HND/C Computer Science Scheme - Staffordshire University & C Scheme... · HND/C Computer Science...

Faculty of Computing Engineering and Technology AWARD HANDBOOK 2010-11

HND/C Computer Science Scheme Consisting of Part-time BTEC Higher National Certificates in Computing Science Network Computing Software Engineering Part-time and Full-time BTEC Higher National Diplomas in Computing Science Network Computing Software Engineering Computer Games Programming Forensic Computing Author: David D. Hodgkiss Date of Issue: August 2010

1. Welcome to the Faculty Welcome to the Faculty of Computing, Engineering and Technology at Staffordshire University. You are now a student in one of the largest such faculties in UK universities, and we are delighted that you are one of our students. The faculty is host to one of the first UK university computing provisions, to technology programmes that are amongst the leaders in the UK, and to an engineering scheme founded on large engineering employer needs. Your course of study will therefore be up to date and appropriate, will be serviced by well qualified staff, and will also be geared to preparing you for life and employment after university. Staffordshire University aims to ‘create the difference’ by helping all of its students to achieve what they want to in life. As one of our students we expect you to work hard, to set high standards for yourself. To help you to succeed you will have access to excellent staff and facilities, and also to a range of student support services to help deal with your particular needs. Of course, in addition the academic, administration and technical staff that you come across as part of your studies will also be delighted to advise and support you. Your part is to take your study seriously, to set appropriate time aside for your study, and to make full use of lectures and other scheduled class contact. It is important to us that you are successful and that you go on to be a good ambassador for the university. You are now part of the Faculty ‘family’, and we look forward to working with you to help you to ‘create the difference’! Very best wishes, Professor Michael J Goodwin Dean Faculty of Computing, Engineering and Technology

2. Welcome to your Award It is my pleasure to welcome you as a student to the Faculty of Computing Engineering and Technology at Staffordshire University and to the Higher National scheme of awards. Whether you are studying at the University itself or in one of our partner colleges, it is great to have you on board. There are over 500 students on our Higher National Award scheme with around 350 of those at colleges, which are part of the Staffordshire University Regional Federation (SURF). The Faculty of Computing, Engineering and Technology is a multidisciplinary community of more than 3,000 students and over 200 staff involved in education, research and practice in all areas of computing, engineering and technology. It is recognised nationally for being dynamic and innovative in its approach. We are dedicated to providing the educational foundation for computer scientist, engineers and technologists who create and sustain the technological products and services for wealth creation and improving the quality of life. Our portfolio of awards is designed for the 21st century and the new technological revolution that includes digital computing, electronics and communications in a variety of settings. The aim is to produce the innovators of the innovators of the future; we want you to be one of them. I hope that you will find your time with us enjoyable and successful. An education in any area is always a challenging prospect, but developing your creativity, skill and resourcefulness in such a rapidly developing discipline has many benefits whether you are interested in a future career within the computing industry or elsewhere. All members of staff, both at the University and SURF colleges, are committed to creating a productive, efficient and friendly atmosphere in which your studies can take place. If you should experience any problems at any time, someone will be on hand to help you. So .... work hard, play hard and, above all, enjoy your time with us. David D. Hodgkiss HND/C Computer Science Scheme Director.

3. Useful Contacts and Resources 3.1 Academic Contacts Award leader David D. Hodgkiss Octagon: K217 01785 353447 [email protected]

Final Year Project Co-ordinator: David D. Hodgkiss A full list of staff contacts can be found at http://www.staffs.ac.uk/faculties/comp_eng_tech/current_students_and_staff/fcetwhoswho.jsp 3.2 Administrative Contacts Award Administrator(s) Kathryn Shenton (Monday – Wednesday am) and Zoe Congreave (Wednesday pm – Friday)

Octagon : K266 (Faculty Reception) 01785 353436

[email protected] Student Guidance Advisors Janice Kalisz

Octagon: K232 01785 353345

[email protected] Rose Arnold

Octagon: K228 01785 353625

and Brindley: B164 01782 294047

[email protected] 3.3 Useful Internet Resources The Faculty website can be found at: http://www.staffs.ac.uk/faculties/comp_eng_tech/ . Here you will find details of timetables, contacts and news regarding the Faculty. The Faculty uses Blackboard as an online learning environment, and information on modules on which you are enrolled can be accessed from this. Note: you can only get access to those modules that you are studying – if you cannot gain access to material, it may be that you are not correctly enrolled on the module – make sure you let your module tutor or award administrator know.

Blackboard can be found at: http://blackboard.staffs.ac.uk The library can be accessed from: http://www.staffs.ac.uk/uniservices/infoservices/library/

3.4 The Faculty Office Faculty Reception is on the 2nd Floor of the Octagon, Room K266 and first floor of Brindley building in Stoke (B161) and should be your first port of call if you have any queries or problems relating to the Faculty or if you are unsure of how to deal with other queries. The contact details of the University Services for students are listed in Section 3. The Faculty Office comprises a team of staff who are responsible for managing the wide range of activities and processes necessary to support students and academic colleagues within the Faculty. You'll get to know some of the staff quite well as it is here you'll hand in your module registration forms and assignments. All enquiries should be made via the Reception desk in the first instance. The Receptionist will assess whether they are able to help you immediately or whether you need to talk to another member of the team. Hence they may call on colleagues who can advise on queries concerning: . All enquiries should be made via the Reception desk in the first instance. The Receptionist will assess whether they are able to help you immediately or whether you need to talk to another member of the team. Hence they may call on colleagues who can advise on queries concerning: • Modules • University regulations • Your credit and progression status • Referral opportunities • Claims for extenuating circumstances you may have made in relation to assessment • Information about your study here: award and module records, local and home address information, etc • Any changes to your award or programme of study • Registration events for level 2 and level 3 study It is important that you get to know staff in the Faculty Office as they are responsible for keeping all the information on your period of study accurate and up-to-date. In particular, make sure that you:- • Check your e-mail account regularly for any information or queries sent to you by Faculty/School administrators or by academic staff. This means your university e-mail account – not your personal one! • Always let the Faculty Office know of any changes in your contact details. This includes mobile numbers as well as home and term addresses and any landline telephone numbers. It really is important that we know how to get in touch with you. • Always ensure that the Faculty Office is aware of any changes you make to your academic profile (modules/award) by completing the appropriate module amendment/award transfer forms.

Opening Times

Monday - Thursday 8:30 am – 5.00 pm Friday only 8:30 am – 4.30 pm

Please feel free to call into the Faculty Office between these times. All queries, no matter how small or large, are welcome as they ensure that your records are always correct – and this does prevent delays or difficulties in confirming results at the end of each Academic Year. And if you have a problem which the Faculty/School Office can’t help you with, it usually knows somebody who can.

3.5 The Faculty Management Team

The Dean of Faculty

At the head of the Faculty is the Dean, Mike Goodwin (K260 Octagon, 01785 353295, E-mail [email protected]) In this role, Mike has responsibility for the strategic development, operation and management of the faculty. Should you need to speak with him, you should normally make an appointment with his secretary, Heather West. Heather can be found in Room K260, Octagon Building and her telephone number is 01782 353295 (E-mail [email protected])

Faculty Academic Directors

Mike Goodwin is supported in running the faculty by 2 Faculty Academic Directors: Dr Mike Hamlyn, Teaching and Learning (C236, Beacon, 01785 353220, [email protected]) Professor Adrian Low, Research and Enterprise (K252 Octagon, 01785 353307. [email protected]),

Programme Areas

The Faculty is divided into four Programme Areas, each managed by a Programme Area Manager: Applied Technology Gordon Bancroft (C238 01785 353422 [email protected]) Computing Tracy Lewis (K238 01785 353360 [email protected]) Entertainment TechnologyPeter Hoornaert (C246 01785 353451 [email protected]) The award which you enrol for will belong to one of the Programme Areas – and this programme area will therefore be responsible for managing issues relating to your academic progression and welfare during your time with the Faculty as a student with us. 4. What are the aims of the award? 4.1 General Aims • To equip students with the necessary skills and experience to enter employment (or progress

to further study) within their chosen area

By providing students with the opportunity to gain national qualifications, with detailed common standards recognised by educational institutions and employers on route to (or instead of) gaining a degree. The Higher National Certificate and Diploma qualifications will provide entry to further awards both at this University and externally By providing awards recognised by professional bodies e.g. The British Computer Society (BCS). Additionally, students will have access to a number of additional certification options which can be followed within the awards e.g. Staffordshire University is part of the CISCO Systems Networking Academy such that students may take examinations leading to the industry recognised CISCO Certified Network Associate (CCNA) qualifications1 to increase employer recognition of the qualifications gained. By providing specialist routes of study which are directly relevant to individual vocations and professions in which the students are working or intend to seek work. In addition to the generic Computing Science award, other awards are tailored towards careers in Software Engineering, Forensic Computing, Computer Games Programming and Network Computing.

• To provide an accessible route through Higher Education. By providing flexible routes of study with a number of transfer opportunities and alternative awards. Within the academic framework there will be opportunities for full and part-time study at a number of different institutions in the local area.

• To develop a broad range of competencies, personal skills and motivation which are essential for a successful, professional working life.

By providing a foundation in the knowledge and understanding of academic aspects of Computer Science through practical application. By facilitating the development of transferable skills such as teamwork, verbal and written communications and personal organisation. By instilling in students the confidence to apply their academic and practical skills in real world contexts through case study and project work. By providing students with the capacity to reflect on their learning and to thereby be capable of exercising personal responsibility in making decisions based on their experiences within their chosen field of application.

• To provide academic stimulation and challenge, and to foster an enjoyment of Computer Science.

1 Please refer to appendix 1 for further details.

4.2 Specific Award Aims In addition to the above, each named award has its own particular personality as defined within aims and learning outcomes, giving each its own distinctive character. Each award will have specific content covered in a breadth and depth and in a means appropriate to that award. Within this programme there are two main award types.

