Cambridge IGCSE Computer Science 0478 syllabus for 2023, 2024 and 2025.

Details of the assessment

Mathematical requirements
Calculators are not permitted in IGCSE Computer Science examinations.

Candidates should be able to:

• add, subtract, multiply and divide
• use averages, random numbers, decimals, fractions, percentages and ratios
• use both positive and negative integers, and real numbers
• use arithmetic and Boolean operators
• use different number systems, including binary, denary and hexadecimal
• use methods of counting, totalling and rounding.

Flowchart symbols
Flow line An arrow represents control passing between
the connected shapes.

Process This shape represents something being

performed or done.

Subroutine This shape represents a subroutine call that

will relate to a separate, non-linked flowchart.

Input/Output This shape represents the input or output of

something into or out of the flowchart.

Decision This shape represents a decision

(Yes/No or True/False) that results in two lines
representing the different possible outcomes.

Terminator This shape represents the ‘Start’ and ‘Stop’ of

the process.

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Logic gate symbols

NOT

AND

OR

NAND

NOR

XOR (EOR)

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Pseudocode
The following information sets out how pseudocode will appear within the examinations of this syllabus. The
numbers and letters that appear at the end of a sub-heading provide a cross reference to the relevant section of the
subject content.

General style

Font style and size

Pseudocode is presented in Courier New. The size of the font will be consistent throughout.

Indentation
Lines are indented by four spaces to indicate that they are contained within a statement in a previous line. Where it
is not possible to fit a statement on one line any continuation lines are indented by two spaces from the margin. In
cases where line numbering is used, this indentation may be omitted. Every effort will be made to make sure that
code statements are not longer than a line of code, unless this is necessary.

Note that the THEN and ELSE clauses of an IF statement are indented by only two spaces. Cases in CASE
statements are also indented by only two spaces.

Case
Keywords are in upper case, e.g. IF, REPEAT, PROCEDURE.

Identifiers are in mixed case with upper case letters indicating the beginning of new words, e.g.
NumberOfPlayers.

Meta-variables – symbols in the pseudocode that should be substituted by other symbols are enclosed in angled
brackets < >.

Example – meta-variables

REPEAT
<Statements>
UNTIL <Condition>

Lines and line numbering

Each line representing a statement is numbered. However, when a statement runs over one line of text, the
continuation lines are not numbered.

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Cambridge IGCSE Computer Science 0478 syllabus for 2023, 2024 and 2025. Details of the assessment

Comments
Comments are preceded by two forward slashes //. The comment continues until the end of the line. For
multi-line comments, each line is preceded by //.

Normally the comment is on a separate line before, and at the same level of indentation as, the code it refers to.
Occasionally, however, a short comment that refers to a single line may be at the end of the line to which it refers.

Example – comments

// This procedure swaps

// values of X and Y
PROCEDURE SWAP(X : INTEGER, Y : INTEGER)
Temp ← X // temporarily store X
X ← Y
Y ← Temp
ENDPROCEDURE

Variables, constants and data types

Basic data types (8.1.2)

The following keywords are used to designate basic data types:

• INTEGER a whole number

• REAL a number capable of containing a fractional part
• CHAR a single character
• STRING a sequence of zero or more characters
• BOOLEAN the logical values TRUE and FALSE

Literals
Literals of the above data types are written as follows:
• Integer written as normal in the denary system, e.g. 5, –3
• Real always written with at least one digit on either side of the decimal point, zeros being added
if necessary, e.g. 4.7, 0.3, –4.0, 0.0
• Char a single character delimited by single quotes, e.g. ꞌxꞌ, ꞌcꞌ, ꞌ@ꞌ
• String delimited by double quotes. A string may contain no characters (i.e. the empty string),
e.g. "This is a string", ""
• Boolean TRUE, FALSE

Identifiers
Identifiers (the names given to variables, constants, procedures and functions) are in mixed case using Pascal case,
e.g. FirstName. They can only contain letters (A–Z, a–z) and digits (0–9). They must start with a capital letter
and not a digit. Accented letters and other characters, including the underscore, should not be used.

