COMPUTING

STUDENT
HANBOOK
2023/24 LEVEL 4 & 5

2
Course Structure
Unit Details

Units Unit Credit Level

Level 4 Units: 120 Credits
Unit 1: Programming Core Unit Mandatory 15 4
Unit 2: Networking Core Unit Mandatory 15 4
Unit 3: Professional Practice) Core Unit Mandatory 15 4
Unit 4: Database Design &
Core Unit Mandatory 15 4
Development
Unit 5: Security Core Unit Mandatory 15 4
Unit 6: Planning Computing Project
Core Unit Mandatory 15 4
(Pearson-set)
Unit 7: Software Development
From Optional Units 15 4
Lifecycles
Unit 13: Website Design and
From Optional Units 15 4
Development
Level 5 Units: 120 Credits
Unit 16: Computing Research
Core Unit Mandatory 30 5
Project (Pearson-set)
Unit 17: Business Process Support Core Unit Mandatory 15 5
Unit 22: Application Development From Optional Units 15 5
Unit 25: Machine Learning From Optional Units 15 5
Unit 28: Cloud Computing From Optional Units 15 5
Unit 29: Network Security From Optional Units 15 5
Unit 51: E-Commerce & Strategy From Optional Units 15 5
Total Credits: 240
Semester Structure
Semester One Semester Two
Unit 1*: Programming (L4) Unit 5*: Security (L4)
Unit 6*: Planning a Computing
Unit 2*: Networking (L4)
Project (Pearson-set) (L4)
Unit 7: Software Development
Unit 3*: Professional Practice (L4)
Lifecycles (L4)
Unit 4*: Database Design & Unit 13: Website Design and
Development (L4) Development (L4)
Semester Three Semester Four

Unit 16*: Computing Research Unit 16*: Computing Research

Project (Pearson-set) (L5) Project (Pearson-set) (L5)

Unit 17*: Business Process Unit 22: Application Development

Support (L5) (L5)

Unit 51: E-Commerce & Strategy

Unit 25: Machine Learning (L5)
L5)

Unit 28:Cloud Computing (L5) Unit 29: Network Security (L5)

∗ Mandatory Core units

Unit 1: Programming

Unit code H/618/7388

Unit type Core

Unit level 4

Credit value 15

Introduction
Programming involves describing processes and procedures that are derived from
algorithms. The ability to program is what sets apart a developer and an end user.
Typically, the role of the developer is to instruct a device (such as a computer) to carry
out instructions; the instructions are known as source code and are written in a
language that is converted into something the device can understand. The device
executes the instructions it is given.
Algorithms help to describe the solution to a problem or task by identifying the data
and the process needed to represent the problem or task and the set of steps needed
to produce the desired result. Programming languages typically provide the
representation of both the data and the process; they provide control constructs and
data types (which can be numbers, words and objects, and be constant or variable).
The control constructs are used to represent the steps of an algorithm in a convenient
yet unambiguous fashion. Algorithms require constructs that can perform sequential
processing, selection for decision making and iteration for repetitive control. Any
programming language that provides these basic features can be used for algorithm
representation.
This unit introduces students to the core concepts of programming along with an
introduction to algorithms and the characteristics of programming paradigms. Among
the topics included in this unit are: introduction to algorithms, procedural, object-
orientated and event-driven programming, security considerations, the integrated
development environment and the debugging process.
On successful completion of this unit, students will be able to design and implement
algorithms in a chosen language in a suitable Integrated Development Environment
(IDE). This IDE will be used to develop and help track any issues with the code. As a
result, students will develop skills such as communication literacy, critical thinking,
analysis, reasoning and interpretation, which are crucial for gaining employment and
developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Define basic algorithms to carry out an operation and outline the process of
programming an application
LO2 Explain the characteristics of procedural, object-orientated and event-driven
programming
LO3 Implement basic algorithms in code using an IDE
LO4 Determine the debugging process and explain the importance of a coding
standard.
Essential Content

LO1 Define basic algorithms to carry out an operation and outline the process
of programming an application

Algorithm definition:

Writing algorithms to carry out an operation, e.g. Bubble sort.

The relationship between algorithms and code.
The generation process of code; the roles of the pre-processor, compiler and
linker, interpreter.

LO2 Explain the characteristics of procedural, object-orientated and event-

driven programming

Characteristics of code:

Definitions of: data types (the role of constants/variables), data structures, e.g.
arrays, stacks, queues, methods (including input/output), control structures,
iteration, scope, parameter passing, classes, inheritance and events.
Key components of an IDE, with a brief explanation of each component.
Use of addition of advanced text editors to view code, such as Notepad++, Atom,
Sublime Text etc.

LO3 Implement basic algorithms in code using an IDE

Implementation:

Develop simple applications that implement basic algorithms, including the

features of a suitable language and IDE.
Create logical and maintainable codes.
Consideration of security concerns and how they could be solved.
Build, manage and deploy code to the relevant environment to solve the
identified problems.
LO4 Determine the debugging process and explain the importance of a
coding standard

Review and reflection:

Documentation of the debugging process in the IDE, with reference to watch

lists, breakpoints and tracing.
Use of debugging the process to help developers fix vulnerabilities, defects and
bugs in code.
Apply structured techniques to problem solving, debugging code and consider
structure of programmes to identify and resolve issues.
Understand coding standards and their benefits when writing code.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Define basic algorithms to carry out an operation

and outline the process of programming an application

P1 Define an algorithm M1 Analyse the process of D1 Evaluate the

and outline the process writing code, including the implementation of an
in building an potential challenges faced. algorithm in a suitable
application. language and the relationship
between the written
P2 Determine the steps
algorithm and the code
taken from writing code
variant.
to execution.

LO2 Explain the characteristics of procedural, object-

orientated and event-driven programming

P3 Discuss what M2 Compare the procedural, D2 Critically evaluate the

procedural, object- object-orientated and event- source code of an application
orientated and event- driven paradigms used in that implements the
driven paradigms are; given source code of an procedural, object-orientated
their characteristics and application. and event-driven paradigms,
the relationship between in terms of the code structure
them. and characteristics.

LO3 Implement basic algorithms in code using an IDE

P4 Write a program that M3 Enhance the algorithm D3 Evaluate the use of an IDE
implements an algorithm written, using the features of for development of
using an IDE. the IDE to manage the applications contrasted with
development process. not using an IDE.