• Higher National Certificate

• Higher National Diploma

4.2.1 Higher National Certificate (HNC) This award is at Certificate Level as defined in the Framework for Higher Education Qualifications. The Higher National Certificate aims to provide an opportunity for students in related or unrelated employment to build the necessary academic foundations for their chosen award and to learn how their transferable skills can be utilised within the context of their award and in related employment. The Staffordshire University Higher National Certificate programmes are franchised to and delivered only at Colleges of Further Education. At these colleges, there is the opportunity to top-up to the related diploma.

4.2.2 Higher National Diploma (HND) This award is at Intermediate Level as defined in the Framework for Higher Education Qualifications. Higher National Diplomas may be taken in full-time mode (either at Colleges of Further Education or at The University) or as a final year top up to the related Higher National Certificate taken at one of the Colleges of Further Education. The Higher National Diplomas build on the foundations laid by their related Higher National Certificates. They include the opportunity for further specialisation and the requirement to demonstrate the skills learned through the completion of a project based on a real world scenario representative of that which might be encountered in future employment. The project is of a nature distinctive to the award. All Higher National Diploma awards provide an opportunity for the student to move on to a one of a number of related degree awards at either the Stafford or Stoke on Trent campus.

4.2.3 Certificate of Higher Education This award is at certificate level as defined in the Framework for Higher Education Qualifications. This award is not an advertised programme of study and students may not be enrolled on to it. Regardless of the award being followed, if the student were to leave the programme after having passed modules leading to 120 Credit points or more at level 1 or above, he/she would be eligible for a Certificate of Higher Education in Computer Studies. The award is made on the basis that the student by this stage will have gained a broad basic knowledge in Computing at certificate level. This award is offered at Pass, Merit or Distinction, dependent on each student’s overall achievement.

Brief descriptions of the Higher National awards available in the field of Computing follow.

Higher National Certificate and Diploma in Computing Science Award Aim: This award aims to give students a broad foundation in the field of computing together with an understanding of ancillary issues such as data protection and ethics.

The field of Computing Science covers the hardware and software associated with so called “number crunching”. As one might expect, this award has good coverage of programming languages but in recent times the field of computing has developed and now includes networking, graphical systems, computer security and forensics and the hardware and software associated with data storage and information retrieval and management. The Higher National Certificate in Computing Science provides a broad foundation in these areas with the opportunity for some specialisation through option choices at intermediate level. Successful students be equipped to either continue their education or to choose from a plethora of careers in the IT industry.

Higher National Certificate and Diploma in Network Computing Award Aim: This award aims to give students a broad foundation in the field of computing together with knowledge of Network Computing. This award allows the student to gain an in-depth knowledge of networking along with a broad foundation in computing. The diploma allows specialisation and also covers important areas such as network security in more depth. Successful students will be equipped to either continue their education or to choose to work with networks or the Internet. The Higher National Certificate and Diploma incorporate modules, which students will find useful should they wish to prepare for the external Cisco Certified Network Associate (CCNA) examinations Higher National Certificate and Diploma in Software Engineering

Award Aim: This award aims to give students a broad foundation in the field of computing together with a knowledge of programming. Software Engineering is a key area within the field of computing. It involves a study of the processes involved with the production of well-engineered computer applications including research, analysis, design, implementation, and testing. Students will have the opportunity to gain experience of programming languages and environments both at certificate and diploma level. Successful students will be equipped to either continue their education or to seek work as Systems Analysts or Programmers.

Higher National Diploma in Computer Games Programming Award Aim: This award aims to give students a broad foundation in the field of computing and programming as related to games implementation. Students will develop their knowledge of software engineering within the expanding area of computer games programming. A study of graphical interfaces and computer graphics is made alongside a solid grounding of programming. Additionally there is a number of interesting option threads, which may be followed to flavour the award. This is a growing field and successful students will be equipped to either continue their education or to seek work in the expanding computer games industry. Higher National Diploma in Forensic Computing

Award Aim: This award aims to give students a broad foundation in the field of computing and forensics. Study of forensic computing will necessarily involve a precise knowledge of computer hardware, computer security and forensic techniques. There is a thriving industry growing around Forensic Computing. The competences gained through this diploma will equip the successful student for continuing education, for self-employment or for work in large government organisations.

4.3 Transferability between the awards The awards have been designed such that for all Higher National Diploma Students in this programme there is the possibility of transfer to the Computing Science award either at the end of teaching block 1, 2 or 3. For some students this will mean taking a specified module either in a general option slot or as an additional module. The Higher National Certificate awards are offered only at partner colleges and students will need to discuss transfer opportunities with college tutors. Higher National Certificates are designed with progression routes to the Higher National Diploma of the same name. However, the awards have been designed such that all Higher National Certificate Students in this programme may progress to the HND Computing Science award (where available). For some students this will mean taking a specified module either in a general option slot or as an additional module. Higher National Certificates are not offered for Computer Games Programming and Forensic Computing owing to the complexity of these awards. However, students may work towards the Higher National Diploma in these areas in part-time mode at the university or at partner colleges. This will involve studying 60 Credits per year. Students may be awarded the Cert HE in Computer Studies on successful completion of 120 Credits. Students will also qualify for the interim award of a Higher National Certificate in Computing Science during their studies.

5. How is the award structured? On the following pages you will find the structure diagrams for each of the awards within this scheme. Please note that both the HNC and HND structures are shown and that it is important to make sure that you are looking at the correct award as some are offered at HNC as well as HND.

The structures for the HNC to HND Top Up are shown on the same page as the HNC for a particular award.

Please note that some Level 2 modules have admission requirements. This means that you will have to have studied a particular module (or modules) at Level 1. It is very easy to find out if a module has any admission requirements ..... Simply go to the University’s “Module Descriptors” web page to search for any descriptor and then check the section entitled “Special Admission Requirements.”

The University’s Module Descriptors web page can be found at http://www.staffs.ac.uk/current/student/modules/

Higher National Certificate Computing Science

Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills

CE00834-1 Personal Skills and

Professional Computing

CE00829-1 Introduction to Web

Developments

Sem

este

r 2 CE00855-1

Introduction to Operating Systems

Year two

Yea

r 2

Sem

este

r 1 CE00858-1

Fundamental Programming Techniques

CE00838-2 System Development: Tools; Techniques and

Methods

Sem

este

r 2 CE00550-1

Computer and Multimedia Hardware

Systems

CE00873-2 Information Retrieval

and Use

Option requirements General Option – Level 1 or 2 Higher National Diploma Computing Science - Top up year

Top

Up

to H

ND

Sem

este

r 1

CE00820-2 HND Computing

Project

Option Option

Sem

este

r 2 CE00857-1

Data Structures and Algorithms

CE00859-1 Object Oriented Programming Techniques

Option requirements Level 2 only

1 General Option – see Recommended General Options 1 Award Option – choose from the following list

Semester 1

CE01160-2 Introduction to Rich Internet Applications CE01159-2 Further Web Development CE00881-2 LAN Switch & WAN Networks (check admission requirements) CE00375-2 Fundamentals of Mobile Computing CE00399-2 Biometrics 1

Option

Higher National Certificate Software Engineering

Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills



CE00858-1 Fundamental Programming Techniques

Sem

este

r 2 CE00855-1

Introduction to Operating Systems

Year two

Yea

r 2

Sem

este

r 1 CE00838-2

System Development: Tools; Techniques and

Methods Option

Sem

este

r 2 CE00873-2

Information Retrieval and Use

CE00857-1 Data Structures and

Algorithms


Option requirements 1 General Option – Level 1 or 2

Higher National Diploma Software Engineering - Top up year

Top

Up

to H

ND

Sem

este

r 1


Project

CE00314-2 Further Programming

Concepts in C++ Option

Sem

este

r 2 CE00550-1


Systems Option

Option requirements 1 General Option – Level 1 or 2 1 Award Option – Level 2 only – choose from the following list Semester 1 CE001160-2 Introduction to Rich Internet Applications CE001159-2 Further Web Development CE00527-2 Further Object Oriented Programming CE00399-2 Biometrics 1 Semester 2 CE00828-2 Interface Designs and Interactions CE00719-2 Multimedia Animation CE001161-2 Web Development with Microsoft Technologies

Higher National Certificate Network Computing Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills



CE00126-1 Introduction to

Networking with LANs and WANs

Sem

este

r 2

Option

Option Requirements Level 1 only Year two

Yea

r 2

Sem

este

r 1 CE00858-1

Fundamental Programming Techniques

CE00127-2 LAN Switching and

WAN Networks

Sem

este

r 2 CE00550-1


Systems Option


Algorithms

Option requirements 1 General Option – Level 2 only

Higher National Diploma Network Computing - Top up year (NB. Students may instead choose the top up to Higher National Diploma Computing Science)

Top

Up

to H

ND

Sem

este

r 1


Project

CE00838-2 Systems Development: Tools, Techniques and

Methods Option

Sem

este

r 2 CE00873-2


CE00917-2 Router Security

Technology

Option requirements 1 General Option

Higher National Diploma Computing Science Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills




CE00829-1 Introduction to Web

Developments

Sem

este

r 2 CE00550-1


Systems


Algorithms Option

Option requirements You may choose any Level 1 module for the Option – for recommendations, see Level 1 Recommended General Options. 1 General Option – see Recommended General Options – Level 1

Year two

Yea

r 2

Sem

este

r 1


Project


Methods Option Option

Sem

este

r 2 CE00873-2



Option

Option requirements You should choose such that at least two of the three Options are Level 2 modules. 1 General Option – see Recommended General Options Level 1 or Level 2 2 Award Options – Choose two from the following Semester 1 CE01160-2 Introduction to Rich Internet Applications CE01159-2 Further Web Development CE00399-2 Biometrics 1 CE00881-2 LAN Switching and WAN Networks (check entry requirements) CE01099-2 Ethical Hacking2 Semester 2 CE00306-2 Human Computer Interaction and Usability CE00719-2 Multimedia Animation CE01151-1 Web Scripting CE01161-2 Web Development with Microsoft Technologies CE00828-2 Interface Designs and Interactions

2 This module will include an option to take the Certified Ethical Hacking examinations – please speak with the Module Leader for more details

Higher National Diploma Network Computing Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills





Networking with LANs and WANs

Sem

este

r 2 CE00550-1


Systems


Algorithms Option

Option requirements You may choose any Level 1 module for the Option – for recommendations, see Level 1 Recommended General Options.