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As in programming, it is good practice to use identifier names that describe the variable, procedure or function to
which they refer. Single letters may be used where these are conventional (such as i and j when dealing with array
indices, or X and Y when dealing with coordinates) as these are made clear by the convention.

Keywords should never be used as identifier names.

Identifiers should be considered case insensitive, for example, Countdown and CountDown should not be used
as separate variables.

Variable declarations (8.1.1)

Declarations are made as follows:
DECLARE <identifier> : <data type>

Example – variable declarations

DECLARE Counter : INTEGER

DECLARE TotalToPay : REAL
DECLARE GameOver : BOOLEAN

Constants (8.1.1)
It is good practice to use constants if this makes the pseudocode more readable, and easier to update if the value of
the constant changes.

Constants are declared by stating the identifier and the literal value in the following format:
CONSTANT <identifier> ← <value>

Example – CONSTANT declarations

CONSTANT HourlyRate ← 6.50

CONSTANT DefaultText ← "N/A"

Only literals can be used as the value of a constant. A variable, another constant or an expression must never be
used.

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Assignments
The assignment operator is ←

Assignments should be made in the following format:

<identifier> ← <value>

The identifier must refer to a variable (this can be an individual element in a data structure such as an array or
an abstract data type). The value may be any expression that evaluates to a value of the same data type as the
variable.

Example – assignments

Counter ← 0
Counter ← Counter + 1
TotalToPay ← NumberOfHours * HourlyRate

Arrays

Declaring arrays (8.2.1)

Arrays are fixed-length structures of elements of identical data type, accessible by consecutive index numbers. It
is good practice to explicitly state what the lower bound of the array (i.e. the index of the first element) is because
this defaults to either 0 or 1 in different systems. Generally, a lower bound of 1 will be used.

Square brackets are used to indicate the array indices.

1D and 2D arrays are declared as follows (where l, l1, l2 are lower bounds and u, u1, u2 are upper bounds):

DECLARE <identifier> : ARRAY[<l>:<u>] OF <data type>

DECLARE <identifier> : ARRAY[<l1>:<u1>, <l2>:<u2>] OF <data type>

Example – array declaration

DECLARE StudentNames : ARRAY[1:30] OF STRING

DECLARE NoughtsAndCrosses : ARRAY[1:3, 1:3] OF CHAR

Using arrays (8.2.1)

In the main pseudocode statements, only one index value is used for each dimension in the square brackets.

Example – using arrays

StudentNames[1] ← "Ali"
NoughtsAndCrosses[2,3] ← ꞌXꞌ
StudentNames[n+1] ← StudentNames[n]

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An appropriate loop structure is used to assign the elements individually.

Example – assigning a group of array elements

FOR Index ← 1 TO 30
StudentNames[Index] ← ""
NEXT Index

Common operations

Input and output (8.1.3)

Values are input using the INPUT command as follows:
INPUT <identifier>

The identifier should be a variable (that may be an individual element of a data structure such as an array).

Values are output using the OUTPUT command as follows:

OUTPUT <value(s)>

Several values, separated by commas, can be output using the same command.

Examples – INPUT and OUTPUT statements

INPUT Answer
OUTPUT Score
OUTPUT "You have ", Lives, " lives left"

Arithmetic operations (8.1.4 (f))

Standard arithmetic operator symbols are used:

+ addition
– subtraction
* multiplication
/ division
^ raised to the power of

Examples – arithmetic operations

Answer ← Score * 100 / MaxMark

Answer ← Pi * Radius ^ 2

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The integer division operators MOD and DIV can also be used.

DIV(<identifier1>, <identifier2>)
Returns the quotient of identifier1 divided by identifier2 with the fractional part discarded.

