NCCEDU L3DC Qualification Unit Specification V2.3 For SPRING 2020 Assessment Onwards

LEVEL 3
DIPLOMA IN
COMPUTING
(L3DC)
NCC Education
Qualiﬁcation Unit Speciﬁcation
2020/21
Modification History
Version Revision Description

V1,8 Update to TQT and new cover
V1.9 Added 4.6 – Eligibility Period
V2.0 Added ‘Objective’ in section 1.1 – 22/05/2019
V2.1 Added grading algorithm statement in Section 6 Results and Certificates
V2.2 Replacing IT Skills with Culture Studies, and Mathematical Techniques with
Foundation Mathematics
V2.3 Updated NOS January 2020
© NCC Education Limited, 2020
All Rights Reserved
The copyright in this document is vested in NCC Education Limited. The document must not be
reproduced by any means, in whole or in part, or used for manufacturing purposes, except with the
prior written permission of NCC Education Limited and then only on condition that this notice is
included in any such reproduction.
Published by: NCC Education Limited, The Towers, Towers Business Park, Wilmslow Road,
Didsbury, Manchester M20 2EZ UK
Tel: +44 (0) 161 438 6200 Fax: +44 (0) 161 438 6240 Email: info@nccedu.com
http://www.nccedu.com
CONTENTS
1. About NCC Education ............................................................................................................. 3
1.1 Why choose this qualification? ....................................................................................... 3
2. Structure of the L3DC Qualification ....................................................................................... 4
3. Assessment for the qualification ........................................................................................... 5
3.1 Assessment objectives .................................................................................................. 5
3.2 Overview of Qualification Unit Assessment .................................................................... 5
3.3 Accessibility of Assessment ........................................................................................... 5
3.3.1 Reasonable adjustments and special consideration ..................................................... 5
3.3.2 Supervision and Authentication of Assessment............................................................ 5
4. Administration ......................................................................................................................... 7
4.1 Assessment Cycles ....................................................................................................... 7
4.2 Language of Assessment .............................................................................................. 7
4.3 Candidates .................................................................................................................... 7
4.4 Qualification and Unit Entry Requirements .................................................................... 7
4.5 Candidate Entry ............................................................................................................. 7
4.6 Eligibility Period ............................................................................................................ 7
4.7 Resits ........................................................................................................................... 7
5. Syllabus ................................................................................................................................... 8
Study and Communication Skills ................................................................................................... 8
Foundation Mathematics ............................................................................................................. 11
Culture Studies ........................................................................................................................... 14
Introduction to Computer Science ............................................................................................... 17
Introduction to Programming ....................................................................................................... 23
6. Results and Certificates........................................................................................................ 27
7. Further Information ............................................................................................................... 27
Appendix 1 Qualification Documentation ................................................................................... 28
Appendix 2 Grade Descriptors ..................................................................................................... 29
Page 2 of 32
PD_QUS_03 L3DC Qualification Unit Specification V2.3
1. About NCC Education
NCC Education is a UK awarding body, active in the UK and internationally. Originally part of the UK
National Computing Centre, NCC Education started offering IT qualifications in 1976 and from 1997
developed its Higher Education portfolio to include Business qualifications, IT qualifications for
school children and a range of Foundation qualifications.
With Centres in over forty countries, four international offices and academic managers worldwide,
NCC Education strives to employ the latest technologies for learning, assessment and support. NCC
Education is regulated and quality assured by Ofqual (the Office of Qualifications and Examinations
Regulation, see www.ofqual.gov.uk) in England and Northern Ireland.
1.1 Why choose this qualification?
NCC Education’s Level 3 Diploma in Computing is:
• Regulated by Ofqual and listed on the Qualifications and Credit Framework – Qualification
Number 600/6407/9. The Regulated Qualifications Framework (RQF) is a credit-based
qualifications framework, allowing candidates to take a unit-based approach to building
qualifications.
For more information see:
http://ofqual.gov.uk/qualifications-and-assessments/qualification-frameworks/
• Quality assured and well established in the UK and worldwide
• Recognised and valued by employers and universities worldwide
• The NCC Education Level 3 Diploma in Computing (RQF) is an Applied General qualification
which allows candidates to demonstrate key transferrable study skills, mathematical
competency and applied cultural understanding, especially in the area of digital culture, as well as
an understanding of the essential concepts of computer programming.
Objective
In addition, successful candidates will fulfil the main entry requirements for NCC Education’s
Level 4 Diploma in Computing or Level 4 Diploma in Business IT, as well as opening up
opportunities to access a range of higher education courses or employment. Examples of
higher education opportunities include, but are not limited to, progressing to university
degrees in Software Engineering or Computer Science, Computer Networking Systems,
Digital Media Technology, Computer Forensics and Security. Examples of employment
opportunities include roles such as IT Helpdesk Professional, Data Entry Clerk, IT Support
Technician and Computer Service and Repair Technician.
The Level 3 Diploma in Computing syllabus and assessment is suitable for students aged
16-19 as well as adult learners.
The above purpose is stated in the Qualification Specification, Section 1.1, Page 4. The
Qualification Specification is published on the NCC Education website at:
http://www.nccedu.com/our-qualifications/foundation/ncc-education-level-3-diploma-in-
computing-(qcf)
Page 3 of 32
2. Structure of the L3DC Qualification
Qualification Title, Credits, Units and Level
NCC Education Level 3 Diploma in Computing (RQF), 60 credits, all at RQF

