G3 Computing Syllabus | SEAB MOE Syllabus Guide (K349)

The 2027 G3 Computing syllabus for the Singapore-Cambridge Secondary Education Certificate (SEC) is subject code K349. It combines computing concepts with computational thinking and practical problem-solving. Candidates sit a two-hour written paper worth 60% and a two-hour-30-minute lab-based paper worth 40%, using a computer with spreadsheet software, Python and JupyterLab. This guide explains what students study, what the two papers require and what parents should check before choosing the subject.

G3 Computing is not simply learning to code or using a computer confidently. The syllabus covers computer systems, data representation, logic, algorithms, Python programming, spreadsheets, networking and the impact of computing. Students must analyse problems, design solutions, write and test programs, process data and consider ethical issues. A child who enjoys technology may find the subject interesting, but success also requires accuracy, logical thinking, persistence and the ability to debug.

2027 subject code: K349; previous reference code: 7155.
Paper 1: written examination, 2 hours, 80 marks, 60%; questions cover all five syllabus modules.
Paper 2: lab-based examination, 2 hours 30 minutes, 70 marks, 40%; one spreadsheet question and four to five programming questions.
The lab examination uses spreadsheet software, Python and JupyterLab; the candidate submits softcopies of required work.
A quick reference guide for Python is provided for Paper 2, but students must still understand algorithms, code structure, testing and debugging.
Five modules: Computing Fundamentals; Algorithms and Programming; Spreadsheets; Networking; Impact of Computing.
Assessment objectives: knowledge and understanding 30%, application 40%, and design, development, testing and refinement 30%.
Parents should check the school’s software access, practical lesson arrangements, device familiarity and the student’s willingness to solve problems through repeated testing.

1. Start with the current K349 syllabus

SEAB lists G3 Computing as K349 for the 2027 SEC examination. The previous reference code is 7155. Families may encounter older Computing resources under the earlier code, but the K349 document is the reference for the 2027 examination structure and learning outcomes.

Computing is a Cambridge subject with a defined practical examination. The school-candidate syllabus list includes K349, and the official syllabus specifies the software environment for Paper 2. This makes it especially important to ask the school about access to suitable computers, spreadsheet software, Python and JupyterLab. A student should not assume that practising on a phone or tablet is equivalent to working in the examination environment.

Read the SEAB 2027 G3 syllabuses for school candidates and the G3 Computing K349 syllabus. The document contains the assessment objectives, paper arrangements, module content, Python quick reference guide, formulae and notation. Check the school’s subject offering and any instructions about the practical examination centre.

2. What the subject aims to develop

The syllabus aims to build a foundation for further study in computing and develop skills that can be used in other fields requiring computational thinking. Students learn core ideas about logic, algorithms, data analysis, data representation and networking. They also learn to solve real-world problems by designing, writing, testing and debugging programs on a personal computer.

Computational thinking includes abstraction and decomposition. Abstraction means identifying the relevant features of a problem and setting aside details that do not affect the solution. Decomposition means breaking a larger problem into smaller parts that can be understood, developed and tested. These habits help students approach complex tasks methodically.

The course also considers the social, ethical, legal and economic implications of computing. Students should understand that digital systems are used by people and organisations, and that decisions about data, access, security and technology can affect individuals and society.

3. The two compulsory papers

Paper 1: Written examination — 2 hours, 80 marks, 60%

Paper 1 assesses knowledge, understanding and application across all five modules. It contains a mixture of multiple-choice questions (single-answer and multiple-answer), short-answer questions, matching questions, cloze passages and structured questions. Relevant formulae are provided.

Students need to understand concepts and use them in different forms. They may be asked to convert number systems, interpret a logic circuit, explain an algorithm, identify a network feature or discuss an ethical implication. Learning a definition without understanding its use is not sufficient.

Paper 2: Lab-based examination — 2 hours 30 minutes, 70 marks, 40%

Paper 2 uses a computer with access to spreadsheet, Python and JupyterLab software. It assesses Algorithms and Programming and Spreadsheets. The paper has one spreadsheet question and four to five programming questions. Candidates submit softcopies of the required work, and the allotted time includes saving that work for marking.

A quick reference guide for Python is provided. This does not mean that a student can arrive without programming practice. Candidates need to read the task, understand input and output requirements, write code, test it, identify errors, refine the solution and save the work in the required form.

The school or examination centre must provide the required hardware and software, with each candidate having sole use of a personal computer for the lab paper. Parents should check practical arrangements with the school rather than assume that an ordinary computer lesson or home laptop uses precisely the same setup.

4. The five syllabus modules

Module 1: Computing Fundamentals

This module introduces computer architecture, data representation and logic gates. Students learn the roles of the processor, main memory and secondary storage, and the function of data and address buses. They compare magnetic, optical and solid-state storage and consider interfaces such as USB, HDMI and PCI Express.

Data representation includes binary, denary and hexadecimal number systems, conversions between them, and two’s complement for representing positive and negative whole numbers using a fixed number of bits. Students also study how an 8-bit extended ASCII encoding can represent English text as data for storage or processing.

Logic includes AND, OR, NOT, NAND, NOR and XOR gates, truth tables, logic circuit diagrams and Boolean statements. Students need to convert between representations, construct truth tables, use Boolean properties and De Morgan’s theorem, and solve simple system problems using combinations of gates.

