COMPUTING Intermediate 2

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COMPUTINGIntermediate 2

Third edition – published December 1999

Computing: Intermediate 2 Course

NOTE OF CHANGES TO ARRANGEMENTSPUBLISHED ON CD ROM DECEMBER 1999

COURSE TITLE: Computing (Intermediate 2)

COURSE NUMBER: C017 11

National Course Specification

Course Details: DETAILS OF THE INSTRUMENTS FOR EXTERNALASSESSMENT

Coursework

Coursework evidence will be subject to moderation not externallyassessed and graded for the purposes of course assessment.

Core skills statements expanded

National Unit Specifications

All Units Core skills statements expanded

Administrative Information

Publication date: December 1999

Source: Scottish Qualifications Authority

Version: 03

© Scottish Qualifications Authority 1999

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived fromreproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this specification (including unit specifications) can be purchased from the Scottish QualificationsAuthority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).

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National Course Specification

COMPUTING (INTERMEDIATE 2)

COURSE NUMBER C017 11

COURSE STRUCTURE

The course has three 40 hour units. The units cover the following content areas:

D093 11 Computer Systems (Int 2) 1 credit (40 hours)

D095 11 Software Development (Int 2) 1 credit (40 hours)

D098 11 Computing Project (Int 2) 1 credit (40 hours)

In common with all courses, this course includes 40 hours over and above the 120 hours for thecomponent units. This is for induction, extending the range of learning and teaching approaches,support, consolidation, integration of learning, and preparation for external assessment. This time isan important element of the course and advice on its use is included in the course details.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following qualifications (or possess equivalent experience):

• Computing Studies course at Intermediate 1 level• grade 3 or 4 at Standard Grade in Computing Studies.

Computing: Intermediate 2 Course 3

National Course Specification (cont)

COURSE Computing (Intermediate 2)

CORE SKILLS

This course gives automatic certification of the following:

Complete core skills for the course Problem Solving Int 2IT Int 2

Additional core skills for the course None

For information about the automatic certification of core skills for any individual unit in this course,please refer to the general information section at the beginning of the unit.

Additional information about core skills is published in Automatic Certification of Core Skills inNational Qualifications (SQA, 1999).


National Course Specification: course details


RATIONALE

In recent years, computing has played an increasingly important role in modern society. The influenceof computing systems has been pervasive, affecting work, home and leisure activities. Commercialand industrial practices have been greatly influenced by the availability of increasingly sophisticatedcomputing systems at ever decreasing cost. Developments such as the Internet have taken on newimpetus and are of increasing importance to our society.

Computing Intermediate 2 builds upon the broad overview of the subject area provided in ComputingStudies Intermediate 1 and in Standard Grade at General level and begins to focus on the underlyingcomputing concepts and processes which drive information technology. This provides an opportunityfor candidates to gain an understanding of the operation and organisation of computer systems and todevelop skills in the production of computer software, within a broad-based course that reflects thewide range of computing.

The course develops generic, transferable practical competencies and an understanding of computingconcepts that are applicable to a range of contexts and activities. It provides the opportunity forcandidates with diverse computing backgrounds to consolidate and extend their experience and toprepare for further study, and provides a point of entry for adult returners who wish to begin to studyComputing.

The aims of this course are to:

• provide candidates with knowledge and understanding of computing technology and concepts• develop skills in analysis, synthesis, evaluation, communication and problem-solving within a

computing context• develop practical abilities in the use of computing technology• develop an appreciation of the applicability and potential of computing systems• provide intellectual stimulus and challenge, develop academic rigour and foster an enjoyment of

the subject• cater for career demands and personal developmental requirements across the range of candidate

aspirations.

The knowledge and understanding gained in Computing Intermediate 2 allows candidates to be awareof the social, ethical and legal issues associated with the widespread personal and industrial use ofcomputers. The further development of analytical and problem-solving abilities gained through thestudy of Computing Intermediate 2 should enable candidates to make an effective contribution to amodern, technological society.


National Course Specification: course details (cont)


COURSE CONTENT

The pursuit of the aims stated previously should lead to the achievement of learning outcomes dealingwith knowledge and understanding, problem-solving and practical abilities.

The Computer Systems and Software Development units of the course provide the candidate with abalanced experience of the major aspects of the subject area. The Computing Project unit providescandidates with the opportunity to undertake significant practical activity relating to contemporarydevelopments. Project specifications will be supplied by the Scottish Qualification Authority to reflectcontemporary areas of interest.

By studying the component units within the context of the Computing Intermediate 2 course,candidates’ learning experience will be enhanced through having the opportunity to identify recurringthemes, and through the development of practical and problem-solving skills which require thesynthesis of knowledge and skills gained in the discrete units. Undertaking the units as a coherentprogramme offers a number of benefits:

• taken together, the component units offer opportunities for delivery as a coherent, integrated,holistic experience

• balance and breadth of candidates’ experiences and learning will be promoted• both specific and core skills may be explored and developed• skills and abilities developed through holistic and integrated activity support learning as a whole• candidates’ abilities to sustain effort and concentration, come to conclusions, make decisions,

complete a process and evaluate his/her work are developed.

While each unit has an appropriate mix of knowledge and skills represented within the outcomes,certain units may have more knowledge-based or practical outcomes than others. The proportion ofoutcomes relating to practical or cognitive competencies will reflect the domain of the unit. However,in the context of the course there is an overall balance between practical and cognitive outcomes.

The unit specifications have been fully developed and provide detailed support notes to assist teachersand lecturers in their interpretation of the outcomes and performance criteria. The support notesprovide details about content in the context of an individual unit; this documentation provides detailsabout content in a course context. Some unit specifications refer to specific Internet resources and theassociated URLs are provided for information.

To ensure consistency of terminology, the meanings of the technical terms used throughout thisdocumentation (including the unit specifications) were taken from the British Computer Society’spublication entitled A Glossary of Computing Terms (published by Longman).




UNIT CONTENTS

The detailed contents of each unit are defined within the respective unit specification and are notfurther described within this course documentation.

ASSESSMENT

To gain the award of the course, the candidate must achieve all the component units of the course, aswell as the external assessment. External assessment will provide the basis for grading attainment inthe course award.

When units are taken as component parts of a course, candidates will have the opportunity todemonstrate achievement beyond that required to attain each of the unit outcomes. This attainmentmay, where appropriate, be recorded and used to contribute towards course estimates, and to provideevidence for appeals. Additional details are provided, where appropriate, with the exemplarassessment materials. Further information on the key principles of assessment is provided in the paperAssessment (HSDU, May 1996) and in Managing Assessment (HSDU,1998).

DETAILS OF THE INSTRUMENTS FOR INTERNAL ASSESSMENT

Each unit specification suggests ways of integrating assessment within units. By undertaking the unitsas part of a course, assessments can be integrated between units. The following table suggests oneway of combining the assessment of unit outcomes within the Computing course at Intermediate 2level.