Level 3.
Total Qualification Time: 600 hours
Guided Learning Hours: 305 hours.
Candidates must pass all 5 Units to be awarded the L3 Diploma in Computing
certificate.
Study and Culture Studies

Communication Skills (10 credits)
(10 credits)
(20 credits)
Introduction to Introduction to
Computer Science Programming
(10 Credits) (10 Credits)
Please see Section 5 below for Syllabuses, which include the Guided Learning
Hours and Total Qualification Time for each Unit of the Level 3 Diploma in
Computing.
This qualification is regulated by Ofqual and listed on the Qualifications and

Credit Framework – Qualification Number 600/6407/9. For further information
see http://register.ofqual.gov.uk/Qualification/Details/600_6407_9
Page 4 of 32
3. Assessment for the qualification
3.1 Assessment objectives
All assessment for the qualification is intended to allow candidates to demonstrate they have met
the relevant Learning Outcomes. Moreover NCC Education’s assessment is appropriate to the
assessment criteria as stated in this specification and is regularly reviewed to ensure it remains
consistent with the specification.
3.2 Overview of Qualification Unit Assessment
Unit Assessment Methods

Local Examination Global Examination Global Assignment
Study and Communication Skills - - 100%
Foundation Mathematics - 100% -
Culture Studies - - 100%
Introduction to Computer Science - 100% -
Introduction to Programming - - 100%
An examination is a time-constrained assessment that will take place on a specified date and
usually in an NCC Education Centre. An assignment requires candidates to produce a written
response to a set of one or more tasks, meeting a deadline imposed by the Centre.
The overall Unit mark is computed from the weighted mean of its components. The pass mark for a
Unit is 40%.
NCC Education Centres can provide candidates with a specimen assessment paper as well as a
limited number of past examination and assignment papers.
Past examination and assignment papers may be made available only following results release for
the corresponding assessment cycle. Results release dates and past examination and assignment
release dates can be found in the Activity Schedules area of Candidate Registration Portal, NCC
Education’s student registration system.
3.3 Accessibility of Assessment
We review our guidelines on assessment practices to ensure compliance with equality law and to
confirm assessment for our Units is fit for purpose.
3.3.1 Reasonable adjustments and special consideration
NCC Education is committed to providing reasonable adjustments and special consideration so as

to ensure disabled candidates, or those facing exceptional circumstances, are not disadvantaged in
demonstrating their knowledge, skills and understanding.
Further information on NCC Education’s arrangements for giving reasonable adjustments and
special consideration can be found in the NCC Education Reasonable Adjustments and Special
Considerations Policy.
3.3.2 Supervision and Authentication of Assessment
NCC Education Centres are required to organise all assessment activity for this specification
according to NCC Education’s Policies and Advice.
Page 5 of 32
Candidates’ identity and the authenticity of their work is verified and NCC Education moderates all
assessment to ensure that the marking carried out is fair, and that the grading reflects the standard
achieved by candidates as relevant to the specification Learning Outcomes and Assessment
Criteria. Detailed guidance on this process and how candidate work must be submitted to NCC
Education is given in NCC Education’s Examination Guidelines and Moderation Manual. The
Moderation Manual also includes full reminder checklists for Centre administrators.
Page 6 of 32
4. Administration
4.1 Assessment Cycles
Four assessment cycles are offered throughout the year, in Spring, Summer, Autumn and Winter.
Examination dates and assignment submission deadlines are published in the NCC Education
Activity Schedule, which is provided to Centres by Customer Services. It is also available on
Candidate Registration Portal, NCC Education’s student registration system.
The Activity Schedule also gives the key dates for registering candidates for assessment cycles, the
dates when Centres can expect the assessment documentation and, ultimately, the assessment
results from NCC Education.
4.2 Language of Assessment
All assessment is conducted in English.
4.3 Candidates
NCC Education’s qualifications are available to those Centre candidates who satisfy the entry
requirements as stated in this specification.
4.4 Qualification and Unit Entry Requirements
Entry Requirements
For entry onto the NCC Education L3DC qualification, students must:
• have demonstrably previously studied in English at secondary school level or have a valid
score of 5.5 or above in the International English Language Testing System (IELTS)
Examination (or equivalent).
The Level 3 Diploma in Computing syllabus and assessment is suitable for students aged 16-19
as well as adult learners.
4.5 Candidate Entry
Candidates are registered for assessment via NCC Education’s Candidate Registration Portal
system and according to the deadlines for registration provided in the Activity Schedule.
Further details can be found in NCC Education’s Operations Manual.
4.6 Eligibility Period
The maximum period of time that NCC Education allows for the completion of your programme is
three years. Please contact your Accredited Partner Centre if you have any queries relating to this.
4.7 Resits
If a candidate fails an assessment, they will be provided with opportunities to resit during the
eligibility period.
Candidates may only seek reassessment in a previously failed Unit.
Page 7 of 32
5. Syllabus
Study and Communication Skills
Title: Study and Communication Skills
RQF code: A/504/1424 Credits 20 Level 3
Total
Guided Learning
75 hours Qualification 200 hours
Hours
Time
Learning Outcomes; Assessment Criteria;