Year two

Yea

r 2

Sem

este

r 1


Project


Methods

CE00881-2 LAN Switching and

WAN Networks Option

Sem

este

r 2 CE00873-2


CE00917-2 Router Security Technologies Option

Option requirements You should choose such that at least one of the two Options is a Level 2 module. 1 General Option – Level 1 or 2 1 Award Option – Choose at least one from the following list Semester 1 CE00829-1 Introduction to Web Development CE01160-2 Introduction to Rich Internet Applications CE00399-2 Biometrics 1 CE01159-2 Further Web Developments Semester 2 CE00828-2 Interface Designs and Interactions CE01151-1 Web Scripting CE01161-2 Web Development with Microsoft Technologies

Higher National Diploma Computer Games Programming Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills





Computer Games and Graphical Systems

Sem

este

r 2 CE00859-1

Object Oriented Programming Techniques


Programming 3D Applications

Option


Year two

Yea

r 2

Sem

este

r 1


Project


Methods

CE00386-2 Windows Games

Programming

CE00842-1 Hardware, Software

Systems and Graphics

Sem

este

r 2 CE00873-2


CE00851-2 Programming Physics

& AI Engines for Games

Option


Higher National Diploma Forensic Computing Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills





Security Technologies

Sem

este

r 2 CE00859-1



Algorithms


Forensic Tools and Techniques

Year two

Yea

r 2

Sem

este

r 1


Project


Methods

CE01098-2 Forensic Data

Recovery


Systems and Graphics

Sem

este

r 2 CE00873-2



Systems and Networks Option


Higher National Diploma Software Engineering Year one

Yea

r 1

Sem

este

r 1

CE00825-1 IT Skills




Option

Sem

este

r 2 CE00859-1



Algorithms


Operating Systems


Year two

Yea

r 2

Sem

este

r 1


Project


Methods

CE00314-2 Further Programming

Concepts in C++ Option

Sem

este

r 2 CE00873-2


CE00550-1 Computer and

Multimedia Hardware Systems

Option

Option requirements You should choose such that at least one of the two Options is a Level 2 module. 1 General Option – see Recommended General Options Level 1 or Level 2 1 Award Option - Choose at least one from the following list Semester 1 CE01160-2 Introduction to Rich Internet Applications CE01159-2 Further Web Development CE00527-2 Further Object Oriented Programming CE00399-2 Biometrics 1 Semester 2 CE00828-2 Interface Designs and Interactions CE00719-2 Multimedia Animation CE01151-1 Web Scripting CE01161-2 Web Development with Microsoft Technologies

Recommended General Options – Level 1 Semester 1 CE00829-1 Introduction to Web Development CE00398-1 Introduction to Security Technologies

CE00126-1 Introduction to Networking with LANs and WANs Semester 2 CE00056-1 Introduction to Programming 3D applications CE00855-1 Introduction to Operating Systems CE00857-1 Data Structures and Algorithms CE00859-1 Object Oriented Programming Techniques CE00868-1 Introduction to Forensic Tools and Techniques CE00824-1 Introduction to Multimedia Development Recommended General Options – Level 2 Semester 1 CE00824-1 Introduction to Networking with LANs and WANs CE00829-1 Introduction to Web Development CE00398-1 Introduction to Security Technologies CE00369-1 Introduction to Computer Games and Graphical Systems CE61014-1 Maths and Stats for Computing Students CE00367-1 Introductory Business Concepts CE00881-2 LAN Switching and WAN Networks (admission requirements) CE00375-2 Fundamentals of Mobile Computing CE00314-2 Further Programming Concepts in C++ (admission requirements) CE00527-2 Further Object Oriented Programming (admission requirements)3 CE00399-1 Biometrics 14 5 CE01160-2 Introduction to Rich Internet Applications CE01159-2 Further Web Development (admission requirement) CE01099-2 Ethical Hacking (special admission requirement for 2010 – see Award Leader (DDH)) CE00884-2 Forensic Data Recovery (admission requirement) CE00824-1 Introduction to Multimedia Development Semester 2 CE00126-1 Introduction to Networking with LANs and WANs CE00855-1 Introduction to Operating Systems CE00370-1 Introduction to Artificial Intelligence CE01151-1 Web Scripting (admission requirement) CE00861-2 Advanced Routing (admission requirements)6 CE00341-2 AI Methods (admission requirements) CE00343-2 Software Development for Mobile Computing (admission requirements) CE00373-2 Computer Systems: Low Level Techniques (admission requirements) 2 CE00526-2 Concurrent Programming in C# (admission requirements) CE00596-2 Investigating Operating Systems (admission requirements) CE00719-2 Multimedia Animation CE00352-2 System Programming & Computer Control (admission requirements) 3 CE00376-2 Imaging and Special Effects (admission requirements) CE00828-2 Interface Designs and Interactions (admission requirement) CE01161-2 Web Development with Microsoft Technologies (admission requirement) CE01097-2 Cybercrime Forensic Analysis (admission requirement)

3 Not acceptable if planning to progress to Software Engineering Degree Top Up Scheme 4 Not acceptable if planning to progress to Forensic Computing Degree Top Up Scheme 5 Not acceptable if planning to progress to Computer Science Degree Top Up Scheme 6 Not acceptable if planning to progress to Network Computing Degree Top Up Scheme

6. How will I learn on this award?

The University believes that all students should have the opportunity to develop their study skills and outlook such that they will be able to maximise the knowledge gained during the course as well as their own potential. To support this belief the University’s teaching and learning strategy aims to provide a resourced based learning environment with a strong emphasis on student opportunity rather than simple, direct teaching. Each of you is a partner within this learning experience and you are encouraged and expected to take responsibility for your own learning. The Faculty emphasises the role of the lecturer as a learning facilitator who will enable and encourage you to take the opportunities available. 6.1 Teaching and Learning Strategy Students of the Higher National awards come from a wide variety of backgrounds. Some are mature students wishing to study in part-time mode at their local college. Some have no formal qualifications. Others come straight from school to study at the university campus and have narrowly missed the entry requirements for the honours degree. Yet others have qualifications and/or experience in different fields and are attempting to move into a new field by studying their Higher National award. Some of these students will have highly advanced transferable skills while others will need to develop theirs. Some students will have good IT skills while others new to the field will not. Owing to their diverse backgrounds, students may not be as familiar or as well-practised in the different forms of assessment used within awards as their honours degree counterparts. It is important within this programme of study, particularly in year 1, to cater for the requirements of all these students and to lay solid foundations for the academic content and associated assessment strategies of the modules within the award, which are shared with students studying for honours degrees. This process begins with the level 1 module CE00825-1 IT Skills which is a double (30 credit) module spanning both teaching blocks. This facilitates the development of transferable skills (such as research, analysis, problem solving, group work, communication and reflection). It also covers the key IT skills required by all awards in the programme which include numeracy, software packages (including office applications) and systems’ analysis and design. This module has a flexible delivery pattern – in other words, it may be taught in a way which best facilitates the development of the associated competences of the students involved. It is possible that it will be delivered in a different way in each centre depending on the nature of the cohort. At the University, this module is delivered in small groups of ten or less students. In this way, students can be given the individual help they need when they need it. Where possible, the tutorial groups comprise students taking the same or closely related awards. 6.2 Learning Time The programme operates within the University Modular Framework. Full time students study four 15 credit modules in each teaching block. There are two teaching blocks in each academic year. Each teaching block lasts 12 weeks. The total learning time for each 15-credit module is 150 hours. The way that this time is spent will reflect the subject matter of the module. On the module specifications, the total learning time is divided into two components namely contact time, and independent study. The contact time stated on the module descriptors will be the precise amount of time given to students at the university. For colleges, this will represent the minimum amount of time required.

6.2.1 Contact Time All modules have a learning component, which involves classroom teaching of some description. The nature of this is covered in the learning strategies section of the module descriptor. For the university, this will determine the precise strategy used whereas for colleges, this will be a guideline. Suitable alternative delivery mechanisms will be approved by university module leaders at the annual development session. At the university, for a number of modules at level 1 where it is considered appropriate, instead of having lectures the taught material will be delivered each week during a blocked three-hour tutorial period. Parts of the block (e.g. the first and last hour) will be tutored and will comprise a mix of delivered material (including presentations) and guided tutorial work, which will include individual and group activities. Other parts of the block (e.g. the middle hour) will be set aside for untutored independent resource based learning – see below. Every alternate week (six times in each 12-week teaching block), this session will be used as a surgery session for peer and self assessment to provide formative feedback and for guidance on assessment work. For certain modules, additional surgery sessions will be required.

6.2.1.1 Independent Study Time The independent study time will be used for self-study and directed learning. Directed learning approaches have been chosen to be compatible to the nature of the award and the module material. They may include: case studies, investigations, seminars, resource based learning, and independent reading. Some material will be problem based and lead students through a series of activities designed to incrementally solve a given problem. The emphasis will be on an active learning approach with students being encouraged to engage with the material. Commentaries and given solutions will encourage students to complete the activities by suggesting the path the students may take to get from the question to an acceptable solution. In more detail the approaches are:

• Independent resource based learning where students are expected to achieve specific goals using their own personal efforts. This approach will help them build up their research skills and develop their own individual study approaches and strategies whilst using resources. This will not only benefit students during their award, but should also help them to continue lifelong learning after completing their course of study;

• Independent reading where students will be set passages of text or books to read in their own time;

• Problem based learning where students will be set a specific problem that requires a solution to be found. To solve this problem they will need to think, and reason towards a good final solution.