ComputerSystems

SoftwareDevelopment

ComputingProject

Assessment 1 2 3 4 1 2 3 4 1 2 31234

Table 1 – Assessment matrix for Computing at Intermediate 2 level

Note that the table assumes that the Project relates to a software development task but similarintegration could be achieved irrespective of the nature of the project. The table shows how the elevenoutcomes within the component units can be assessed using four assessment activities. Outline detailsof each instrument of assessment follow.




Assessment 1

This assessment integrates Outcomes 1 and 3 from the Computer Systems unit and is described withinthat unit specification.

Assessment 2

This assessment combines the assessment of outcomes within the Computer Systems and SoftwareDevelopment units. The assessment would relate to computer software and would involve candidatesin describing the purpose and types of programming languages (Computer Systems, Outcome 2) andthen describing, in more detail, the software development process and the software developmentenvironment (Software Development, Outcomes 1 and 2).

Assessment 3

This discrete assessment simply covers a single outcome within the Computer Systems unit and is notfurther described here (see the appropriate unit specification).

Assessment 4

This assessment combines two outcomes from the Software Development unit and three outcomesfrom the Computing Project unit. The Software Development outcomes relate to use of softwaredevelopment facilities (Outcome 3) and the solution to a problem using a software developmentenvironment (Outcome 4). These outcomes can be easily combined. However, the problem that thecandidate undertakes as part of this assessment activity could be extended to form the basis of theProject unit so that a single theme could permeate both units. For example, candidates might developa simple solution to storing video titles on a computer and the derived program could be extended tosatisfy the outcomes within the Project unit.

These outline descriptions give an indication of the type of assessment that could be used to integrateassessment and thereby reduce the assessment burden on candidates and staff. They are provided forillustration only. Fully developed assessment specifications will be produced as part of the NationalAssessment Bank at a later date.

DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT

External (course) assessment should provide opportunities to demonstrate:

• retention of knowledge, understanding and skills over a longer period of time• the integration of knowledge, understanding and skills acquired in component units• application of knowledge, understanding and skills in more complex contexts• application of knowledge, understanding and skills in less familiar contexts.

The course assessment for Computing at Intermediate 2 level will consist of two components withweightings as follows:

• coursework........................................................ 40%• written examination .......................................... 60%.




Coursework

The coursework component is designed to appraise candidates’ practical skills across componentunits. The suggested integrated assessments will be used for this purpose (see Table 1). This willobviate the need for an additional piece of practical assessment for course assessment purposes andreduce the assessment burden on candidates. The integrative assessment relating to the Project unit(the fourth assessment in Table 1) will be used for this purpose since the broad nature of thisassessment will satisfy the design requirements of the coursework component. Candidates’performance within this assessment will contribute towards unit and course assessment. The resultingevidence will be internally assessed on a pass/fail basis for the purposes of unit assessment withmarks subsequently submitted for moderation and incorporation into the course award.

Written examination

Comprising a single paper of 1 hour 30 minutes’ duration. The examination will be set and marked bythe Scottish Qualifications Authority. The paper will be divided into two sections:

• Section 1 will allow candidates the opportunity to demonstrate retention of the knowledge,understanding and problem-solving skills relating to the component units through the use of short-response questions that sample across the course content

• Section 2 will allow candidates the opportunity to demonstrate the ability to integrate theknowledge, understanding and problem-solving skills acquired in the component units; and applyknowledge, understanding and problem-solving skills to more complex, or less familiar contextsthrough the use of extended-response questions.




GRADE DESCRIPTIONS

Success in the course at grades C, B and A will be determined by the sum of performances in bothcomponents (coursework and written examination). These performances will be assessed throughdetailed marking schemes and the resulting mark will be used to grade the candidate’s overallperformance.

The characteristics of candidates’ performance at grade C and at grade A are described below. Thesedescriptions will assist examiners in setting examination papers and will help assessors andmoderators in determining a national standard for candidates’ coursework. The descriptions relate tothe previously stated objectives of external assessment (see above).

GRADE C

GRADE A

• Retention of knowledge, understanding and skills over a longer period of time. Candidates are able to identify and describesome of the computing-related facts andconcepts to the standard defined within theperformance criteria.

Candidates are able to identify and describe most ofthe computing-related facts and concepts to thestandard defined within the performance criteria.

Candidates are able to apply their skills inthe context of an integrated assessment thatencompasses outcomes from more than oneunit to the standards defined by the relatedperformance criteria.

Candidates are able to apply their skills in thecontext of an integrated assessment thatencompasses outcomes from more than one unit tostandards that exceed the related performancecriteria.

• The integration of knowledge, understanding and skills acquired in component units.

Candidates are able to apply theirknowledge and skills in the context ofspecific units.

Candidates are able to integrate knowledge andunderstanding acquired in different component units.

Candidates are able to apply their skills inthe context of a practical coursework whichintegrates outcomes from more than oneunit.

Candidates are able to apply their skills in thecontext of a practical coursework which integratesoutcomes from more than one unit and skills arecomfortably transferred and synthesised.




GRADE C

GRADE A

• Application of knowledge, understanding and skills in more complex contexts. Candidates are able to apply theirknowledge and understanding in simplecontexts, directly related to the componentunits.

Candidates are able to apply their knowledge andunderstanding in contexts that derive from outcomesin more than one unit.

The artefact that results from practicalactivity meets the standards defined by theassociated performance criteria.

The artefact that results from practical activityexceeds the standards defined by the associatedperformance criteria (which may relate to quality orspeed).

• Application of knowledge, understanding and skills in less familiar contexts. Candidates are able to apply theirknowledge and understanding in familiarcontexts.

Candidates are able to apply their knowledge andunderstanding in less familiar contexts.

Candidates are able to carry out definedtasks to the standards defined in theassociated performance criteria.

Candidates are able to resolve non-routine problemsthat arise during their practical activity.

Table 2 – Grade descriptions for Computing at Intermediate 2




RELATIONSHIP OF THE COURSE TO THE COMPONENT UNITS

The course consists of three component units, plus an additional 40 hours of study. An externalexamination tests the candidates’ knowledge and understanding of the content covered in all threeunits and their ability to demonstrate and to integrate skills acquired throughout the course.

The criteria for a grade C in this course closely reflect the level of competence required for success inthe component units. However, the external assessment of the course makes specific additionaldemands on the candidates.

The external assessment grade descriptions require that candidates demonstrate the ability to integratethe competencies demonstrated in the component units of the course. The knowledge andunderstanding, skills and ability to use concepts that have been acquired during the units must beretained and demonstrated in the answering of unseen questions.

APPROACHES TO LEARNING AND TEACHING

Advice on the delivery of each component unit is given within the support notes section of each unitspecification. A subject guide will provide generic advice applicable to all computing-related coursesand units. This section provides further guidance on learning and teaching in a course context. Inaddition to the unit and course documentation and the Subject Guide, support materials will beprovided to assist teachers and lecturers in their delivery of courses and units.

