Specification:s) o… · Web viewSoftware Systems Development. This is an exemplar scheme of work...

GCEScheme of WorkSoftware Systems DevelopmentThis is an exemplar scheme of work whichsupports the teaching and learning of theSoftware Systems Development specification.

GCE Software Systems Development

Contents Page

Unit AS 1: Introduction to Object Oriented Development 3

Unit AS 2: Event Driven Programming 19

Unit A2 1: Systems Approaches and Database Concepts 27

Unit A2 2: Implementing Solutions 37

Introduction

CCEA has developed new GCE specifications for first teaching from September 2013. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

The scheme of work, based on an academic year consisting of 30 teaching weeks, works on the assumption that each unit at AS will be delivered alongside the other i.e. both units are delivered ‘long and thin’. The same approach to delivery should be adopted at A2. You will therefore see references throughout the document to teaching weeks, e.g. week 7, to provide you with some guidance on the order of content delivery across both units at AS and both units at A2.

Please remember that assessment is based on the specification, which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should, therefore, be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work, which will be matched to your teaching and learning environment and the needs of your students. There are a number of web-based support materials to help you in the introduction of the new specification. These Fact Files have been referred to throughout the scheme of work and are highlighted using the following symbol . When you see this symbol, the resource can be found on the CCEA GCE Software Systems Development microsite.

I hope you find this support useful in your teaching.

Best wishes

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http://www.ccea.org.uk/microsites

Michael McAuleySubject OfficerSoftware and Systems Development

E-mail [email protected] 028 90 26 1200 (ext: 2342)

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CCEA Exemplar Scheme of Work:

GCE Software Systems Development

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Unit AS 1:Introduction to ObjectOriented Development

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Specification: GCE Software and Systems Development

Unit AS 1: Introduction to Object Oriented Development

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Software Students should be able to:

Demonstrate knowledge and understanding of the concepts associated with:

– systems software (management of file types/source/binary/

– executable/XML); and– application development

software (object oriented platforms including open source).

This is the starting point for understanding different types of software necessary for software development:

Teacher-led activity outlining the different file types and their inter-relationships.

Brief outline of the advent of object oriented platforms for application development.

Demonstration of creation of introductory welcome program and execution, indicating files created within folder.

Fact File: Software

Teacher notes

Students prepare their user area and create and execute a welcome program.

Practical exercise

Discussion to determine knowledge and understanding

Discussion

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of the student group. Week 1



Resources

Defining data Students should be able to:

Explain and apply:– primitive type; and– reference (object) types.

Teacher-led activity outlining Data:Primitive/Reference type; keyboard input and console output; basic operators; (see managing input/output and program control structures).

Practical exercises with primitive data and basic operations and follow up discussion.Week 2

Fact File: Defining Data

Teacher notes

Identify and name objects;

Explain that an object is an occurrence of a class;

Identify and name classes (abstract, base and inherited classes);

Examine and apply the functions of classes

Teacher-led activity defining and naming classes (only base classes) and explaining the instantiation of objects. This will include reference to terminology covered fully in Objects.

Discussion and practical exercises designing classes.Week 4

Teacher notes

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(reusability);

Explain the use of a static variable within a class;

Examine and apply attributes and types to a class;

Teacher-led activity explaining data types, attributes/Properties, public and private visibility and introduction of public String, to String () method.

Teacher notes

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Resources

Defining data (cont.)

Students should be able to:

Identify that attributes represent the properties of a class; and

Practical exercises implementing class design and instantiating objects.Week 5

Identify the use of interfaces in relation to specific classes.

Teacher-led activity on interfaces with reference to CompareTo interface within the String class.

Practical exercise to include interfaceCompareTo within an appropriate existing user defined class and test comparison of two objects of this class.Week 25

Teacher notes

Program Control Structures

Apply and evaluate the basic principles of control structures in terms of:

– sequence (sequential functions, methods);

Teacher-led activity explaining the layout of code and the sequence of the execution for program code.Week 2

Fact File: Program Control Structure

Teacher notes

Teacher-led activity explaining the sequence of execution of basic mathematical operators.

Practical exercises.

Teacher notes

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Week 3

13



Resources

Program Control Structures



– Repetition (unconditional, conditional);

Teacher-led activity explaining the control structure relating to (unconditional) repetition with demonstration.

Teacher notes

Practical exercises starting with repeat of a current programme while reply to repeat again is ‘y’.

