Unit 16: Procedural Programming

Unit code: L/601/7283

QCF Level 3: BTEC National
Credit value: 10
Guided learning hours: 60

Aim and purpose

This unit aims to enable learners to develop the skills and understanding required to design and develop
procedural programming applications.

Unit introduction

Irrespective of framework or delivery platform, the development of procedural code is still at the core of
many commercial applications development projects. Event driven systems and object oriented platforms all
use procedural code for the critical command content of their objects, events and listeners.
This unit enables learners to become familiar with the underpinning concepts of procedural programming
and subsequently to develop particular skills in a procedural programming language. The unit starts by looking
at the features of procedural programming, explores the tools and techniques used in their development
and takes learners through design and program development. Learners will use a structured approach to
the design and development of applications, ensuring the solution is well documented and thoroughly tested
against the original user requirement.
Procedural programming languages include Pascal, C, Cobol, Fortran and many others.

Learning outcomes
On completion of this unit a learner should:
1 Understand the features of procedural programming
2 Be able to use the tools and techniques of a procedural language
3 Be able to design procedural applications
4 Be able to implement procedural applications.

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Unit content

1 Understand the features of procedural programming

Key features: procedures; functions; pre-defined functions; local variables; global variables; parameter
passing; modularity; programming libraries
Control structures: eg fixed loop, pre-check loop, post-check loop, break-points; conditional commands
eg if, case, conditional statements, use of Boolean operators
Programming languages: eg Pascal, C, Cobol, Fortran

2 Be able to use the tools and techniques of a procedural language

Tools: eg functions, procedures, programming libraries
Variables: eg global, local, static
Techniques: parameters eg passing data, return values; debugging

3 Be able to design procedural applications

Specification: input; output; processes
Design: screen layouts; data storage; procedures; functions
Structure: selecting, declaring and initialising variables and data structure types and sizes

4 Be able to implement procedural applications

Creation of application: use of development environment; debugging; data validation; error handling and
reporting
Programming language syntax: eg selecting, declaring and initialising variable and data structure types and
sizes
Constructs: selection eg if then else, CASE; iteration eg while do, repeat until
Programming standards: eg use of comments; code layout; indentation
Testing: test strategy; test plan structure eg test, date, expected result, actual result, corrective action;
error messages eg compiler errors, runtime errors, in code response, dry running; specialist software
tools eg debug
Review: against specifications requirements; interim reviews
Documentation: user; technical

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Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.

Assessment and grading criteria

To achieve a pass grade the To achieve a merit grade the To achieve a distinction grade
evidence must show that the evidence must show that, in the evidence must show that,
learner is able to: addition to the pass criteria, in addition to the pass and
the learner is able to: merit criteria, the learner is
able to:
P1 explain the key features of M1 explain why modular D1 evaluate the suitability of
procedural programs elements are important for procedural programs for
procedural programming graphical applications
P2 demonstrate the use
of procedural tools and
techniques
P3 design a procedural M2 give reasons for the tools
application to meet defined and techniques used in the
requirements [CT1] production of a procedural
application
P4 implement a working
procedural application to
meet defined requirements
P5 test a procedural application M3 analyse actual test results D2 evaluate a procedural
[IE2] against expected results to application.
identify discrepancies
P6 create onscreen help to assist M4 create technical
the users of a computer documentation for the
program. support and maintenance of a
computer program.

PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key IE independent enquirers RL reflective learners SM self-managers

CT creative thinkers TW team workers EP effective participators

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Essential guidance for tutors

