University Centre at Blackburn College. Abbreviated Programme Specification Containing Both Core + Supplementary Information

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1 Abbreviated Programme Specification Containing Both Core + Supplementary Information The Degree consistently involves both employers in all stages of the programme delivery including design, delivery, assessment and review. The specific Work Based Learning Unit, the role of employers as mentors and programme team members, and the explicit integration of work based application at unit level throughout the programme will further extend, develop and enhance the employer contribution to the programme. 1.Awarding institution/body: 2a.Teaching institution: 2b.Work-based learning: Lancaster University Blackburn College 120 hours 3a. Programme approved by: Lancaster University 4. Final awards: FdSc Computing 5. Programme titles: FdSc Computing(Networking & Forensics) 6. UCAS code: GG46 7. Subject benchmark statement: Computing 8. Date of PS preparation/revision: December Educational aims of the course Develop the skills required to help fill the skills gap in business applications, networking and computing security. Provide a pathway to allow for the development of higher level skills Prepare students for professional recognition Integrate academic and vocational learning in close collaboration with employers Provide critical insights, substantial technical skills and experiences with current networking and business systems, methods, tools and technologies. Equip students with personal and interpersonal as well as technical skills so as to enhance employability and promote enterprise Develop practice as a computing technician in business systems, computer networking and forensic computing. To provide the students with skills, knowledge and confidence to apply proven technologies within the workplace. Page 1 of 8

2 To provide knowledge and understanding sufficient to allow students to recognise new applications and developments and their impact on information systems or network infrastructures in the workplace. To provide transferable skills suitable for progression into employment and education. To equip students with analytical skills and evaluative techniques that can be applied within their future employment. To provide relevant work based skills to allow them to operate in supervisory or managerial roles. To provide graduates with the skills to compete within the computing and IT employment market. To provide a progression route to a level 6 qualification. Knowledge and Understanding Level 4 A1 A2 A3 A4 Level 5 A5 A6 A7 A8 A9 Implement processes that support the delivery and management of systems within a specific environment Possess an ability to engage in continuing professional development Work effectively in teams to accomplish a common goal Operate as a professional constrained by the professional, ethical, legal, security, and social issues and responsibilities of a professional. Apply mathematical skills appropriate to the discipline Analyse a problem, and identify and define the requirements appropriate to its solution Design, implement and evaluate a computer-based system, process, component, or program to meet desired needs Work with consideration for local and global impacts on individuals, organisations and society Use current techniques, skills, and tools necessary for effective working practices Subject Specific Skills Networking & Forensics Level 4 B19 B20 Identify key components of computer hardware and software. Design, correctly implement and document solutions to network configuration problems Level 5 B21 B22 B23 B24 Apply the skills that are the focus of this program to network administration. Demonstrate basic level of competency in programming and logic skills. Employ web technologies. Administer, and maintain a computer network. Page 2 of 8

3 B25 Apply forensic analysis skills to network traffic Generic Skills Level 4 C1 C2 C3 C4 C5 C6 Identify the dynamics of the workplace, to work productively with people of diverse cultures and technical backgrounds. Interact effectively as a team member to the achievement of the team goals Managing learning by utilising resources specific to the discipline Take control and be independent learners with minimum support Communicate effectively whilst observing the conventions of the discipline Identify problems and apply theories and principles of good practice to resolve them Level 5 C7 C8 C9 C10 C11 C12 Evaluative and Analytical skills: an ability to critically assess and summarise arguments, reports, documents and other written and verbal data. Data Collection and research skills: an ability to retrieve and analyse information independently from a variety of sources Self Management of learning: an ability to employ well developed self directed study and learning skills and organise learning in terms of employment time management skills and the ability to work to deadlines Appraise and criticise own practice within the context of the IT industry and the rules and regulations of professional bodies Communicate effectively with a range of audiences. Analyse own strengths and weaknesses, question others opinions and develop personal criteria and judgement 10. Teaching Learning and Assessment Strategy The School has an explicit Teaching, Learning and Assessment strategy, and a strategy for the levelling of the academic challenge of its courses. (Appendix 3) Page 3 of 8

