Programme Specification for MSci/BSc Ethical Hacking and Network Security Contents I Part 1 3 1 Available Awards and Mode of Study 3 2 Awarding Institution 3 3 Teaching Institution and Location of delivery 3 4 Internal Approval/Review Dates 3 5 Programme Accreditation 3 6 Accreditation Date and Duration 3 7 QAA Benchmark Statements and Other External Factors 3 8 Date of Programme Specification 3 9 Course Director 4 10 Educational Aims of the Programme 4 11 Intended Learning Outcomes 4 11.1 Knowledge and Understanding........................................ 4 11.2 Cognitive (thinking) Skills........................................... 5 11.3 Practical Skills................................................. 5 11.4 Transferable Skills............................................... 5 11.5 Teaching And Assessment Of Course Learning Outcomes......................... 6 12 Programme Structure and Requirements, Levels, Modules, Credits and Awards 6 12.1 The requirement for a MSci.......................................... 6 12.2 The requirement for a BSc honours award is as follows:.......................... 6 12.3 The requirement for an BSc award is as follows:.............................. 7 12.4 The requirement for an DipHE award in Computing is as follows:..................... 7 12.5 The requirement for an CertHE award in Computing is as follows:..................... 7 12.6 Progression for BSc (Hons).......................................... 7 12.7 Fallbacks.................................................... 7 12.8 cascade of awards............................................... 7 13 Support for students and their learning 8 13.1 Induction Week................................................. 8 13.2 Course Director................................................. 8 13.3 Personal Tutor................................................. 8 13.4 Buildings and Equipment........................................... 8 13.5 Module Support................................................ 8 13.6 Placement Support............................................... 8 13.7 Administrative and Registry Support..................................... 8 13.8 Learning Support................................................ 9 1
13.9 General Support................................................ 9 13.10No Hidden Extras................................................ 10 14 Criteria For Admission 10 15 Method For Evaluating And Enhancing The Quality And Standards Of Teaching And Learning 11 16 Regulation Of Assessment 11 17 Indicators Of Quality And Standards 11 18 Additional Information 12 19 Mandatory and Optional Modules 13 20 Curriculum Map 14 21 Capabilities (Skills) Map 15 21.1 Capability Outlines (from the Code of Practice for Academic and Skills Development).......... 15 21.2 Capabilities developed through the Add+vantage Scheme......................... 16 22 Recommended Programmes of Study for the Courses 16 22.1 Overseas Consideration............................................ 16 22.2 Normal Programme of Study......................................... 16 II Part 2 17 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements 17 2 Teaching and Learning Strategy 17 3 Assessment Strategy 17 4 Programme/Course Management 17 5 Entry Requirements and Selection Procedures 17 6 Compliance with the University s Academic Regulations and current legislation 18 2
Part 1 Programme Specification for MSci/BSc (Hons) Ethical Hacking and Network Security (ECU176) 1 Available Awards and Mode of Study Title of Award Mode of attendance UCAS Code FHEQ Level Document MSci 4 Years FT / 5 Years SW GG45 7 - FHEQ BSc. (Honours) 3 Years FT / 4 Years SW GG45 6 - H BSc. 3 Years FT / 4 Years SW GG45 6 DipHE Computing Fallback 5 - Intermediate CertHE Computing Fallback This programme is part of the Scheme of Undergraduate Courses in Computing. 2 Awarding Institution Coventry University 3 Teaching Institution and Location of delivery Coventry University 4 Internal Approval/Review Dates Date of latest review October 2010 Date for next review Academic year 6 year approval academic year 2015/16 5 Programme Accreditation The BSc Honours Ethical Hacking and Network Security degree is accredited by the British Computer Society as satisfying the requirements for interim CITP and partial CEng and CSci registration. 6 Accreditation Date and Duration Accreditation renewed in November 2009, from 2009 intake for 5 years until 2014 intake. 7 QAA Benchmark Statements and Other External Factors QAA Computing Benchmark Statement (can be found at http://www.qaa.ac.uk/en/publications/documents/ Subject-benchmark-statement-Computing.aspx.pdf) 8 Date of Programme Specification November 2014 3
9 Course Director James Shuttleworth 10 Educational Aims of the Programme Graduates of the Ethical Hacking and Network Security course will have a clearly targeted and developed set of skills in computer science with special emphasis on security. They will understand the threats posed to modern information structures and will be able to apply defences against such threats. They will be able to devise methods of testing a systems security and possess the skills needed to break into systems that have vulnerabilities. They will be able to advise a company on how to set up secure systems. There is the possibility of a placement year for all courses. The skills base of this course generally resides within the body of knowledge defined by the QAA Computing benchmark statement. As well as the technical foci, the courses all contain content that prepares students in social, ethical, legal and professional aspects of a cooperative human environment such as the workplace. The MSci Award extends the course learning of the Bachelors programme into more advanced topics from Ethical Hacking, Digital Froensic and Network Computing while also allowing students to investigate areas at the forefront of computer science research and industry. In particular, the 4th year project module will extend the research skills of the MSci students by asking them to work on research projects associated with researchers in the department. This open-ended and deep learning characterises much of the 4th year of the course. 