Progression to loops with primitive data leading on to loops involving simple classes.Week 6

Exercises

Practical exercises including ascending and descending counter.Week 7

Teacher notes


– selection (decision IF, nested IF, switch); and

Teacher-led activity on selection, IF and Nested IF with examples.

Practical exercises.Week 8

Teacher notes

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Resources

Program Control Structures (cont.)



– selection (decision IF, nested IF, switch) (cont.); and

Teacher-led activity on Switch with examples.

Practical exercises on appropriate use of decision options (Switch/IF).Week 9

Teacher notes


– sequence (sequential functions, methods);

Teacher-led activity explaining the concept of top down design and the use of methods to facilitate this process. This should include return type, parameter type passing, (by value and by reference).


Review of appropriate program control structures for problem solution using further practical exercises.Week 11

Teacher notes

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Resources

Objects Students should be able to:

Apply and discuss the principles underpinning encapsulation, inheritance, data abstraction and polymorphism, for example:˗ visibility (public, private

and protected); and ˗ overloading and

overriding methods;

Teacher-led activity on principles of encapsulation and inheritance to include protected visibility and the overloading and overriding methods.

Fact File: Objects

Teacher notes on encapsulation through visibility, overloading and overriding.

Discussion and demonstration relating to previous class design.

Discussion and demonstration of simple inheritance.

Teacher notes on inheritance including protected visibility and referencing overriding.

Practical exercises on inheritance.

Discussion and demonstration of data abstraction.

Practical exercises illustrating the principles.Week 16/17/18/19

Teacher-led activity on polymorphism illustrating the virtual and overriding methods.

Practical exercises

Teacher notes

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Resources

Objects (cont.) Students should be able to:

Apply and discuss the principles underpinning encapsulation, inheritance, data abstraction and polymorphism, for example(cont.):˗ visibility (public, private

and protected); and ˗ overloading and

overriding methods

Practical exercises in design of classes and creation of objects.Week 20/21

Review of Objects.Week 22

Practical exercises

Data Structures Explain the need to store and organise data efficiently within specific structures;

Teacher-led activity explaining efficient data organisation and the use of simple arrays for primitive data.Week 13

Fact File: Data Stuctures

Teacher notes

Explain, design and use the following data structures:˗ strings; and

Teacher-led activity introducing string data type.

Practical. Week 3

˗ static arrays (of simple type and of objects).

Practical exercises for primitive arrays including the use of methods.

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Practical exercises passing arrays of objects to methods.Week 13/14/15

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Resources

Data Structures (cont.)

Students should be able to:Explain, design and use the following data structures:˗ static arrays (of simple

type and of objects) (cont.).

Demonstration and practical exercises on the use of arrays for polymorphic objects.Week 23/24

Practical exercises

ExceptionHandling

Explain the need to be able to trap errors in program code;

Explain ways that errors can be trapped in an object oriented environment and apply associated techniques; and

Teacher-led activity outlining the need to trap errors in object oriented program code and the methods used – for example data format exceptions, NullReferenceException, ArrayIndexOutOfBoundsInvalidCastException, I/O exceptions.

Fact File: Exception Handling

Teacher notes

Try/catch (blocks). Demonstration and discussion to show the implementation of try/catch/ finally block.Week 26

Managing Input/Output

Input data from the command line prompt and control screen (console) output;

See Defining Data Fact File: Managing Input/Output

Evaluate the role of different file types in an object oriented environment including:˗ text files;

Teacher-led activity on text files for use in screen layout and simple reports.

Teacher notes

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Practical exercise to create a text file for a screen data input layout.

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Resources

Managing Input/Output (cont.)

Students should be able to:Evaluate the role of different file types in an object oriented environment including:˗ text files (cont.);

Practical exercise to write an array of objects out to a report.Week 27

Practical exercises

˗ binary files; and Teacher-led activity on binary files for reading and writing objects.

Teacher notes

Practical exercise to write objects to a binary file (object data entered using a screen layout from a text file).Week 28

Teacher-led activity on binary files for updating objects.

Practical exercises

˗ object files (serialisation). Practical exercise to modify a relevant class design for fixed length strings and read, write and update objects to a file.

Lecture on creating directories in object orientated environment.

Teacher notes

Practical exercise to create and Practical exercises

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read directories.Week 29/30

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Resources

Testing an Object Oriented Application


Assess the need to apply basic testing to object oriented applications;

Evaluate test plans;

Develop and use suitable test plans; and

Analyse, evaluate and interpret test results.

Teacher-led activity introducing basic testing concepts and techniques.

Practical exercises on test plan development and implementation related to previous problems.