Module 2: Algorithms and Programming

Students learn to analyse problems by identifying inputs, valid input requirements, outputs and requirements for correct outputs. They interpret flowcharts and understand sequence, selection and iteration. These constructs form the basic structure of many algorithms.

Python programming requires students to use variables, data types, input and output, operators, conditional statements, loops, functions and other specified programming features. The objective is not merely to copy code. Students must understand what each instruction does and how a sequence of instructions produces the required output.

Testing and debugging are essential. Students should plan test data, consider normal and boundary cases, identify errors and improve a solution. A program that works for one example may still fail for another valid input. Candidates need to test the program against the task requirements.

Module 3: Spreadsheets

Spreadsheets are used to organise, calculate, analyse and present data. Students learn to enter and format data, use formulas and functions, reference cells, copy formulas and present information clearly. They should understand the difference between a value, a formula and a displayed result.

The lab-based question tests practical spreadsheet work. Students need to interpret instructions, select appropriate formulas and functions, manage cell references, check outputs and save the required file. Spreadsheet fluency improves with regular hands-on practice using a computer.

Module 4: Networking

Networking covers how devices and systems communicate and share information. Students learn about network types, components, data transmission and relevant protocols and concepts in the syllabus. They should understand how networks support services and why security, reliability and performance matter.

Questions may require the student to apply networking knowledge to a described situation. The important skill is to explain why a particular feature or arrangement is suitable, rather than simply list technical vocabulary.

Module 5: Impact of Computing

This module considers how computing changes individuals, organisations and society. It includes the implications of digital technology, data use, security, privacy, legal and ethical responsibilities and the wider effects of computing systems.

Students should be able to recognise that a technological solution can create benefits and risks at the same time. They should consider who is affected, what information is collected, how it is used and what responsibilities exist when designing or operating a system.

5. How parents can assess readiness

G3 Computing may suit a student who likes logical puzzles, problem-solving, data, programming or understanding how digital systems work. Prior coding experience can help a student feel familiar with the environment, but it is not a guarantee of success. A learner with no prior coding may still develop the required skills through structured instruction and regular practice.

Does the student enjoy breaking a large task into smaller steps?
Can the student follow a logical sequence and explain why each step is needed?
Is the student willing to test a program, find errors and try again without becoming discouraged?
Can the student work accurately with data, formulas and cell references?
Does the student have regular access to a computer and the relevant software for practice?
Can the student manage both conceptual written work and hands-on practical preparation?
Does the school offer K349 and provide the required software and lab arrangements?
Can the subject fit alongside other school subjects and the student’s wider workload?

6. A first-principles approach to learning Computing

Start with problem analysis

Before writing code, ask what the problem requires. Identify the input, output, valid values, constraints and any special cases. Students who begin coding before understanding the task often produce a program that solves a different problem.

Use a Fencing Method

Begin with a small problem using one construct. For example, practise a simple sequence before adding a conditional statement. Then add iteration, functions or more complex data handling. Once the learner can explain and test the smaller solution, combine the elements.

Test deliberately

Use test cases that cover normal inputs, boundary conditions and invalid inputs where relevant. Compare actual output with expected output. When a program fails, identify the point where it diverges from the intended logic rather than randomly changing lines.

Keep versions and save work carefully

Students should practise naming files sensibly, saving frequently and checking that required files are available. The examination includes time to save work, but a student should not leave all file management to the last minute.

7. A realistic weekly routine

One short session reviewing Computing Fundamentals, binary or logic.
One programming session focused on a specific algorithm or Python construct.
One practical session using spreadsheets, formulas and data presentation.
One short networking or Impact of Computing review using applied examples.
One testing session that checks code against normal, boundary and unusual inputs.
One error review to record misconceptions and revisit them after a delay.

8. Questions parents should ask the school

Is K349 offered to this cohort, and what are the school’s selection arrangements?
What computer, software and file-submission arrangements will be used for Paper 2?
How often will students practise Python and spreadsheet tasks on a computer?
How does the school teach debugging and testing rather than only code syntax?
What support is available if the student has no previous programming experience?
How are written theory modules taught alongside practical work?
How should parents monitor readiness without relying only on a programming project or one test?

9. Frequently asked questions

What is the 2027 G3 Computing code?

The code is K349. The previous reference code is 7155.

Is Paper 2 a written programming paper?

No. Paper 2 is a lab-based examination using a computer with spreadsheet, Python and JupyterLab software. Candidates submit softcopies of the required work.

Does the exam provide a Python reference guide?

Yes. A quick reference guide for Python is provided. Students still need to understand algorithms, programming logic, testing and debugging.

What percentage is practical?

The lab-based Paper 2 contributes 40% of the overall assessment. Paper 1 contributes 60%.

Do students need to know all five modules for Paper 2?

Paper 1 assesses all five modules. Paper 2 assesses the Spreadsheets and Algorithms and Programming modules.

Does liking video games mean Computing is the right subject?

Enjoying games can motivate interest, but the subject also requires logical problem-solving, programming, data work, theory and ethical understanding. Students should understand the full syllabus before choosing.

10. Official syllabus and further reading

A good K349 decision starts with the actual syllabus and a realistic view of the practical work. Confirm the school’s computer arrangements, understand both papers and help the student build patient, systematic problem-solving habits. Computing is learned by designing, testing and improving solutions, not by watching someone else type code. Properly taught kids shine a bright light into the future.