In designing the Computing courses, a number of topics were identified as important at various levelswithin the framework of provision. These multi-level topics (or themes) relate to the following areas:

• the principles of computer systems• practical abilities in using computer systems• applications of computer systems• software development process• problem-solving skills• objects and operations• stimulus to development and contemporary trends• social, legal and ethical implications.

Some, or all, of these topics appear at every level. For example, the principles of computerorganisation arise at Access, Intermediate 1, Intermediate 2, Higher and Advanced Higher (to agreater or lesser extent); software development is a part of every course from Intermediate 1 toAdvanced Higher level; and contemporary trends appear within various units at various levels.

An important consideration is to ensure that the treatment of any one of these topics is coherent and aprogression matrix was produced for the computer systems, software development and computerapplications units. These matrices are provided in the Subject Guide. They define the contents ofthese topics at each level and ensure that candidates working through the framework have aprogressive experience. They are also useful to teachers and lecturers for explaining the content of aunit at a given level and units should be considered in the context of these tables.




The identification of these themes permits the teacher/lecturer to take a more holistic approach tolearning and teaching so that knowledge and skills gained as part of one unit can contribute to another(at the same level or another level). The following table illustrates how these topics are distributedbetween units within the Intermediate 2 course.

Integrative topic ComputerSystems

SoftwareDevelopment

ComputingProject1

Principles Practical abilities Applications Software development Objects and operations Problem-solving Implications

Table 3 – Integration of learning and teaching within Computing at Intermediate 2 level

The above table illustrates that practical skills are a part of every unit within this course andteachers/lecturers can help candidates acquire these skills in a holistic manner rather than teaching onan outcome-by-outcome basis. So, for example, when candidates acquire knowledge and skills as partof the Computer Systems unit, these will also contribute to other units within the course. Theidentification of these integrative topics will help teachers/lecturers deliver the necessary knowledgeand skills in a holistic and ‘natural’ manner.

A variety of support materials will be produced to assist teachers and lecturers in their delivery of thecomponent units and exemplar assessment materials will be provided as part of a NationalAssessment Bank. A wide range of learning media is available to assist teachers/lecturers indelivering computing-related topics. These materials are available in a variety of formats (such asvideotape and CD ROM). The Internet is a rich source of learning and teaching materials forComputing courses and some unit specifications provide specific URLs where relevant resources canbe found. An important part of candidates’ learning is the acquisition and development of a technicalvocabulary and a glossary of terms will be provided to define the meaning of the terms used withinthis documentation.

Each unit specification has a section on learning and teaching and this, together with the above adviceon learning and teaching in a course context, should assist teachers and lecturers in delivering thecomponent units. Further details on learning and teaching will be provided in the Subject Guide whichwill give additional information on the delivery of Computing courses and units.




40 hours of flexible time

The course allows 40 hours of additional flexible time. Appropriate activities that could be undertakenmight include:

• preparing for external assessment• remediation and re-assessment• consolidation of learning• formative assessment• preparation of practical coursework for course assessment• extending the range of study.• developing study skills*• visits.*

*This may depend on the nature of the project selected

SPECIAL NEEDS

This course specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).

SUBJECT GUIDES

A Subject Guide to accompany the Arrangements document has been produced by the Higher StillDevelopment Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum(SCCC), and the Scottish Further Education Unit (SFEU). The Guide provides further advice andinformation about:

• support materials for each course• learning and teaching approaches in addition to the information provided in the Arrangements

document• assessment• ensuring appropriate access for candidates with special educational needs.

The Subject Guide is intended to support the information contained in the Arrangements document.The SQA Arrangements documents contain the standards against which candidates are assessed.


Superclass: CD



Version: 03



Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for eachunit specification is £2.50 (minimum order £5).

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National Unit Specification: general information

UNIT Computer Systems (Intermediate 2)

NUMBER D093 11


SUMMARY

This unit is designed to develop knowledge and understanding of the hardware and softwarecomponents of computer systems and provide an opportunity to apply this knowledge through the useof contemporary hardware and software.

OUTCOMES

1 Demonstrate knowledge and understanding of computer organisation.2 Demonstrate knowledge and understanding of computer software.3 Demonstrate knowledge and understanding of the input, storage and output of data.4 Use a computer system to process data.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following:

• a pass in the corresponding unit at Intermediate 1 level• Computing Studies course at Intermediate 1 level• grade 3 or 4 at Standard Grade in Computing Studies.

Computing: Unit Specification – Computer Systems (Int 2) 15

National Unit Specification: general information (cont)


CREDIT VALUE

1 credit at Intermediate 2.

CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit IT Int 2

Additional core skills components for the unit None



National Unit Specification: statement of standards


Acceptable performance in this unit will be the satisfactory achievement of the standards set out inthis part of the unit specification. All sections of the statement of standards are mandatory and cannotbe altered without reference to the Scottish Qualifications Authority.

OUTCOME 1

Demonstrate knowledge and understanding of computer organisation.

Performance criteria

(a) Description of the principles of computer organisation is complete, accurate and concise.(b) Description of methods of representing data is technically accurate.(c) Description of the characteristics of different computer systems is accurate.

Note on range for the outcome

Organisation: central processing unit; memory; storage; input devices; output devices (includinginterfaces).Data representation: number; graphics; text.Computer systems: desktop; portable; networked.

Evidence requirements

Written or oral evidence of the candidate’s knowledge and understanding of computer organisation asdetailed in PCs (a) to (c) for all classes in the range. The description of data representation shouldinclude resolution of graphics displays and the size of integer numbers. The description of portablecomputers should include an example of laptop and palmtop systems, and characteristics shouldinclude processing power, display systems and backing storage.


National Unit Specification: statement of standards (cont)


OUTCOME 2

Demonstrate knowledge and understanding of computer software.


(a) Description of the types and purposes of systems software is accurate.(b) Description of the types and purposes of programming languages is accurate.(c) Description of the types and purposes of applications software is accurate.


Types of programming language: procedural; declarative.Purposes of programming language: general purpose; scientific; commercial; artificial intelligence.Types of applications software: text; number; data; communications; graphics; multimedia;integrated.


Written or oral evidence that the candidate can demonstrate knowledge and understanding ofcomputer software as detailed in PCs (a) to (c) for all classes in the range. The description of systemssoftware should include one example of a graphical user interface and an example of a command lineinterface. The type and purpose of programming languages can be combined so that a singledescription encompasses both.

OUTCOME 3

Demonstrate knowledge and understanding of the input, storage and output of data.


(a) Description of the characteristics of input devices is accurate.(b) Description of the characteristics of output devices is accurate.(c) Description of the characteristics of backing storage devices is accurate.


Input: text; graphics; machine-readable.Output: printing devices; plotting devices.Backing storage: magnetic storage; non-magnetic storageCharacteristics: accuracy; speed; cost; resolution; storage capacity; access.