Discussion on evaluation and interpretation of results.Week 12

Fact File: Testing an Object Oriented Application

Teacher notes

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Unit AS 2:Event Driven Programming

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Unit AS2: Event Driven Programming



Resources

Defining GUI Objects


Demonstrate their understanding and use of GUI objects in the implementation of an event driven application;

Teacher-led activity introducing an event driven programming platform. Emphasis will be placed on the case sensitive naming of data and components.

Fact File: Defining GUI Objects

Teacher notes

Understand and apply the features of GUI objects in the implementation of an event driven application; and

Demonstration of common form components such as labels, ComboBox, ListBox,buttons, text boxes, PictureBox, ToolTip, DateTimePicker. Demonstration explains the setting of properties of common components.

Understand and apply the features of:

GUI; and forms (common

components).GUI; an

Practical exercises concurrent with demonstration that will enable students to design the GUI with appropriate components and properties.Week 1/2

Components continued.Introduction to Containers,

Practical exercise

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Panel, GroupBox for RadioButton and CheckBox

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Resources

Defining GUI Objects(cont.)

Students should be able to:Understand and apply the features of:

GUI; and forms (common

components). (cont.)˗

Practical exercises using identified components.Week 4

Additional exercises

Demonstration of the Timer component.

Practical exercise to simulate stopwatch.

Practical exercise to design a splash screen.Week 7


Introduce ImageList, and ErrorProvider as possible components of individual event driven application.Week 13

Introduce ListView as possible component of individual event driven application.Week 15/16

Implementation of individual event driven application.Week 14 onwards

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Resources

Events Students should be able to:

Demonstrate and apply their understanding of events in the implementation of an event driven application;

Teacher-led activity on common events that are appropriate for a range of components such as click event, mouse over, key press.

Teacher notes

Demonstrate and apply their understanding of events in the implementation of an event driven application;

Demonstration of how to implement common events.

Demonstration of simple event coding such as the close event behind a button.

Use triggers, for example button, mouse clicks, key presses;

Practical exercise to reinforce demonstration activities for click event.Week 3

Practical exercise to implement events corresponding to the appropriate CheckedChanges events.Week 5


Practical exercise with events for simple calculator.Week 6

Practical exercises

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Consider the ListView component events.Week 15/16

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Resources

Events (cont.) Students should be able to:

Use triggers, for example button mouse clicks, key presses(cont.)

Review appropriateness of design.Week 17


Multiple Forms Understand the use and application of multiple forms in an event driven application;

Design and implement multiple forms for an event driven application; and

Introduction of multiple forms and demonstration of creation and navigation through buttons and timer.

Fact File: Multiple forms

Practical exercise.

Implement appropriate navigation:

menus/toolbars/buttons.

Practical exercise using three forms with timer control from first to second and button control from second to third.Week 8

Introduction to the use of menu component for navigation.

Practical experience of simple menu with appropriate navigation.

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Week 9

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Resources

Multiple Forms(cont.)


Implement appropriate navigation:

menus/toolbars/buttons (cont.).

Practical exercise applied to individual event driven application.Week 12


Designing an Event Driven Application

Illustrate the concept of a storyboard and its use to an event driven application; and

Teacher-led activity developing concept of a storyboard.

Demonstration of development process using a storyboard to produce a design.

Teacher notes

Practical exercises using simple problems to develop skill.Week 10

Practical exercise

Develop storyboards for event driven applications with respect to user requirements and functionality.

Apply story board techniques to individual event driven application based on application requirements.Week 11

Storyboard should be annotated to include reference to

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navigation, form function - components, events and any linkage to files throughout the development.

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Resources

Designing an Event Driven Application (cont.)

Students should be able to:Develop storyboards for event driven applications with respect to user requirements and functionality (cont.).


Linking an Object Application to Simple Files

Implement:˗ text files˗ binary files; ˗ object files (object

serialisation); and˗ directories.

Discuss the use of files in individual event driven application.

Apply appropriate use of files to individual event driven application.Week 13


Testing an Event Driven Application

Apply the concepts of:˗ error trapping techniques

from an object perspective;

˗ try/catch (blocks);

Apply exception handling techniques to individual event driven application.

Design and apply a suitable test strategy to an event driven application; and

Develop test plan to test classes and system.

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Resources

Testing an Event Driven Application (cont.)

Students should be able to:Design and apply a suitable test strategy to an event driven application (cont.); and

Apply test plan to individual event driven application. Determine corrective actions.

Document, interpret and evaluate test results. Document final results.