LO4 Determine the debugging process and explain the

importance of a coding standard

P5 Explain the debugging M4 Examine how the D4 Evaluate the role and
process and the debugging process can be purpose of a coding standard
debugging facilities used to help develop more and why it is necessary in a
available in the IDE. secure, robust applications. team as well as for the
individual.
P6 Explain the coding
standard you have used
in your code.
Unit 2: Networking

Unit code M/618/7393

Unit type Core

Unit level 4

Credit value 15

Introduction
Computer networks are the driving force behind the evolution of computer systems
and allow users to access data, hardware, and services regardless of their location.
Being knowledgeable about the underlying principles of networking is of vital
importance to all IT professionals. Networking is an environment that is increasingly
complex and under continuous development.
Complex computer networking has connected the world by groups of small networks
through internet links to support global communications. It supports access to digital
information any time, anywhere, using many applications like email, audio and video
transmission, including the World Wide Web, and this has opened the floodgates to
availability of information.
The aim of this unit is to give students a wider background knowledge of computer
networking essentials, how they operate, protocols, standards, security considerations
and the prototypes associated with a range of networking technologies. Students will
explore a range of hardware, with related software, and will configure and install
these to gain knowledge of networking systems. A range of networking technologies
will be explored to deliver a fundamental knowledge of Local Area Networking (LAN),
Wide Area Networking (WAN) and their evolution to form large-scale networks.
Students will also explore the protocol methodologies related to IP data networks.
On successful completion of this unit, students will have gained the knowledge and
skills needed to successfully install, operate and troubleshoot a small network; and
the operation of IP data networks, router, switching technologies, IP routing
technologies, IP services and basic troubleshooting. Supporting a range of units in the
Higher National suite, this unit underpins the principles of networks for all and
enables students to work towards their studies in vendor units, if applicable. Students
will develop skills such as communication literacy, critical thinking, analysis, reasoning
and interpretation, which are crucial for gaining employment and developing
academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Examine networking principles and their protocols
LO2 Explain networking devices and operations
LO3 Design efficient networked systems
LO4 Implement and diagnose networked systems.
Essential Content

LO1 Examine networking principles and their protocols

Introduction to networks:

Impact of networks on daily lives, the basic requirements of a reliable network,

employment opportunities in the networking field, network common network
attacks, network trends, e.g. bring your own device (BYOD).

Role of networks:

Purpose, benefits, resource implications, communications, e.g. transmission

mediums, working practice, commercial opportunity, information sharing,
collaboration.

System types:

Peer-based, client-server, cloud, cluster, centralised, virtualised.

Networking standards:

Conceptual models, e.g. OSI model, TCP/IP model; standards, e.g. IEEE 802.x.

Topology:

Network representation logical, e.g. ethernet, Token Ring; physical, e.g. star, ring,
bus, mesh, tree.

Protocols:

Purpose of protocols; adherence, routed protocols, e.g. IPv4 (addressing,

subnetting, VLSM), IPv6 (addressing); global unicast, multicast, link local, unique
local, EUI 64, auto configuration, ICMP, FTP, HTTP, SMTP, POP3, SSL;
management of protocols for addressing.

Wireless networks:

Explore the use and evolution and industry developments in mobile/cellular

networks, including key technologies; standards for communications (3G, 4G,
5G); process of accessing and connecting to NB-IoT, GPRS and Wi-Fi networks.
Distinguish between NB-IoT and Wi-Fi AT command sets.
LO2 Explain networking devices and operations

Networking devices:

Explain the operation of server, hub, routers, switches, multilayer switch

(including their operating systems, e.g. CISCO IOS, etc.), firewall, Host-based
Intrusion System (HIDS), repeaters, bridges, wireless devices, access point
(wireless/wired), content filter, load balancer, modem, packet shaper, VPN
concentrator.
Explore the basic concepts, features and key technologies of IoT gateways,
including IoT gateway solutions, industrial IoT gateway positioning, edge
computing, network topologies, RF mesh, Smart Home networks, acceleration,
Wi-Fi coverage and intelligent services and serial data transmission (binary data).

Networking software:

Client software, server software, client operating system, server operating

system, firewall.

Server type:

Web, file, database, combination, virtualisation, terminal services server.

Server selection:

Cost, purpose, operating system requirement.

Workstation:

Hardware, e.g. network card, cabling.

System bus and local-system architecture, e.g. memory, processor, I/O devices.
Permissions.

LO3 Design efficient networked systems

Bandwidth:

Expected average load, anticipated peak load, local internet availability, cost
constraints, throughput.

Users:

Quality expectations, concept of system growth.

Consider what the network will be used for (purpose) according to the scenario.
 Networking services and applications:

DHCP, including static vs dynamic IP addressing, reservations, scopes, leases,

options (DNS servers, Suffixes), IP helper, DHCP relay, DNS records, Dynamic
DNS, static and dynamic routing between multiple subnets.
Calculate IP subnet address ranges in dotted decimal and binary.
Calculate subnet masks.

Communications:

Ensuring communications are suited to devices, suited to users, supportive of

lifestyle desires, supportive of commercial requirements, security requirements,
quality of service needs.

Scalability:

Ability to support device growth, able to support addition of communication

devices, able to cope with bandwidth use and trend changes, protocol utilisation,
addressing, multiple subnets, dynamic, static routing protocols.

Selection of components:

Supporting infrastructure needs; supporting connectivity requirements.

Security:

The concept of ‘secure by design’ and its application to infrastructure.

Security considerations when designing a network for an identified scenario, e.g.
shared data, network access, remote workers, public facing systems, internal
policy.

LO4 Implement and diagnose networked systems

Devices:

Installation of communication devices, allocation of addresses, local client

configuration, server configuration, server installation, security considerations.

Verification of configuration and connectivity:

Installation of internet work communication medium, ping, extended ping,

traceroute, telnet, SSH.
Evidence the system meets design requirements, including security controls as
required by the scenario, have been implemented.
System monitoring:

Utilisation, bandwidth needs, monitoring user productivity and security of the

system. Factors affecting network performance.
Identify typical failure modes in protocols and approaches to error control.
Review network monitoring data to optimise performance and undertake root
cause analysis of events and make recommendations to reduce false positives
and false negatives.

Network automation:

Process of setting up software to automatically manage, configure, test, deploy,

and operate network devices (physical or virtual).

Maintenance schedule:

Backups, upgrades, security, auditing.

Diagnose and resolve layer 1 problems:

Explore the E2E integrated development and testing process.