Written or oral evidence that the candidate can describe the characteristics of data input, output andstorage devices as detailed in PCs (a) to (c) for all classes in the range. The description of backingstorage should include at least one magnetic device and one non-magnetic device. The description ofmachine-readable input should include at least three from mark sense reader OMR; OCR; MICR;wand. The description of access to backing store should include both serial and random access.


National Unit Specification: statement of standards (cont)


OUTCOME 4

Use a computer system to process data.


(a) Computer hardware is organised effectively to facilitate processing of data.(b) Computer software is used effectively to facilitate processing of data.(c) Computer system is used efficiently and responsibly to input, store and output data.(d) Computer system is used efficiently and effectively to retrieve data from a remote source.


Hardware: input; processor; storage; output.Computer system: single-user; networked.Software: systems software; application package.


Performance evidence that the candidate can use a computer system for a minimum of two diverseapplications as detailed in PCs (a) to (d) for all classes in the range. The evidence should cover theinput, processing, storage and output of text, number, graphics. To satisfy core skill requirements, theevidence must include data retrieved from two different sources involving combinations of simplesearch criteria using AND, OR, NOT.


National Unit Specification: support notes


This part of the unit specification is offered as guidance. The support notes are not mandatory.

While the time allocated to this unit is at the discretion of the centre, the notional design length is40 hours.

GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT

This unit may be delivered as a stand-alone unit or in combination with other units as part of theComputing course at Intermediate 2 level. The details of content given earlier provide information onthe delivery and assessment of this unit within the context of a coherent course.

Corresponding to Outcomes 1–4

This unit is the third in a series of units relating to Computer Systems and other units are available atAccess, Intermediate 1, Higher and Advanced Higher levels. The level of detail expected at this levelis outlined below.

Outcome 1

This outcome relates to the understanding of and knowledge about computer hardware. The candidateshould be aware that a computer system could be said to consist of a CPU, main memory, input,output and backing storage. The candidate should know and understand the terms bit, byte and word;should know that memory is generally considered to be either RAM or ROM and know the differentcharacteristics of each. The candidate should be aware that each memory location has a uniqueaddress, but how the CPU deals with this is not required at this level. The candidate should be awareof the need for interfaces between the CPU and peripheral devices.

The candidate should be aware that three types of data could be stored in computer memory - namelytext, number and graphics. The candidate should be aware that there is a common standard for thestorage of text - namely ASCII, and should be aware of the fact that the quality of a bit-mappedgraphic is dependent on the resolution used and that resolution has memory implications. Ultimately,all data is stored and processed as binary. The candidate should know this and have someunderstanding of the binary system. The candidate would not, however, be expected to carry out anycalculations relating to different number systems.

As far as different types of computer systems are concerned, the candidates should understand thediffering characteristics of desktop, laptop and palmtop microcomputers. The characteristics thatdistinguish different computer systems in this context are typical applications, processing power,memory size and typical peripherals such as the display screen.

The candidate should also be aware that computers are often networked and can describe theadvantages of this. These advantages will include data integrity and resource sharing.


National Unit Specification: support notes (cont)


Outcome 2

This outcome concerns the different types of software involved in computer systems. For thisoutcome the candidate should be able to describe the main functions of an operating system, and beaware of the main characteristics of single-user and network operating systems. The candidate shouldbe aware of the importance of the Human Computer Interface in a system and should be able todescribe the characteristics of GUI (WIMP) and command-driven interfaces. The role of systemutilities should be understood and their relationship with operating system developments explored.

The candidate should be able to explain the need for translation from high level languages to machinecode and should be able to describe the differences between them. The candidate should identify highlevel languages suitable for education (including teaching programming), science and commercialdata processing. The candidate should be able to describe the differences between procedural anddeclarative languages and be aware of the circumstances in which each is appropriate.

The candidate should be aware of the different types of commonly used applications software and beable to describe their purpose. These applications will include word processing (text), spreadsheet(number), database (data), communications (including the Internet) and multimedia. The candidateshould be able to describe the characteristics of integrated packages.

Outcome 3

This outcome relates to the characteristics of input, output and backing storage devices. The candidateshould be able to compare and select appropriate input devices for text and graphics and machine readdata. The comparison should be based on speed, accuracy and typical applications. These inputdevices are likely to include a selection from keyboard, mouse, trackpad/ball (for laptop systems),touchscreen, graphics or drawing tablet, OCR, MICR and mark sensing.

The candidate should be able to compare and select appropriate output devices based on speed,quality and cost. The candidate should be able to compare a selection of backing storage devicesbased on capacity, speed and cost. The candidate should be able to explain the need for backup anddescribe a suitable backup regime. The candidate should be able to describe the characteristics of bothrandom and serial access.




Outcome 4

This outcome relates to the candidate’s use of computer systems. The candidate should be able to setup systems for use. This will include knowledge of how to set up hardware including a range ofperipherals as well as selecting drivers for peripherals; preparation of media for storage andorganising backing storage using a suitable filing system.

The candidate should be able to use systems in a variety of ways. This will include the input,processing, output and storage of text, number and graphics. This should be carried out using twodiverse applications. The candidate should be able to access a remote source to obtain information.The candidate should use search facilities to locate data and apply combinations of simple criteriausing AND, OR, NOT.

The candidate should be aware of the wider implications of using systems and use these systemsresponsibly and efficiently. The responsible use of an IT system would include adherence to legalrequirements (including health and safety requirements) and a knowledge of the ethical issues relatingto such systems.

For the purposes of core skill certification, candidates must search two different sources of data suchas CD ROM or a local-area network or the World Wide Web.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT

This is the third in a series of units relating to Computer Systems. The content/context section (above)provides additional guidance on the delivery of the outcomes. This section focuses on learning andteaching.

Candidates will require access to appropriate computer hardware and software at various stageswithin this unit. To enliven learning, the use of video, audio and multimedia learning aids isrecommended. While the distribution of time between the outcomes will vary, candidates may beexpected to complete each outcome within the following timescale:

Outcome 1 ........................................................................ 8 hoursOutcome 2 ........................................................................ 8 hoursOutcome 3 ........................................................................ 8 hoursOutcome 4 ...................................................................... 16 hours

If this unit is delivered as part of a course (or programme of units) then the course documentation willprovide further information on learning and teaching in a course context. This documentation willidentify a number of ‘themes’ to facilitate holistic learning and teaching across the course.




GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

Centres may use the instruments of assessment which are considered to be most appropriate.Examples of instruments of assessment which could be used are as follows:

Outcome 1 Short-answer questions on the organisation of a computer system.

Outcome 2 Short-answer questions on the candidate’s knowledge and understanding ofcomputer software.

Outcome 3 Short-answer questions on the candidate’s knowledge and understanding ofperipheral devices.

Outcome 4 Practical assignment on the candidate’s ability to use a computer system toprocess data.

During the work of the unit, candidates should have several opportunities to develop their practicalskills and should be assessed at appropriate points. Terminology should be presented in contextthroughout the module. Where the candidate is unsuccessful in achieving an outcome, provisionshould be made for further work and re-assessment.

