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Session: 2022/23

Last modified: 21/07/2022 08:43:27

Title of Module: Programming with Objects

Code: COMP07070 SCQF Level: 7
(Scottish Credit and Qualifications Framework)
Credit Points: 30 ECTS: 15
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Thomas  Hainey

Summary of Module

This is an entry level programming module requiring no prior programming experience aimed at providing students with fundamental programming knowledge in C# and C++ with a view to developing in Unreal and Unity. 

The module will introduce object oriented programming (OOP) in C# and C++  emphasising computational thinking and problem solving to provide a foundation for software development and games development required by students for their programmes of study. Many practical programming exercises will be used either in the laboratory or remotely to develop experience in using an Integrated Development Environment (MS Visual Studio 19/22) to develop programming skills.

The module introduces the 4 pillars of OOP: encapsulation, abstraction, polymorphism and inheritance. Essential basic programming concepts which are the building blocks wil also be covered including: variables, logical and arithmetic operators, control flow, classes including data members and member functions, parameter passing, scope, static and dynamic data structures. The module will also discuss designing and implementation of simple graphical user interfaces. The more advanced concepts of inheritance and polymorphism are introduced but  will be covered in more depth in the follow up module - Software Development for Games.

The module will be student centred by providing remote demonstrations combined with on campus support.  Class sessions will be hybrid and flexible - recorded, in a written format, directly posted on to the VLE (AULA) and live Teams/Zoom and Discord meetings depending on what students demand. Assessment will be an authentic implementation of a game inventory.   



  • This module embeds the key “I am UWS” graduate attributes and in particular: Work Ready(Digitally Literate, Problem-solver, Creative, Imaginary, Resilient), Successful(Autonomous, Innovative)

  • The module will be student cantered and delivered in a number of formats: online, remotely, optional on-campus and live code demonstrations will be provided with support included to bolster student knowledge with authentic programming exercises.

  • The module will be simple and coherent as it will be a rudimentary pre-requisite for a number of modules building on the fundamentals presented including Software Development for Games and Game Engine 1 and 2. This will also be beneficial for other modules including Programming in AI and Games Console Development.

  • In terms of inclusivity the module will recognize the diverse cohort that the Programmes attract i.e. students that are more interested and have an innate interest in programming and students that are more interested in design. Additional complex programming examples will be provided to students who wish to explore programming to greater depth.

  • Sustainability will be integrated into the module by highlighting the transferrable skills relevant between programming languages i.e. there will be an emphasis on the principles of programming as well as the semantics and syntactics.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. understand basic programming fundamentals including object orientation in C# and C++

L2. demonstrate use of standard programming constructs for selection, iteration and data structures and collections in C# and C++

L3. create a simple graphical user interface for a program and use this to create interactive software in C# and C++

L4. demonstrate use of object based programming in creating an application in C# and C++

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

A broad knowledge of the following programming concepts and principles: Code and data in programs, simple data types and operators; simple expressions and statements; classes and collections; constructs for selection and repetition, iterating over a collection, functions, methods and parameters; user-interactions, types of error, exception handling, objects. A rudimentary knowledge of the 4 pillars of object orientation including: abstraction, encapsulation, inheritance and polymorphism. Abstraction and encapsulation will be practical and inheritance and polymorphism will be theoretical.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Use the following basic computing skills, practices, techniques and materials: Selecting an appropriate data type, developing simple algorithms using expressions and statements, use of selection and repetition constructs, defining more complex data types involving records and arrays, managing a collection, iterating through a collection, creating functions, calling functions, passing parameters into and out of functions, creating a simple user-interface, interactivity in code. Algorithm design, writing and correcting code, using development tools to build programs, finding errors in programs. Employing encapsulation as an object oriented programming design technique.

Generic Cognitive skills SCQF Level 7.

Use object based programming as an approach to solving routine programming problems.

Communication, ICT and Numeracy Skills SCQF Level 7.

Use an integrated development environment in developing a software application.

Autonomy, Accountability and Working with others SCQF Level 7.

Employ the principles of pair programming. The assessment will allow students to work together in pairs from a version control perspective and can also be implemented remotely with students receiving guidelines on how to share their screens in MS Teams to review each others code.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Class sessions will be used for exposition and exploration of topics, provide context and suggest appropriate background material. The emphasis will be on students developing their own programming skills and remote and on-campus lab sessions will provide practical experience in developing programming solutions to problems. Pair programming will be employed in a remote capacity where possible and the primary assessment can be attempted in pairs.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery18
Laboratory/Practical Demonstration/Workshop26
Tutorial/Synchronous Support Activity18
Independent Study238
300 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

A PC will be required with the ability to run the Integrated Development Environment Visual Studio (2019 or 2022).

AULA learning materials.

Recommended Textbooks.

Miles, R. (2015). C# Yellow Programming Book. “Bananas” Edition 7.0. [PDF free download from: or available for a nominal price in Kindle format at]
Purdum, J. (2012). Beginning Object Oriented Programming with C#. John Wiley & Sons. [Also available as an e-book in Kindle format from]

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are expected to access lecture materials and other class materials (e.g., videos) through the University’s VLE and complete the coursework and meet submission deadlines. Failure to do so will be regarded as an indicator of disengagement with the module.

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Supplemental Information

Programme BoardComputing
Assessment Results (Pass/Fail) No
Subject PanelCreative Computing
ModeratorGavin Baxter
External ExaminerN Whitton
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Small programming lab exercises
A class test
An implemented program utilising classes, data structures, menus, files and a user interface
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Class test (written)check mark   200

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Creative output/ Audiotapes/ Videotapes/ Games/ Simulations check markcheck markcheck mark200

Component 3
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Creative output/ Audiotapes/ Videotapes/ Games/ Simulationscheck markcheck markcheck markcheck mark600
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
This module is suitable for any student. The assessment regime will be applied flexibly so that a student who can attain the practical outcomes of the module will not be disadvantaged. When a student discloses a disability, or if a tutor is concerned about a student, the tutor in consultation with the School Enabling Support co-ordinator will agree the appropriate adjustments to be made. The module will adhere to the 5th core principle of the Curriculum Framework by recognising the diversity of the student body and the requirement to be accessible to all i.e. a combination of remote and on-campus in the ethos of hybrid delivery.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.