Framing, CRC, runts, giants, dropped packets, late collisions, input/output errors.

Policy review:

Bandwidth, resource availability.

Service level agreements (SLAs):

Conditions of service availability, time window for each level of service (prime
time and non-prime time), responsibilities of each party, escalation procedures,
and cost/service trade-offs.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine networking principles and their protocols

P1 Discuss the benefits M1 Assess common D1 Evaluate the topology and

and constraints of networking principles and how protocol suite selected for a
different network types protocols enable the given scenario and how it
and standards. effectiveness of networked demonstrates the efficient
systems. utilisation of a networking
P2 Explain the impact
system.
network topologies have
on communication and
bandwidth requirements.

LO2 Explain networking devices and operations

P3 Discuss the operating M2 Explore a range of server

principles of networking types and justify the selection
devices and server types. of a server for a given
scenario, regarding cost and
P4 Discuss the
performance optimisation.
interdependence of
workstation hardware and
relevant networking
software.

LO3 Design efficient networked systems

P5 Design a networked M3 Analyse user feedback on D2 Critically reflect on the

system to meet a given your designs with the aim of implemented network,
specification. optimising your design and including the design and
improving efficiency. decisions made to enhance
P6 Design a maintenance
the system.
schedule to support the
networked system.

LO4 Implement and diagnose networked systems

P7 Implement a M4 Recommend potential

networked system based enhancements for the
on a prepared design. networked systems.

P8 Document and analyse

test results against
expected results.
Unit 3: Professional Practice

Unit code L/618/7398

Unit type Core

Unit level 4

Credit value 15

Introduction
In the workplace, it is essential to be effective as a communicator, critical thinker,
analyser, team worker and team leader. These skills are needed on a daily basis in
order to carry out designated tasks as part of a job role. The development of
academic competence and the continuation of lifelong learning and continuing
professional development (CPD) are required to ensure that individuals have a valued
set of interpersonal skills that can be applied to any situation or environment.
This unit provides a foundation for good practice in a variety of contexts. The ability to
communicate effectively using different tools and mediums will ensure that practical,
research, design, reporting and presentation tasks are undertaken professionally and
in accordance with various communication conventions. In everyday life, the ability to
apply critical reasoning and solve problems are skills that enable tasks to be
completed successfully and facilitate effective decision making. Working with others in
a group environment such as an academic setting or in the workplace is an integral
part of everyday life. Therefore, understanding the dynamics of teams in terms of
culture, roles and responsibilities will ensure that there is a better understanding and
awareness of the importance and value of teamwork. Continuing professional
development, self-improvement, reflective practice and working towards various goals
are encouraged in the workplace through an appraisal framework. Professional
development includes at higher levels of learning and the ability to demonstrate
effective research skills and academic reporting skills.
This unit covers the development of communication skills and communication literacy
and the use of qualitative and quantitative data to demonstrate analysis, reasoning
and critical thinking. Students will carry out tasks that require working with others in a
team-based scenario and planning and problem solving.
On successful completion of the unit, students will be able to demonstrate leadership
skills through the dynamics of team working. Through reflective practice, they will be
able to evaluate the contributions they make as an individual and those of others.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Demonstrate a range of interpersonal and transferable communication skills to
a target audience
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios
LO3 Discuss the importance and dynamics of working within a team and the impact
of team working in different environments
LO4 Examine the need for continuing professional development (CPD) and its role
within the workplace and for higher-level learning.
Essential Content

LO1 Demonstrate a range of interpersonal and transferable communication

skills to a target audience

Effective communication:

Verbal and non-verbal, e.g. awareness and use of body language, openness and
responsiveness, formal and informal dialogue and feedback to a range of
different stakeholders, academic report writing, use of IT to enhance
communication, use of source information to undertake research.
Understanding of the reasons for communicating with internal and external
stakeholders, e.g. responding to queries, technical support, providing
instructions, raising awareness of issues.
Considerations when communicating with internal and external
stakeholders, e.g. maintaining privacy and security, tone of voice, use of
technical vocabulary or jargon, company image.
Consideration of issues relating to inclusion and diversity when communicating
and interacting with others.

Interpersonal skills:

Soft skills, e.g. personal effectiveness, working with others, use of initiative,
negotiating skills, assertiveness skills and social skills.

Time-management skills:

Prioritising workloads, setting objectives, using time effectively, making and

keeping appointments, planning and scheduling tasks and activities.

LO2 Apply critical reasoning and thinking to a range of problem-solving

scenarios

Specification of the problem:

Definition of the problem; analysis and clarification.

Identification of possible outcomes:

Identification and assessment of various alternative outcomes.

Tools and methods:

Use of problem-solving methods and tools.

Demonstrate resourcefulness and creativity when solving problems.
 Plan and implement:

Sources of information, solution methodologies, selection and implementation of

the best corrective action, e.g. timescale, stages, resources, critical path analysis.

Evaluation:

Evaluation of problem solving, measurement of solution against specification

and desired outcomes, sustainability.

LO3 Discuss the importance and dynamics of working within a team and the
impact of team working in different environments

Working with others:

Nature and dynamics of team and group work, informal and formal settings.
Purpose of teams and groups, e.g. long-term corporate objectives and strategy,
problem-solving and short-term development projects, flexibility and
adaptability, team player.
Individual responsibility when working as part of a team.
Working effectively on individual and collaborative tasks regardless of levels of
supervision.
Allocation and management of tasks between members of the team, identifying
team members’ strengths, communicating requirements and expectations
effectively.

Teams and team building:

Selecting team members e.g. specialist roles, skill and style/approach mixes.
Identification of team and work group roles.
Stages in team development, including team building, identity, loyalty,
commitment to shared beliefs, professionalism.
Team health evaluation, including promoting and maintaining a safe and secure
working environment, action planning, monitoring and feedback, coaching skills,
ethics.
Effective leadership skills, e.g. setting direction, setting standards, motivating,
innovative, responsive, effective communicator, reliability, consistency.
LO4 Examine the need for continuing professional development (CPD) and its
role within the workplace and for higher-level learning

Responsibilities:

Own responsibilities, e.g. personal responsibility, direct and indirect relationships

and adaptability, decision-making processes and skills, ability to learn and
develop within the work role.
Other responsibilities, including employment legislation, ethics, employment
rights and responsibilities.
Maintaining a productive, professional and secure working environment.

Performance objectives:

Setting and monitoring performance objectives, measurement tools for success

and achievement.
CPD, including lifelong learning, training and development, personal
development, professional development.