The Learner will: The Learner can:
1. Be able to take effective notes 1.1 Identify key information from a range of different
from a variety of sources texts
1.2 Record key points when listening to information
being given
1.3 Critically review their own notes
1.4 Use their own notes to accurately summarise
information given
1.5 Use their own notes to present a summary to
others
1.6 Demonstrate using a range of sources to gather
information
2. Understand how to work out 2.1 Identify unfamiliar content
the meaning of unfamiliar 2.2 Identify a number of different strategies for
content
working out the meaning of unfamiliar content
2.3 Demonstrate the ability to find the meaning of
unfamiliar content
2.4 Demonstrate the application of own understanding
to unfamiliar content
3. Understand common steps in 3.1 Describe the common steps in producing
producing academic work academic work
3.2 Define plagiarism
3.3 Explain correct referencing in an academic essay
4. Be able to produce a piece of 4.1 Create a timetabled plan to meet the requirements
academic work suitable for of an academic assignment
this level, following a drafting 4.2 Check own work for errors
process
4.3 Evaluate own work against criteria/requirements
given
4.4 Develop sections of an assignment towards a final
draft
4.5 Demonstrate the correct use of academic
referencing
4.6 Present a completed piece of academic work to
Page 8 of 32
others
5. Understand different learning 5.1 Explain the idea of multiple intelligences
styles 5.2 Describe a range of learning styles
5.3 Identify own preferred learning style
5.4 Identify own study strengthes and weaknesses
Syllabus Content
Topic Course Coverage
Learning to Learn • Learner styles and multiple intelligences

• Self study methodology
• Time management
• Goal setting
• Self analysis and critical reflection
• Keeping a learner diary
Learning outcome: 5
Reading Textbooks • Reading a textbook & note taking skills
and Note Taking • Using notes to write summaries
• Public Speaking skills & Peer assessment
• Learner diaries and study skills self-assessment
Learning outcomes: 1,4
Note Taking in • Note taking in lectures
Lectures • Recognising key points
• Guessing meaning
• Editing and reviewing notes
• Planning a speech
• Public speaking practice and assessment
Library Research and • Accessing the library and reading strategies
Writing an Essay • Note taking from books
• Essay planning and organising notes
Journal-based • Journals and articles
Research for Essay • Critical reading and analyzing data
Writing
• Describing data in an essay
• Academic Style
• Editing and proof reading
Learning outcome: 4
Internet Research for • Using the internet for research
Essay Writing • Bibliographies and referencing
• Plagiarism and paraphrasing
Page 9 of 32
• Editing and checking work against criteria
• Including sufficient detail
Writing a Research • Approaching a task and making an assignment strategy
Report • Understanding requirements and using criteria
• Integrating evidence into a report
• Editing and proof reading
Learning outcome: 3,4
Examinations and • Writing summaries and reviewing notes
Assessment • Preparing for exams
• Time Management
• Stress and anxiety management
Learning outcome: 1
Related National Occupational Standards (NOS)

Sector Subject Area: IT Users 6.2
Related NOS: ESKIICF2 FSI2:2 Access, search for, select and use Internet-based
information and evaluate its fitness for purpose
ESKIINT3 P8-10 Use browser tools to search effectively and efficiently for information from
the Internet
Sector Subject Area: Business and Administration (2013)

Related NOS: CFABAA617 Develop a presentation
CFABAA623 Deliver a presentation
CFASAD111 Plan and manage own workload
Assessment Type
Global Assignment (100%)
The assignment is broken into three sections as follows:
• Learner Portfolio
• Note-taking and summary writing assignment
• Research project
See also Section 3 above
Page 10 of 32
Title: Foundation Mathematics
RQF code: F/615/0154 Credits 10 Level 3
50 hours Total Qualification