• Supervision. Students are required to undertake an intermediate level project. A major factor related to this is learning how to work independently and be guided by a an academic supervisor;

• Case studies and investigations on modules. It is often the case that a real life scenario is used for students to investigate in order to understand how theories taught relate to the real world

Students will have access to a wide range of resources. In addition to the module material and VLE support, students will have access to the various on-line library facilities. Staffordshire University has subscriptions to electronic book services such as Safari Tech Books, Ebrary and Netlibrary. Staffordshire University also has subscriptions to IEEExplore, ACM Digital Library, Elsevier Science Direct and Infotrac Computer Database all offering full text electronic access to journals and conference proceedings, software support services, and access to some software provided by the university. All students of the university are able to avail themselves of the arrangements for borrowing texts from other university libraries.

6.2.1.2 Formative Assessment and Feedback

Most modules adopt the use of both formative and summative assessment. Formative assessment is seen as a vital review point or milestone that can be used to review how a student is progressing, enabling positive encouragement to be given, or equally the opportunity to realign and redirect the student. Students are encouraged to pro-actively seek formative feedback from tutors during tutorial sessions. Additionally, many modules (particularly at certificate level incorporate surgery sessions which may include guided self and peer assessment.

6.2.1.3 Self Assessment Sessions Students will be asked to grade their own work against assessment criteria – following instructions from the tutor. This is done for several reasons: • To encourage understanding of the marking process • To encourage students to read and use the assessment criteria • To provide a mechanism for self-testing

6.2.1.4 Peer Assessment Sessions These are tutor led sessions where students will be asked to assess another student’s work against assessment criteria. This is done: • To provide useful feedback • To provide the opportunity for students to see how someone else has tackled the same work

and to compare this with their own effort • To encourage students to read and use the assessment criteria

6.3 Assessment A variety of different modes of assessment are employed in the awards. The nature of the subject area for these awards is predominantly practical and the programme aims specify that students completing their programme successfully should be able to apply these skills in industry. Assessment throughout the programme can therefore be expected to ensure suitable balance between theoretical knowledge and practical skills. An assessment strategy will be chosen for each module based on what is appropriate for testing the achievement of the learning outcomes. Where appropriate, to reflect the vocational and practical nature of the award, the assessment will be a portfolio (phased series of tasks) which may include work done individually and in groups and will have practical and written components. This will be assessed through a presentation and demonstration. The assessment strategy for each module is put forward by the module team for agreement with the award manager who will ensure that all the stated learning outcomes can be adequately assessed. It is stated in the module specification and must be adhered to by all centres. Also shown will be the mapping of learning outcomes to assessment where there is more than one assessed component within the module. The development of the assessment criteria is co-ordinated by the module leader with input from members of the module team. Assessment criteria are stated clearly on all coursework assignments. The assignments are made available through the Blackboard VLE or from the module leader on request. For a precise breakdown of the assessment types for each module, please refer to the mapping tables in the individual module handbooks. A more detailed account of the assessment strategy for a module is given in the module descriptor.

6.4 The Final Year Project

The final year of the Higher National Diploma requires students to undertake a project. This enables students to build on their academic work and to apply the technologies learned to a real world scenario. It also enables students to utilise the transferable and IT skills developed in the earlier year(s) of their award. The project is supervised and the supervision comprises regular one to one sessions. The project is assessed by a demonstration/presentation and viva, which provides tutors with an opportunity to discover the extent of a student’s knowledge and understanding of the subject area. The students are also required to produce a comprehensive formal report, which is a means of assessing the extent of their written communication skills and their ability to reflect on what they have learnt.

6.5 Personal tutoring The CE00825-1 IT Skills module encapsulates the personal tutoring system for the programme. The students’ tutor will also be the nominated personal tutor for the group and will keep records of student attendance and performance across all modules. The tutor will also play an active role in encouraging the students to take part in personal development planning. It is felt that the small groups and the nature of the module content will facilitate the bonding required for group work and that students will learn from each other. Students will have a 15 minute personal meeting with their tutor in weeks five and ten of each teaching block in year 1. In these meetings, the tutor can address any concerns with any part of the award in order to ensure the progress of each individual. It is also an opportunity for students to raise any issues, which may be affecting their progress and to seek advice when required. In year 2, the personal tutor will act as supervisor for the Final Year project. Students will have a 15 minute personal meeting with their tutor each week where in addition to guiding the project, the tutor can address any other issues, which might affect the student’s overall progress.

6.6 Personal and Professional Development and Employability. Personal Development Planning is covered by the wider reaching Employability Policy, which aims to improve the employment potential of each student. QAA has outlined a set of minimum expectations in terms of the provision of PDP opportunities for HE students. The way in which each award aims to meet these at the university is shown in a table in appendix 5. Each college will be required to produce a PDP statement which will be approved by the University. The Employability Policy contains a set of key PDP elements in which all students on an award should have the opportunity to engage in. The way in which these PDP elements are included in the various awards at the university is shown in a table in appendix 5. The University employability policy has statements outlining five aims. The way in which these aims are met by the various awards at the university is shown by a table. Each college will be required to produce an employability statement which will be approved by the university Personal Development Planning is organised through two threads, an academic thread and an award support thread. Overall at level 1, Students will be given ten hours of module time for Personal Development Planning activities. This will be split into two-hour blocks in weeks 5,10,12, 17 and 22. Additionally four hour-long talks will be given in weeks 0, 5, 13 and 22. At level 2, students will not receive and module time for their Personal Development Planning activities but will receive continuous support from their tutor. They will be given three hour-long career planning talks in weeks 0, 10 and 13. At level 1, the academic thread is delivered through the CE00825-1 IT Skills module and a further module entitled CE00834-1 Personal Skills and Professional Computing. In the CE00825-1 IT Skills module, students will be introduced to ”Pebblepad”, the on-line portfolio system used at the University. Students are given 2 hours of module time in each of weeks five and 10 in each

teaching block (8 hours over the year) and are encouraged to use this time to reflect on their development and to plan future development. The will be supported in the use of “Pebblepad” to record evidence of their skills. In the CE00834-1 Personal Skills and Professional Computing module students Personal Development Planning will be supported by work sheets to facilitate the development of personal and professional skills and covering Curriculum Vitae development and interview skills. Students will be given two hours of module time at the end of this module in week twelve and encouraged to use this time record evidence of the skills they have gained on “Pebblepad”. It is hoped that having been allocated time and having received support and encouragement for Personal Development Planning activities throughout level 1, that students will recognise the value of these activities and continue them with the support of their personal tutor throughout level 2 The award support thread, comprises seven hour-long sessions (four of which are in year 1). At level 1, the induction talk in week 0 will include is a talk, which will specifically cover Personal Development Planning and will introduce the related personal tutoring system and the mechanism for recording personal development plans. This will be followed in week five with an “induction update session” This is an opportunity for the PDP co-ordinator to reiterate the ideas behind Personal Development Planning and coincides with the week where two hours of module time are set aside for PDP Activities and when personal tutoring takes place. In week 1 of teaching block 2, there is a progress review talk covering how academic progress is recorded. Personal interviews will be organised for students who have failed modules. Towards the end of the year (usually week 22) there will be a “progression session”. For the year one students, this will cover route/award choices for year 2.

6.7 Students with Disabilities

The Faculty of Computing Engineering and Technology supports a policy of inclusive teaching and learning to ensure that all students have an equal opportunity to fulfil their educational potential. Students with declared disabilities who apply to these awards will be counselled as to the the reasonable adjustments which can be made to teaching and learning methods to ensure that they have the opportunity to achieve the award outcomes. Support for this is provided by the Faculty’s Disability coordinator and Student Advisor. For further information about disability support and admissions at Staffordshire University, please consult http://www.staffs.ac.uk/uniservices/disability/about.php

7. How do I hand in assignments?

You will always be required to hand in written assignments relating to Faculty of Computing Engineering and Technology modules to the Faculty Office, either in the Octagon, Stafford, or Brindley, Stoke. Instructions for the submission of practical assignments will be included in the relevant module handbooks. It is your responsibility to ensure that you submit assignments on time and at the appropriate place. The Faculty Office is open to take your assignments at the following times: Monday to Thursday 8.45 am – 3.30 pm Friday only 8.45 am – 3.30 pm

ASSIGNMENTS WILL ONLY BE ACCEPTED DURING THESE HOURS. Written assignments to be submitted to the Faculty Office should have stapled to them an assignment receipt form, available from the Office. Please ensure that you fill in all sections, particularly the module title and tutor's name before coming into the Office to have it stamped; space is at a premium and the Office is very busy on assignment submission days, so do plan to submit your work in plenty of time. Note that some assignments are marked anonymously, and that you are asked to fold and stick down the right hand flap of the assignment receipt form to conceal your name before handing in your work to the Faculty Office. This is an important tool in helping to safeguard the integrity of the assessment process. Anonymous marking, however, is usually confined to conventional essay type assessments, as with other kinds of assessment (for example, an artefact or presentation report or dissertation) the tutor would normally be aware of the author’s identity. If you have a problem with dyslexia, make sure that you ask for one of the yellow labels (available from your Award Leader/Personal Tutor or if at the last minute the Faculty/School Office) to attach to your work to signal to the tutor that the assignment needs to be marked on content and understanding rather than on syntactical and grammatical competence. The form you will complete is in duplicate. It is most important that you use a biro so that both copies are marked. Having completed it go into the Office where a member of staff will date stamp and sign both copies of the form and return one copy of it to you. KEEP THIS SAFE! IT IS A RECEIPT, WHICH YOU CAN PRODUCE TO SHOW THAT YOU HAVE SUBMITTED YOUR ASSIGNMENT. We would normally expect you to hand in your work in person, but recognise that this may not always be possible. If you are unable to hand in your written assignments in person, you can submit them via the post, using recorded delivery. This is important as should your work not arrive, we need to be able to find out what happened to it. All work which is submitted in this way will be dated according to the postmark. YOU SHOULD ALSO NOTE THAT NO WORK WILL BE ACCEPTED WHICH HAS BEEN SENT BY FAX OR E-MAIL. Finally, it hardly needs to be said that it is always, of course, good practice to keep a hard or (backed up) electronic copy of any assignment you submit. Should the assignment you submitted get lost then you will have the receipt to prove that you handed it in and a copy to replace what has been lost. 8. Feedback on Your Work The University’s Academic Board has been considering the outcomes of the last National Student Survey and discussing how it can provide quicker assessment feedback to students. This guidance refers to summative (actual) rather than formative (practice) assessments. In relation to this, the following has been agreed: Coursework and other assessments, excluding examinations From September 2010, you will normally receive feedback on all your assessments, other than examinations, within 20 working days following the date of submission of your assessment or actual date of the assessment (in the case of class tests). For some assessments the feedback period will be less than 20 working days. However, it may be the case that the 20 day rule for