Evidence criteria:

Production data, personnel data, judgemental data.

Rating methods, e.g. ranking, paired comparison, checklist, management by
objectives.
Skills audit, including personal profile using appropriate self-assessment tools,
evaluating self-management.
Personal and interpersonal skills.

Motivation and performance:

Application and appraisal of motivational theories and techniques, rewards and

incentives; manager’s role; self-motivational factors.

Development plan:

Plan to include current performance, future needs, opportunities and threats to

career progression, aims and objectives, achievement dates, review dates,
learning programme or activities, action plans, personal development plans,
ongoing commitment to CPD.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Demonstrate a range of interpersonal and transferable
communication skills to a target audience

P1 Demonstrate effective M1 Design a professional D1 Evaluate the

design and delivery of a schedule to support the effectiveness and
training event for a given planning of an event, to application of interpersonal
target audience, using include contingencies and skills used in the design and
different communication justifications of time allocated. delivery of a training event.
styles and formats.
P2 Demonstrate effective
time-management skills in
planning an event.

LO2 Apply critical reasoning and thinking to a range of

problem-solving scenarios

P3 Demonstrate the use of M2 Research the use of D2 Evaluate the overall

different problem-solving different problem-solving success of the event
techniques in the design techniques used in the design delivered, in terms of how
and delivery of an event. and delivery of an event. well critical reasoning and
thinking were applied to
P4 Demonstrate that M3 Justify the use and
achieve the end goal.
critical reasoning has been application of a range of
applied to the design and methodologies in the design
delivery of the event. and delivery of an event.
Pass Merit Distinction
LO3 Discuss the importance and dynamics of working
within a team and the impact of team working in different
environments

P5 Discuss the importance M4 Analyse team dynamics, D3 Critically evaluate your

of team dynamics in the in terms of the roles that own role and contribution
success and/or failure of group members play in a to a group scenario.
group work. team and the effectiveness in
terms of achieving shared
P6 Work in a team to
goals.
achieve a defined goal.

LO4 Examine the need for Continuing Professional

Development (CPD) and its role within the workplace and
for higher-level learning

P7 Discuss the importance M5 Justify the role of CPD D4 Evaluate a range of

of CPD and its contribution and development planning in evidence criteria that is
to own learning and building motivation. used as a measure for
motivation. effective CPD.
P8 Review different
motivational theories and
the impact they can have
on performance in the
workplace.

P9 Produce a development
plan that outlines
responsibilities,
performance objectives
and required skills for
future goals.
Unit 4: Database Design &
Development

Unit code A/618/7400

Unit type Core

Unit level 4

Credit value 15

Introduction
Organisations depend on their databases for providing information that is essential
for their day-to-day operations and to help them take advantage of today’s rapidly
growing and maturing e-commerce opportunities. An understanding of database
tools and technologies is an essential skill for designing and developing systems to
support them.
As applications get increasingly more sophisticated, database systems continue to
demand more complex data structures and interfaces. Most organisations collect and
store large volumes of data, either on their own systems or in the cloud, and this data
is used not just for the operational running of their business but is also mined for
other more intelligent and complex applications. Databases stand as the back-end of
most systems used by organisations for their operations.
Database design and development is a fundamental and highly beneficial skill for
computing students to master, regardless of their specialism.
The aim of this unit is to give students opportunities to develop an understanding of
the concepts and issues relating to database design and development. It will also
provide the practical skills needed to be able to translate that understanding into the
design and creation of complex databases.
Topics covered in this unit are: examination of different design tools and techniques;
examination of different development software options; consideration of the
development features of a fully-functional robust solution covering data integrity, data
validation, data consistency, data security and advanced database querying facilities
across multiple tables; appropriate user interfaces for databases and for other
externally linked systems; creating complex reports/dashboards, testing the system
against the user and system requirements; and elements of complete system
documentation.
On successful completion of the unit, students will be able to use appropriate tools to
design and develop a relational database system for a substantial problem. They will
be able to test the system to ensure that it meets user and system requirements, and
fully document the system by providing technical and user documentation. For
practical purposes, this unit covers relational databases and related tools and
techniques. A brief overview of object-oriented databases will also be covered. As a
result, students will develop skills such as communication literacy, critical thinking,
analysis, reasoning and interpretation, which are crucial for gaining employment and
developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Use an appropriate design tool to design a relational database system for a
substantial problem
LO2 Develop a fully-functional relational database system, based on an existing
system design
LO3 Test the system against user and system requirements
LO4 Produce technical and user documentation.
Essential Content

LO1 Use an appropriate design tool to design a relational database system for a
substantial problem

Database design:

Principles and uses of relational and non-relational databases.

The role of database systems, e.g. as back-end systems, in e-commerce, for data
mining applications, blockchain.
Determining user and system requirements.
Design tools and techniques for a relational database system.
Logical design for relational databases, including structured data in tables, data
elements, data types, indexes, primary and foreign keys, entity relationship
modelling, referential integrity, data normalisation to third normal form.
Designs for data integrity, data validations, data security and data controls. User
interface design.
Output designs for user requirements.
Overview of object-oriented databases and their design tools.

LO2 Develop a fully-functional relational database system, based on an existing

system design

Implementation:

Consideration of database and platform options for system development.

Examination of different software development options for developing the
relational database system.
Implementation of the physical data model based on the logical model and
linking code to data sets.
Data stores, internal storage and external storage, e.g. the cloud.
Implementation of security elements in databases.
Relational databases with controls like data validation using; input masks,
dropdown lists, option buttons.
Consideration of user interface requirements looking at functionality, reliability,
consistency, performance and accessibility for a range of different users.
Develop effective user interfaces linked with other systems, e.g. internet-based
applications.
 Data manipulation using appropriate query tools, including complex queries to
query across multiple tables and using functions and formulae.
Database maintenance and data manipulation: inserts, updates, amendments,
deletions, data backup and recovery.
System reports using report-writing tools and report generators, dashboards.
Implementation of security elements in a database, including consideration of
permissions, access rights, network vulnerabilities, physical location of data,
multi-tenancy and data separation, encryption.
Consideration of GDPR issues, including data crossing borders and other nations’
data protection regulations.

LO3 Test the system against user and system requirements

Testing methodologies:

Identify elements of the system that need to be tested. Consider data that
should be used to fully test the system.
Match tests against user and system requirements.
Test procedures to be used: test plans, test models, e.g. white box, black box;
testing documentation.
Functional and system testing and testing the robustness of the system,
including help menus, pop-ups, hot-spots, data validation checks.