Guided Learning Hours 100 hours
Time

1. Be able to perform a range of 1.1 Simplify a range of algebraic expressions
algebraic calculations involving powers
1.2 Simplify algebraic expressions by
multiplying and dividing expressions
1.3 Factorise algebraic expressions using a
range of techniques
1.4 Simplify and solve Algebraic Fractions
2. Be able to solve a range of basic 2.1 Transpose formulae
Calculations equations 2.2 Solve linear and quadratic equations
2.3 Solve simultaneous equations
2.4 Perform statistical calculations relating to
central tendency
3. Be able to present data in graphical 3.1 Present data using tables, pie charts and
form bar charts
3.2 Construct frequency distributions
3.3 Present data as histograms, ogives and
time series graphs
3.4 Present linear and quadratic equations in
graphical form
3.5 Provide graphical solutions to
simultaneous equations
4. Understand the fundamentals of 4.1 Explain the rate of change of one variable
Differential Calculus in respect of another
4.2 Calculate the gradient of a curve using
differentiation
4.3 Plot maximum and minimum turning points
using graphs
4.4 Identify the maximum and minimum
turning points using differentiation
5. Understand the fundamentals of 5.1 Recognise integration as the inverse of
Integral Calculus differentiation
5.2 Recognise the constant of integration
5.3 Evaluate the constant of integration
5.4 Evaluate the definite integral
5.5 Calculate of the area under a curve
Page 11 of 32
6. Understand Measures of Dispersion 6.1 Calculate the range, quartiles and
quantiles
6.2 Calculate the mean deviation
6.3 Calculate the variance
6.4 Calculate the standard deviation
7. Understand the fundamentals of 7.1 Calculate probability using the addition
Probability and multiplication rules
7.2 Calculate the probability of compound
events
7.3 Use tree diagrams to determine probability
7.4 Calculate probabilities of permutations and
combinations
Syllabus Content
Topic Course coverage
Introduction to • Simplification of a range of algebraic expressions including those
Algebra involving powers
• Simplifying a range of algebraic expressions by multiplying and
dividing expressions
• Factorising algebraic expressions by using a range of techniques
• Simplify and solve a range of Algebraic Fractions
Learning Outcome: 1
Using Algebraic • Transposing formulae
Equations • Solving simple linear equations
• Solving simple quadratic equations
• Solving simultaneous equations
Learning Outcome: 2
Solving • Presenting a range of linear equations in graphical form
algebraic • Presenting a range of quadratic equations in graphical form
equations
• Solving simultaneous equations using graphical forms
Using Graphs
Learning Outcome: 3
Introduction to • Using the principles of calculus to explain the rate of change of one
Differential variable in respect of another
Calculus • Calculation of the gradient of a curve using differentiation
• Plotting maximum and minimum turning points using graphical means
• Identification of the maximum and minimum turning points using
differentiation
Learning Outcome: 4
Page 12 of 32
Introduction to • Recognising the process of integration as the inverse of differentiation
Integral • Recognition of the role played by the constant of integration
Calculus
• Evaluation of the constant of integration
• Evaluation of the definite integral
• Calculation of the area under a curve
Learning Outcome: 5
Presentation of • Present data using tables, pie charts and bar charts
Data • Construct Frequency distributions
• Present data as histograms, ogives and time series graphs
Learning Outcome: 3
Beginning • Calculation of the arithmetic mean for a range of data samples
Statistics • Calculation of the arithmetic mean for a range of frequency
distributions
• Calculation of the arithmetic mean for grouped data
• Calculation of the modal value of data sets
• Calculation of the median value of data sets
Learning Outcomes: 2
Understanding • Calculation of the range, quartiles and quantiles
Dispersion • Calculation the mean deviation
• Calculation of the variance
• Calculation of the standard deviation
Learning Outcome: 6
Assessments
Global Examination (100%)
Page 13 of 32
Culture Studies
Title: Culture Studies
RQF code: J/615/0155 Credits 10 Level 3
Guided Learning Hours 55 hours Total Qualification Time 100 hours

1. Understand the concept of culture, 1.1 Explain the terms ‘culture’ and ‘subculture’
cultural values and how different 1.2 Identify a range of cultural practices and values
cultures can be defined and their unique aspects
1.3 Explain what is meant by a ‘stereotype’
2. Understand how the political and 2.1 Explain the general organisational structure of
education system of a foreign country the education and political systems of a
differs from their own particular city or country
2.2 Demonstrate understanding of the application
and enrolment process for studying abroad
3. Understand how the business culture 3.1 Identify variances in work culture and
of a foreign country differs from their management stuctures
own 3.2 Describe the benefits of cultural diversity for an
organisation
3.3 Assess how cultural factors impact on
communication and effective working practices
4. Understand the relationship between 4.1 Understand how life online has impacted how
digital technologies, communication people communicate
and culture 4.2 Explain the impact of social media, online retail
and online news on culture
4.3 Understand aspects of digital culture.
4.4 Explain the ways in which digital technologies
have impacted on the individual and society.
Page 14 of 32
Syllabus Content
Topic Course coverage
What is Culture? • Definition of culture
• Aspects of culture
• Personal Cultural Identity
• Cultural Practice and unique aspects
Learning Outcome: 1
Subcultures • Definition of subculture
• Aspects of subcultures
• Comparisons between different cultural aspects
• Stereotypes
Learning Outcome: 1,3
Government • Basic types of political system
• Police and Crime
Values • Personal, familial and societal values
• Common etiquette in different countries
• Common pastimes and the values associated with these
Learning Outcome: 1, 3, 4
Education Systems • Different stages of education systems at home and abroad
• Identifying universities in different places
Learning Outcome: 1, 2
Application to • Courses, subjects and methods of assessment at chosen
Higher Education universities
• The university application process
• Personal statements
Learning Outcome: 2
Work • Understanding different attitudes to work
• Work culture; organisational and management structures
• Cultural differences in international business
• Benefits of cultural diversity to an organisation
Digital Culture • Understanding social media, online retail and online news and its
impact on culture
• Digital culture and disparity in access
• Positives/ negatives of life online on the individual
• Positives/ negatives of life online on society
Learning Outcome: 1, 4
Page 15 of 32
Assessments
Page 16 of 32
Introduction to Computer Science
Title: Introduction to Computer Science
RQF code: F/504/0727 Credits 10 Level 3
Total Qualification
Guided Learning Hours 56 hours 100 hours
Time