some assessments cannot be met for justified reasons (for example, modules on which a large number of students are enrolled). However, it is anticipated that this will apply to only a small number of modules on your award and, in those cases, the feedback return period will not exceed 25 days. The anticipated feedback return times for all assessments will be published in your Module handbooks. In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be provisional and will be subject to final ratification by the appropriate Assessment Board in due course. Formal University examinations Feedback for examinations will always be provided and should be available as soon as possible after the relevant examination. Where appropriate, feedback on examinations at the end of the last teaching block in the final year should be provided in the form of generic, group feedback through the University VLE. At the latest, feedback should be provided at least four weeks before the next examination period. The University hopes that you will also play your part by ensuring that you collect feedback from the relevant sources as soon as it is available. 9. Personal Development Planning and Personal Tutoring PDP Coordinator Mrs. Susan Bailey (email: [email protected]) The Personal and Professional Development and Employability Co-ordinator:- • leads training sessions on the package used to store personal development plans • prepares material for use in personal development sessions. • Takes part in the award support sessions during induction week and throughout the academic

year.

The Award Support Team

The Award Support Team is responsible for the organisation of assessments and examinations and for maintaining student information in accordance with procedures relating to the Modular Award Management System. Students’ files are maintained by the Faculty Office Supervisor. Your award Support Officers are Kathryn Shenton and Rachel Jardine who can be contacted as follows: Room K266, Tel: (01785) 353436, email: [email protected].

Module Leaders

A Module Leader is one of the team of people involved with a particular module. In conjunction with this team, each Module Leader is responsible for managing and overseeing the day-to-day administration of the module. This involves:

• preparing assessments • monitoring, controlling and reporting on students’ progress • conducting module reviews with the students of each cohort. • Each Module Leader provides counselling to students on the module. This may involve: • encouraging and advising you before you start the module study period

• acting as a focus for problems encountered during the module study period • providing support and encouragement prior to and during the module assessments.

If students experience any difficulties with the work associated with a module, they should see the Module Leader and discuss the problems. The module leader for each module is listed on the descriptor on the module handbook.

Personal Tutoring

The Programme has an integral personal tutoring system which is structured as follows:

Personal Tutoring at Level 1

Personal tutors will see tutees as part of a small tutorial group (maximum 10) on a weekly basis and also for two 15 minute sessions during each semester during which personal profiling information will be discussed.

Personal Tutoring at Level 2

Personal tutors will see tutees on a weekly basis as part of project supervisory meetings. Personal tutors will: • Be on hand to discuss and problems and should be the first port of call. • Monitor student attendance • Monitor student progress The personal tutoring team leaders will organise personal tutoring team meetings at regular intervals at which student attendance and progress will be discussed. 10. Accreditation of Prior Learning The Accreditation of Prior Learning is the term used when a student uses his or her previous experiences to gain admission to a programme of study; admission to a module; admission at an intermediate stage in a programme (advanced standing); or to gain exemption from part of a programme of study. These previous experiences may be work-based learning, general learning experiences (experiential) or certificated qualifications. You should normally apply for exemptions or admission with advanced standing through the AP(E)L scheme when you apply for a place on the award, or immediately upon registration for your modules. You will not be allowed to apply for AP(E)L in a module once you have submitted any assessment for that module. If you apply for exemptions or admission with advanced standing through the AP(E)L scheme you may be required to undergo some assessment to determine the relevance of your experiences/qualifications. The APL and AP(E)L forms can be obtained from the Faculty of Computing Engineering and Technology Office. The APL and AP(E)L Board meets in early October. It is chaired by one of the Faculty’s Programme Area Managers and its purpose is to consider all the APL and AP(E)L applications received from students and uphold or reject these applications dependant on the evidence provided. 11. Award Regulations Your award is regulated by the Undergraduate Modular Framework or the Regulations for Postgraduate awards.

These can be accessed at : http://www.staffs.ac.uk/current/regulations/academic/index.php An important new regulation for 2010-11 relates to referrals and resits on assessments. Module Failure - what happens if I fail a module? If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail grade (Grade Points 3, 2, 1 or 0). If you have failed to submit any assessment for the module, you will be given a Grade Point N (Fail due to non-submission) for the element(s) of that module and you will only be allowed a further attempt at that element(s) of the module at the discretion of the appropriate Board. If I fail a module, can I resit it?

(i) If you made an attempt at your assessments at the first attempt: You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have made an attempt at the assessment(s) on the first occasion unless a claim for Extenuating Circumstances has been successful.

(ii) If you did not make an attempt at your assessments at the first attempt:

If you do not submit work or attend assessments at the first attempt, that guarantee of a referral is lost and the appropriate Board will decide whether or not to allow you a referral. In making its decision, the Board may take account of your engagement with that module. If the Board does allow you a referral(s) and you do not take the referral(s) at the time notified to you by your Faculty/School, no further referral opportunity will be given to you and you may fail the award. When can I take my resit(s)? In all cases, if you are allowed a referral(s), the referral(s) must be taken at the next resit opportunity. For most students, this will be in August 2011 but will depend on the nature of the award and the timing of your assessments. It is your responsibility to make sure that you know when you are required to resit. 12. Award Specific Regulations You are required to gain at least 30% in each component of assessment, and get an aggregate mark of over 40% in order to pass a module. 13. Placement The HND Computer Science Scheme does not include a Placement Year.

14. HND Project

Each Level 2 HND students will be required to undertake an HND Project. Details of how the project is organised and run will be detailed within a separate booklet that will be distributed during an HND Project Meeting that will be timetabled during Welcome Week. It is essential that you attend this meeting as it will include a presentation and discussion about the project. Whilst it will be beneficial for you to have some pre-prepared ideas for a project before you start level 2 it is not essential. The date, time and location of the project meeting will be included within the “Level Two: Schedule for Induction Week 2010“ that will be given to you when you arrive on Wednesday 22nd September 2010. If you find that you are unable to attend the HND Project Meeting you must discuss this with David Hodgkiss as failing to attend the meeting may result in you not being allowed to start your project.

15. Academic Dishonesty and Plagiarism The University and faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. If you get caught breaking the University’s rules, you can expect to be punished – this might mean failing an assignment, failing a module or even failing your award and being asked to leave the University. It is vitally important that you understand the rule regarding plagiarism. These can be found at: http://www.staffs.ac.uk/images/academic_dishonesty_tcm68-12681.pdf There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at the following resources. http://www.staffs.ac.uk/uniservices/infoservices/studyskills/ If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre (located in the library).

Appendix A – Glossary of Terms

Module

A unit of study with a defined learning outcomes, curriculum and assessment. The module definition is to found in the module specification for the module. Each module has a number of Credits, associated with it. A single module is worth 15 Credits and notionally requires 150 hours of learning activity to complete. This learning activity being divided between time for class contact hours with staff, independent study and assessment. The number of allocated learning hours rises in proportion to the number of Credits attributed to a module at the rate of 10 hour per credit. All modules are multiples of the basic unit of 15 Credits. So for example, a double module will be worth 30 Credits and will have a learning time of 300 hours.

Core module This is a module that you must take and pass to qualify for a given award title or range of titles.

Award Option

This is a module chosen from a list of Award Option modules. Award Option modules are studied in conjunction with the core modules and from the prescribed set of modules for a particular named award

General Option

This is a module which you can choose from a set of modules which have been designed to complement your Award. This is to allow you to broaden your knowledge and skills base if you wish by taking some supplementary studies in addition to your main subject area.

Co-requisites

Co-requisites are those modules that you must take as a package. All the Level C core modules can be considered to be co-requisites. We have defined co-requisites to make sure that there is sufficient shape and coherence in your programme of study to make it a rewarding and interesting experience. A corequisite is therefore a module which must be studied in addition to and normally at the same time as a particular module.

Pre-requisites

A pre-requisite is defined as a specific requirement that you must meet before you can take a module. In a similar way as entry to an Award was dependent on your achieving A-Level or BTEC passes for example, or having other prior knowledge, for some modules you will have to be ‘qualified’ to take them. This will normally mean studying for a module at an earlier level in the Award. Pre-requisites are specified to make sure that you have the knowledge and skills you will need to be successful in your chosen modules. Please refer to the Undergraduate Modular Framework Regulations for a more detailed description of this term in particular the distinction between the terms pre-requisites’ and ‘Special Admissions Requirements’.

Disqualified Combinations

Although rare, disqualified combinations are those modules which you cannot study together. This is normally because the content of the modules overlaps in some way, such that by taking both you would not cover the equivalent of two-modules learning.

Grade ( Point )

On completion of the assessment of a module, you will be assigned a grade for that module in the range 0 to 15. In considering your performance at the end of a Level, grades will be averaged to produce grade point average for the Level (weighted by the size of the module). Grade points run from 0 to 15, with 0-3 being fail grades for undergraduate module, and 0-6 being fail grades for postgraduate modules.

Level

This indicates the academic level at which study is to be undertaken – Certificate level (module level 1), Intermediate level (module level 2) and Honours level (module level 3). Normally it corresponds to one year of study for full-time students. However, students may take modules from different levels at the same time, provided that they meet the requirements for their award.

