB, HSL, CMYK, CMS)
Including the impact of having too low/high a resolution of an
image on screen or in print
Including their suitability for use in a given scenario
Including: svg, bmp, jpg, png, gif, tif, pdf
18.2 Vector graphics
Create a vector graphic that meets the
requirements of its intended application
and audience
• Use vector drawing tools
• Use selection tools to select parts of a
vector graphic
• Use fill tools to colour elements
• Use node and path editing
• Convert bitmap images into editable
vector shapes
Including: freehand drawing, Bezier curves and straight lines
Shape tools – creation of rectangles, ellipses, circles, arcs, stars,
polygons and spirals
Including gradient fills
Including adding and moving nodes
Deleting nodes to simplify paths
Using Bezier handles
Align and distribute nodes
Including trace bitmaps
Candidates should know and understand the advantages and
disadvantages of converting a bitmap image into an editable
vector shape
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18 Graphics creation (continued)
Candidates should be able to:
18.3 Bitmap images
Create a bitmap image that meets the
requirements of its intended application
and audience
• Use selection tools to select parts of a
bitmap image
• Adjust colour levels
• Use tools/filters to alter parts of an
image
• Resize an image/canvas
Including lasso, magic wand and colour select tools
Including brightness, contrast and colour balance, shadows,
highlights, convert to greyscale
Including distort, clone, blur, sharpen and red eye removal
Including: lossy and lossless compression, changing colour
depth, changing resolution
18.4 Compression
• Know and understand the effects of
different methods of compression on
images
18.5 Text
• Select font style
• Fit text to path or shape
• Set text in a shape
• Convert text to curves
Including: font face, size, kerning, letters spacing and line
spacing
Aligning text along a line or around a shape
Convert fonts into editable vector shapes
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19 Animation
Candidates should be able to:
19.1 Animation
Create an animation (stop motion and key
frame) that meets the requirements of its
intended application and audience
• Configure the stage/frame/canvas for
an animation
• Import and create Vector objects
• Control object properties
• Use Inbetweening (‘Tweening’) tools
• Set paths
• Use layers
• Apply masks
Control animations
Candidates should know and understand:
• The basic principles of animation
• Different animation types and methods
• The use of animation variables when
creating animations
Including:
setting colour, size and the aspect ratio
using rulers, guides, and grid settings
setting snapping options
Including tracing bitmaps and adding text
Such as:
stroke and fill settings
size position and orientation
transparency
To:
show motion
show shape, size and colour changes
By:
adjusting frame rates
looping or stopping animations
Including:
Frames, key frames and property key frames
Timings
Coordinates
Inbetweening and what effect it creates
Morphing and what effect it creates
Including: cell animation, stop motion, time lapse, flip book,
CGI, 2D, 3D
Including:
the primary, e.g. graphical elements, and secondary,
e.g. sound, components of animation
the use of animation variables to control the position of an
animated object or parts of an animated object
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20 Programming for the web
It is recommended that for this section of the syllabus, candidates should have a working knowledge of html
and css, (for example, have studied website authoring in Cambridge IGCSE Information and Communication
Technology, syllabus 0417).
Candidates must be able to:
20.1 Programming for the web
Use JavaScript to
• Add interactivity to web pages
• Change HTML content
• Change HTML styles
• Show/Hide HTML elements
• Display data in different ways
• React to common HTML Events
• Provide user interaction
Including by:
inserting JavaScript in HTML
creating and using external scripts
Including:
text/number, including calculations and string manipulation
images
Change style of HTML elements using
document.getElementById(id).style.property = new style
Using
document.getElementById(id).style.visibility=
document.getElementById(id).style.display=
Including by:
writing into an HTML element, using innerHTML
writing into the HTML output using document.write()
writing into an alert box, using window.alert()
writing into the browser console, using console.log()
Including: onload, onchange, onclick, onmouseover,
onmouseout, onkeydown
Using confirm() and prompt() popups
Candidates must be able to use correct syntax to:
• Create statements
• Use JavaScript loops for iterative
methods
Composed of:
values (literals and variables)
operators (assignment, arithmetic, algebraic, string,
comparison, logical, conditional, type)
expressions
keywords
comments
Including
for loop
for/in loop
while loop
do/while loop
(continued)
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20 Programming for the web (continued)
Candidates must be able to use correct syntax to:
• Create functions
• Use JavaScript timing events
• Add comments to annotate and
explain code
To be executed:
when an event occurs
when invoked from code
automatically (self-invoked)
Execution interval methods:
setTimeout()
setInterval()
Including: single line and multi-line
Candidates should know and understand:
• The structure and syntax of JavaScript
code
• A range of object-based JavaScript
programming techniques and terms
Candidates should be able to describe
and explain the terms and programming
techniques described above
Including:
JavaScript statements
(composed of values, operators, expressions, keywords and
comments)
Data types
(including: number, string, Boolean, array, object)
Type conversions
Variables and arrays
JavaScript operators
(including: arithmetic, assignment, string)
Comparison operators
(equal to, equal value and equal type, not equal to, not
equal value and not equal type, greater than, less than,
greater than or equal to, less than or equal to)
Logical operators
(AND, OR, NOT)
Conditional operators
(if, else, else if, switch)
Ternary operator
Loops
(for, for/in, while, do/while)
Break
Interaction: alert(), prompt(), confirm()
Functions
Execution interval methods: setTimeout(), setInterval()
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Flowchart, system flowchart and data flow diagram symbols
Flowchart symbols
Element Symbol
Input/output
Decision
Terminator (Start/Stop)
Process box
Subroutine
Connector
A
Flow line
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System flowchart symbols
Element Symbol
Input/output
Process
Single document output
Multiple document output
Magnetic disk file
Magnetic tape file
Display output
Data flow diagram symbols
Element Symbol
Process
Data store
Data source or destination
(inputs and outputs)
Duplication data source or
destination
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4 Details of the assessment
Calculators
Calculators are not allowed in Paper 1 or Paper 3.