1. Understand fundamental 1.1 Describe the functions of a computer system
concepts relating to hardware 1.2 Describe a range of computer systems or justify
and software the use of a type of computer system for a
particular purpose
1.3 Define the term ‘hardware’
1.4 Describe the purpose or characteristics of
computer hardware
1.5 Define the term ‘software’
1.6 Identify categories of software
1.7 Describe types of application software or justify
the use of application software for a particular
purpose
1.8 Describe types of system software or justify the
use of system software for a particular purpose
1.9 Describe types of utility software or justify the use
of utility software for a particular purpose
2. Understand the 2.1 Describe internal components of computer
characteristics of hardware hardware
components 2.2 Describe the components of a central processing
unit (CPU)
2.3 Describe the functions of a CPU
2.4 Explain the function of the fetch-decode-execute
cycle
2.5 Describe how hardware components
communicate with each other
2.6 Identify units of measurements of computer
storage
2.7 Describe a range of computer storage media or
justify the use of a type of storage media for a
particular purpose
2.8 Describe a range of input devices or justify the
use of a type of input device for a particular
purpose
2.9 Describe a range of output devices or justify the
use of an output device for a particular purpose
Page 17 of 32
3. Understand how data is 3.1 Describe how data is represented by binary
represented in a computer 3.2 Describe how data is represented by ASCII
system
3.3 Describe how data is represented by Unicode
3.4 Explain how encryption can be used to represent
data
3.5 Explain how compression can facilitate the
storage and transmission of data
3.6 Explain the purpose of number systems
3.7 Explain the binary number system
3.8 Demonstrate addition or subtraction of binary
numbers
3.9 Demonstrate an understanding of two’s
complement
3.10 Explain the hexadecimal number system
3.11 Demonstrate conversion between decimal, binary
or hexadecimal numbers
3.12 Describe how images are represented in a
computer system
3.13 Describe how sound is represented in a computer
system
3.14 Explain how compression can facilitate storage
and transmission of images or sound
3.15 Define the term ‘digital logic’
3.16 Explain the purpose and operation of logic gates
4. Understand the fundamental 4.1 Explain the purpose of a computer network
concepts of computer 4.2 Describe types of computer network or explain
networks the criteria for selecting a particular type of
network
4.3 Describe the hardware used in a computer
network
4.4 Describe the software used in a computer
network
4.5 Describe the transmission media used in a
computer network
4.6 Describe types of network transmission protocols
4.7 Describe types of computer network topology or
justify the use of a topology for a particular
purpose
4.8 Describe Internet and World Wide Web
technologies
4.9 Discuss computer network issues
5. Understand cultural, ethical 5.1 Explain what a cultural issue is
and legal issues relating to 5.2 Describe a range of cultural issues
computing
5.3 Explain how cultural issues can be addressed
5.4 Explain what an ethical issue is
Page 18 of 32
5.5 Describe a range of ethical issues
5.6 Explain how ethical issues can be addressed
5.7 Identify laws and guidelines that relate to
computing
5.8 Describe situations where laws and guidelines
have been used to deal with people using
computers to commit crimes or cause offence
Syllabus Content
Introduction to • Definition of computer system

Computer Systems • Functions of a computer system
and Hardware
• Data and information
• An overview of a typical computer system
• Types of computer systems
• Big data
• The Internet of Things
• Definition of hardware
• The role of computer hardware
• Types of computer hardware
• Accessibility
Learning Outcome: 1
Introduction to • Definition of software
Application Software • Categories of software
and System Software
• Software compatibility
• Types and uses of application software
• How to obtain software
• Software licences
• Criteria to consider when selecting application software
• System software
- operating system software
- utility software
- driver software
• Criteria to consider when selecting system software
Learning Outcome: 1
Page 19 of 32
• Internal components:
Internal Components
Motherboard, chips, central processing unit (CPU), clock,
of Computer
memory, chipset, expansion slots and cards, power supply,
Hardware
fan, buses, connectors
• How components communicate with each other
• How components communicate with external devices
Learning Outcomes: 2
Computer • The role of a computer processor
Processors • Types of processor
• Components of a CPU
• The functions of a CPU
• How components of a CPU communicate with each other
• The fetch-execute-decode cycle
Learning Outcome: 2
Storage Devices and • Computer storage
Input and Output • Units of measurement of computer storage
Devices
• Computer storage media
• Storage locations
• Criteria to consider when selecting computer storage
• Input devices
• Criteria to consider when selecting input devices
• Output devices:
• Criteria to consider when selecting output devices
Learning Outcome: 2
• Binary representation of data
Data Representation
• ASCII representation of data
• Unicode representation of data
• Hexadecimal representation of data
• Definitions of encryption and decryption
• Examples of encryption
• Definition of compression
• Compression of data
Learning Outcome: 3
Page 20 of 32
• Number systems
Number
Representation • Decimal number system
• Binary number system
• Why consider number systems?
• Addition of binary numbers
• Subtraction of binary numbers
• Two’s complement
• Hexadecimal number system
• Converting decimal, binary and hexadecimal numbers
Learning Outcome: 3
• Image representation
Image and Sound
Representation • Image file formats
• Compression of images
• Sound representation
• Sound file formats
• Compression of sound
Learning Outcome: 3
• Digital logic
Digital Logic
• Truth Tables
• Logic gates
- AND
- OR
- NOT
- NAND
- NOR
Learning Outcome: 3
• Definition of a computer network
Computer Networks
• Types of network
• Criteria for selecting a network
• Network hardware
• Network transmission media
• Network transmission protocols
• Network software
Learning Outcome: 4
Page 21 of 32
• Define a network topology
Network Topologies
and the Internet • Types of topology
• Criteria for selecting a topology
• Definition of the Internet
• Definition of the World Wide Web (WWW)
• World Wide Web technologies
• Computer network issues
Learning Outcome: 4
• Definition of cultural issues
Cultural, Ethical and
Legal Issues Relating • Examples of cultural issues
to Computing • Addressing cultural issues
• Definition of ethical issues
• Examples of ethical issues
• Addressing ethical issues
• UK laws and guidelines
- Data Protection Act (1998)
- Computer Misuse Act (1990)
- Copyright, Designs and Patents
Act (1988)
• Global laws and computers
• Examples of situations where the law has been applied
Learning Outcome: 5