11 Intended Learning Outcomes This programme satisfies the QAA Computing benchmark statements and Coventry University s Code of Practice for Academic and Professional Skills Development. Section 20 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in Section 19) Section 21 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in. The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section. 11.1 Knowledge and Understanding On successful completion of the programme a student should be able to demonstrate knowledge, understanding and depth relevant to the level of study of: Id KU1 KU2 KU3 KU4 KU5 KU6 Description The underlying technology, design methods and programming languages required to practice in the domain of their programme of study. The cultural, commercial, ethical and professional issues connected with the creative and IT industries and professional practice within them. The requirements and/or the relevant background information required for the development of product in a domain appropriate to their programme of study. The means of production of a product of a nature relevant to their domain of study to meet a set of agreed requirements. Knowledge of emergent technologies appropriate to their domain of study. (MSci) Advanced aspects of computer systems and their use by a combination of theory and practice, with practice being guided by theoretical considerations These learning outcomes are taught and assessed using a variety of methods, as described in Section 11.5 4
11.2 Cognitive (thinking) Skills On successful completion of the programme a student should be able to Id CS1 CS2 CS3 CS4 CS5 Description Apply appropriate design and problem-solving techniques to computing requirements or issues Research the concept, design and development of a product relevant to their domain of study Conduct an in-depth investigation relating to the requirements and/or relevant background information for the development of a product in a domain appropriate to their programme of study Reach relevant and useful conclusions in the evaluation of the implementation of a product in a domain appropriate to their programme of study (MSci) Apply critical evaluation to research literature related to their course in order to implement and apply suitable techniques and theory to a given research problem. These learning outcomes are taught and assessed using a variety of methods, as described in Section 11.5 11.3 Practical Skills On successful completion of the programme a student should be able to Id PS1 PS2 PS3 PS4 PS5 Description Use design, production and programming tools relevant to their domain of study. Apply usability and HCI design techniques in the context of a product relevant to their domain of study. Structure and write reports on various aspects of their domain of study Structure and write an in depth report detailing the concept, design and development of a product relevant to their domain of study (MSci) Demonstrate competences at a systems level and the ability to assess complex attack/counter-attack systems and resources, to recognise the individual components and to understand their interaction, to improve systems, to replace them and to create them These learning outcomes are taught and assessed using a variety of methods, as described in Section 11.5 11.4 Transferable Skills On successful completion of the programme a student should be able to Id TS1 TS2 TS3 TS4 TS5 TS6 TS7 Description demonstrate professional and ethical practice in their field of study demonstrate personal and time management skills appropriate to professional conduct in their field of study. communicate effectively using a appropriate media and style. demonstrate an ability to work effectively as part of a group. demonstrate an ability to learn independently, reflect on one s own learning needs and achievements and to develop a plan for learning development demonstrate problem solving skills and reflect on the process of development of a product appropriate to their field of study and report and communicate findings effectively. (msci) demonstrate those skills required for the creation of the lifelong learner, who can set goals and identify resources for the purpose of learning. Transferable/key skills are generally incorporated within modules (see section 21) and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight 5
deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas. 11.5 Teaching And Assessment Of Course Learning Outcomes the principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below. ILOs Teaching And Learning Assessment KU1 to KU6 lectures examinations CS1 to CS5 seminar discussions coursework assignments PS1 to PS5 tutorials in-class tests independent learning student presentations practical laboratory activities portfolio-type assessments activity led learning (all) research projects Modules offered through the add+vantage scheme will also provide additional opportunities for skills development and support for personal development planning. 12 Programme Structure and Requirements, Levels, Modules, Credits and Awards Modules within the programme, their status (whether mandatory or core options), the levels at which they are studied, their credit value and pre/co requisites are identified in section 19. The MSci course is delivered over four years full-time or five years if with placement. The BSc and BSc (Hons) course have a duration of three years (full time) and four years (sandwich). Recommended programmes of study for the degree courses will be organised as shown in section 22. modules identified with a number starting 1 are level 1, those that begin with 2 are level 2 and so on. For the MSci course, has an optional placement year is available between stages two and three, providing a sandwich degree variant of the course. The module 250EC, Professional Training (40 credits) will be taken by those taking a sandwich degree in addition to those modules in the recommended programme. A Study Abroad Year option, 240EC (40 credits), is also available. The full-time four year route with study abroad allows students to spend a year abroad between stage 2 and the final stage for their course. Students opting to take this route may join the Erasmus exchange scheme or other study abroad routes (i.e. for study outside the EU), or a work placement under the Erasmus work placement scheme or on their own initiative (i.e. for work placements outside the EU). Alternatively they may choose to combine a period of study with a period on placement. Students undertaking a work placement/internship will register on module 250EC whilst those undertaking a period of study abroad will register on module 240EC. Students who successfully complete the assessment associated with this module will receive 40 credits at level 2 Here, 12.1 The requirement for a MSci 1. Achievement of 480 CATS credits at levels 1, 2, 3 and M (year 4) 2. A pass in all of the mandatory modules in the recommended programme of study for the named award 12.2 The requirement for a BSc honours award is as follows: 1. Achievement of 360 CATS credits at levels 1, 2 and 3. 2. A pass in all of the mandatory modules in the recommended programme of study for the named award. The project module must be included in the calculation of the class of award for all Honours Degree awards. 6
12.3 The requirement for an BSc award is as follows: 1. Achievement of 300 CATS credits at levels 1, 2 and 3. 2. A pass in all of the mandatory modules, except the project, in the recommended programme of studyshould a student not meet the requirements of the awards above, the following fallback awards may be conferred: 12.4 The requirement for an DipHE award in Computing is as follows: 1. Achievement of 240 CATS credits at levels 1 or 2 made up from modules specified as part of the BSc or BSc(Hons) Computing programme 12.5 The requirement for an CertHE award in Computing is as follows: 1. Achievement of 120 CATS credits at levels 1 or 2 made up from modules specified as part of the BSc or BSc(Hons) Computing programme 12.6 Progression for BSc (Hons) To progress from stage 1 to stage 2 of an honours programme, students will be required to have gained 90 level 1 credits which must include the prerequisite modules for their stage 2 programme of study. To progress from year 2 to professional training, students will be required to have gained 100 credits at level 2. To progress from stage 2 to stage 3 of an honours programme, students will be required to have gained 90 level 2 credits which must include the prerequisite modules for their stage 3 programme of study. To progress from year 3 to year 4, students registered for the MSci award must complete 120 credits at level 3 and pass all mandatory modules. Students registered for the BSc award may opt to begin progressing toward the MSci award from the start of level 2 subject to an application being made by the student, the student achieving at least a 60% average mark at level 2 and the programme assessment board agreeing to the progression. 12.7 Fallbacks Should a student not meet the requirements of the awards above, the following fallback awards may be conferred: The requirement for an diphe award in computing is as follows: achievement of 240 cats credits at levels 1 or 2 made up from modules specified as part of the bsc or bsc(hons) ethical hacking and network security programme The requirement for an certhe award in computing is as follows: achievement of 120 cats credits at levels 1 or 2 made up from modules specified as part of the bsc or bsc(hons) ethical hacking and network security programme, 12.8 cascade of awards The cascade of awards will be as follows: msci ethical hacking and network security bsc (hons) ethical hacking and network security bsc ethical hacking and network security students who do not achieve a named award may be awarded: diphe computing certhe computing 7