Written evidence may take various forms including hand-writing and word processed text or otherforms of written communication that are more suited to candidates with physical disabilities.Candidates should not be required to produce a specific form of written text (such as word processedtext) unless this is stipulated within the unit specification or instrument of assessment.

SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).


Superclass: CB



Version: 03




23


UNIT Software Development (Intermediate 2)

NUMBER D095 11


SUMMARY

This unit is designed to develop knowledge and understanding of the software development processand of a software development environment. It provides the opportunity to implement features of aselected software development environment, to use its facilities and to produce a software solution toa problem.

OUTCOMES

1 Describe aspects of the software development process.2 Explain features of a software development environment.3 Implement features and use facilities of a software development environment.4 Produce a solution to a problem using a software development environment.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following (or equivalent experience):

• Software Development (Int 1) unit• Computing Studies course at Intermediate 1 level• grade 3 or 4 at Standard Grade in Computing Studies.

Computing: Unit Specification – Software Development (Int 2) 24



CREDIT VALUE


CORE SKILLS

There is no automatic certification of core skills or core skills components in this unit.






OUTCOME 1

Describe aspects of the software development process.


(a) Stages and iterative nature of the software development process are described accurately.(b) Tools and techniques of the software development process are described accurately.(c) Desirable characteristics of software are described accurately.


Stages: analysis; design; implementation; testing; documentation; evaluation; maintenance.Tools and techniques: design methodology; test data; structured listing; error reporting.Characteristics: fitness for purpose; user interface; documentation; maintainability.


Written or oral evidence that the candidate can describe aspects of the software development processas detailed in PCs (a) to (c) for all classes in the range. The description of desirable characteristicsshould include at least three from user guide, technical guide, modularity, internal documentation andmeaningful names.

OUTCOME 2

Explain features of a software development environment.


(a) Features of a software development environment are defined correctly.(b) Purposes of features are explained correctly.(c) Means of implementing features are described correctly.


Features: modularity; control; data storage.


Written or oral evidence that the candidate can explain features of a software developmentenvironment as detailed in PCs (a) to (c) for all classes in the range. The description of featuresshould include at least four from procedures, functions, simple conditionals, unconditional loops,conditional loops, numeric variables and text variables.




OUTCOME 3

Implement features and use facilities of a software development environment.


(a) Syntax and semantics of features are used correctly.(b) Working implementations of features are complete.(c) Characteristics which allow for maintenance of implementations are used appropriately.(d) The environment’s facilities are used effectively.


Features: modularity; control; data storage; data processing.Facilities: editor; translator; error tracing.


Performance evidence that the candidate can implement features and use facilities of a softwaredevelopment environment as detailed in PCs (a) to (d) for all classes in the range. The evidenceshould include the use of at least eight from construction of procedures, predefined functions, simpleconditionals, unconditional loops, conditional loops, numeric variables, text variables, input ofmultiple data items, output of multiple data items, arithmetic operations, string operations, assignment(including incremental expressions).

OUTCOME 4

Produce a solution to a problem using a software development environment.


(a) The stages of the software development process are correctly applied to a problem.(b) The implementation of a solution is complete.(c) The solution evaluation includes fitness for purpose, maintainability and the user interface.(d) The results of the software development process are communicated clearly and concisely.


Stages: analysis; design; implementation; testing; documentation.


Performance evidence that the candidate can produce a solution to a problem using a softwaredevelopment environment as detailed in PCs (a) to (b) for the relevant class in the range. The solutionshould include both a user and a technical guide.

Written or oral evidence that the candidate can evaluate and report on a solution as detailed in PCs (c)to (d) for relevant classes in the range.






GUIDANCE ON THE CONTENT AND CONTEXT FOR THIS UNITThis unit may be delivered as a stand-alone unit or in combination with other units as part of theComputing course at Intermediate 2 level. The details of content given earlier provide information onthe delivery and assessment of this unit within a course context.


This unit is the second in a series of units relating to Software Development and further units areavailable at Intermediate 1, Higher and Advanced Higher levels. Given that the unit at Intermediate 1is optional, this may be the first Software Development unit undertaken by candidates. As such, thelevel of treatment of any topic should be relatively light. It should be noted also that SoftwareDevelopment (Int 2) is intended to provide an introduction to the topic or to consolidate earlierlearning in this area and to lay a foundation for further study of the topic.

Progression through this series of Software Development units is shown in the relevant progressionmatrix (given in the subject guide). It should be noted that four main themes provide the structure forprogression. Of these themes, two are associated with knowledge and understanding of computingfacts and concepts and two with practical skills and abilities. The former themes are: softwaredevelopment process (stages; techniques and tools; characteristics; algorithms); and softwaredevelopment environment features. the latter themes are: working in a software developmentenvironment (implementation of features, implementation of algorithms, implementation ofmaintenance characteristics, use of environment’s facilities); and problem solving (analysis, design,implementation, testing, documentation, and evaluation).

Progression through the Software Development units is promoted in a number of ways. Introductionof new aspects increases breadth of study through units. Where the same aspects are included in units,depth of study is the key to progression. This depth can be manifested in different ways, for example:the level of cognitive skill becomes higher (eg recall, describe, explain); the nature of response isincreasingly demanding (eg short to extended response); the level of difficulty of questions/problems(eg simple/complex, familiar/unfamiliar contexts) increases. In all units, candidates are expected touse correctly and in context terminology appropriate to the level of study. For example, within thecontext of software development, the term ‘user interface’ refers to factors that relate to theinteraction between the user and the developed software solution. Where appropriate, guidance isgiven about the appropriate level of treatment of terms within the unit.

When studying a core course unit at a particular level, it is assumed that candidates are able to useknowledge and skills that are included in mandatory units (but not optional units) in the series atlower levels. Study of an optional unit assumes knowledge and skills in the mandatory unit at thesame level. In the case of Software Development (Int 2), no prior knowledge or skill is assumed.However, the content of this unit is based on Standard Grade Computing Studies Programming atGeneral and most of Credit Level.




The term ‘software development environment’ refers to any environment whose features and facilitiescan be used to produce solutions to problems. An integrated environment with a ‘programming’language (using the term in its very broadest sense) and facilities such as text editor and debuggerswould be ideal. An imperative language, a declarative language, an applications package with a highfunctional capability, an object-oriented language, a scripting language, or an authoring environmentare all suitable. The features contained in the statement of standards are intended to be sufficientlyopen to facilitate delivery of the Software Development units in this wide range of environments. Thesupport notes are exemplified in terms of a procedural high level language. Implementations in otherenvironments should be broadly compatible. At this level, knowledge and skills should be developedwithin the context of one selected software development environment.

Outcome 1

This outcome relates to knowledge and understanding of aspects of the software development process.Candidates are expected to describe the stages and iterative nature of the software developmentprocess (PC (a)). The candidate should also be able to describe some tools and techniques of softwaredevelopment (PC (b)) and desirable characteristics of software development (PC (c)).