Week 27/28


Evaluating an Event Driven Application

Evaluate an event driven application in terms of:˗ requirements;˗ features; and ˗ functionality.

Evaluate individual event driven application in terms of initial requirements and the appropriateness of the chosen features and functionality.Week 29/30


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Unit A2 1:Systems Approaches and

Database Concepts

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Unit A21: Systems Approaches and Database Concepts



Resources

Reasons for SystemsDevelopment


Analyse the reasons for project initiation and systems development within an organisation;

This is the starting point for understanding why systems are developed in the first instance:

Teacher-led activity outlining typical reasons for project initiation.

Discussion related to topical instances of initiation within the knowledge and understanding of the students group.

Case study exercises to ensure that students can correctly identify and justify cases for project initiation.Week 1

Teacher notes defining reasons for project initiation

Articles relating to systems currently under development such as those within the NHS and Government departments.

Case Study material.

Examine and apply analysis and design principles to business solutions; and

Students must understand the purpose of analysis and design in terms of understanding business problems and applying solutions in a structured

Teacher notes

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competent manner.

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Resources

Reasons for SystemsDevelopment(cont.)


Justify the roles inherent in the systems development process, particularly the role of the user.

Students must understand the range of roles likely to be involved in any systems development process. They must understand the individual contribution of each member of a systems development team as well as that of any users of the system. They must understand the necessity to include each individual member of the development team. Roles relating to specific methodologies will be included later.

Teacher-led activity outlining the range of roles likely to be included in any systems development process.Week 2

Teacher notes outlining roles within a development team including at least User, Analyst, Programmer, Project Manager

Case study exercises that will enable students to specify and justify roles

Case Study material

Systems Methodologies

Explain the purpose of applying a methodology to the solution of systems problems;

Teacher-led activity setting out the purpose for applying a methodology in the system development process and a

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Discuss how methodologies have evolved in line with changing technologies and discuss the roles of participants in their application;

discussion of how they have evolved over time.Week 3–17

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Resources

Systems Methodologies(cont.)

Students should be able to:Assess the application of a range of methodologies including traditional, iterative and Agile methods;˗ waterfall;˗ prototyping;˗ RAD;˗ DSDM;˗ scrum: and ˗ XP;

Examine the application of methodologies in specific situations;

Explain stages, rules, tools and techniques associated with methodologies; and

Teacher-led activity covering the range of methodologies available, covering traditional, iterative and Agile methods

Teacher notes covering traditional approaches, iterative methods, Agile methods

Waterfall

RAD

DSDM

SCRUM

XP

Case study material

Video material

Explain the basic concepts of UML and apply some simple modelling techniques.

Teacher-led activity on UML.Week 15/17

Managing Projects

Discuss the purpose of project management;

Examine and apply project management concepts; and

Teacher-led activity introducing concepts of project management. Week 1

Fact File: Managing Projects

Teacher notes

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Practical examples of projects management.

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Resources

Managing Projects (cont.)

Students should be able to:Examine the roles and responsibilities of those working in project management;

Teacher-led activity on roles and responsibilities.

Explain the resources involved in developing a project; and

Teacher-led activity on the resources involved in developing a project.

Case study exercise

Teacher notes

Exercises

Apply project planning techniques including the use of GANTT, PERT, Milestones, Float and Critical Path.

Introduce planning tools GANTT/PERT.Week 2

Teacher-led activity on project planning techniques including critical path analysis.


Teacher notes

Exercises

Testing Assess the significance of testing throughout the development cycle particularly at the design stage;

Teacher-led activity on testing practice in the development process.Week 20

Fact File: Testing

Discuss the different types of testing that can be applied throughout the development cycle including program,

Teacher-led activity on different types of testing and personnel involved.

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system, white box, black box, integration and user acceptance; alpha and beta;

Examples.

Case studies.Week 21/22



Resources

Testing (cont.) Students should be able to:Explain the role of the personnel involved in testing procedures;

Examine the concept of a test plan and its likely content; and

Teacher-led activity on test plans.

Examples.

Week 23/24

Develop and apply test plans for specific scenarios.

Database Concepts

Examine the concept of a database and associated terminology;

Teacher-led activity/discussion relating to database usage.

Fact File: Database Concepts

Teacher notes

Explain the nature of databases:˗ relational models;˗ hierarchical models; and˗ network.

Terminology including reference to different models with emphasis on relational database systems.Week 1/2

Discussion on relational

Sample relational databases

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database table data.Week 3

ER Models Explain ER models:˗ entities; and ˗ relationships;

Teacher-led activity ER Models, entities and relationships examples.Week 3

Fact File: ER Models

Teacher notes

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Resources

ER Models (cont.) Students should be able to:Identify and explain different types of relationships;˗ one to one;˗ one to many; and˗ many to many.