Delivery
Learners must have access to facilities that allow them the opportunity to evidence all of the criteria fully. If this
cannot be guaranteed then centres should not attempt to deliver this unit.
The suggested delivery pattern follows the order of the learning outcomes. This is not the only sequence that
may be used and tutors can follow their own preference.
This unit is not designed with any specific programming language or delivery platform in mind. Centres may
focus on one or more languages for teaching. The learner will develop an application that must be procedural
and may work on a range of platforms, therefore it may be command line, web based, graphical user-
interface based, games-console based or a deliverable for a mobile platform among many other solutions.
Tutors are advised that it is prudent to keep the delivery to one language, although many procedural languages
now allow development in multiple platforms.
Learning outcome 1 covers all principles associated with the programming language selected. The advised
delivery of the outcome is to cover all programming concepts whilst teaching the concepts of procedural
systems in parallel.
The design in learning outcome 2, may use a range of design methodologies, ensuring that the selected
method is suited to the selected environment as well as the chosen programming language.
Implementation in learning outcome 3 must be based on a suitably structured problem that ensures use of
more than two modular elements, a control structure and use of a conditional command.
Testing in learning outcome 4 must cover the code created in learning outcome 3 and designed for learning
outcome 2. Software testing can be used to enhance (not replace) this learning outcome and give the learner
an extended software development experience.
Whilst this is ideally an introductory unit, developing learners understanding of programming, in selecting the
programming design and implementation for learning outcomes 2, 3 and 4, learners could be encouraged to
devise their own mini-project to develop their higher learning and project management skills in preparation
for the working environment and the HND project unit.
Centres may select a programming activity or use an external source (employer, commissioner, open source),
the design of the programming solution does not need to be a stand-alone application and may be an
enhancement or extension to existing work. Therefore, learners completing this unit may contribute to many
open source development projects or use them as a basis for their learning experience.

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Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Introduction to the unit
Features of procedural programming:
whole-class exercise tutor presentation on variables and their role in procedural programming
whole-class exercise learners work from tutor-provided materials to create basic data and control
structures
individual exercise working from tutor-provided materials, learners practise the basics of programming
syntax
whole-class exercise tutor presentation on why programming standards are needed and how to implement
them.
Assignment 1 How to Start
Tools and techniques:
whole-class exercise tutor presentation on program design
directed research working from tutor-specified sources, research modular elements and their role in
procedural programming
individual exercise use tutor-provided exercise materials to better understand the scope of variables
whole-class exercise tutor presentation on parameters, and how they are used to pass data.
Assignment 2 Design Work
Design a program:
whole-class exercise tutor presentation on how to combine modular and control elements into a coherent
structure
individual exercise using tutor-provided materials, understand how to use simple type variables, data
structures and parameters
directed research using tutor-specified sources, research programming standards
whole-class exercise tutor presentation on mechanisms for testing procedural coding
individual exercise prepare a test plan
individual exercise test and evaluate the program.
Assignment 3 Implement and Test
Documentation:
whole-class exercise tutor presentation on documentation
individual exercise following a tutor presentation, prepare different types of support documentation.
Assignment 4 Finishing Off

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Assessment
It is suggested that this unit is assessed using the four assignments summarised in the Programme of suggested
assignments table.
Finding a scenario which covers all aspects of all criteria is difficult, but the one suggested is quite acceptable. It
places the user in a role which is at an acceptable level for their experience, which is important when devising
assignments.
Some of the evidence required to complete the assignments could be naturally occurring within learners
work for other units within the qualification, or for other courses they are undertaking, and tutors are
encouraged to use such evidence.
Evidence produced for this assignment can be used towards the evidence required for other criteria in this
unit.
In order to gain a pass grade, learners must meet all the pass criteria.
For P1, learners must explain the features and control structures required to implement a given design. This
criterion refers to the Features and Control structure sections of the unit content for learning outcome 1.
In order to meet this criterion, the learner must describe features and structures clearly and logically, showing
they have recognised the underpinning principles and, in particular, the reasons why structures are important.
A presentation or leaflet would be a suitable form of evidence.
For P2, learners must show that they can use procedural programming tools and techniques, including those
listed in the unit content for LO2. A presentation would be a suitable form of evidence.
For P3, learners must design a procedural program. The program needs to be basic only, as suited to the
level of the learners, but obviously this is at the discretion of the tutor and individual learners. The design
should be clear and have no obvious errors.
For P4, learners must create the procedural program they worked on for P3. This program should be fully
functional, and fulfil the design aims set down.
For P5, learners must develop and apply an appropriate test plan for the procedural program they worked
on for P4. The test plan should test functionality and demonstrate that the program fulfils the design aims
and other requirements. Evidence is likely to be in the form of a short report on the test plan and results,
illustrated with screen grabs.
For P6, learners must produce onscreen help for a procedural program. The help screens must be coherent
and laid out according to the standards that learners have been taught previously. It is up to the tutor at this
stage whether they wish to have learners use the work they have produced for P4 and P5, or to give learners
a generic procedural program for which to write the appropriate help.
In order to gain a merit grade, learners must meet all of the pass criteria, and all of the merit criteria.
For M1, learners must explain the importance of modular programming. This is essentially an extension of P1,
and is treated as such in the suggested assignments. As with P1, evidence should be a poster, leaflet or short
report, although a presentation can also be used if learners or tutors prefer.
For M2, learners must justify their choice of tools and techniques used in the production of the procedural
application created in P3. Evidence should be a short report, or similarly detailed presentation.
For M3, learners must analyse the results of their testing in P6. The analysis should compare expected to
actual results to identify discrepancies. It would also be expected that learners would suggest what actions
should be taken to resolve any problems highlighted by the testing. Evidence for this criterion should be a
short report. This could be an extension of the report for P6.