MOD(<identifier1>, <identifier2>)
Returns the remainder of identifier1 divided by identifier2

The identifiers are of data type integer.

Examples – MOD and DIV

DIV(10, 3) returns 3
MOD(10, 3) returns 1

Multiplication and division have higher precedence over addition and subtraction (this is the normal mathematical
convention). However, it is good practice to make the order of operations in complex expressions explicit by using
parentheses.

Logical operators (8.1.4 (f))

The following symbols are used for logical operators:

= equal to
< less than
<= less than or equal to
> greater than
>= greater than or equal to
<> not equal to

The result of these operations is always of data type BOOLEAN.

In complex expressions, it is advisable to use parentheses to make the order of operations explicit.

Boolean operators (8.1.4 (f))

The only Boolean operators used are AND, OR and NOT. The operands and results of these operations are always of
data type BOOLEAN.

In complex expressions, it is advisable to use parentheses to make the order of operations explicit.

Examples – Boolean operations

IF Answer < 0 OR Answer > 100

THEN
Correct ← FALSE
ELSE
Correct ← TRUE
ENDIF

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String operations (8.1.4 (e))

LENGTH(<identifier>)
Returns the integer value representing the length of string. The identifier should be of data type string.

LCASE(<identifier>)
Returns the string/character with all characters in lower case. The identifier should be of data type string or char.

UCASE(<identifier>)
Returns the string/character with all characters in upper case. The identifier should be of data type string or char.

SUBSTRING(<identifier>, <start>, <length>)

Returns a string of length length starting at position start. The identifier should be of data type string, length
and start should be positive and data type integer.

Generally, a start position of 1 is the first character in the string.

Example – string operations

LENGTH("Happy Days") will return 10

LCASE(ꞌWꞌ) will return ꞌwꞌ
UCASE("Happy") will return "HAPPY"
SUBSTRING("Happy Days", 1, 5) will return "Happy"

Other library routines (8.1.7)

ROUND(<identifier>, <places>)
Returns the value of the identifier rounded to places number of decimal places.
The identifier should be of data type real, places should be data type integer.

RANDOM()
Returns a random number between 0 and 1 inclusive.

Example – ROUND and RANDOM

Value ← ROUND (RANDOM() * 6, 0) // returns a whole number between 0 and 6

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Selection

IF statements (8.1.4 (b) and 8.1.5)

IF statements may or may not have an ELSE clause.
IF statements without an ELSE clause are written as follows:
IF <condition>
THEN
<statements>
ENDIF

IF statements with an ELSE clause are written as follows:

IF <condition>
THEN
<statements>
ELSE
<statements>
ENDIF

Note that the THEN and ELSE clauses are only indented by two spaces. (They are, in a sense, a continuation of the
IF statement rather than separate statements.)

When IF statements are nested, the nesting should continue the indentation of two spaces.

Example – nested IF statements

IF ChallengerScore > ChampionScore

THEN
IF ChallengerScore > HighestScore
THEN
OUTPUT ChallengerName, " is champion and highest scorer"
ELSE
OUTPUT Player1Name, " is the new champion"
ENDIF
ELSE
OUTPUT ChampionName, " is still the champion"
IF ChampionScore > HighestScore
THEN
OUTPUT ChampionName, " is also the highest scorer"
ENDIF
ENDIF

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CASE statements (8.1.4 (b))

CASE statements allow one out of several branches of code to be executed, depending on the value of a variable.

CASE statements are written as follows:

CASE OF <identifier>
<value 1> : <statement>
<value 2> : <statement>
...
ENDCASE

An OTHERWISE clause can be the last case:

CASE OF <identifier>
<value 1> : <statement>
<value 2> : <statement>
...
OTHERWISE <statement>
ENDCASE

It is best practice to keep the branches to single statements as this makes the pseudocode more readable. Similarly,
single values should be used for each case. If the cases are more complex, the use of an IF statement, rather than a
CASE statement, should be considered.