Exercises on ER modelling.Week 4/5

Complex ER exercises.Week 11/12

Exercises

Normalisation Analyse and apply normalisation including:˗ first normal form;˗ second normal form; and˗ third normal form.

Teacher-led activity on normalisation.

Worked examples.Week 7/8

Exercises.Week 9/10

Complex exercises.Week 13/14

Teacher notes

Worked examples

Exercises

SQL Demonstrate implementing data using SQL commands and statements by applying:˗ principles of SQL;

Introduce SQL.

SQL environment demonstration.Week 4

Fact File: SQL

Demonstration

Teacher-led activity.

Demonstration of table data, constraints and relationships.

Teacher notes

Demonstration

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Week 5



Resources

SQL (cont.) Students should be able to:Demonstrate implementing data using SQL commands and statements by applying:˗ SQL commands; and˗ SQL statements. (cont.)

Teacher-led activity on SQL commands including:COMMANDSSELECT; WHERE; CREATE; INSERT INTO;

Exercises demonstrating statements for above.Week 6/7

Teacher notes

Examples

Exercises

Teacher-led activity onTABLE ORDER BY;

Exercises demonstrating statements for above.Week 8

Teacher notes

Examples

Exercises

Teacher-led activity on DISTINCT; UPDATE; DELETE;


Teacher notes

Examples

Exercises

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Resources

SQL (cont.) Students should be able to:Demonstrate implementing data using SQL commands and statements by applying:˗ SQL commands; and˗ SQL statements. (cont.)

Teacher-led activity on: AGGREGATE FUNCTIONS GROUP BY; HAVING; AND/OR;

Exercises demonstrating statements for above.Week 11/12/13

Teacher notes

Examples

Exercises

Teacher-led activity on JOIN; UNION.


Teacher notes

Examples

Exercises

Teacher-led activity on MATHEMATICAL functions and DATE functions and STRING functions.

Teacher notes

Examples

Exercises


Teacher notes

Examples

Exercises

Complex problems. Exercises

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Week 18/19

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Unit A2 2:Implementing Solutions

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CCEA Exemplar Scheme of Work: GCE Software and Systems Development


Unit A21: Implementing Solutions



Resources

Applying Project Management Techniques to the Development Process


Create a detailed project plan for the development process that is capable of reflecting change as the project progresses;

Project/Practical work.

Document the plan using relevant tool and techniques; and

Update the plan to reflect change.

Selecting a Systems Approach to the Solution of a Business Problem

Evaluate different approaches to a given problem; and

Select and justify a specific approach to a given problem.

Defining and Documenting UserRequirements

Present and explain a detailed User Requirements Specification for an identified problem considering:

functional requirements; non-functional

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requirements; software; and hardware.

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Resources

Documenting the Design of the Solution and Testing the Design


Provide a detailed design of their solution including:

a suitable data model(for example an ER diagram);

a description of the inputs, outputs, processes, tables, screen designs and reports; and

test the design of their solution to ensure that the desired user outcomes can be achieved.

Developing and Implementing a Desktop Solution Using a RDMS Through an Event Driven Programming Environment

Apply techniques of relational database management systems to solutions to the given problem;

Use an appropriate software tool to connect the required database to the GUI for the specified problem;

Teacher-led activity on connecting to the database through data adaptors, data sets and data commands.

Add, Display Update and Delete dataWeek 17

Teacher notes

Example

Exercises

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Resources

Developing and Implementing a Desktop Solution Using a RDMS Through an Event Driven Programming Environment (cont.)


Use an appropriate software tool to connect the required database to the GUI for the specified problem; (cont.)

Demonstration of connection and Add Application to projectWeek 18

Demonstration of Display and application to projectWeek 19

Demonstration of Update and application to projectWeek 30

Demonstration of Delete and application to projectWeek 21

Implement the solution using: multiple forms; and appropriate navigation

and connection to the database through data adapters, data sets data commands;

Implementation of projectWeek 22 Week 28 Week 30

Present the solution using appropriate media.

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Resources

Testing the Solution


Apply suitable testing procedures to their software solutions;

Document test outcomes; and

Evaluate their test procedures.

Week 29

Evaluating the Solution

Conduct a critical evaluation of their solution that refers to the user requirements specification and the project plan; and

Provide an evaluation of their personal performance.

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