A level Computer Science

2 year Course / AQA

The world of Computer Science is developing at an amazing rate and no one knows where the next ten years will take us. This challenging subject will help students respond to this ever-changing world and develop the knowledge and skills to help understand technology which has not yet been invented!

More on this course

There are close links between Computer Science, Mathematics and Physics, and students will study the underlying principles of solving problems using computation, understanding algorithms and computer code, how data is stored, how data is transmitted around networks and how hardware and software works.

Topics studied over the two-year linear course will include:

Fundamentals of programming
Data structures
Algorithms
Data representation
Computer systems
Computer organisation and architecture
Communication and networking
Functional programming
Theory of computation
Consequences of uses of computing
Big Data and a systematic approach to problem solving.

Teaching and Learning Methods

Need info

Assessment

The Computer Science A-level is a linear course which is assessed through a mixture of examination and coursework.

Paper 1 – 2 hours 30 mins, 40% of the A-level: Students will answer a series of short questions and write, adapt and extend computer programs. A preliminary skeleton program is issued by AQA in preparation for this exam. Contempory languages are used including Java and Python.

Paper 2 – 2 hours 30 mins, 40% of the A-level: This written exam involves short answer and extended answer questions which test students on their knowledge of the theoretical aspects of Computer Science including logic gates, Boolean algebra and cultural and ethical issues.

Non-examined assessment: 20% of the A-level comes from coursework in the form of a project which assesses the ability to use the knowledge and programming skills gained throughout the course to solve or investigate a practical problem.

Non-examined assessment: A further 20% of the A-level comes from coursework in the form of a project which assesses the student’s ability to use the knowledge or skills gained through the course to solve or investigate a practical problem.

Careers Insight

There are few jobs which do not involve the use of computers and having a good understanding of the science behind them will effectively prepare students for further study or employment.

Student Testimonials

‘Maths Schools The Government should commit to on-going core funding for Maths Schools and should “unpause” its decisions on opening new schools for Durham and Nottingham. To do otherwise risks damaging efforts to ensure more equitable access to mathematical science study at the highest levels in two of the UK’s most under-performing regions.’

Evidence presented by Lynne McClure OBE, when the AcadMathSci gave evidence in a House of Lords Science & Technology Committee session – April 2025.

Lynne McClure OBE

British Mathematics Educator

‘Does the Minister from DSIT agree that one of the best ways to enhance the study of mathematical sciences is to have further university-sponsored maths schools? There are now eight; I believe there are three more opening soon, but we could do more if the Government gave them some more money.’ Extract from the Hansard, The Duke of Wellington – April 2025.

The Duke Of Wellington

Member of the House of Lords

”I am delighted to learn of the work you are doing, particularly with Durham University, to break down barriers to entry into the most competitive institutions, unlocking opportunities for young people in and around the North East. Not to mention your plans for this year to provide more outreach activities with state schools across the region, developing their mathematical skills, understanding and outcomes.

This work is very important, and widening the participation in science technology, engineering and maths subjects for children and young people with special educational needs and disabilities, disadvantaged and under-represented students, aligns with the heart of our mission to break down barriers to opportunity and ensure every child has access to the best life chances.”

Catherine McKinnell MP

Minister for School Standards

“The specialist maths schools are exceptional. King’s Maths School and Exeter Maths School are top rated sixth forms, with amazing value added scores and Oxbridge entry. Government should commit to on-going core funding and “un-pause’ its decisions on new schools for Durham and Nottingham. XTX donates ~£1.5m annually to the Maths School Network for curriculum and outreach, but core funding is crucial”.

Alexander Gerko

CEO of XTX Markets

“Education is our collective investment in understanding the world and securing the future. Education is the great social and economic equalizer. It lowers the barriers to opportunity and drives social mobility and positive life outcomes. It offers everyone the chance to develop knowledge and learn skills to transform themselves and their communities. It helps us adapt to new demands and challenges.”

Dr Fiona Hill CMG

Chancellor of Durham University, defence advisor to the UK government and Senior Fellow at The Brookings Institution, Washington DC

“Communities in the North have a strong sense of place and purpose. For regional development to succeed, we need to develop and retain the talent of young people. Durham Mathematics School has a crucial part to play in that process.”

Dr Ed Twiddy

Co-founder of Atom Bank and former Director of the North East LEP