PC (a) relates to the stages in the software development process. These are:

• analysis• design• implementation• testing• documentation• evaluation• maintenance.

Candidates should be able to give a brief but accurate description of each stage of the softwaredevelopment process as follows:

• analysis relates to the understanding of the problem• design involves the methodical planning of the solution to the problem• implementation requires the translation of the design plans into instructions that the computer can

understand• the documentation produced would consist of a user guide and a technical guide• evaluation would involve reviewing the solution against the problem statement• maintenance involves making changes to the program at some time in the future.

PC (b) relates to the tools and techniques of the software development process. The tools andtechniques contained in the range are:

• design methodology• test data• structured listing• error reporting.




The candidate should be able to give a brief description of the tools and techniques:

• one design methodology, either graphical or textual - for example, a structure diagram or pseudo-code using stepwise refinement

• test data - the use of comprehensive sets to check that software works properly• structured listing - a formatted display or printout of solution code• error reporting - the generation within the environment of messages indicating errors.

The desirable characteristics contained in the range are:

• user interface• fitness for purpose• documentation• maintainability.

The candidate should be able to briefly describe:

• user interface - this may relate to screen prompts for the user or the screen layout or the visualimpact of the solution

• fitness for purpose - a solution which works properly and does what it is intended to do• documentation - user guide, technical guide• maintainability - software must be developed to take account of the possible needs to be corrected

and updated in future.

For example, in the context of a procedural language, modularity and readability with internaldocumentation and meaningful names support maintainability. In other software developmentenvironments, appropriate alternative exemplifications should be provided.

This outcome provides the candidate with an overview of the software development process andprovides a wider context in which to consider software design and implementation. A detailedknowledge of all the activities associated with each stage is not necessary: it is sufficient thatcandidates can describe each stage and its purpose.

Possible activities might include the use of small-scale case studies to exemplify the stages ofsoftware development. Good use can be made of prepared examples to illustrate the characteristics ofcorrectness, documentation and maintainability. Candidates should be encouraged through activitiesto develop confidence in using a design methodology, test data and in utilising the error reportingfacilities of the chosen software development environment.




Outcome 2

This outcome relates to knowledge and understanding of features of a software developmentenvironment. Candidates are expected to define correctly features of a software developmentenvironment (PC (a)), explain correctly the purposes of these features (PC (b)) and describe correctlyhow the features are implemented (PC (c)) in a selected environment.

Features of a software development environment are defined as:

• modularity• control• data storage.

At this level, the candidate must be able to give simple, straightforward definitions of features. Forexample, in a procedural language, the candidate is expected to be able to define:

• modularity - with reference to procedures and functions• sequence• repetition - unconditional (fixed) and conditional loops• selection - simple conditions and decisions• data storage - numeric variables and text variables.

Note that, when using other environments, corresponding aspects of features should be defined.

Candidates are required to explain the purpose of the features. The features listed in PC (a) apply alsoin this context. The candidate is expected to explain briefly and in simple terms the purposes offeatures. For example, the candidate is expected to explain that repetition involves doing the samething more than once either a fixed number of times or until a particular condition occurs.

The means of implementing features must also be described. The features listed in PC (a) apply alsoin this context. The candidate is expected to describe in simple terms and in a straightforward way themeans of implementing features in one software development environment. For example, in aprocedural language, with respect to repetition, the candidate is expected to describe the use of a FOR... NEXT loop and REPEAT ... UNTIL.

This outcome provides candidates with the opportunity to gain an overview of fundamental featuresof a software development environment. Content is likely to be delivered alongside that of Outcome 3with knowledge and understanding being reinforced by practical activity. Candidates could beintroduced to new features one at a time or in small related groups, then carry out simple practicalexercises, then answer questions related to PCs (a) to (c). Practical exercises might involvemodification of given implementations or implementation of relevant features from scratch.




Outcome 3

This outcome relates to practical skills and abilities associated with use of fundamental features andfacilities of a software development environment. Candidates are expected to use syntax andsemantics correctly (PC (a)) when producing working implementations which use particular features(PC (b)) and which are maintainable (PC (c)). When carrying out practical exercises, candidatesshould use effectively basic editing and error tracing facilities of the software developmentenvironment (PC (d)).

The syntax and semantics of features must be used correctly (PC (a)). Features included in the rangeare:

• modularity• control• data storage• data processing.

At this level, the candidate must be able to use correct syntax and semantics for the range features inone software development environment. For example, in a procedural language, the candidate isexpected to use correct syntax and semantics for:

• modularity - construction and use of procedures, use pre-defined functions procedures• sequence• repetition - unconditional (fixed) and conditional loop• selection - simple conditions and decisions• data transfer - input and output of multiple data items from pre-supplied data sets• operations - arithmetic, string operations• assignment - statements, including incremental expressions• data storage - numeric variables and text variables.

Note that, when using other environments, corresponding aspects of features should be identified.

Candidates are required to produce working implementations (PC (b)). The features listed in PC (a)apply also in this context. As well as using correct syntax and semantics, candidates are expected tobe able to complete short practical exercises that demonstrate that they can use correctly the rangefeatures in one software development environment. For example, in a procedural language, thecandidate is expected to use correctly features detailed above. Whenever possible, practical exercisesshould cover several features or aspects of the features.

The characteristics which allow for maintenance of implementations must be used appropriately.There is no range statement associated with this performance criterion. Candidates are expected to beable to implement features in a way which facilitates correction and updating in future. For example,in the context of a procedural language, candidates should produce programs which have a modularstructure and which are readable with internal documentation and meaningful names. In othersoftware development environments, appropriate alternative characteristics should be in evidence.




The environment’s facilities are used effectively (PC (d)). Facilities included in the range are:

• editor• translator• error tracing.

When carrying out practical exercises to implement features of the selected software environment,candidates use its basic editing and error tracing facilities effectively, as well as the translatorassociated with the environment. For example, the candidate should be able to make amendmentsusing a text editor rather than re-entering data. They should also be able to use error reporting and anyavailable simple error tracing tools to find errors.

This outcome allows candidates to put into practice what they have learned about features of asoftware development environment in Outcome 2. Therefore, this outcome is likely to be delivered inparallel with Outcome 2 with practical activity being used to consolidate understanding. The practicalexercises of this outcome could also be integrated with Outcome 4 at the implementation stage ofproblem solving.

Outcome 4

This outcome relates to producing a solution to a problem using a software development environment.In solving the problem, the candidate is required to apply the stages of the software developmentprocess (PC (a)) to produce a working solution (PC (b)). The solution then needs to be evaluatedagainst given criteria (PC (c)) and a report on the solution compiled (PC (d)).

The stages of the software development process are:

• analysis• design• implementation• testing• documentation.

These stages should be applied to a non-complex problem but not overly simple problem. Forexample, if a stepwise refinement technique is being adopted, the problem should require two levelsof refinement.