Teaching Block

A period of study into which the year is divided, that may include induction learning, assessment and academic counselling. There are currently two teaching blocks in each academic year.

Appendix A Learning Outcomes of the Award

10.1 The Framework for Higher Education Qualifications The Framework for Higher Education Qualifications (FHEQ) provides guidance on programme learning outcomes at different levels of an award. Staffordshire University has interpreted this framework by mapping to eight learning outcomes. The 8 university learning outcomes are as follows:- 1. Knowledge and Understanding 2. Learning 3. Enquiry 4. Analysis 5. Problem Solving 6. Communication 7. Application 8. Reflection The learning outcomes are mapped onto the abilities and skills identified by the Computing Benchmark Statement which broadly fall into three categories of computing-related cognitive abilities, computing-related practical abilities, and additional transferable skills, all of which are developed within the context of the computing discipline (see Appendix 2 for an extract from the Computing Benchmark Statement that delineates these various abilities and provides the numbering system used). In the tables below where the Computing Benchmark Statement is referenced the following abbreviations are used: SRCA = Subject-related Cognitive Ability; SRPS = Subject-related Practical Skill; ATS = Additional Transferable Skill. After each statement of a learning outcome, there follows in square brackets the relevant Benchmark Statement skills and abilities that the achievement of the learning outcome supports. Please note that the Benchmark Statement abilities and skills represent the Benchmark abilities and skills associated with the achievement of the award of a HND (level I) and the Certificate of Higher Education (level C). The abilities and skills given for a particular level are therefore cumulative and do not solely relate to the abilities and skills achieved at a given level, but to the abilities and skills achieved over the award period that culminates in that level.

On completion of each level of study, a Computing Science student will be able to: Common learning outcome headings

CERTIFICATE Outcomes as underlined italics refer to those at Intermediate Level that are pertinent to the HNC scheme. [Benchmark Statement mapping]

INTERMEDIATE [Benchmark Statement mapping - cumulative]

Knowledge and Understanding

Demonstrate knowledge and basic understanding of underlying facts concepts, principles and theories relating to the field of Computing Science specifically: • Programming Fundamentals • Basic computing algorithms and numeracy • Techniques for computer system

development including o requirements elicitation and

analysis, o design, o implementation, and testing

• Structure and operation of computer and multimedia hardware systems.

[SRCA 1, 2, 3, 4, 6; ATS 2] Demonstrate knowledge and critical understanding of those facts concepts, principles and theories covered at certificate level extending this knowledge specifically in the areas of: • Database Systems and Information Retrieval

Demonstrate knowledge and critical understanding of those facts concepts, principles and theories covered at certificate level extending this knowledge specifically in the areas of: • Software Engineering

Methodologies • Database Systems and Information

Retrieval • Development of complex computer

systems and also in certain chosen areas within the broader field of Computing Science. [SRCA 1, 2, 3, 4, 6; ATS 2]

Learning Evaluate possible approaches, tools, techniques and solutions and develop lines of argument required to make sound judgments based on the knowledge and understanding relevant to the field of Computing Science. [SRCA 4, 6; SRPA 2] Build on certificate level learning by developing an understanding of the limits of knowledge gained

Build on certificate level learning by developing an understanding of the limits of knowledge gained (including uncertainty and bias) and how this influences analyses and interpretations based on that knowledge [SRCA 4, 6; SRPA 2]

Enquiry Demonstrate: • The ability to recognise the nature and extent

of information needed and the ability to find it effectively and efficiently.

• The ability to present, evaluate and interpret both qualitative and quantitative data showing an awareness of the key principles involved including the use of graphs and statistics.

[ATS 1, 2]

Demonstrate: • Knowledge and critical

understanding of the main methods of enquiry (including recognised literature searching and requirements elicitation techniques) to gather information about computer-based problems

• The ability to critically evaluate and manage the information collected.

[SRCA 4; ATS 1, 2] Analysis • Evaluate and interpret the facts concepts,

principles and theories relating to the field of Information Technology using simple models where appropriate for the purpose of comprehension, communication, prediction and the understanding of trade-offs in typical case studies

• Evaluate the appropriateness and functional qualities of computer-based systems

[SRCA 1; SRPA 2]

Use established techniques to: • Critically analyse information

pertaining to computing systems in complex real world scenarios..

• Use complex models where appropriate for the purpose of comprehension, communication, prediction and the understanding of trade-offs in computer-based systems

Use established techniques to: • Critically analyse information pertaining to

computing systems in complex real world scenarios..

• Use complex models where appropriate for the purpose of comprehension in computer-based systems.

• Test and evaluate computer-based systems.

• Test and evaluate computer-based systems.

[SRCA 1; SRPA 2; ATS 1]

Problem Solving

Demonstrate: • The ability to evaluate the appropriateness of

different approaches to problem solving in computing

• The ability to select and apply appropriate practices and tools (based on requirements and practical constraints) to propose satisfactory computer-based solutions to simple case studies.

[SRCA 6; SRPA 1, 3, 5; ATS 3] • The ability to evaluate critically the

appropriateness of different approaches to problem solving following analysis of a complex problem

• The ability to select and apply appropriate practices and tools (based on requirements and practical constraints)

Demonstrate: • The ability to evaluate critically the


• The ability to select and apply appropriate practices and tools (based on requirements and practical constraints) to propose effective computer-based solutions to complex problems. (recognising possible trade-offs).

[SRCA 5, 6; SRPA 1, 2, 3, 5; ATS 3]

Communication • Communicate ideas (orally, electronically or in writing) accurately, reliably, and in a structured form

• Document the development, design and testing of computer-based solutions in a structured manner

[SRCA 5, 7; SRPA 4] Communicate information and arguments effectively

Communicate information and arguments effectively to specialist and non-specialist audiences using appropriate documentation techniques and report formats. [SRCA 5, 7; SRPA 4]

Application Apply knowledge and understanding of the facts, concepts, principles and theories relating to the field of computer science in the effective design, development, evaluation and testing of computer-based solutions [SRCA 6; SRPA 1, 5; ATS 2, 3] Apply knowledge and critical understanding of the facts, concepts, principles and theories relating to the field of Computing outside the context in which they were first studied to: • Aid understanding and solution of a complex

problem. • Deploy appropriate, practices and tools for the

specification, design, implementation and testing of a computing solution

Apply knowledge and critical understanding of the facts, concepts, principles and theories relating to the field of Computing outside the context in which they were first studied to: • Aid understanding and solution of a

complex problem. • Deploy appropriate, practices and

tools for the specification, design, implementation and testing of a computing solution to a complex problem using a range of software and hardware.

[SRCA 6; SRPA 1,5; ATS 2,3]

Reflection Demonstrate the following qualities and transferable skills

Demonstrate qualities and transferable skills including

• an awareness of the professional, moral and ethical issues

• an awareness of appropriate ethical and legal practices.

• the ability to take responsibility for learning • the ability to work both independently and as

part of a team. [SRCA 8; ATS 4,5]

• the development of existing skills, and acquisition of new competencies

• the exercise of personal responsibility and decision-making

• understanding of quality, risk and safety issues and the ethical, legal and social context in which computing-based solutions are developed and operate

• commitment to continuing professional development and lifelong learning.

[SRCA 8; ATS 4, 5, 6] Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPA 1-5; ATS 1-6. On completion of each level of study, a Network Computing student will be able to: Common learning outcome headings




Demonstrate knowledge and basic understanding of underlying facts concepts, principles and theories relating to the area of Network Computing specifically: • Programming Fundamentals • Basic algorithms and numeracy • Techniques for system development

including o requirements elicitation and


• Structure and operation of computer and multimedia hardware systems

• Computer networking fundamentals • Foundations of computer security [SRCA 1, 2, 3, 4, 6; ATS 2] Demonstrate knowledge and critical understanding of those facts concepts, principles and theories covered at certificate level extending this knowledge specifically in the areas of: • Development of complex networking applications

Demonstrate knowledge and critical understanding of those facts concepts, principles and theories covered at certificate level extending this knowledge specifically in the areas of: • Software Engineering

Methodologies • Network security systems and

applications • Database Systems and Information

Retrieval • Development of complex

networking applications [SRCA 1, 2, 3, 4, 6, 8; ATS 2]

Learning Evaluate possible approaches, tools, techniques and solutions and develop lines of argument required to make sound judgments based on the knowledge and understanding relevant to the field of Computer Science and the area of Network Computing and Security. [SRCA 4, 6, SRPA 2]

Build on certificate level learning by developing an understanding of the limits of knowledge gained (including uncertainty and bias) and how this influences analyses and interpretations based on that knowledge [SRCA 4, 6; SRPA 2]

Enquiry Demonstrate • The ability to recognise the nature and extent

Demonstrate • Knowledge and critical



[ATS 1, 2]





• Evaluate the appropriateness and functional qualities of computer networks.

[SRCA 1; SRPA 2]

Use established techniques to • Critically analyse information

pertaining to computer security and established networking problems.


• test and evaluate computer network installations

[SRCA 1; SRPA 2; ATS 1] Problem Solving

Demonstrate • The ability to evaluate the appropriateness of



[SRCA 6; SRPA 1, 3, 5; ATS 3] • The ability to select and apply appropriate

practices and tools (based on requirements and practical constraints) to propose effective networking solutions to complex problems.

Demonstrate • The ability to evaluate critically the


• The ability to select and apply appropriate practices and tools (based on requirements and practical constraints) to propose effective networking solutions to complex problems. (recognising possible trade-offs).

[SRCA 6; SRPA 1, 3, 5; ATS 3] Communication • Communicate ideas (orally, electronically or

in writing) accurately, reliably, and in a structured form

• Document the development, design and testing of networking solutions in a structured manner

[SRCA 6; SRPA 4]

Communicate information and arguments effectively to specialist and non-specialist audiences using appropriate models, documentation techniques and report formats. [SRCA 5, 7; SRPA 4]

Application Apply knowledge and understanding of the facts, concepts, principles and theories relating to the area of Network Computing in the effective design, development, evaluation and testing of computer networks. [SRCA 6; SRPA 1, 5; ATS 2, 3] • Deploy appropriate, practices and tools for the

specification, design, implementation and testing in networking and security.

