The following Computing websites deserve a ‘badge’. For the moment they can only get the Computing Science icon from Education Scotland. List in no particular order.
SQA qualification home for Computing Science National 4 can be found here.
Experiences and Outcomes from Technological Developments in Society contexts:
…the relationship between key scientific principles and technological developments…TCH 3-01a
…traditional with contemporary production methods to assess their contribution in the world around me and explain the impact of related technological changes…TCH 4-01a
…current trend of technological advance in Scotland or beyond, I can debate the short- and long-term possibilities of the technological development becoming a reality…TCH 4-01b
…possible future impact of new and emerging technologies on economic prosperity and the environment…TCH 4-01c
…the implications and ethical issues arising from technological developments for individuals and societies…TCH 3-02a
…materials, processes or designs in my local community to consider and discuss their environmental, social and economic impact…TCH 4-02a
Leading onto Computing Science National Outcomes and Assessments:
N4 (SDD O3.3)
Produce a short factual report on a contemporary software-based application by:
N5 (ISDD O2.4/5)
Consider the factors involved in the design and implementation of an information system by:
(i) The Environment: resources
Computing and ICT Level 3: Chapter 7 The Green Machine?
Computing and ICT Level 4: Chapter 2 The Computing Technology, the Economy and the Environment?
Computing Science National 5: Chapter 11 The law and the Environment
Government: Environment Agency (UK)
Information: Preventing illegal e-waste export
Government: Scottish Environmental Protection Agency
Information: Waste Electrical and Electronic Equipment
Wiki: Green Computing
(ii) The Economy: resources
(iii) Politics: resources
(iv) The Law
From SQA Computing Science
The Computing Science progression framework (194 KB) provides advice and guidance on how experiences and outcomes at third and fourth curriculum levels relate to the Outcomes and Assessment Standards of National 4 and National 5 qualifications.
For the purposes of this document, experiences and outcomes, and Outcomes and Assessment Standards have been grouped under five main headings:
Below is a table summarising the content for the Software Design and Development unit taken from the Computing Science National 4 and 5 course support notes:
|Software Design and Development|
|Exemplification and implementation of the following in an application development environment|
|Topic||National 4||National 5|
|Computational constructs||Exemplification and implementation of the following constructs:
||Exemplification and implementation of the following constructs:
|Data types and structures||StringNumeric (integer) variables||StringNumeric (integer and real). variables
|Testing and documenting solutions||Normal, extreme and exceptional test dataReadability of code (internal commentary, meaningful variable names)||Normal, extreme and exceptional test dataSyntax, execution and logic errors in programs
Readability of code (internal commentary, meaningful identifiers, indentation)
|Algorithm specification||Input validation|
|Design notations (for both software development and information system development)||Contemporary design notations.Graphical to illustrate selection and iteration.
|Contemporary design notationsPseudocode to exemplify programming constructs
|Low-level operations and computer architecture||Use of binary to represent and store:
Units of storage (bit, byte, Kb, Mb, Gb, Tb, Pb)
|Translation of high-level program code to binary (machine code): interpreters and compilersUse of binary to represent and store:
Basic computer architecture: processor, memory, buses, interfaces
Below is a table summarising the content for the Information System Design and Development unit taken from the Computing Science National 4 and 5 course support notes:
|Information System Design and Development|
|Exemplification and implementation of the following in an application development environment:|
|Structures and links||Database structure: field, record, fileField types: text, numbers, date, time, graphics, calculatedWebsite, page, URL
|Database structure: flat file, linked tablesField types: text, numbers, date, time, graphics, calculated, link, BooleanField lengths and range
Website, page, URL
Hyperlink: internal, external
|User interface||Target audience||User requirements: visual layout, navigation, selection, consistency, interactivity, readability|
|Media types||Sound, graphics, video, text||Standard file formats:
Factors affecting file size and quality, including resolution, colour depth, sampling rate
Need for compression
|Testing||Links and navigationMatches user interface design|
|Purpose, features, functionality, users||Simple descriptions of main features and functionality||Description of purposeUsers: expert, novice, age range|
|Technical implementation (hardware and
|Technical implementation (storage)||Storage devices:
|Technical implementation (networking/ connectivity)||Stand-alone or networkedLAN/internetWired/wireless
|Peer-to-peer versus client/serverMedia: wired, optical, wirelessComparison of local versus web/cloud|
|Security risks||Viruses, worms, TrojansHacking||Spyware, phishing, keyloggerOnline fraud, identity theft.DOS (Denial of Service) attacks|
|Security precautions||Anti-virus software||Passwords/encryptionBiometricsSecurity protocols and firewalls
Use of security suites
|Legal implications||Computer Misuse ActData Protection ActCopyright, Designs and Patents Act (plagiarism)
Health and safety regulations
|Environmental impact||Energy useDisposal of IT equipmentCarbon footprint|
Education Scotland have made available the following files to assist teachers develop their own materials.
These support materials, which are neither prescriptive nor exhaustive, provide suggestions on approaches to teaching and learning which will promote development of the necessary knowledge, understanding and skills for Computing Science National 4/National 5.
Staff are encouraged to draw on these materials, and existing materials, to develop their own programmes of learning which are appropriate to the needs of learners within their own context.