Evidence should be as follows:

• analysis - a statement of the problem in the candidate’s own words, together with problem inputsand outputs and processing operations

• design - use of one design methodology to describe the main stages and their sub-refinements• implementation - correct use of syntax and semantics to provide a modular, working solution;

effective use of the editing and error tracing facilities of the software development environment;production of a maintainable solution, that is a solution which contains internal documentationand meaningful variable names; testing - production and use of a comprehensive set of test databut there is no requirement for the test data to be complete

• documentation - production of a simple user guide on how to start up and use the developedsoftware and a simple technical guide with details of the hardware requirements and softwaredevelopment environment and a structured listing of the solution.

A working solution to the problem must be produced. In solving the problem, the candidate shouldprovide a working version of the solution to the problem.

The solution must then be evaluated against given criteria (PC (c)). The criteria contained in the rangeare:

• user interface• correctness• maintainability.

The evaluation of the solution should be relatively brief and include comments on:

• user interface - including reference to visual appeal, screen layout and prompts for the user;• correctness - including consideration of the actual results of applying the test data against the

expected results of applying the test data and whether the solution satisfies the problem set;• maintainability - including reference to ease of correction and updating in future.




Finally, a report on the solution must be compiled. The criteria contained in the range are:

• evidence of application of the stages of software development• evaluation.

It is not necessary that a completely new report be created for evidence of this performance criterion.As far as possible, the report should be compiled from evidence generated for PCs (b) and (c).

This outcome is concerned with developing the candidate’s ability to analyse and describe a problemin terms of its inputs, processes and outputs, and to formulate a suitably clear design which leads tothe implementation of a solution in a software development environment. This may be tackledthrough a series of exercises which develops the candidate’s software design skills. The reward forsucceeding in a piece of software development need not be the undertaking of an even more complexproblem. Instead, the candidate should be allowed to apply the skills learned to an analogous task ofsimilar complexity in a different context, allowing practice and the development of increasedcompetence in producing solutions of a given level of complexity. It is important that the candidate isencouraged to be rigorous with the design of a solution.





Although this is the second in the series of units related to Software Development, it is the firstmandatory unit in the series. As such, it may provide the first encounter with Software Developmentfor some candidates. Therefore, candidates may require substantial assistance from teachers andlecturers. The content/context section (above) provides guidance on the delivery of the outcomes.This section focuses on aspects of learning and teaching more generally.

The suggestion has been made already that candidates study Outcomes 2 and 3 in parallel. Directteaching which focuses on the development of a worked example followed by candidates’ practisingthe use of features in similar exercises is a tried and tested delivery model which can contribute to thecompilation of a folio of work. Within this model, opportunities can be created also to incorporate‘mini’ analysis and design activities.

Learning about the problem-solving stages in parallel with development of the solution to a problemis a possible teaching approach. It is important that candidates are taught and have the opportunity tolearn the generic skills required in the software development process. For example, to learn how toanalyse a problem, candidates may be encouraged to underline the most important informationcontained in the problem specification. To learn how to evaluate, candidates must be introduced to thecriteria then they may be given solutions to evaluate or they may be required to compare theirproducts with those of other candidates. Candidates should practice writing documentation beforebeing assessed on the associated skills.

While the distribution of time between the outcomes will vary, candidates may be expected tocomplete each outcome within the following timescale:

Outcome 1 ........................................................................ 5 hoursOutcome 2 ........................................................................ 5 hoursOutcome 3 ...................................................................... 15 hoursOutcome 4 ...................................................................... 15 hours






Centres may use the instruments of assessment which are considered to be most appropriate.Examples of instruments of assessment that could be used are as follows:

Outcome 1 Questions requiring short responses which contain straightforward descriptions of thestages, tools and techniques, characteristics in the range.

Outcome 2 Questions requiring short responses on the features of a software developmentenvironment, including purposes and means of implementation.

Outcome 3 Compilation of a folio of items selected to provide evidence of all features in therange. Recorded by means of a checklist.

Outcome 4 An assignment which specifies a suitable problem for solving at this level.

During the work of the unit, candidates should have several opportunities to develop their practicalskills and should be assessed at appropriate points. Terminology should be presented in contextthroughout the unit. Where the candidate is unsuccessful in achieving an outcome, provision shouldbe made for further work and re-assessment.

There are opportunities to integrate assessment of outcomes. For example, Outcomes 2 and 3 could becombined within an assessment item on each feature or small group of features. Also, correctimplementation of features in the problem-solving activity assessment could provide some of theevidence for PC (b) of Outcome 4 and for all performance criteria of Outcome 3. Another possibilityis to link evidence for PC (c) of Outcome 1 with evidence for PCs (c) and (d) of Outcome 4.

Written evidence may take various forms including hand-writing and word-processed text or otherforms of written communication that are more suited to candidates with physical disabilities.Candidates should not be required to produce a specific form of written text (such as word-processedtext) unless this is stipulated within the unit specification or instrument of assessment.

SPECIAL NEEDS



Superclass: CB



Version: 03




37


UNIT Computing Project (Intermediate 2)

NUMBER D098 11


SUMMARY

This unit is designed to develop the ability to plan, implement and evaluate a project which involvesthe practical solution to a computing problem.

OUTCOMES

1 Plan the solution to a computing-related problem.2 Implement the solution using appropriate hardware and software.3 Evaluate the effectiveness of the solution in the form of a project report.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attainedone of the following (or possess equivalent experience):

• Software Development (Int 2) unit• Computer Systems (Int 2) unit.

Computing: Unit Specification – Computing Project (Int 2) 38



CREDIT VALUE


CORE SKILLS

This unit gives automatic certification of the following:

Complete core skills for the unit Problem Solving Int 2

Additional core skills components for the unit None






OUTCOME 1

Plan the solution to a computing-related problem.


(a) Project objectives and main stages are correctly identified.(b) Time for completion of each stage is realistic.(c) Prerequisite knowledge, skills and resources are correctly identified.(d) Main features of the design of the solution are communicated clearly and accurately.(e) Plan is kept up-to-date during the life of the project.


Problem: non-complex; familiar.


Written or oral evidence that the candidate can plan a project as detailed in PCs (a)to (e).




OUTCOME 2

Implement the solution using appropriate hardware and software.


(a) Requisite knowledge, skills and resources are effectively acquired.(b) Implementation is consistent with project plan.(c) Hardware and software are used efficiently and effectively.(d) The solution is tested to ensure that it satisfies the project’s main objectives.(e) The solution is correctly documented using appropriate terminology and sources of information

are correctly referenced.(f) Implementation is carried out independently.


There are no specific requirements as to the range of contexts within which the outcomes andperformance criteria should be demonstrated. For further guidance on the range of content to becovered, see the support notes.


Written or oral evidence that the candidate has acquired the required knowledge as detailed in PC (a).Performance evidence that the candidate can implement a solution as detailed in PCs (a) to (f). Thiswill be in the form of an artefact that represents the solution to the computer-based problem togetherwith its associated documentation.