Each case clause is indented by two spaces. They can be considered as continuations of the CASE statement rather
than new statements.

Note that the case clauses are tested in sequence. When a case that applies is found, its statement is executed, and
the CASE statement is complete. Control is passed to the statement after the ENDCASE. Any remaining cases are
not tested.

If present, an OTHERWISE clause must be the last case. Its statement will be executed if none of the preceding
cases apply.

Example – formatted CASE statement

INPUT Move
CASE OF Move
ꞌWꞌ : Position ← Position – 10
ꞌEꞌ : Position ← Position + 10
ꞌAꞌ : Position ← Position – 1
ꞌDꞌ : Position ← Position + 1
OTHERWISE OUTPUT "Beep"
ENDCASE

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Cambridge IGCSE Computer Science 0478 syllabus for 2023, 2024 and 2025. Details of the assessment

Iteration

Count-controlled (FOR) loops (8.1.4 (c))

Count-controlled loops are written as follows:
FOR <identifier> ← <value1> TO <value2>
<statements>
NEXT <identifier>

The identifier must be a variable of data type INTEGER, and the values should be expressions that evaluate to
integers.

The variable is assigned each of the integer values from value1 to value2 inclusive, running the statements
inside the FOR loop after each assignment. If value1 = value2 the statements will be executed once, and if
value1 > value2 the statements will not be executed.

An increment can be specified as follows:

FOR <identifier> ← <value1> TO <value2> STEP <increment>
<statements>
NEXT <identifier>

The increment must be an expression that evaluates to an integer. In this case the identifier will be assigned
the values from value1 in successive increments of increment until it reaches value2. If it goes past
value2, the loop terminates. The increment can be negative.

Example – nested FOR loops

Total ← 0
FOR Row ← 1 TO MaxRow
RowTotal ← 0
FOR Column ← 1 TO 10
RowTotal ← RowTotal + Amount[Row, Column]
NEXT Column
OUTPUT "Total for Row ", Row, " is ", RowTotal
Total ← Total + RowTotal
NEXT Row
OUTPUT "The grand total is ", Total

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Post-condition (REPEAT) loops (8.1.4 (c))

Post-condition loops are written as follows:

REPEAT
<Statements>
UNTIL <condition>

The condition must be an expression that evaluates to a Boolean. The statements in the loop will be executed
at least once. The condition is tested after the statements are executed and if it evaluates to TRUE the loop
terminates, otherwise the statements are executed again.

Example – REPEAT UNTIL statement

REPEAT
OUTPUT "Please enter the password"
INPUT Password
UNTIL Password = "Secret"

Pre-condition (WHILE) loops (8.1.4 (c))

Pre-condition loops are written as follows:
WHILE <condition> DO
<statements>
ENDWHILE

The condition must be an expression that evaluates to a Boolean. The condition is tested before the statements,
and the statements will only be executed if the condition evaluates to TRUE. After the statements have been
executed the condition is tested again. The loop terminates when the condition evaluates to FALSE.

The statements will not be executed if, on the first test, the condition evaluates to FALSE.

Example – WHILE loop

WHILE Number > 9 DO

Number ← Number – 9
ENDWHILE

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Procedures and functions

Procedures and functions are defined at the start of the code.

Defining and calling procedures (8.1.6 (b))

A procedure with no parameters is defined as follows:
PROCEDURE <identifier>
<statements>
ENDPROCEDURE

A procedure with parameters is defined as follows:

PROCEDURE <identifier>(<param1>:<datatype>, <param2>:<datatype>...)
<statements>
ENDPROCEDURE

The <identifier> is the identifier used to call the procedure. Where used, param1, param2, etc. are
identifiers for the parameters of the procedure. These will be used as variables in the statements of the procedure.

Procedures should be called as follows:

CALL <identifier>

CALL <identifier>(Value1,Value2...)

These calls are complete program statements.

When parameters are used, Value1, Value2... must be of the correct data type as in the definition of the
procedure.