LO4 Produce technical and user documentation

Structure and functionality documentation:

Technical and user documentation and their contents.

Technical documentation to include diagrams showing movement of data
through the system and flowcharts describing how the system works.
User documentation, including how to use the system, outputs produced by the
system, menu operations and other functions.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Use an appropriate design tool to design a
relational database system for a substantial problem

P1 Design a relational M1 Produce a D1 Evaluate the effectiveness

database system using comprehensive design for of the design in relation to
appropriate design tools a fully-functional system, user and system
and techniques, which includes interface requirements.
containing at least four and output designs, data
interrelated tables, with validations and data
clear statements of user normalisation.
and system
requirements.

LO2 Develop a fully-functional relational database

system, based on an existing system design

P2 Develop the database M2 Implement a fully- D2 Evaluate the effectiveness

system with evidence of functional database of the database solution in
user interface, output system, which includes relation to user and system
and data validations, and system security and requirements and suggest
querying across multiple database maintenance. improvements.
tables.
M3 Assess whether
P3 Implement a query meaningful data has been
language into the extracted through the use
relational database of query tools to produce
system. appropriate management
information.

LO3 Test the system against user and system

requirements

P4 Test the system M4 Assess the

against user and system effectiveness of the testing,
requirements. including an explanation of
the choice of test data
used.
Pass Merit Distinction
LO4 Produce technical and user documentation

P5 Produce technical and M5 Produce technical and D3 Evaluate the database in

user documentation. user documentation for a terms of improvements
fully-functional system, needed to ensure the
including data flow continued effectiveness of
diagrams and flowcharts, the system.
describing how the system
works.
Unit 5: Security

Unit code D/618/7406

Unit type Core

Unit level 4

Credit value 15

Introduction
Security is one of the most important challenges modern organisations face. It is
about protecting organisational assets, including personnel, data, equipment and
networks, from attack through the use of prevention techniques in the form of
vulnerability testing/security policies and detection techniques, exposing breaches in
security and implementing effective responses.
The aim of this unit is to give students knowledge of security, the associated risks and
how it has an impact on business continuity. Students will examine security measures
involving access authorisation and regulation of use. They will implement contingency
plans and devise security policies and procedures. The unit also introduces students
to detection of threats and vulnerabilities in physical and IT security, and how to
manage risks relating to organisational security.
This unit includes network security design and operational topics, including address
translation, DMZ, VPN, firewalls, AV and intrusion detection systems. Remote access
will be covered, as will the need for frequent vulnerability testing as part of
organisational and security audit compliance. As a result, students will develop skills
such as communication literacy, critical thinking, analysis, reasoning and
interpretation, which are crucial for gaining employment and developing academic
competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Assess risks to IT security
LO2 Describe IT security solutions
LO3 Review mechanisms to control organisational IT security
LO4 Manage organisational security.
Essential Content

LO1 Assess risks to IT security

IT security risks:

Risks of unauthorised use of a system, including unauthorised removal or

copying of data or code from a system, damage to or destruction of physical
system assets and environment, damage to or destruction of data or code inside
or outside the system, naturally occurring risks, internal and external sources of
risk.
Legal restrictions on the access to data, including UK and international data laws
(walled garden laws), e.g. General Data Protection Regulation (UK) (GDPR).
Organisational security, including business continuance, backup/restoration of
data, audits, areas of systems to be secured, e.g. data, network, systems
(hardware and software), WANs, intranets, wireless access systems, security
culture and the approaches to security in the work place, operational impact of
security breaches.
The concepts, main functions and features of a range of Operating Systems (OS)
and their security functions and associated security features.

LO2 Describe IT security solutions

IT security solution evaluation:

Network security infrastructure, including evaluation of network address

translation (NAT), demilitarized zone (DMZ), static and dynamic IP addresses.
Network performance: redundant array of inexpensive disks (RAID),
Main/Standby, Dual LAN, web server balancing.
Data security, including asset management, image differential/incremental
backups, storage area network (SAN) servers, encryption.
Data centre, including replica data centres, virtualisation, secure transport
protocol, secure MPLS routing, segment routing and remote access
methods/procedures for third-party access, physical mechanisms, e.g. air flow
and cooling to prevent overheating.
Security vulnerability, including logs, traces, honeypots, data mining algorithms,
vulnerability testing, zero-day exploits.
Educating staff and customers on IT security issues and prevention methods.
Understand how cyber security technology components are typically deployed in
digital systems to provide security and functionality, including hardware and
software to implement security controls.
LO3 Review mechanisms to control organisational IT security

Mechanisms to control organisational IT security:

Risk assessment and integrated enterprise risk management: network change

management, audit control, business continuance/disaster recovery plans,
potential loss of data/business, intellectual property, hardware and software.
Probability of occurrence, e.g. disaster, theft.
Staff responsibilities.
Legal mechanisms, both UK and international, including Data Protection Act
2018, Computer Misuse Act 1990 and amendments, ISO 31000 Risk Management
standards.
Company regulations: site or system access criteria for personnel; physical
security types, e.g. biometrics, swipe cards, theft prevention.
Awareness of common security architectures and methodologies that
incorporate hardware and software components, and sources of architecture
patterns and guidance.
Assess the security culture within an organisation (the approach to security,
including how user actions impact on security).
Ensure system defences are informed by the most up-to-date legislation and
guidance on best practice from professional bodies.
LO4 Manage organisational security

Manage organisational security:

Organisational security policies, e.g. system access, access to internet email,

access to internet browser, development/use of software, physical access and
protection, third-party access, business continuity, responsibility matrix.
Reviewing and monitoring of security risk assessments and ensuring stakeholder
compliance with security procedures and standards.
Collect information from various sources (e.g. log files, system monitoring tools,
Secure Information and Event Management (SIEM) tools, access control systems,
physical security systems) and compare to known threat and vulnerability data to
determine a digital system security breach.
Using enterprise risk management (as part of system management and lifecycle)
for identifying, evaluating, implementing and follow up of security risks according
to ISO 31000 standards.
Understand appropriate security tools and methods, e.g. user log-on profiles to
limit user access to resources, online software to train and update staff.
Auditing tools to monitor resource access, security audits and penetration
testing.
Investigate organisation policy on ethical hacking and bug bounties.
Gathering and recording information on security and initiating suitable actions
for remediation.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Assess risks to IT security

P1 Discuss types of M1 Analyse the benefits of D1 Evaluate a range of

security risks to implementing network physical and virtual
organisations. monitoring systems with security measures that can
supporting reasons. be employed to ensure the
P2 Assess organisational
integrity of organisational
security procedures.
IT security.
LO2 Describe IT security solutions

P3 Discuss the potential M2 Propose a method to

impact to IT security of assess and treat IT security
incorrect configuration of risks.
firewall policies and third-
party VPNs.