13 Support for students and their learning 13.1 Induction Week New entrants to the course must attend a 1-week induction programme. This familiarises them with the structure and operation of their course and the wider facilities of the university. It also covers essential health and safety issues. A student handbook is issued to all students detailing essential information. During induction students are introduced to their programme manager and personal tutor. Further information is available from the online sources listed in section additional_lank. 13.2 Course Director The course director advises students on all matters related to their academic progression through the course. They will also refer students to the many other central support services (see below) of the university when necessary. 13.3 Personal Tutor The pastoral support of students is provided primarily through their personal tutor. Personal tutors meet new students in small groups on a weekly basis. To support work on individual projects during level 3 studies students are assigned a project supervisor who will meet with them regularly to provide guidance. 13.4 Buildings and Equipment The faculty is mainly based within two buildings ECB and Sir John Laing building, both of which are equipped with specialist equipment to support all students. This includes a high performance engineering centre which houses a full size harrier, three further simulators, a wind and smoke tunnel, civil engineering specialist testing equipment, a range of CNC machinery and a laser workshop. 13.5 Module Support Module leaders and associated teaching teams support students and their learning at the module level. Module guides are provided with detailed information on operational and assessment issues. Modules employ a variety of formative assessment styles and feedback mechanisms to support student achievement. Assessments on modules are carried out in compliance with the university assessment strategy which has been developed to ensure assessment is fair and equitable for students. The faculty of engineering and computing is an enthusiastic adopter of the activity led learning educational delivery style. This involves students in tackling exciting group projects at the start of their course; a feature that has been found to help new students feel more at home in the faculty. 13.6 Placement Support The faculty of engineering and computing encourages students to take a professional training placement between the second and third academic years of their degree. A placements and employability tutor provides support for students in finding a suitable placement and arranging the details. Students on placement are visited by a professional training tutor to support them during their time in industry. See section placement_lnk. 13.7 Administrative and Registry Support A faculty administrative office and programme administrators are available to support students on all administrative matters. This includes services like providing confirmation of enrolment letters, updating contact details, changes to study programme, receiving coursework submissions, releasing results, and organising graduation. The Faculty Registry team support you through your studies, providing information and guidance on the rules and procedures that affect your academic progress. We can help you deal with problems you may be having with academic life and help you understand the University s academic processes and regulations. We have a detailed understanding of the curriculum structures and other specialist support that is available to you within the University. 8
The Faculty Registry have offices located close to the main Receptions. You can drop by the Registry support desk which is next to reception in the ECB; Monday Friday from 1000 1600. Or you can contact Registry staff via the Reception desks in the main EC building or the John Laing building; Monday Friday from 0830 1700. This team can also be emailed FacultyRegistry.ec@coventry.ac.uk at any time and this will be passed to each student s dedicated course support team to respond to. 13.8 Learning Support The university strongly believes in providing the latest technologies to assist students with their learning. This includes the cuonline learning environment, appropriate systems for personal development portfolio planning and recording, and solar system for student records. Student learning on the programme is supported by the collections of the lanchester library, the university s extensive information technology resources and the specialised technical laboratories of the faculty of engineering and computing. The main facilities located within the department of computing: ethical hacking and forensic computing laboratory cisco networking laboratory communications and signal processing laboratory electronics and microprocessor laboratory open access computer facilities research laboratories specialised computing laboratories There are also a number of services designed to provide personal support on academic issues to which students may be directed. The most notable of these include: centre for academic writing computing support centre specialising in help for programming the theta centre daily 9am to 5pm support for all of the topics on the course mathematics support centre which also hosts some specialist support in engineering subjects english language support for overseas students sigma-plus centre which provides support to students questions, queries or issues on any area of computer science and is staffed by departmental staff between 9am and 5pm every day 13.9 General Support At the university level student support is focused in a student centre which has been designed as a one stop shop to deal with the vast majority of non-academic issues that might arise. The main services located in the centre, or providing consultation sessions there, are listed below. Full information on these services can be found on the university s web site. academic registry careers and employability counselling finance international office medical centre 9