Apply knowledge and critical understanding of the facts, concepts, principles and theories relating to the area of Network Computing outside the context in which they were first studied to: • Aid understanding and solution of a


tools for the specification, design, implementation and testing in networking and security.

[SRCA 6; SRPA 1, 5; ATS 2, 3] Reflection Demonstrate the following qualities and

transferable skills • an awareness of the professional, moral and

ethical issues • an awareness of appropriate ethical and legal

practices. • the ability to take responsibility for learning • the ability to work both independently and as

part of a team [SRCA 8; ATS 4, 5]

Demonstrate qualities and transferable skills including • The development of existing skills,

and acquisition of new competencies

• The exercise of personal responsibility and decision-making

• Understanding of quality, risk and safety issues and the ethical, legal and social context in which computing-based solutions are developed and operate

• Commitment to continuing professional development and lifelong learning.

[SRCA 8; ATS 4, 5, 6] Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPA 1-5; ATS 1-6. On completion of each level of study, a Software Engineering student will be able to: Common learning outcome headings




Demonstrate knowledge and basic understanding of underlying facts concepts, principles and theories relating to the area of Software Engineering specifically: • Programming Fundamentals • Basic algorithms and numeracy • Techniques for system development




[SRCA 1, 2, 3, 4, 6; ATS 2] • Database Systems and Information Retrieval

Demonstrate knowledge and critical understanding of those facts concepts, principles and theories covered at certificate level specifically extending this in areas of: • Software Engineering

Methodologies • Database Systems and Information

Retrieval • Development of complex computer

systems [SRCA 1, 2, 3, 4, 6, 8; ATS 2]

Learning Evaluate possible approaches, tools, techniques and solutions and develop lines of argument required to make sound judgments based on the knowledge and understanding relevant to the field of Computer Science and the area of Software Engineering. [SRCA 4, 6; SRPA 2] To build on certificate level learning by developing an understanding of the limits of knowledge gained (including uncertainty and bias) and how this influences analyses and interpretations based on that knowledge

To build on certificate level learning by developing an understanding of the limits of knowledge gained (including uncertainty and bias) and how this influences analyses and interpretations based on that knowledge [SRCA 4, 6; SRPA 2]




[ATS 1, 2]







[SRCA 1; SRPA 2] Use established techniques to • Critically analyse information pertaining to

computing systems in complex real world scenarios..

• Test and evaluate computer-based systems


pertaining to computing systems in complex real world scenarios..



[SRCA 1; SRPA 2; ATS 1]

Problem Solving




[SRCA 6; SRPA 1, 3, 5; ATS 3] Demonstrate • The ability to evaluate critically the


The ability to select and apply appropriate practices and tools (based on requirements and practical constraints)



• The ability to select and apply appropriate practices and tools (based on requirements and practical constraints) to propose effective computer-based solutions to complex problems (recognising possible trade-offs).

[SRCA 5, 6; SRPA 1,2, 3, 5; ATS 3]

Communication • Communicate ideas (orally, electronically or in writing) accurately, reliably, and in a structured form


[SRCA 5, 7; SRPA 4] Communicate information and arguments effectively

Communicate information and arguments effectively to specialist and non-specialist audiences using appropriate models, documentation techniques and report formats [SRCA 5, 7; SRPA 4]

Application Apply knowledge and understanding of the facts, concepts, principles and theories relating

Apply knowledge and critical understanding of the facts, concepts,

to software engineering in the effective design, development, evaluation and testing of computer applications. [SRCA 6; SRPA 1, 5; ATS 2, 3] Apply knowledge and critical understanding of the facts, concepts, principles and theories relating to the area of Software Engineering outside the context in which they were first studied to • Aid understanding and solution of a complex

problem. • Deploy appropriate, practices and tools for the

specification, design, implementation and testing of a computing solution to a problem

principles and theories relating to the area of Software Engineering outside the context in which they were first studied to • Aid understanding and solution of a


tools for the specification, design, implementation and testing of a computing solution to a problem

[SRCA 6; SRPA 1, 5; ATS 2, 3]

Reflection Demonstrate the following qualities and transferable skills • An awareness of the professional, moral and

ethical issues • An awareness of appropriate ethical and legal

practices. • The ability to take responsibility for learning • The ability to work both independently and

as part of a team [SRCA 8; ATS 4, 5]


and acquisition of new competencies

• The exercise of personal responsibility and decision-making

• Understanding of quality, risk and safety issues and the ethical, legal and social context in which computing-based solutions are developed and operate

• Commitment to continuing professional development and lifelong learning.

[SRCA 8; ATS 4,5, 6] Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPA 1-5; ATS 1-6. On completion of each level of study, a Forensic Computing student will be able to: Common learning outcome headings

CERTIFICATE [Benchmark Statement mapping]



Demonstrate knowledge and basic understanding of underlying facts concepts, principles and theories relating to the area of Forensic Computing specifically: • Programming Fundamentals • Basic algorithms and numeracy • Techniques for system development



• Structure and operation of Hardware, Software Systems and Networks

[SRCA 1, 2, 3, 4, 6; ATS 2]

Demonstrate knowledge and critical understanding of those facts concepts, principles and theories covered at certificate level specifically extending this in areas of: • Systems Programming And

Computer Control • Hardware, Software Systems and

Networks • Database Systems and Information

Retrieval • Software Engineering

Methodologies • Development of complex computer

systems

[SRCA 1, 2, 3, 4, 6, 8; ATS 2]

Learning Evaluate possible approaches, tools, techniques and solutions and develop lines of argument required to make sound judgments based on the knowledge and understanding relevant to the field of Computer Science and the area of Forensic Computing. [SRCA 4, 6; SRPA 2]

Build on certificate level learning by developing an understanding of the limits of knowledge gained (including uncertainty and bias) and how this influences analyses and interpretations based on that knowledge. [SRCA 4, 6; SRPA 2]




[ATS 1, 2]







[SRCA 1; SRPA 2]


pertaining to computing systems and forensic computing problems







[SRCA 6; SRPA 1, 3, 5; ATS 3]




[SRCA 5, 6; SRPA 1, 2, 3, 5; ATS 3] Communication • Communicate ideas (orally, electronically or



[SRCA 5; SRPA 4]

Communicate information and arguments effectively to specialist and non-specialist audiences using appropriate models, documentation techniques and report formats [SRCA 5, 7; SRPA 4]

Application Apply knowledge and understanding of the Apply knowledge and critical

facts, concepts, principles and theories relating to forensic computing in the effective design, development, evaluation and testing of computer-based solutions

[SRCA 6; SRPA 1, 5; ATS 2, 3]

understanding of the facts, concepts, principles and theories relating to the field of Computing and the area of Forensic Computing outside the context in which they were first studied to: • Aid understanding and solution of a


tools for the specification, design, implementation and testing of a computing solution to a problem


transferable skills • an awareness of the professional, moral and

ethical issues • an awareness of appropriate ethical and legal

practices. • the ability to take responsibility for learning • the ability to work both independently and as

part of a team [SRCA 8; ATS 4, 5]

• Demonstrate qualities and transferable skills including

• the development of existing skills, and acquisition of new competencies

• the exercise of personal responsibility and decision-making

• understanding of quality, risk and safety issues and the ethical, legal and social context in which computing-based solutions are developed and operate

• commitment to continuing professional development and lifelong learning

[SRCA 8; ATS 4, 5, 6] Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPA 1-5; ATS 1-6. On completion of each level of study, a Computer Games Programming student will be able to: Common learning outcome headings

CERTIFICATE [Benchmark Statement mapping]



Demonstrate knowledge and basic understanding of underlying facts concepts, principles and theories relating to the area of Computer Games Programming specifically • Programming Fundamentals • Basic algorithms and algorithmic strategies • Techniques for system development

including o Requirements elicitation and

analysis, o Design, o Implementation and testing


• Mathematical foundations for computing • Introduction to fundamental aspects of

Computer games and graphical systems

Demonstrate knowledge and critical understanding of those facts concepts, principles and theories covered at certificate level specifically extending this in areas of: • Software Engineering • Computer Graphics • Physics Engines for Games [SRCA 1, 2, 3, 4, 6, 8; ATS 2]

[SRCA 1, 2, 3, 4, 6; ATS 2] Learning Evaluate possible approaches, tools,

techniques and solutions and develop lines of argument required to make sound judgments based on the knowledge and understanding relevant to the field of Computer Science and the area of Computer Games Programming. [SRCA 4, 6; SRPA 2]

Build on certificate level learning by developing an understanding of the limits of knowledge gained (including uncertainty and bias) and how this influences analyses and interpretations based on that knowledge. [SRCA 4, 6; SRPA 2]




[ATS 1, 2]







[SRCA 1; SRPA 2]


pertaining to Computer Games systems and Computer Games Programming problems.







[SRCA 6; SRPA 1, 3, 5; ATS 3]




[SRCA 5, 6; SRPA 1,2, 3, 5; ATS 3] Communication • Communicate ideas (orally, electronically or



[SRCA 5; SRPA 4]

Communicate information and arguments effectively to specialist and non-specialist audiences using appropriate models, documentation techniques and report formats. [SRCA 5, 7; SRPA 4]

Application Apply knowledge and understanding of the Apply knowledge and critical

facts, concepts, principles and theories in the field of computing in the effective development, evaluation and testing of Computer Games. [SRCA 6; SRPA 1, 5; ATS 2, 3]

understanding of the facts, concepts, principles and theories relating to the area of Computer Games Programming outside the context in which they were first studied to: • Aid understanding and solution of a


tools for the specification, design, implementation and testing of a computing solution to a problem.


transferable skills • An awareness of the professional, moral and

ethical issues • An awareness of appropriate ethical and

legal practices. • The ability to take responsibility for learning • The ability to work both independently and

as part of a team [SRCA 8; ATS 4, 5]


and acquisition of new competencies • The exercise of personal

responsibility and decision-making • Understanding of quality, risk and

safety issues and the ethical, legal and social context in which computing-based solutions are developed and operate

• Commitment to continuing professional development and lifelong learning

[SRCA 8; ATS 4, 5, 6] Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPA 1-5; ATS 1-6.