P4 Discuss, using an
example for each, how
implementing a DMZ, static
IP and NAT in a network
can improve network
security.

LO3 Review mechanisms to control organisational

IT security

P5 Review risk assessment M3 Summarise an D2 Recommend how IT

procedures in an appropriate risk- security can be aligned
organisation. management approach or with an organisational
ISO standard and its policy, detailing the
P6 Explain data protection
application in IT security. security impact of any
processes and regulations
misalignment.
as applicable to an M4 Analyse possible impacts
organisation. to organisational security
resulting from an IT security
audit.
Pass Merit Distinction
LO4 Manage organisational security

P7 Design a suitable M5 Justify the security plan D3 Evaluate the suitability

security policy for an developed giving reasons for of the tools used in the
organisation, including the the elements selected. organisational policy to
main components of an meet business needs.
organisational disaster
recovery plan.
P8 Discuss the roles of
stakeholders in the
organisation in
implementing security
audits.
Unit 6: Planning a Computing Project
(Pearson-set)

Unit code H/618/7407

Unit type Core

Unit level 4

Credit value 15

Introduction
This unit is assessed through a Pearson-set assignment. The project brief will be set
by the centre, based on a theme provided by Pearson (this will change annually). The
theme and chosen project within the theme will enable students to explore and
examine a relevant and current topical aspect of computing in the context of a
business environment.
As computing systems and technologies continually develop so do the ways in which
businesses utilise technologies to support their operations and remain competitive.
As a computing professional it is important to understand the ways in which
technology evolves and how it can be utilised in different sectors.
The aim of this unit is to give students an opportunity to demonstrate the research
skills required for developing a deeper understanding of a subject and the ability to
use evidence to inform decisions. Students will undertake independent research, and
investigation of a theme set by Pearson. Students will also investigate and research an
industry sector as outlined in the centre-set project brief. Students will use the
outcomes of their research to help them plan a computer-based project and to
support recommendations for how the identified business could utilise the tools and
technologies identified as part of their research.
On successful completion of this unit, students will have the confidence to engage in
decision making, problem solving, research activities and project planning tasks. They
will have the fundamental knowledge and skills that will enable them to investigate
and examine relevant computing concepts in a work-related context, determine
appropriate outcomes, decisions or solutions and present evidence to various
stakeholders in an acceptable and understandable format.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Conduct small-scale research, information gathering and data collection to
generate knowledge on an identified subject
LO2 Explore the features and business requirements of organisations in an identified
sector.
LO3 Produce project plans based on research of the chosen theme for an identified
organisation
LO4 Present your project recommendations and justifications of decisions made,
based on research of the identified theme and sector.
Essential Content

LO1 Conduct small-scale research, information gathering and data collection to

generate knowledge on an identified subject

Project execution phase:

Selecting appropriate methods of information gathering, data collection and

material resourcing.
The distinct phases that support a coherent and logical argument. Use of
secondary research to inform a primary empirical study.
Qualitative and quantitative research methods.

Field work:

Selecting a sample of the consumer market, businesses or individuals (those who

meet certain characteristics relevant to the research theme) used to gather data
(qualitative or quantitative).
Sampling approaches and techniques, including probability and non-probability
sampling.

Analysing information and data:

Using data collection tools, such as interviews and questionnaires, and their
advantages and disadvantages.
Using analytical techniques such as trend analysis, coding and typologies.
Sources of, and access to, data, including open and public data, administrative
and sensitive data, research data.
The principles of data to govern data, including data has value, data should be
reusable, data is managed according to its value, data should be fit for purpose.

Ethics, reliability and validity:

Ensure that all research is conducted, data stored, processed and used in an
ethical way.
Research should also be reliable (similar results achieved from a similar sample)
and valid (the research should measure what it aimed to measure).
Ensure validity and reliability of secondary data and information used, including
consideration of who wrote or collected the information or data, age of data
collected, original purpose of the data collection, potential errors or variability in
the data, potential bias, e.g. sample size, sample participants, questions used,
interpretation of results.
LO2 Explore the features and business requirements of organisations in an
identified sector

Features of businesses:

Types of business, their ownership and liability.

Private, e.g. sole trader, private limited company, public limited company.
Public, e.g. government department, not-for-profit, e.g. charity, voluntary.
Industry sectors, including primary, secondary, tertiary, quaternary.
How an organisation may provide a specific product(s) or service within a sector.
How some organisations provide both products and services.
The concept of diversification to aid business success.

Operational areas of businesses:

The operational areas of a business (‘business functions’) and how they support
the organisation’s purpose, e.g. human resources, research and development,
sales, marketing, purchasing, production and quality, finance, customer service,
IT, administration.

Stakeholders:

Internal stakeholders, e.g. management, employees, shareholders.

External stakeholders, e.g. suppliers, customers, government agencies,
communities.
How stakeholders influence business processes and decisions.
The impact of stakeholders on an organisation’s success.

Challenges to the success of a business:

Legislation and industry standards relevant to the organisation and sector.

Change management, including planned change, e.g. expansion, diversification,
changes in legislation, system upgrades.
Unplanned change, e.g. response to a security breach, disaster response and
recovery.
Communication of need for change to stakeholders.
Management of stakeholders before during and after change, e.g. training, target
setting, support
Method of implementation of change, e.g. parallel running, direct change over,
phased changeover. Documenting the change process, testing changes to the
system and business.Security and privacy concerns relevant to the organisation
and sector.
LO3 Produce project plans based on research of the chosen theme for an
identified organisation

Project planning and initiation:

The role of a business or systems analyst and the activities they undertake as
part of initiation of a project.
Analysing the features and requirements of an identified organisation to
establish their requirements.
Recommend potential solutions to identified business needs, including carrying
out a cost/benefit analysis, defining business objectives, scope and purpose of
the project.
Comprehensive project plans, including defining functional and non-functional
requirements of the system, stakeholder requirements and expectations,
carrying out impact analysis, prioritising requirements, describing the
deliverables to be produced, timescales and time management, costs, change
management planning, risk and challenges analysis.
Success criteria to be used, e.g. Key Performance Indicators (KPIs), performance
metrics, quality metrics, and business targets.
Use of an identified project management methodology, e.g. Waterfall, Agile,
Rapid Application Development (RAD).
Consider approaches to continuous integration, version and source control.