OUTCOME 3

Evaluate the effectiveness of the solution in the form of a project report.


(a) The solution is evaluated against its defined objectives.(b) The extent to which the solution meets its objectives is identified.(c) Adherence to the project plan is described.(d) The report is clear and concise and technically accurate.


There are no specific requirements as to the range of contexts within which the outcomes andperformance criteria should be demonstrated. For further guidance on the range of content to becovered, see the support notes.


Written evidence that the candidate can evaluate a project as detailed in PCs (a) to (d). This will be inthe form of a written report that will include justified conclusions.






GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT

This unit may be delivered as a stand-alone unit or in combination with other units as part of theComputing course at Intermediate 2 level. The details of content given earlier provide information onthe delivery and assessment of this unit within a course context.


This unit should normally be undertaken after the candidate has completed other units at this level(such as Software Development or Computer Systems). Candidates may use this unit to deepen theirknowledge and extend their skills in a familiar subject area (such as software development) orbroaden knowledge and skills by exploring a new subject area. Irrespective of the area chosen,candidates will require to learn new knowledge and skills and it is anticipated that they will do so withthe assistance and support of teaching staff. The performance criteria require candidates to identifynew knowledge and skills (Outcome 1, PC (c)) and then acquire these skills and knowledge withsupport from teaching and lecturing staff (Outcome 2, PC (a)).

Outcome 1

This outcome relates to the planning of a computer-based solution to a familiar and non-complexproblem. The Scottish Qualifications Authority will produce project specifications and this bank ofspecifications will be updated to reflect contemporary areas of interest. At the time of writing,appropriate areas of interest might include:

• software development• the Internet• multimedia systems• on-line publishing.

So a typical problem might relate to the production of a hypertext page for publishing on the WorldWide Web. This is an example of a project that would extend knowledge and skills into a new area ofcomputing (although these skills and knowledge would be related to the Computer Systems andSoftware Development units at this level).




Candidates are required to identify the objectives of the project together with the main stages in theresolution of the problem (PC (a)). In the context of the Web project this would involve identifyingthe purpose of producing the Web page (contents, audience etc.) and the stages in producing the page(which would include design of page, construction of page, uploading of page etc.). The approximatetime to complete each task must also be identified (PC (b)). At this level, candidates are not expectedto demonstrate sophisticated time management skills but they should be aware that time is a crucialfactor in every project and must be carefully considered at the project outset. Once the plan has beenconstructed it must be kept up-to-date (PC (e)). So, for example, if a specific part of the project fallsbehind schedule then candidates are required to update the plan accordingly. It is not acceptable forcandidates to carry out the project using an obsolete plan. Candidates are required to identify newknowledge and skills (PC (c)). In the context of the Web project, this would include knowledge ofWeb page design and skills in using software tools to produce the page (such as Web publishingsoftware). Candidates are also required to communicate the main features of the design of the solution(PC (d)). In the context of the Web project this might involve them in producing some evidence of thedesign of their Web page prior to its implementation.

Outcome 2

This outcome requires the candidate to implement his/her solution in accordance with his/her projectplan. In the context of a software development project this would involve him/her writing and testinga program and producing the program documentation. Candidates must acquire new knowledge andskills (PC (a)). In the context of a programming project, the scale of the project would be larger thanthe scale of the problems undertaken as part of the Software Development unit and the newknowledge and skills would relate to those areas of the software development process associated withthe solution of ‘large-scale’ problems (such as increased emphasis on modularity). Irrespective of thenature of the project, candidates are required to use hardware and software efficiently and effectively(PC (b)). So being unable to carry out a task (effectiveness) or taking too long to complete the task(efficiency) are unacceptable. The derived solution must satisfy the defined objectives (PC (c));however only key objectives must be implemented. So, for example, the assessor can expect theprogram to work (which would be a key objective) but the candidate might not have implementedevery aspect of his/her program design (secondary objectives). The solution must be documented (PC(d)). In the context of a programming project, the candidate might be required to produce userdocumentation for the program; in the context of the Web project, the candidate might be required toproduce instructions for accessing and downloading the page; in the context of a multimedia project,the candidate might be required to produce a guide on using a multimedia system.





The content/context section (above) provides additional guidance on the delivery of the outcomes.This section focuses on learning and teaching.

It is likely that candidates will require frequent access to hardware and software throughout this unit.To enliven learning, the use of video, audio and multimedia learning aids is recommended.

This unit should be undertaken after the candidate has completed other units at this level (such asSoftware Development or Computer Systems). Candidates may use this unit to deepen theirknowledge and extend their skills in a subject area (such as software development) or broadenknowledge and skills by exploring a new subject area. It is not intended that candidates acquire newknowledge and skills without the assistance of teachers and lecturers. The performance criteria requirecandidates to identify new knowledge and skills (Outcome 1, PC (c)) and then acquire these cognitiveand practical skills (Outcome 2, PC (a)) with support from teaching and lecturing staff. For example,if a candidate selected a programming project then it is likely that this project would extend priorlearning in signficant ways. Because of the extended nature of a project candidates may have toacquire additional knowledge and understanding relating to algorithms or data structures ordocumentation or a combination of these.

While the distribution of time between the outcomes will vary, candidates may be expected tocomplete each outcome within the following timescale:

Outcome 1 ........................................................................ 8 hoursOutcome 2 ...................................................................... 24 hoursOutcome 3 ........................................................................ 8 hours

It is expected that the project activity will take up approximately 20 hours of the available time withthe remaining time spent acquiring new knowledge and skills or reporting the project outcomes. TheScottish Qualifications Authority will produce project specification which will detail the knowledgeand skills required to undertake each project and centres will be permitted to choose the project whichbest matches their local expertise and resources.






Centres may use the instruments of assessment which are considered to be most appropriate.Examples of instruments of assessment which could be used are as follows:

Outcomes 1–3 Project which will relate to the solution of a computer-related problem.

Outcome 2 Short-response paper on the underpinning knowledge required to carry out theproject.

During the work of the unit, candidates should have several opportunities to develop their practicalskills and should be assessed at appropriate points. Terminology should be presented in contextthroughout the unit. Where the candidate is unsuccessful in achieving an outcome, provision shouldbe made for further work and re-assessment.

It is recommended that the assessment for Outcomes 1, 2 and 3 is integrated into a single projectwhereby candidates plan, implement and evaluate their project activities. Supplementary evidencewill also be required to ensure that candidates have acquired the underpinning knowledge andunderstanding to carry out these activities.

Written evidence may take various forms including hand-writing and word processed text or otherforms of written communication that are more suited to candidates with physical disabilities.Candidates should not be required to produce a specific form of written text (such as word processedtext) unless this is stipulated within the unit specification or instrument of assessment.

SPECIAL NEEDS


COMPUTING Intermediate 2

Documents

Transcript of COMPUTING Intermediate 2