Paper 1 Theory
Written paper, 1 hour 45 minutes, 70 marks
This is a compulsory written paper which tests sections 111 of the syllabus content. The paper consists of
short-answer and structured questions of variable mark value. Candidates must answer all questions. Candidates
answer on the question paper.
Paper 2 Practical
Practical paper, 2 hours 30 minutes, 90 marks
This is a compulsory practical paper which tests sections 811 of the syllabus content. Candidates perform practical
tasks within a structured problem-solving context and submit their work electronically. They will also need to apply
their knowledge from sections 17 of the syllabus content. Candidates must answer all questions. Candidates must
not have access to the internet or email.
Candidates work with electronic resource files provided by Cambridge International. These files must be loaded
onto the candidate’s computer system before the start of the exam.
Candidates must save their work in the format specified in the tasks. If work is saved in an incorrect file format,
candidates will not receive marks for that task. To ensure candidates are able to convert/export files in any format
during the practical tests, file conversion software must be available to candidates on their computers. They should
have experience of using this software during the teaching of the syllabus.
Details of how to administer the practical paper can be found in the Cambridge Handbook, which is available from
the Exams Officer section of our website: www.cambridgeinternational.org/examsofficers
Paper 3 Advanced Theory
Written paper, 1 hour 45 minutes, 70 marks
This is a compulsory written paper which tests sections 1220 of the syllabus content. The content of sections 111
is assumed knowledge. The paper consists of a variable number of short answer and structured questions of variable
mark value. Candidates must answer all questions. Candidates answer on the question paper.
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Paper 4 Advanced Practical
Practical paper, 2 hours 30 minutes, 90 marks
This is a compulsory practical paper which tests sections 1720 of the syllabus content. The exam also includes
practical tasks from sections 810 within a problem-solving context. Candidates perform practical tasks and submit
their work electronically. Candidates apply their knowledge from all sections of the syllabus. Candidates must
answer all questions. Candidates must not have access to the internet or email.
Candidates will work with electronic resource files provided by Cambridge International. These files must be loaded
onto the candidate’s computer system before the start of the examination.
Candidates must save their work in the format specified in the tasks. If work is saved in an incorrect file format,
candidates will not receive marks for that task. To ensure candidates are able to convert/export files in any format
during the practical tests, file conversion software must be available to candidates on their computers. They should
have experience of using this software during the teaching of the syllabus.
Details of how to administer the practical paper can be found in the Cambridge Handbook, which is available from
the Exams Officer section of our website: www.cambridgeinternational.org/examsofficers
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Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.
Command word What it means
Analyse
examine in detail to show meaning, identify elements and the relationship between
them
Compare
identify/comment on similarities and/or differences
Contrast
identify/comment on differences
Define
give precise meaning
Describe
state the points of a topic / give characteristics and main features
Discuss
write about issue(s) or topic(s) in depth in a structured way
Evaluate
judge or calculate the quality, importance, amount, or value of something
Examine
investigate closely, in detail
Explain
set out purposes or reasons / make the relationships between things evident / provide
why and/or how and support with relevant evidence
Identify
name/select/recognise
Justify
support a case with evidence/argument
State
express in clear terms
Suggest
apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals
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5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start
Previous study
We recommend that learners starting this course should have completed a course in Information and
Communication Technology equivalent to Cambridge IGCSE
™
. The topics covered by Cambridge IGCSE Information
and Communication Technology (0417) are assumed knowledge for this syllabus.