Tools:

Tools for effective project planning, resource planning and allocation, and work
breakdown structure, including Project Initiation Documents (PID), bar and Gantt
charts, Critical Path Analysis (CPA), risk matrix.

LO4 Present your project recommendations and justifications of decisions made

based on research of the identified theme and sector

Presenting and communicating project recommendations:

Presenting to different technical and non-technical stakeholders, e.g. emphasis

on operational or strategic information, technical terminology used, levels of
detail given and simplifying concepts.
Consider the methods and mediums to be used, including written or verbal,
report, online or presentation.
Understand how project research and intended audience will influence on
method and medium.
Justification of decisions made:

Justification of recommendations, including use of key points from cost/benefit

analysis, deliverables, success criteria, impact analysis.
Justifications of planning, including chosen development methodology, work and
resource allocation, key deadlines and timescales.
Rationale for decisions made in the recommended solution and project plan,
including use of research and data for the identified technology and business
sector, analysis of evidence and business requirements, contextual factors
specific to the identified organisation.

Reflection on the quality of research:

Quality of secondary and primary data used to inform planning and make
decisions.
Awareness that some studies may result in generalised findings and how this can
impact on the quality of decisions and the accuracy of conclusions made.
Evaluate the quality of the data and information used to inform project initiation
plans, e.g. sample size, sample characteristics, user experience during collection,
domain context.
Reach conclusions as to the likely accuracy and reliability of assertions made.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Conduct small-scale research, information gathering
and data collection to generate knowledge on an
identified subject

P1 Demonstrate qualitative M1 Analyse data and D1 Interpret findings to

and quantitative research information from primary generate knowledge on
methods to generate and secondary sources to how the research theme
relevant primary data for an generate knowledge on an supports business
identified theme. identified theme. requirements in the
identified sector.
P2 Examine secondary
sources to collect relevant
secondary data and
information for an
identified theme.

LO2 Explore the features and business requirements of

organisations in an identified sector

P3 Discuss the features and M2 Analyse the challenges

operational areas of a to the success of a
businesses in an identified business in an identified
sector. sector.
P4 Discuss the role of
stakeholders and their
impact on the success of a
business.
Pass Merit Distinction
LO3 Produce project plans based on research of the
chosen theme for an identified organisation

P5 Devise comprehensive M3 Produce comprehensive D2 Evaluate the project

project plans for a chosen project plans that effectively planning
scenario, including a work consider aims, objectives and recommendations made
and resource allocation risks/benefits for an in relation to the needs of
breakdown using identified organization. the identified organisation
appropriate tools. and the accuracy and
reliability of the research
carried out.
LO4 Present your project recommendations and
justifications of decisions made, based on research of the
identified theme and sector

P6 Communicate M4 Assess the extent to

appropriate project which the project
recommendations for recommendations meet the
technical and non- needs of the identified
technical audiences. organisation, including fully-
supported rationales for
P7 Present arguments for
planning decisions made.
the planning decisions
made when developing
the project plans.

P8 Discuss accuracy and

reliability of the different
research methods applied.
Unit 7: Software Development Lifecycles

Unit code K/618/7408

Unit level 4

Credit value 15

Introduction
The software development lifecycle is an integrated process that promotes building
good quality, secure software throughout the entire development process. The aim of
this unit is to give students the knowledge and skills needed to understand software
development lifecycles so that they can demonstrate their knowledge by implementing
a software development lifecycle with a suitable methodology.

The unit introduces students to lifecycle decision making at different stages of the
software development process. They will examine various lifecycle models and learn
to appreciate their particular characteristics in order to understand for which project
environments they are most appropriate. Theoretical understanding will be translated
into practical skills through an actual software development lifecycle project. Students
will become confident in the use of particular tools and techniques relevant to a
chosen methodology.

Among the topics included in this unit are iterative and sequential models of software
development lifecycles and reference frameworks for initially capturing conceptual
data and information through a feasibility study, and requirement gathering
techniques through to analysis, design and software implementation activities.
Students will develop skills such as communication literacy, critical thinking, analysis,
reasoning and interpretation, which are crucial for gaining employment and
developing academic competence.
Learning Outcomes
By the end of this unit, students will be able to:
LO1 Describe different software development lifecycles
LO2 Explain the importance of a feasibility study
LO3 Undertake a software development lifecycle
LO4 Discuss the suitability of software behavioural design techniques.
Essential Content

LO1 Describe different software development lifecycles

Software development lifecycles:

Describe different software development lifecycles.

Understand and use different lifecycle models, including predictive (Waterfall,

Prototyping, RAD), adaptive (Spiral, Agile, DSDM), sequential and iterative software
development models.

Lifecycle stage and connectivity, including feasibility study, analysis, design,

implementation, testing, review or analysis, design, implementation, maintenance,
planning, requirements traceability.

Testing and integration, including relationship between test activities and software
development activities, levels of testing, building test environments, developing test
harnesses, functional and structural testing, incremental testing, system testing,
acceptance test and integration approaches, changeover strategies, trials and Go-Live
prerequisites.

Understand the role and utilisation of analysis artefacts:

The creation of analysis artefacts in a software development project, e.g. software

requirements specification, use case or user stories, user profiles, workflow model,
wireframes, logical data model, data dictionary etc.

The purpose and activities of the gap analysis process.

Roles and responsibilities in a large-scale software project development lifecycle:

Identify the different individuals in a project, e.g. project manager, business analyst,
systems analyst, programmer, DevOps engineer, testing engineer etc.

Contributions, including quality assurance, common core skills, tools and behaviours.

Explore how the psychology and mindset of testing differs to that development mindset
and their possible influence on the overall success of a software project.
LO2 Explain the importance of a feasibility study

Requirement gathering:
Requirement gathering techniques, including how to categorise, validate and
prioritise, e.g. MosCow method, functional requirements, non-functional
requirements, users and constraints.

Interviews, observation, investigation.

Importance of feasibility study:

Feasibility criteria considerations, e.g. legal, social, economic, technical,
timescales, organisational constraints.