When the procedure is called, control is passed to the procedure. If there are any parameters, these are substituted
by their values, and the statements in the procedure are executed. Control is then returned to the line that follows
the procedure call.

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Example – use of procedures with and without parameters

PROCEDURE DefaultLine
CALL LINE(60)
ENDPROCEDURE

PROCEDURE Line(Size : INTEGER)

DECLARE Length : INTEGER
FOR Length ← 1 TO Size
OUTPUT '-'
NEXT Length
ENDPROCEDURE

IF MySize = Default
THEN
CALL DefaultLine
ELSE
CALL Line(MySize)
ENDIF

Defining and calling functions (8.1.6 (b))

Functions operate in a similar way to procedures, except that in addition they return a single value to the point at
which they are called. Their definition includes the data type of the value returned.

A function with no parameters is defined as follows:

FUNCTION <identifier> RETURNS <data type>
<statements>
ENDFUNCTION

A function with parameters is defined as follows:

FUNCTION <identifier>(<param1>:<datatype>, <param2>:<datatype>...) RETURNS <data
type>
<statements>
ENDFUNCTION

The keyword RETURN is used as one of the statements within the body of the function to specify the value to be
returned. Normally, this will be the last statement in the function definition.

Because a function returns a value that is used when the function is called, function calls are not complete program
statements. The keyword CALL should not be used when calling a function. Functions should only be called as part
of an expression. When the RETURN statement is executed, the value returned replaces the function call in the
expression and the expression is then evaluated.

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Cambridge IGCSE Computer Science 0478 syllabus for 2023, 2024 and 2025. Details of the assessment

Example – definition and use of a function

FUNCTION SumSquare(Number1:INTEGER, Number2:INTEGER) RETURNS INTEGER

RETURN Number1 * Number1 + Number2 * Number2
ENDFUNCTION

OUTPUT "Sum of squares = ", SumSquare(10, 20)

File handling

Handling files (8.3.2)

It is good practice to explicitly open a file, stating the mode of operation, before reading from or writing to it. This is
written as follows:
OPENFILE <File identifier> FOR <File mode>

The file identifier will be the name of the file with data type string. The following file modes are used:
• READ for data to be read from the file
• WRITE for data to be written to the file. A new file will be created and any existing data in the file will be
lost.

A file should be opened in only one mode at a time.

Data is read from the file (after the file has been opened in READ mode) using the READFILE command as
follows:
READFILE <File Identifier>, <Variable>

When the command is executed, the data item is read and assigned to the variable.

Data is written into the file after the file has been opened using the WRITEFILE command as follows:
WRITEFILE <File identifier>, <Variable>

When the command is executed, the data is written into the file. Files should be closed when they are no longer
needed using the CLOSEFILE command as follows:
CLOSEFILE <File identifier>

Example – file handling operations

This example uses the operations together, to copy a line of text from FileA.txt to FileB.txt
DECLARE LineOfText : STRING
OPENFILE FileA.txt FOR READ
OPENFILE FileB.txt FOR WRITE
READFILE FileA.txt, LineOfText
WRITEFILE FileB.txt, LineOfText
CLOSEFILE FileA.txt
CLOSEFILE FileB.txt

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Command words
Command words and their meanings help candidates know what is expected from them in the exams. 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

Calculate work out from given facts, figures or information

Compare identify/comment on similarities and/or differences

Define give precise meaning

Demonstrate show how or give an example

Describe state the points of a topic / give characteristics and main features

Evaluate judge or calculate the quality, importance, amount or value of something

Explain set out purposes or reasons / make the relationships between things evident / provide why
and/or how and support with relevant evidence

Give produce an answer from a given source or recall/memory

Identify name/select/recognise

Outline set out the main points

Show (that) provide structured evidence that leads to a given result

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 / put forward considerations

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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 studied a general curriculum such as the Cambridge
Lower Secondary programme or equivalent national educational framework.

Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subject
during the course but this is for guidance only. 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 IGCSE (9–1) Computer Science (0984)
• Cambridge O Level Computer Science (2210)
• syllabuses with the same title at the same level.

Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools to
offer a broad and balanced curriculum by recognising the achievements of learners who pass exams in a range of
different subjects.

Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

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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 the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries

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 our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any
direct and indirect discrimination.

The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access 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, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.

A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘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).
These letters do not appear on the certificate.

On the statement of results and certificates, Cambridge IGCSE is shown as INTERNATIONAL GENERAL
CERTIFICATE OF SECONDARY EDUCATION (IGCSE).

How students and teachers can use the grades

Assessment at Cambridge IGCSE 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.

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 IGCSE Computer Science will be published after the first assessment of the
syllabus in 2023. Find more information at www.cambridgeinternational.org/0478

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Changes to this syllabus for 2023, 2024 and 2025

The syllabus has been reviewed and revised for first examination in 2023.

The syllabus has been updated. The latest syllabus is version 2, published July 2023.

You must read the whole syllabus before planning your teaching programme.

Changes to syllabus content • Learning outcome 1.3.2 on page 11 has been updated. Calculations
must use the measurement of 1024 and not 1000
• A minor change has been made to learning outcome 2.1.1.b on page 12
for clarity
• The abbreviation of the fetch-decode-execute (FDE) cycle has been
added to learning outcome 3.1.2.b on page 14
• Learning outcome 7.5.b on page 24 has been updated to include the
purpose of each verification check
• The Procedures and functions section on page 44 has been updated
to clarify that procedures and functions are defined at the start of the
code

Changes to version 1, published September 2020

Changes to syllabus content • The learner attributes have been updated.

• The structure of the subject content has changed to ensure a coherent
topic structure.
• The wording in the learning objectives has been updated to provide
clarity on the depth to which each topic should be taught and a
guidance column has been included.
• There has been a limited amount of change to topics:
– some topics have been removed, such as ethics
– some topics have been added, such as robotics, artificial
intelligence and 2D arrays.
• The teaching time still falls within the recommended guided learning
hours.
• Boolean logic will be assessed in Paper 2.
• The learning objectives have been numbered, rather than listed by
bullet points.
• The Details of the assessment section has been updated and now
includes flowchart symbols and logic gate symbols.
• Further explanation regarding pseudocode has been provided,
including a revised pseudocode guide as part of the syllabus document
and not as a separate guide.
• Mathematical requirements have been added to the Details of the
assessment section.
• A list of command words to be used in assessments has been provided.

Back to contents page www.cambridgeinternational.org/igcse 51

Cambridge IGCSE Computer Science 0478 syllabus for 2023, 2024 and 2025. What else you need to know

Changes to assessment • The syllabus aims have been updated to improve the clarity of
(including changes to specimen wording.
papers) • The wording of the assessment objectives (AOs) has been updated to
provide greater clarity. The analysis and design of computational or
programming problems has been included in AO2, whereas analysis
was previously part of AO3. These changes provide consistency with
the approach at AS & A Level.
• Paper 1 Theory has been renamed Paper 1 Computer Systems.
• Paper 2 Problem-solving and Programming has been renamed
Paper 2 Algorithms, Programming and Logic.
• Paper 1 and Paper 2 are now weighted at 50%.
• Paper 2 now has 75 marks.
• Pre-release material will no longer be used as part of the assessment
in Paper 2. This has been replaced by an unseen scenario question.
• The scenario question will be worth 15 marks and will require
candidates to write an algorithm in pseudocode or program code to a
given scenario in the examination. It is expected that candidates will
spend 30 minutes answering this question. This question will always
be the final question on Paper 2.

In addition to reading the syllabus, you should refer to the updated specimen assessment materials. 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 2023 are suitable for use with
this syllabus.

52 www.cambridgeinternational.org/igcse Back to contents page

‘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

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