mental health nursery recruitment and admissions residences and accommodation spirituality and faith sport and recreation student funding students union advice centre welfare and disability The university places a high priority on equality and diversity for all students and has received national recognition for its work in assisting students with disabilities. Individual staff have been briefed/trained on their responsibilities in these areas and provide the basic assistance required in the academic work of a study module. A faculty learning support co-ordinator and a central university-wide disabilities office provide more specialised support. Reasonable adjustments will be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. The university has an excellent record on widening access and welcomes students from all backgrounds on to its courses. Applications from mature students and from neighbourhoods with low participation in higher education are encouraged. All modules on the programme may be attended on an associate student or part-time student basis by attending classes timetabled for full-time students. 13.10 No Hidden Extras While students will be provided with core text books and/or other materials in support of their course as part of the No Hidden Extras project there is also additional support for all students learning within the Lanchester Library. The library hosts both physical books, administers central access to electronic resources (e-books and electronic journals) as well as document supply (obtaining books or journal articles from other universities). 14 Criteria For Admission UCAS entry profiles may be found at http://www.ucas.ac.uk/profiles/index.html candidates for admission to the programme will normally be expected to: 1. satisfy the general admission requirements of the university as specified in the academic regulations. This requires achieving 5 gcse passes at grade c or above including maths and english, or equivalent qualifications. 2. demonstrate a competence to study using the english language. For overseas entrants the english language requirement is ielts grade 6 or equivalent. 3. meet the academic entry requirements to the programme by achieving a UCAS tariff score of 280 points from one of the following: (a) at least two 6-unit a2 subjects excluding general studies. (b) a btec national certificate or diploma. (c) a 12-unit information technology avce award of at least 120 points with additional tariff qualifications. (d) scottish highers and advanced highers. (e) an appropriate ocr national diploma or national extended diploma. (f) 60-credits in a suitable he access diploma to include at least 45 credits at level 3. This section summarises the main admissions requirements for entry to level 1 of the programme from united kingdom applicants. Applications involving other uk or overseas qualifications, mature candidates, or for direct entry to later levels of the programme from candidates with experience, are welcome and will be considered on their merit. 10
15 Method For Evaluating And Enhancing The Quality And Standards Of Teaching And Learning The programme is managed by the board of study (bos) of the computing department of the faculty of engineering and computing. The assurance of the quality of modules is the responsibility of the boards of study which contribute modules to the programme. The programme assessment board (pab) for computing is responsible for considering the progress of all students and making awards in accordance with both the university and course-specific regulations. External examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (ceqm). Details of the ceqm process can be found on the registry s web site. Students are represented on the student forum, board of study and faculty board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. All programmes are subject to a major review, normally on a five or six year cycle. At these reviews the views of current and former students, and employers are sought. Students are represented on the Student Forum, Boards of Study and Faculty Board, all of which normally meet two or three times per year. Student views are also sought through module and course evaluation questionnaires. 16 Regulation Of Assessment University policy requires the internal moderation of all assessments. External examiners are appointed for all named university awards. The role of the external examiner at module level is to ensure that academic standards are in line with national norms for the subject. External examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, external examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. Coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. On undergraduate programmes, the honours classification boundaries for first class, upper second class, lower second class and third class are 70%, 60%, 50% and 40% respectively. Students to whom the msci award is conferred shall also receive the bsc (hons) ethical hacking award. The undergraduate award classification will be calculated as above. The msci ethical hacking award will be made with distinction or merit for students achieving at least a 70% or 60%, respectively, mean level 4 mark. 17 Indicators Of Quality And Standards The following are key indicators of quality and standards: the programme has been designed in accordance with the relevant qaa benchmark statements for the subject and professional body requirements (see section 7). accreditation is sought from relevant organisations to ensure the course meets professional standards. Sections 5 and 6 detail the current accreditations held. the latest statistical data on the quality of the subject area, results from the national student survey, and typical graduate employment rates and destinations may be accessed at www.unistats.com. the department has a strong portfolio of industry-related research interests in wireless sensors, pervasive computing, distributed computer systems, digital forensics, computer security, serious games, virtual reality, aerodynamics, uavs and electrical energy. 11