Sector Subject Area: IT Users
Related NOS: ESKITU080, ESKIDMS1 P1-5, Enter, edit and organise structured
information in a database
ESKIDB1 P6-7 Use database software tools to extract information and produce reports
ESKIDB2 P8-11 Use database software tools to run queries and produce reports
ESKIDB3 P1-4 Plan, create and modify relational database tables to meet requirements
ESKIDMS2 P1-5 Enter, edit and maintain data records in a data management system
ESKIDMS1 P6-7 Retrieve and display data records to meet requirements
ESKIDMS1 P1-5 Enter, edit and maintain data records in a data management system
Sector Subject Area: IT and Telecoms

Related NOS: ESKITP4062 P5-7 Document specified information relating to human
interaction and interface (HCI) design
Assessments
Global Examination (100%)
Page 22 of 32
Introduction to Programming
Title: Introduction to Programming
RQF code: A/504/0967 Credits 10 Level 3
Total Qualification
Guided Learning Hours 50 hours 100 hours
Time

1. Create project documentation. 1.1 Understand why the design, implementation and
testing of a program should be supported by
appropriate documentation
1.2 Create and complete a Project Control Object
Definition Sheet
2. Implement a program that 2.1 Write a working program which accepts and
uses data capture and stores user input
validation. 2.2 Write a working program which validates user
input and only accepts expected values
3. Implement a program that 3.1 Write a working program that uses sequential
uses sequential programming programming
with different data types. 3.2 Write a working program which makes use of at
least two different data types
4. Implement a program that 4.1 Write a working program that uses a for loop
uses iteration and selection construct.
constructs. 4.2 Write a working program that uses an if – else
construct
4.3 Identify and document appropriate testing of loops
and selection statements
5. Implement a program that 5.1 Write code that demonstrates how to output data
uses file i/o. to an external file.
5.2 Write code that demonstrates how to read in and
store data from an external file.
5.3 Identify and document appropriate testing of file
input/ output
6. Implement a program that 6.1 Write code that demonstrates how to declare an
uses arrays array
6.2 Write code that demonstrates how to manipulate
an array
6.3 Write code that demonstrates how to sort an array
6.4 Identify and document appropriate testing of
arrays
Page 23 of 32
Syllabus Content
Introduction to the • Introduction to Visual Studio Community 2015 IDE

IDE, VB Properties
• Introduction to GUI objects and properties
and creating a GUI
• Introduction to creating a GUI
Learning Outcome: 2
Introduction to data • Introduction to programming
types and sequential
• Introduction to objects
programming
• Introduction to variables
• Assignment statements
• Introduction to data types
• Arithmetic operations
Learning Outcome: 3
Introduction to the • Introduction to iteration
programming
• Flow of execution
construct of iteration
and fixed loops • For loop structure
• Variables and loops
• Nested loops
Learning Outcome: 4
Introduction to the • If statement structure
programming
• Comparison operators
construct of selection
• If-Else structure
• If – Else – If structure
• Compound conditionals
• Switch statements
Learning Outcomes: 2, 4
Page 24 of 32
Introduction to • Importance of data validation
conditional loops and
• Checking for specific values
data validation
• Checking for a range of values
• String comparisons
• While loop structure
• Logical comparisons
• Multiple conditions
• Do - While loops
Project Definition and • Specification, design, implementation, test cycle
Design
• Project Brief to Specification
• Object Definition Sheets
• Debugging and testing
Learning Outcome: 1
Case Study: Creating • Consolidation of learning from topics 1 – 6
a GUI program that
• Student mid-course assignment
uses sequence,
selection and
iteration Learning Outcomes: 1, 2, 3, 4
Introduction to Arrays • Benefits of arrays
• Declaring arrays
• Initialising and filling arrays
• Accessing and changing values in arrays
• Manipulating arrays using for loops
• Sorting arrays
Introduction to • Different method types in VB (Subs and Functions) and scope
Methods
• Parameter passing
• Return statements
• Method overloading
Learning Outcomes: 2, 3, 4, 5, 6
Introduction to File • Files and data storage
I/O
• Writing to files
• Reading from files
• Exception handling for file I/O
Learning Outcome: 5
Page 25 of 32
Case Study: Creating • Consolidation of learning from topics 1 – 10
a GUI program that
• Student end of course exam
uses arrays,
procedures and file
I/O Learning Outcomes: 1, 2, 3, 4, 5, 6