4 11. Programme structures and requirements, levels, modules, credits, and awards Title Level 4 Credits Level 5 Credits FdSc Computing(Networking and Forensics) Module Credits Level Networking and Forensics Personal Development Planning 15 4 Mandatory Research Methods 15 4 Mandatory Introduction to Computerised Systems 15 4 Mandatory Programming Fundamentals 15 4 Mandatory Database Design and Application 15 4 Mandatory Introduction to System Modelling 15 4 Option Web and Interface Development 15 4 Option Computer, Law & Crime 15 4 Mandatory Logic & Implementation 15 4 Mandatory Research Project 15 5 Mandatory Multimedia Development 15 5 Mandatory Modern Computing Environments 15 5 Mandatory Project Management Principles 15 5 Mandatory Work-Based Learning 15 5 Mandatory Computing Forensics 15 5 Mandatory Advanced Networking Techniques 30 5 Mandatory Page 4 of 8

5 12. Support for students and their learning A week long induction programme welcoming students and introducing them to the programme of study and study skills. Higher Education Handbook covering general information of the UCBC and general academic guidelines. Course Specific Student Handbook including a comprehensive description of the modules, information on course administration and other key information. Library, Higher Education Study Centre and resource packages and drop in centres. Teaching/Learning materials. Timetabled Tutorials. HE Learning Support tutor and access to Teaching and Learning Support Services organised centrally. Student Services & Career tutors. 13. Criteria for admission Applicants will be considered individually and will normally be interviewed to determine interest and commitment. Applicants without GCSE Grade C or equivalent in English and Mathematics will be required to undertake an appropriate written assessment. Historically, students with a low UCAS points score have found the technical complexities of the programme difficult and have subsequently been unsuccessful. Therefore an entry point of 160 UCAS points has been set. This is equivalent to Merit, Pass, Pass grades achieved on National Diploma programmes. Criteria In addition, any one of the following criteria should be fulfilled: 160 UCAS points (not including Key Skills) with the majority generated from directly relevant subject areas; Minimum GCSE grade C or equivalent in Mathematics and English Demonstrably equivalent UK or overseas qualifications Applicants with no formal qualifications but who demonstrate an aptitude for the relevant field of study judged suitable after an interview and other appropriate methods of assessment of suitability; Applicants offering other entry qualifications may be admitted with the consent of the course consultant. Non Standard Admissions including APL and requests for direct entry to Level 5 will be considered on a case by case basis in consultation with a Lancaster University Course Consultant and will be subject to an interview and aptitude test. Page 5 of 8

6 When considering whether to offer a place where a learner discloses a disability the disclosure will not be taken into consideration. Applicants will be offered a place according to their academic ability, aptitude, prior experience or portfolio. An Information Sharing Interview will be arranged by Disability Services to discuss with the learner and the Programme Leader the implications of undertaking the programme in relation to their disability. Where it is deemed that reasonable adjustment is not feasible and or the prospective learner will be unable to meet the requirements of the Core Academic Criteria the learner may choose to withdraw their application or it may be necessary for UCBC to withdraw the offer of a place or to offer alternative provision. 14. Methods for evaluating and improving the quality and standards of teaching and learning Mechanisms for review and evaluation of teaching assessment, the curriculum and outcome standards: Module reviews Annual course review Planned review and revalidation Course review for external verifiers Staff appraisal and action plans Peer teaching observation Centre Learning & Teaching Committee Centre Quality Team Committees with responsibility for monitoring and evaluating quality and standards Centre Student Committee School Student Committee Course Team Employer Forum Centre Quality Group Academic Council Assessment & Awards Boards Learning Teaching and Research Committee Marketing Team Mechanisms for gaining student feedback on the quality of teaching and their learning experience. Centre Student Committee School Student Committee Evaluation of modules and course administration by the use of student questionnaires. Academic and Information and Guidance Tutorials. Staff Development priorities Staff are expected and supported to gain higher qualifications Staff appraisal In house Staff Development Work Shadowing All full-time staff required to attain formal teaching qualifications Regular course team meeting and annual review and planned staff development days. Page 6 of 8

7 15. Regulation of assessment Assessment is based on numerical marking schemes which grade work according to the standards expected of Foundation Degree students at the end of the second year of a university 3 year honours degree, valuing (with due allowance for the year of study) the threshold achievement defined in the QAA Benchmark statement at 40%, the modal at 50% and that expected of an outstanding student at 70% or more. 16. Re-validation Five years from date of validation. Page 7 of 8

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