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For M4, learners will create technical documentation for the support and maintenance of a computer
program. As with P6, It is up to the tutor whether they wish to have learners use the work they have done
for P4 and P5, or to give learners a generic procedural program. The documentation must be coherent and
laid out according to the standards that learners have been taught previously.
In order to gain a distinction grade, learners must meet all of the pass criteria, all the merit criteria and both
distinction criteria.
D1 is an extension of P1 and M1, and learners must evaluate the suitability of procedural programs for
graphical applications. Evidence should be a short report, or similarly detailed presentation.
For D2, learners will evaluate a procedural application. There is the option here for the learner to review
their P5 work, or to be given a generic procedural program to review. Alternatively, the tutor could give
learners the work of one of their peers to review. Evidence for this should be a short report, or similarly
detailed presentation.

Programme of suggested assignments

The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.

Criteria covered Assignment title Scenario Assessment method

P1, P2, M1, D1 How to Start You are working as a junior Leaflet
for a electronic games
Presentation
maker. Your managers
have asked you to write a
short guide to the basics of
procedural programming and
to demonstrate some of the
techniques.
P3, M2, Design Work You have been asked Practical work
to design an example
Report
procedural program
demonstrating your coding
skills.
P4, P5, M3, D2 Implement and Test Your design has been Practical work
approved and you are now
asked to implement and test
the program.
P6, M4 Finishing Off Your managers would Practical work
now like you to show how
Short report
to write a set of support
documentation for a
program.

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Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit forms part of the BTEC in IT sector suite. This unit has particular links with the following unit titles in
the IT suite:

Level 2 Level 3 Level 4

Unit 18: Software Design Unit 14: Event Driven Programming Unit 18: Procedural Programming
Unit 19: Object Oriented Unit 15: Object Oriented Unit 19: Object Oriented
Programming Programming Programming
Unit 20: Procedural Programming Unit 16: Procedural Programming Event-driven Programming
Unit 21: Event Driven
Programming

This unit maps to some of the underpinning knowledge from the following areas of competence in the
Level 3 National Occupational Standards for IT (ProCom):
4.6 Human Computer Interaction/Interface (HCI) Design
5.2 Software Development.

Essential resources
Whilst some procedural languages are commercially available, there are also free languages available
incorporating an diverse range of commands, commonly deployed on many platforms. Tutors must ensure
that in the case of mobile platforms the applicable free emulators are available or where security policies
dictate, local workstations are equipped with virtualised operating systems containing the programming
environment.

Employer engagement and vocational contexts

Working with a local programming-based organisation or using internet-based open source projects, as well
as source forge, would enhance learners experience and offer a relevant vocational context.

Indicative reading for learners

Textbooks
Davis S R C++ for Dummies, 6th edition (John Wiley & Sons, 2009) ISBN-10 0470317264,
ISBN-13 978-0470317266
McBride P K Turbo Pascal Programming Made Simple (Made Simple Computer, 1997)
ISBN-10 0750632429, ISBN-13 978-0750632423
Perry G Absolute Beginners Guide to C, 2nd Edition (SAMs, 1994) ISBN-10 0672305100,
ISBN-13 978-0672305108
Website
www.wiziq.com/tutorials/procedural-programming

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Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.

Skill When learners are

Creative thinkers generating ideas and exploring possibilities to design a procedural program
Reflective learners communicating their learning by writing support documentation for a procedural
program.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.

Skill When learners are

Effective participators analysing and evaluating a given procedural program design, judging its relevance
and value.

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 Functional Skills Level 2

Skill When learners are

ICT Using ICT
Plan solutions to complex tasks by analysing planning applications
the necessary stages
Select, interact with and use ICT systems implementing and testing applications
safely and securely for a complex task in non-
routine and unfamiliar contexts
ICT Finding and selecting
information
Use appropriate search techniques to locate researching standards
and select relevant information
ICT Developing, presenting and
communicating information
Combine and present information in ways producing documentation.
that are fit for purpose and audience

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