Guided learning hours
We design Cambridge International AS & A Level syllabuses based on learners having about 180 guided
learning hours for each Cambridge International AS Level and about 360 guided learning hours for a Cambridge
International A Level. The number of hours a learner needs to achieve the qualification may vary according to local
practice and their previous experience of the subject.
Availability and timetables
All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to Making
Entries.
Combining with other syllabuses
Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
• Cambridge International Computer Science (9618)
• syllabuses with the same title at the same level.
Group awards: Cambridge AICE
Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International
AS & A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of
learners who pass examinations in a range of different subjects.
Learn more about Cambridge AICE at www.cambridgeinternational.org/aice
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Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers
We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake Cambridge International AS Level and Cambridge International A Level as many times as
they want to. To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to Making
Entries for the relevant series.
Candidates can carry forward the result of their Cambridge International AS Level assessment from one series to
complete the Cambridge International A Level in a following series, subject to the rules and time limits described in
the Cambridge Handbook.
Equality and inclusion
We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct
and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.
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After the exam
Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level, with A*
being the highest grade.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level, with ‘a’ being
the highest grade.
‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade (E
or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances your
candidates may see one of the following letters on their statement of results:
• Q (pending)
• X (no result)
• Y (to be issued).
These letters do not appear on the certificate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all the
components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A Level).
‘Cambridge International A Levels are the ‘gold standard’ qualification. They are based on
rigorous, academic syllabuses that are accessible to students from a wide range of abilities yet
have the capacity to stretch our most able.’
Director of Studies, Auckland Grammar School, New Zealand
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How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career.
Cambridge International AS Level
Assessment at Cambridge International AS Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus.
• to show likely future success
The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career
– help decide whether students part way through a Cambridge International A Level course are making
enough progress to continue
– guide teaching and learning in the next stages of the Cambridge International A Level course.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge International A Level Information Technology will be published after the first
assessment of the A Level in 2022. Find more information at www.cambridgeinternational.org/alevel
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Changes to this syllabus for 2022, 2023 and 2024
The latest syllabus is version 3, published November 2022. The syllabus has been reviewed and revised for first
examination in 2022.
You are strongly advised to read the whole syllabus before planning your teaching programme.
From 2022, the A Level components will assume knowledge of the revised AS Level content. All candidates should
therefore be familiar with the AS Level content in this syllabus.
Changes to version 3 of the syllabus, published November 2022.
Changes to syllabus
content
• In Section 20 on page 42 of the syllabus, the name of a Display output
flowchart symbol has been updated.
Changes to version 2 of the syllabus, published September 2020.
Changes to syllabus
content
• In Section 8.3 on page 19 of the syllabus, rtf has been removed from Import
and export data.
• In Section 10.1 on page 21 of the syllabus, pivot table has been removed from
Perform searches.
• In Section 10.1 on page 21 of the syllabus, rtf has been removed from Import
data.
• In Section 11.1 on page 23 of the syllabus, crop has been removed from Edit a
video clip to meet the requirements of its intended application and audience.
• In Section 12.2 on page 25 of the syllabus, Data protection in Process of data
mining has been changed to Data preparation.
• A pseudocode guide will be published for this syllabus in September 2020,
see page 5 of the syllabus.
Changes to version 1 of the syllabus, published September 2019
Changes to syllabus
content
• The learner attributes have been updated.
• Small changes have been made to the key concepts to better reflect the
overarching ideas that run throughout Information Technology.
• The subject content has been moved to a two column format. The format
change has allowed us to restructure the subject content and include
guidance designed to help teachers understand the scope of the topics.
Changes to the content also take account of the definitions of the standard
command words which have been included in the syllabus.
• The wording in the learning outcomes has been updated to provide clarity
to what depth each topic should be taught and better support progression
between IGCSE, AS Level and A Level. Although the wording will look
different in many places, the content to teach remains largely the same.
• There has been a limited amount of change to topics: some topics have been
removed and others added, and some content has moved from AS Level to
A Level and vice versa; but the teaching time still falls within the
recommended guided learning hours.
• The list of command words has been updated.
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Changes to assessment
(including changes to
specimen papers)
• The syllabus aims have been updated to improve the clarity of wording.
• The wording of the assessment objectives (AOs) has been updated to
improve clarity. These changes do not affect the meaning or focus of the
assessment objectives.
• We have reduced the number of marks on the theory and practical papers.
Changes to the subject content are indicated by black vertical lines either side of the text.
In addition to reading the syllabus, you should refer to the updated specimen papers. The specimen papers will help
your students become familiar with exam requirements and command words in questions. The specimen mark
schemes explain how students should answer questions to meet the assessment objectives.
Any textbooks endorsed to support the syllabus for examination from 2022 are suitable for use with
this syllabus.
Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: [email protected] www.cambridgeinternational.org
Copyright © UCLES September 2019
‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