Sector Subject Area: IT and Telecoms
Related NOS: ESKITP5013 P1-6 - Carry out system development activities under
direction;
ESKITP5014v2 P1-5 - Perform systems development activities;
ESKITP5014v2 P6-10 - Contribute to the management of systems development;
ESKITP5022 P1-7- Perform specified software development activities;
ESKITP5024 P6-12 - Perform software development activities;
ESKITP5033 P1-5 - Carry out IT/Technology solution testing activities under direction;
ESKITP5034 P1-4 - Carry out IT/Technology solution testing
Assessment
Page 26 of 32
6. Results and Certificates
The grade descriptors Pass, Merit and Distinction are awarded by Unit to successful candidates. A
Pass is awarded for an overall Unit mark of between 40 and 59. A Merit is awarded for an overall
Unit mark of between 60 and 69 and a Distinction is awarded for an overall Unit mark of 70 and
above. Candidates who obtain an overall Unit mark of below 40 are classed as failed in the Unit and
may resit (see Section 5.6 above).
A final qualification mark will be awarded upon successful completion of all units. This is calculated
by finding the average mark of all units that make up the qualification. Please note that in
exceptional circumstances, NCC Education may be required to change the algorithm to calculate a
final qualification mark for a learner in order to secure the maintenance of standards over time. Any
necessary changes to this algorithm would be shared with Centres and learners promptly by NCC
Education. An example is given below:
Unit Candidate Unit Points *

Unit
Points Mark Candidate Mark
Introduction to Computer Science 10 86 860
Introduction to Programming 10 72 720
Culture Studies 10 81 810
Foundation Mathematics 10 88 880
Study and Communication Skills 20 93 1860
60 420 5130
5130/potential 6000 = 86
Grade Descriptors incorporate characteristics intended to provide a general indication of

assessment performance in relation to each Unit’s Learning Outcomes in this specification. The final
Unit grade awarded will depend on the extent to which a candidate has satisfied the Assessment
Criteria. A qualification is awarded when the candidate has achieved at least a pass in all Units.
After each assessment cycle, results slips are issued (in electronic format) which detail the grades
achieved, i.e. Fail, Pass, Merit or Distinction (see Appendix 2). Certificates which contain your
qualification grade and pass mark are then dispatched to Centres.
7. Further Information
For more information about any of NCC Education’s products please contact
customer.service@nccedu.com or alternatively please visit www.nccedu.com to find out more about
our suite of high-quality British qualifications.
Page 27 of 32
Appendix 1 Qualification Documentation
The following NCC Education documentation has been referred to in this specification:
• Reasonable Adjustments and Special Considerations Policy
• Examination Guidelines
• Moderation Manual
• Activity Schedule
• Operations Manual
All documentation, together with access to NCC Education’s online resources, is available to
Centres and (where applicable) candidates who have registered for assessment.
Page 28 of 32
Appendix 2 Grade Descriptors
The grade descriptors Pass, Merit and Distinction are awarded to successful candidates. The
following are characteristics intended to provide a general indication of assessment performance in
relation to each Learning Outcome in this specification. The final grade awarded will depend on the
extent to which a candidate has satisfied the Assessment Criteria overall.
Grade descriptors for Introduction to Programming
Learning Outcome Pass Merit Distinction

Create project Demonstrate Demonstrate ability Demonstrate ability
documentation. ability to perform to perform the task to perform the task to
the task consistently well the highest standard
Implement a program that Demonstrate Demonstrate ability Demonstrate ability
uses data capture and ability to perform to perform the task to perform the task to
validation. the task consistently well the highest standard
uses sequential ability to perform to perform the task to perform the task to
programming with different the task consistently well the highest standard
data types.
uses iteration and ability to perform to perform the task to perform the task to
selection constructs. the task consistently well the highest standard
uses file i/o. ability to perform to perform the task to perform the task to
uses arrays ability to perform to perform the task to perform the task to
Page 29 of 32
Grade descriptors for Introduction to Computer Science

Understand fundamental Demonstrate Demonstrate Demonstrate highly
concepts relating to adequate level of robust level of comprehensive level
hardware and software understanding understanding of understanding
Understand the Demonstrate Demonstrate Demonstrate
characteristics of hardware adequate ability sound and exceptional ability to
components to differentiate consistent ability differentiate and
and recognise to differentiate and recognise
components recognise components
components
Understand how data is Demonstrate Demonstrate Demonstrate highly
represented in a computer adequate level of robust level of comprehensive level
system understanding understanding of understanding
Understand the Demonstrate Demonstrate Demonstrate highly
fundamental concepts of adequate level of robust level of comprehensive level
computer networks understanding understanding of understanding
Understand cultural, Demonstrate Demonstrate Demonstrate highly
ethical and legal issues adequate level of robust level of comprehensive level
relating to computing understanding understanding of understanding
Grade descriptors for Culture Studies

Provides Provides critical Provides
consistent interpretation and consistently critical
interpretation and evaluation of interpretation and
Understand the concept evaluation of relevant evaluation of
of culture, cultural values relevant information and relevant information
and how different cultures information and ideas to complete and ideas to
can be defined ideas to complete tasks and address complete tasks and
tasks and well defined address well defined
address well problems. problems.
defined problems.
Demonstrates
Demonstrates Demonstrates comprehensive
adequate ability sound ability to ability to review
Understand how the to review review effectiveness of
political and education effectiveness of effectiveness of methods, actions
system of a foreign methods, actions methods, actions and results
country differs from their and results and results
own Can coherently
Can adequately Can soundly identify, select and
identify, select identify, select and use appropriate
and use use appropriate skills, methods and
appropriate skills, skills, methods and procedures to reach
methods and procedures to well explained and
procedures to reach well highly appropriate
Understand how the reach appropriate explained and solutions
business culture of a solutions appropriate
Page 30 of 32
foreign country differs solutions Has comprehensive
from their own awareness of
Has adequate Has sound different
awareness of awareness of perspectives or
different different approaches in the
perspectives or perspectives or area of study
approaches in the approaches in the
Understand the area of study area of study Uses thorough and
relationship between detailed
digitial technologies, investigation to
communication and Uses appropriate Uses detailed inform well
culture investigation to investigation to explained actions/
inform actions/ inform actions/ conclusions
conclusions conclusions
Grade descriptors for Foundation Mathematics