the last research assessment exercise resulted in the following ratings for associated subjects: computer science & informatics (5% world-leading, 20% internationally excellent, 50% international, 25% national); electrical & electronic engineering (5% world-leading, 45% internationally excellent, 25% international, 25% national); mechanical, aeronautical and manufacturing engineering (25% internationally excellent, 35% international, 30% national). the department has excellent links with local employers. Regular meetings of the computing and the digital environment advisory board, made up of local employers, provide input to course management and development. Student projects are often informed by working with industrial and research partners. The report of qaa s institutional audit undertaken in november 2008 confirmed that confidence can be placed in the soundness of the institution s current and likely future management of the academic standards of its awards confidence can be placed in the soundness of the institution s current and likely future management of the quality of the learning opportunities. 18 Additional Information Further information about the course and student support can be found in: Coventry University Student Portal: https://students.coventry.ac.uk/pages/index.aspx Study and support resources available through the student portal and cuonline Module Information Directory: https://webapp.coventry.ac.uk/midwebnext/main.aspx EC Student Portal: https://students.coventry.ac.uk/ec/pages/home.aspx The student handbook The programme web The faculty web Global Leaders Programme: http://www.coventry.ac.uk/study-at-coventry/student-support/enhance-your-emp global-leaders-programme/ Please note: this specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the module information directory (mid), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the university and may be verified by the quality assurance agency for higher education. 12
19 Mandatory and Optional Modules Code Title Cr Notable prerequisites M/O Semester Level 1 121COM Introduction to Computing 20 M 1 120CT Computer Architecture And Networks 20 M 1 124MS Logic And Sets 20 M 1 122COM Introduction to Algorithms 10 M 2 120COM Introduction To Computer Security 20 M 2 109SE Digital Forensics Fundamentals 20 M 2 One Level 1 Module Chosen From The University s 10 M 1/2 List Of Add+ Vantage Modules Level 2 250CT Networked System Architectures 20 120CT + 124MS (or equivalents) M 1 245CT Ethical Hacking 1 20 110CT + 120CT (or equivalents) M 1 290COM Technology And Its Social, Legal And Ethical 10 M 1 Context 216SE Digital Forensics Fundamentals 20 109SE (or equivalent) M 2 206CDE Real-World Project 20 M 2 207SE Operating Systems, Security And Networks 20 120CT (or equivalent) M 2 One Level 2 Module Chosen From The University s 10 M 1/2 List Of Add+ Vantage Modules 250EC Placement Year 40 O N/A 240EC Study Abroad 40 O N/A Level 3 345CT Ethical Hacking 2 20 245ct 290com 250ct M 1 350CT Systems Security 20 124ms And (207se) M 1 360CT Advanced Network Management And Design 20 250ct M 1 303COM Individual Project 30 Level 2 Progression M 2 318SE Data Recovery And Advanced Digital Forensic 20 109se, 207se, 216se O 2 Analysis 324COM Secure Programming And Exploit Development 20 O 2 Level 3 Add+ Vantage Module 10 M 1/2 Level 4 M32COM Internet Systems Development 15 M M 1/2 M31CDE Forensic Computing Methods 30 M M 1/2 M28CDE Ethical Hacking 15 M M 1/2 M29COM Network And Mobile Device Forensics 30 M M 1/2 M75COM Msci Research Project 30 M M 3 key: M mandatory (i.e. must be studied and passed for the named award) O option non-condonable Please note: the pre-requisites listed above are course specific. please refer to the module descriptor for the full list of all pre-requisites for the module. 13
20 Curriculum Map Module code KU1 KU2 KU3 KU4 KU5 KU6 CS1 CS2 CS3 CS4 CS5 PS1 PS2 PS3 PS4 PS5 TS1 TS2 TS3 TS4 TS5 TS6 TS7 level 1 122COM X X X X X X X X X X X X X X X 121COM X X X X X X X X X X X X X 120ct X X X X X X X 124ms X X X X X 120com X X X X X X X X X X X X 109se X X X X X X X X X X level 2 206cde X X X X X X X X X X X X X X 216se X X X X X X X X X X 245ct X X X X X 250ct X X X X X X X X 290com X X X X X 207se X X X X X level 3 303com X X X X X X X X X X X X X X X X X X 345ct X X X X X X 350ct X X X X X X X X 360ct X X X X X X X X X X X 318se X X X X X X X X 324COM X X X X X X X X X X X X X X X X level 4 m32com X X X X X X X X X X X X X X X X X m31cde X X X X X X X X m28cde X X X X X X X X X m29com X X X X X X X X X m75com X X X X X X X X X X X X X 14
