S3 Computing:
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S3 Topic Overview

Computer Systems

Pupils deepen their understanding of core computer systems. They learn how data is represented by converting between binary and denary and explore key features of modern 64-bit computer architecture, linking these concepts to real physical hardware in the classroom. Pupils also examine the core components of a PC and familiarise themselves with the role each part plays. Finally, they investigate the Central Processing Unit, studying its fetch–decode–execute cycle and gaining an understanding of why multicore processing has become standard.

Web Design & Development

Pupils explore the design process behind effective web design while developing strong organisational and planning skills. They learn to construct webpages using Hypertext Markup Language (HTML), link them together with hyperlinks to form coherent websites, and apply basic Cascading Style Sheets (CSS) to introduce colours, layouts, and other stylistic elements. By the end of the topic, pupils can create a simple, well-structured, multi-page website following good design principles and incorporating a variety of media types, including images, audio, and video.

Software Design & Development

Pupils in S3 learn fundamental computing constructs, such as variables, lists (pythons equivalent to an array) & iteration, by engaging with the visually stimulating graphical environment of the Python Turtle module. They develop confidence with core computing vocabulary and key terminology used in software design and development. As they progress, pupils learn how to analyse a design brief and apply their programming skills to plan, develop, and test an effective software solution.

Pupils learn fundamental computing constructs, including variables, lists (Python’s equivalent of arrays), and iteration, by engaging with the visually stimulating Python Turtle environment. They develop confidence using core computing vocabulary and key terminology essential to software design and development.

As they progress, pupils learn how to analyse a design brief and apply their programming skills to plan, develop, and test effective software solutions. They are introduced to standard (national level) algorithms such as input–process–output structures, finding minimum/maximum values, counting occurrences, and using running totals. Pupils then apply these algorithms to create programs that meet a clear design brief, incorporating data validation and defensive programming techniques to make their solutions more robust.

Throughout the process, pupils build independence and problem-solving resilience by debugging, refining, and evaluating their work to ensure it meets industry-aligned standards.

Video Game Design

Pupils are guided through the video-game design process. They create their own characters and storyboards, plan game levels, and then develop a side-scrolling platformer similar in style to classic games like Mario. Using variables to implement scores, timers, and game-specific events, pupils apply key programming concepts to bring their characters to life and watch their game worlds evolve as they build and refine their ideas.

The reports for Computing Science have been generated by analysing how well pupils have coped with the various topics and looking at the benchmarks that coincide with these units of work. Summative assessment has included looking at pupil’s submissions such as their created website, mobile timeline and in class research tasks. Formative assessment has been used in class to check pupils progress/understanding of programming / logic exercises and recently how they have started with app creation.

The course in S3 is designed around the CfE level 3 Outcomes and Benchmarks, moving on to level 4 in the second half of the year.

Working Level and Working Grade descriptions for S3 Computing:

Third A: A pupil achieving this level- will be making excellent progress at CfE Level 4, is achieving well against all the outcomes covered. They will be demonstrating these key skills in the work that they have so far completed. There will be evidence that they have taken the project further than was required.

Third B: A pupil achieving this level- will be making good progress at CfE Level 4, is achieving well against most the outcomes covered. They will be demonstrating these key skills in the work that they have so far completed.

Third C: A pupil achieving this level- will be making reasonable progress at CfE Level 4, is achieving well against some the outcomes covered while finding others challenging. They will be demonstrating these key skills in the projects that they have so far completed.

Third D: A pupil achieving this level- will be making some progress at CfE Level 4, is achieving against a few of the outcomes covered while finding others challenging. They will be demonstrating these key skills in the projects that they have so far completed.

Second A to D: A pupil achieving these levels- will be making some progress at CfE Level 3, is achieving against a few of the outcomes covered while finding most challenging. They will be demonstrating these key skills in the tasks that they have so far completed.  

At this stage in the Computing curriculum, pupils on a pathway towards achieving SCQF Level 5 in S4 will be working at Third B or above. 

Further information, including an overview for all subject areas can be found here.