Be able to perform a Demonstrate Demonstrate Demonstrate ability
range of algebraic ability to perform ability to perform to perform all
calculations calculations calculations calculations to the
consistently well highest standard
Be able to solve a range Demonstrate Demonstrate Demonstrate ability
of basic Calculations ability to perform ability to perform to perform
equations techniques techniques techniques to the
Be able to present data in Demonstrate Demonstrate Demonstrate ability
graphical form ability to perform ability to perform to perform
techniques techniques techniques to the
fundamentals of adequate robust comprehensive
Differential Calculus understanding of understanding of understanding of
techniques techniques techniques
fundamental of Integral adequate robust comprehensive
Calculus understanding of understanding of understanding of
Understand Measures of Demonstrate Demonstrate Demonstrate highly
Dispersion adequate robust comprehensive
understanding of understanding of understanding of
fundamentals of adequate robust comprehensive
Probability understanding of understanding of understanding of
Grade descriptors for Study and Communication Skills
Page 31 of 32
Be able to take Demonstrate Demonstrate ability Demonstrate ability to
effective notes from a ability to perform to perform the task perform the task to
variety of sources the task consistently well the highest standard
Understand how to Demonstrate Demonstrate robust Demonstrate highly
work out the meaning adequate level of level of comprehensive level
of unfamiliar content understanding understanding of understanding
Understand common Demonstrate Demonstrate robust Demonstrate highly
steps in producing adequate level of level of comprehensive level
academic work understanding understanding of understanding
Be able to produce a Demonstrate Demonstrate ability Demonstrate ability to
piece of academic work ability to perform to perform the task perform the task to
suitable for this level, the task consistently well the highest standard
following a drafting
process
Understand different Demonstrate Demonstrate robust Demonstrate highly
learning styles adequate level of level of comprehensive level
understanding understanding of understanding
Page 32 of 32

NCCEDU L3DC Qualification Unit Specification V2.3 For SPRING 2020 Assessment Onwards

Uploaded by

NCCEDU L3DC Qualification Unit Specification V2.3 For SPRING 2020 Assessment Onwards

Uploaded by

LEVEL 3

Version Revision Description

© NCC Education Limited, 2020

All Rights Reserved

1.1 Why choose this qualification?

NCC Education’s Level 3 Diploma in Computing is:

For more information see:

• Quality assured and well established in the UK and worldwide

• Recognised and valued by employers and universities worldwide

NCC Education Level 3 Diploma in Computing (RQF), 60 credits, all at RQF

Study and Culture Studies

This qualification is regulated by Ofqual and listed on the Qualifications and

3.2 Overview of Qualification Unit Assessment

Unit Assessment Methods

3.3 Accessibility of Assessment

3.3.1 Reasonable adjustments and special consideration

NCC Education is committed to providing reasonable adjustments and special consideration so as

3.3.2 Supervision and Authentication of Assessment

4.2 Language of Assessment

All assessment is conducted in English.

4.4 Qualification and Unit Entry Requirements

4.5 Candidate Entry

Further details can be found in NCC Education’s Operations Manual.

4.6 Eligibility Period

Candidates may only seek reassessment in a previously failed Unit.

Title: Study and Communication Skills

RQF code: A/504/1424 Credits 20 Level 3

Learning Outcomes; Assessment Criteria;

Learning to Learn • Learner styles and multiple intelligences

Related National Occupational Standards (NOS)

Sector Subject Area: Business and Administration (2013)

Title: Foundation Mathematics

RQF code: F/615/0154 Credits 10 Level 3

50 hours Total Qualification

Learning Outcomes; Assessment Criteria;

Title: Culture Studies

RQF code: J/615/0155 Credits 10 Level 3

Guided Learning Hours 55 hours Total Qualification Time 100 hours

Learning Outcomes; Assessment Criteria;

Title: Introduction to Computer Science

RQF code: F/504/0727 Credits 10 Level 3

Learning Outcomes; Assessment Criteria;

Introduction to • Definition of computer system

Related National Occupational Standards (NOS)

Sector Subject Area: IT and Telecoms

Title: Introduction to Programming

RQF code: A/504/0967 Credits 10 Level 3

Learning Outcomes; Assessment Criteria;

Introduction to the • Introduction to Visual Studio Community 2015 IDE

Related National Occupational Standards (NOS)

Unit Candidate Unit Points *

Grade Descriptors incorporate characteristics intended to provide a general indication of

• Reasonable Adjustments and Special Considerations Policy

Grade descriptors for Introduction to Programming

Learning Outcome Pass Merit Distinction

Learning Outcome Pass Merit Distinction

Grade descriptors for Culture Studies

Learning Outcome Pass Merit Distinction

Grade descriptors for Foundation Mathematics

Learning Outcome Pass Merit Distinction

Grade descriptors for Study and Communication Skills

You might also like