21 Capabilities (Skills) Map Module codes Learning to Learn Working with others Problem Solving and Innovation Numeracy IT and Online Learning Communication Career Management Information Management Personal Development Planning Level 1 122COM TPA TPA TPA TP TPA TPA TPA TPA TPA 121COM P P TPA TPA P 120CT P P TPA TPA P P 124MS P TPA TPA P P 120COM P TPA P TPA TPA P 109SE p TPA TPA TPA P Level 2 206CDE TPA TPA TPA P P TPA TPA TPA P 216SE P TPA P P P TPA P 245CT P TPA P P P 250CT P TPA P P P P 290COM P P TPA P P TPA 207SE P TPA P P Level 3 303COM TPA TPA P P TPA TPA P 345CT P TPA P P P 350CT P TPA TPA P P P 360CT P TPA P P P TPA P 318SE P TPA P P P P 322COM P TPA TPA TPA P Level 4 M32COM P TPA TPA TPA P TPA P M31CDE P T TPA TP TPA P TPA P M28CDE P P TPA TPA TPA P P P M29COM P P TPA P TPA P P P P M75COM TPA TPA P TP TPA P PA P The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme. 21.1 Capability Outlines (from the Code of Practice for Academic and Skills Development) Learning to Learn Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning. Working with Others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others. Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values. Numeracy Students should be able to interpret, analyse and present numerical data. IT and Online Learning Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data. Communication Students should be able to communicate effectively in appropriate forms in a wide variety of situations. Career Management Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations. Information Management Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources. Personal Development Planning Students should be able to demonstrate self-awareness, set personal goals and record achievement. 15
21.2 Capabilities developed through the Add+vantage Scheme In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage module in each of the three years of their course. These Add+vantage modules will develop the following generic capabilities: Problem Solving Skills Action Planning and Organising Written and Oral Communication Questioning and Listening Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be addressed in each of the Add+vantage modules: Achievement orientation Initiative (Creativity) Self Confidence Decisiveness Reflectiveness Adaptability/Flexibility Influencing Career Management Skills 22 Recommended Programmes of Study for the Courses 22.1 Overseas Consideration At each stage the ADD-Vantage module plus the 10 credit may be substituted by a 20 credit module from the same scheme if the degree is taken at an overseas partner institution. 22.2 Normal Programme of Study Students will take the modules specified in the table in Section 19. Where modules are marked as optional, students may select any of the listed modules. Modules might not run each year due to student numbers and a student s own programme, particularly those retaking modules, might preclude certain choices. 16
Part 2 Part 2: Supporting Information for MSci/BSc (Hons) Ethical Hacking and Network Security 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements In these programmes special attention has been given to the QAA Computing subject benchmark statement. The programme is accredited at BSc level by the British Computer Society. The MSci award was developed after the current accreditation period began and will be put forward for accreditation in the next review. 2 Teaching and Learning Strategy The delivery of the curriculum will be informed by University and Faculty guidelines in teaching and learning, including the University s Teaching and Learning Strategy, and influenced by the research and professional activities of the course staff. The course learning outcomes are all mapped to module-level outcomes to ensure that they are addressed in the course. Lectures, laboratory sessions, web-based learning, tutorials, dissertation supervision and guided and self-directed study will be employed to give the student a variety of learning experiences. An Activity Led Learning approach is promoted within the course, particularly in the first year through a set of four integrative projects. The Real-World Project and Individual Project continue this activity-led integrative approach in levels 2 and 3. At level 4, the research project for MSci candidates allows students to gain more experience in research skills by working on research projects alongside the department research groups. 3 Assessment Strategy Practical and written assessments, presentations, posters, oral examinations and formal reports provide the course with a variety of assessment methods. Both formative and summative assessment will be used. Activity led Learning will be used. 4 Programme/Course Management Each student has a personal tutor who is responsible for guiding his or her studies. The personal tutor will lead the weekly tutorials throughout the first year and these are typically held with a group of six students. The purpose of the tutorial is to support the learning of the material presented in the lectures, but also to broaden skills, knowledge and experience concerning wider issues, such as professional development, ethics and presentation of ideas. From level 2, support is generally given in more traditional medium-sized groups of around 20-30, supported by lecturers and assistant lecturers. 5 Entry Requirements and Selection Procedures Candidates for admission to the programme will normally be expected to: 1. Satisfy the general admission requirements of the University as specified in the Academic Regulations. 2. Demonstrate a competence to study using the English Language. For international entrants the English language requirement is IELTS grade 6.5 or equivalent. 3. Meet the academic entry requirements to the programme by achieving at least 280 UCAS tariff points, or equivalent, in technical subjects AP(E)L will be assessed by the course leader through interview. 17
6 Compliance with the University s Academic Regulations and current legislation The proposal complies with the University s Academic Regulations. Students with disabilities are unlikely to be prevented from achieving any of the intended learning outcomes although the individual circumstances of each student may affect the manner in which those objectives are achieved. 18