Appendix B Curriculum Maps

AWARD STRUCTURE TABLES AND MAPPING FROM MODULES TO LEARNING OUTCOMES HNC COMPUTER SCIENCE SCHEME - TEACHING BLOCKS 1 & 2 – YEAR 1 (75 Credits)

Code Modules A

sses

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Cre

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Net

wor

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ompu

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Softw

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& U

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3 En

quiry

4 An

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olvi

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6 C

omm

unic

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7 Ap

plic

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8 R

efle

ctio

n cw/ex 4C,

G 4C, G 5C

Teaching Block 1 Learning Outcomes CE00825-1 IT Skills 100/0 15/30 C C C CE00834-1 Personal Skills and Professional Computing 100/0 15 C C C CE00829-1 Introduction to Web Development 100/0 15 C CE00126-1 Introduction to Networking with LANs and WANs 100/0 15 C CE00858-1 Fundamental Programming Techniques 100/0 15 C Teaching Block 2 Learning Outcomes CE00825-1 IT Skills 100/0 15/30 C C C CE00855-1 Introduction to Operating Systems 50/50 15 C C

C = Core, G = General Option

HNC COMPUTER SCIENCE SCHEME - TEACHING BLOCKS 3 & 4 – YEAR 2 (75 Credits)

Code Modules

Ass

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ent w

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ting

Cre

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Com

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Net

wor

k C

ompu

ting

Softw

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Engi

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1 Kn

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& U

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2 Le

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3 En

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4 An

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5 P

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olvi

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6 C

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unic

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7 Ap

plic

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8 R

efle

ctio

n cw/ex 4C,

G 4C, G

4C,G

Teaching Block 3 Learning Outcomes CE00858-1 Fundamental Programming Techniques 100/0 15 C C CE00838-2 System Development: Tools, Techniques &

Methods 100/0 15 C C

CE00881-2 LAN Switching and WAN Networks 50/50 15 C Teaching Block 4 Learning Outcomes CE00550-1 Computer & Multimedia Hardware Systems 100/0 15 C C CE00873-2 Information Retrieval and Use 100/0 15 C C CE00857-1 Data Structures and Algorithms 100/0 15 C C CE00859-1 Object Oriented Programming Techniques 100/0 15 C


HNC COMPUTER SCIENCE SCHEME - TEACHING BLOCKS 5 & 6 – YEAR 3 – TOP UP TO HND (90 Credits)

Code Modules

Ass

essm

ent w

eigh

ting

C

redi

ts

Com

putin

g Sc

ienc

e

Net

wor

k C

ompu

ting

Softw

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Engi

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1 K

now

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Und

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andi

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2 Le

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3 E

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ry

4 A

naly

sis

5 P

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6 C

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unic

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7 A

pplic

atio

n

8 R

efle

ctio

n cw/ex 4C,

2AO

5C, G

4C,AO G

Teaching Block 5 – Top Up to HND Learning Outcomes CE00820-2 HND Computing Project 100/0 15/30 C C C

CE00838-2 Systems Development: Tools, Techniques and Methods 100/0 15 C

CE00314-2 Further Programming Concepts in C++ 50/50 15 C CE00527-2 Further Object Oriented Programming 50/50 15 AO CE00399-2 Biometrics 1 100/0 15 AO AO CE00881-2 LAN Switching and WAN Networks 50/50 15 AO CE01160-2 Introduction to Rich Internet Applications 100/0 15 AO AO CE01159-2 Further Web Development 100/0 15 AO AO CE00375-1 Fundamentals of Mobile Computing 50/50 15 AO Teaching Block 6 – Top Up to HND Learning Outcomes CE00820-2 HND Computing Project 100/0 15/30 C C C CE00859-1 Object Oriented Programming Techniques 100/0 15 C CE00857-1 Data Structures and Algorithms 100/0 15 C CE00873-2 Information Retrieval and Use 100/0 15 C

CE00917-2 Router Security Technologies 50/50 15 C CE00550-1 Computer and Multimedia Hardware Systems 100/0 15 C CE00306-2 Human Computer Interaction and Usability 50/50 15 AO CE00719-2 Multimedia Animation 100/0 15 AO AO CE00844-2 Web Media Programming 100/0 15 AO CE00953-2 Web Application Development 100/0 15 AO CE00952-2 Web Design 50/50 15 AO CE00828-2 Interface Designs and Interactions 100/0 15 AO CE01161-2 Web Development with Microsoft Technologies 100/0 15 AO

C = Core, AO = Award Option, G = General Option

Appendix 4

AWARD STRUCTURE TABLES AND MAPPING FROM MODULES TO LEARNING OUTCOMES HND COMPUTER SCIENCE SCHEME - LEVEL C – TEACHING BLOCK 1

Code Modules A

sses

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t wei

ghtin

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Cre

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Com

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ienc

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Net

wor

k C

ompu

ting

Fore

nsic

Com

putin

g

Com

p. G

ames

Pro

gram

.

Softw

are

Engi

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ing

1 K

now

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Und

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2 Le

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3 E

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4 A

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5 P

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olvi

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6 C

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unic

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7 A

pplic

atio

n

8 R

efle

ctio

n cw/ex 7*C,

G 7*C,

G 7*C,

G 7*C,

G 7*CG

Teaching Block 1 Awards & structure Learning Outcomes CE00825-1 IT Skills 100/0 15/30 C C C C C CE00834-1 Personal Skills and Professional Computing 100/0 15 C C C C C CE00858-1 Fundamental Programming Techniques 100/0 15 C C C C C CE00126-1 Introduction to Networking with LANs and WANs 100/0 15 C

CE00369-1 Introduction to Computer Games and Graphical Systems 100/0 15 C

CE00829-1 Introduction to Web Developments 100/0 15 C


HND COMPUTER SCIENCE SCHEME - LEVEL C – TEACHING BLOCK 2

Code Modules

Ass

essm

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eigh

ting

Cre

dits

Com

putin

g Sc

ienc

e

Net

wor

k C

ompu

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Fore

nsic

Com

putin

g

Com

p. G

ames

Pro

gram

.

Softw

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Engi

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1 K

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Und

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2 Le

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3 E

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4 A

naly

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5 P

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olvi

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6 C

omm

unic

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n

7 A

pplic

atio

n

8 R

efle

ctio

n cw/ex 7*C,

G 7*C,

G 7*C,

G 7*C,

G 7*C,G

Teaching Block 2 CE00825-1 IT Skills 100/0 15/30 C C C C C CE00550-1 Computer and Multimedia Hardware Systems 100/0 15 C C CE00859-1 Object Oriented Programming Techniques 100/0 15 C C C CE00857-1 Data Structures and Algorithms 100/0 15 C C C C CE00855-1 Introduction to Operating Systems 50/50 15 C CE00868-1 Introduction to Forensic Tools and Techniques 100/0 15 C CE00056-1 Introduction to Programming 3D Applications 70/30 15 C


HND COMPUTER SCIENCE SCHEME - LEVEL I – TEACHING BLOCK 3

Code Modules

Ass

essm

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eigh

ting

Cre

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Com

putin

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Net

wor

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Fore

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Com

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Com

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ames

Pro

gram

.

Softw

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Engi

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& U

nder

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2 Le

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3 En

quiry

4 An

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5 P

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6 C

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7 Ap

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8 R

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n cw/ex 5C,

2AO G

6C AO G

7C, G

7C, G

6C, AO G

Teaching Block 3 Awards & structure Learning Outcomes CE00820-2 HND Computing Project 100/0 15/30 C C C C C

CE00838-2 System Development: Tools; Techniques and Methods 100/0 15 C C C C C

CE00314-2 Further Programming Concepts in C++ 50/50 15 C CE00829-1 Introduction to Web Development 100/0 15 AO

CE00884-2 Data Recovery, Tracing & Evidence Gathering in Computer Systems 50/50 15 C

CE00842-1 Hardware, Software Systems and Graphics 100/0 15 C C CE00527-2 Further Object Oriented Programming 50/50 15 AO CE00399-2 Biometrics 1 100/0 15 AO AO AO CE00881-2 LAN Switching and WAN Networks 50/50 15 AO C CE00849-2 Further Programming for 3D Applications 50/50 15 C CE01160-2 Introduction to Rich Internet Applications 100/0 15 AO AO AO CE01159-2 Further Web Developments 100/0 15 AO AO AO


HND COMPUTER SCIENCE SCHEME - LEVEL I – TEACHING BLOCK 4

Code Modules

Ass

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eigh

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Cre

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Pro

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.

Softw

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2 Le

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3 En

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6 C

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7 Ap

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8 R

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2AO G

6C AO G

7C, G

7C, G

6C, AO G

Teaching Block 4 CE00820-2 HND Computing Project 100/0 15/30 C C C C C CE00873-2 Information Retrieval and Use 100/0 15 C C C C C CE00550-1 Computer and Multimedia Hardware Systems 100/0 15 C CE00859-1 Object Oriented Programming Techniques 100/0 15 C CE00804-2 Hardware and Software Systems and Networks 30/70 15 C CE00719-2 Multimedia Animation 100/0 15 AO AO CE00917-2 Router Security Technologies 50/50 15 C CE00851-2 Programming Physics & AI Engines for Games 50/50 15 C CE00828-2 Interface Designs and Interactions 100/0 15 AO AO AO CE01151-1 Web Scripting 100/0 15 AO AO AO CE01161-2 Web Development with Microsoft Technologies 100/0 15 AO AO AO


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Transcript of HND/C Computer Science Scheme - Staffordshire University & C Scheme... · HND/C Computer Science...