Components of feasibility study, including purpose, structure, intended

audience, outcomes.

The purpose of process modelling and the importance of an organisational view

of business processes.

Key drivers for change, including performance and efficiency, legacy systems
upgrade, automation, elimination of human error.

LO3 Undertake a software development lifecycle

Carry out software development lifecycle:

Follow company, team or client approaches to continuous integration, version and

source control.

Apply an appropriate software development approach according to the relevant

paradigm, e.g. object oriented, event driven or procedural.

Identify stakeholder requirements.

Scope of project, including inputs, outputs, processes and process descriptors,

consideration of alternate solutions and security considerations, required quality
assurance and testing.

Constraints specific to activity, e.g. costs, organisational policies, legacy systems,

hardware requirements.

Create simple software designs to effectively communicate understanding of the

program.

Follow agreed software designs and technical and functional specifications.

 Follow organisational policies and procedures relating to the tasks being undertaken,
e.g. the storage and treatment of GDPR sensitive data

Report documentation, including structure, e.g. background information, problem

statements, data collection process and summary, recommendations and appendices.

Use of appropriate systems analysis terminology and tools, including data stores and
entities, data flows, process representation techniques relationships (1:1, 1:M and
M:M).

Investigation, e.g. upgrading computer systems, designing new systems.

Techniques and documents for documenting business requirements and processes

relevant to selected methodology, e.g. Context Diagrams, Data Flow Diagrams (DFDs),
Entity Relationship Diagrams (ERDs), Business Systems Options (BSOs), Technical
Systems Options (TSOs) and requirements traceability.

Analyse documented requirements to remove duplication, conflict and overlap.

Quality considerations, e.g. Total Quality Management (TQM).

LO4 Discuss the suitability of software behavioural design techniques

Evaluate suitability of software behavioural design techniques:

Flowcharts, pseudocode, formal specification methods, event/state/data driven,

finite state machines extended-FSM/FSP.

Problem of e-FSM state explosion, reachability analysis, safety, liveness

properties.

Automatic analysis and animation tools.

Understand the characteristics of software architecture that impact on software

testing in the development lifecycle.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Describe different software development lifecycles
D1 Assess the merits of
M1 Discuss using an example, why a
P1 Describe two iterative and applying the Waterfall
particular lifecycle model is selected
two sequential software lifecycle model to a large
for a development environment.
lifecycle models. software development
P2 Explain how risk is project.
managed in software lifecycle
models.

LO2 Explain the importance of a feasibility study

D2 Assess the impact of
P3 Explain the purpose of a M2 Discuss the components different feasibility criteria
feasibility report. of a feasibility report. on a software investigation.

P4 Describe how technical

solutions can be compared.

LO3 Undertake a software development lifecycle

D3 Evaluate the process of
P5 Undertake a software M3 Analyse how software
undertaking a systems
investigation to meet a requirements can be traced investigation with regard to
business need. throughout the software its effectiveness in improving
P6 Use appropriate software lifecycle. a software quality.
analysis tools/techniques to
M4 Discuss two approaches
carry out a software
to improving software
investigation and create
quality.
supporting documentation.

LO4 Discuss the suitability of software behavioural design

techniques

P7 Discuss, using M5 Analyse a range of

D4 Present justifications of
examples, the suitability of software behavioural
how data-driven software
software behavioural tools and techniques.
can improve the reliability
design techniques. M6 Differentiate
and effectiveness of
between a finite state
software.
machine (FSM) and an
extended FSM,
providing an
application of use for
both.
Unit 13: Website Design &
Development

Unit code Y/618/7419

Unit level 4

Credit value 15

Introduction

Wireless, public hotspot, mobile broadband and unlimited network connections mean
that accessing and using the internet to request, use and post information has never
been so easy, or so important. As public, organisational and business demand
increases so does user expectation. Designers need to use technology successfully to
deliver high-quality and consistent User Experiences (UX) through friendly and
functional User Interfaces (UI). However, as the software and hardware evolve so does
the challenge of design.
This unit introduces students to the underpinning services required to host, manage
and access a secure website. Students will then be introduced to and explore the
methods used by designers and developers to blend back-end technologies (server-
side) with front-end technologies (client-side). To help ensure that new designers are
able to design and deliver a site that offers an outstanding User Experience (UX)
supported by an innovative User Interface (UI), students will discuss the reasons,
requirements, relationships, capabilities and features of the systems they will be
using. This gives them an opportunity to explore various tools, techniques and
technologies with ‘good design’ principles in order to plan, design and review a
multipage website.
Among the topics included in this unit are: domain structure, domain name systems,
web protocols, database servers, development frameworks, website publishing,
content management, search engine optimisation, web browsers, HTML standards,
CSS and CSS pre-processing (LESS, SASS), presentation models, responsive design,
integrated development environments, user requirements, interface design, user
experience, branding, navigation, optimisation and validation.
On successful completion of the unit, students will be able to explain the server
technologies and management services associated with the hosting and management
of secure websites, categorise website technologies, tools and software used to
develop websites, utilise website technologies, tools and techniques with good design
principles to create a multipage website and create and use a Test Plan to review the
performance and design of a multipage website.
As a result, students will develop skills such as communication literacy, critical
thinking, analysis, reasoning and interpretation, which are crucial for gaining
employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Explain server technologies and management services associated with hosting
and managing websites
LO2 Categorise website technologies, tools and software used to develop websites
LO3 Utilise website technologies, tools and techniques with good design principles to
create a multipage website
LO4 Create and use a Test Plan to review the performance and design of a multipage
website.
Essential Content

LO1 Explain server technologies and management services associated with

hosting and managing websites

Hosting and website management:

Investigate relationships between domain names, Domain Name System (DNS)

services and communication protocols used to access a website.
Overview of publishing and managing secure websites, including search engine
indexing and ranking.

Different server technologies:

Differences between web server hardware, software and host operating systems.
Advantages of an integrated database system with regard to expanding website
capability.
Common web development technologies and frameworks.

LO2 Categorise website technologies, tools and software used to develop

websites

Website technologies:

Using front-end technologies, presentation layers and client-side programming

to build a User Interface (UI) and effect User Experience (UX).
How back-end technologies, application layers and server-side programming can
be used to enable personalisation and deliver dynamic content.
Tools, techniques and software used to develop websites, e.g. integrated
development environments, code repositories, low code environments, front-
end and back-end processing.
Improving User Experience (UX) through Rich Internet Application (RIA) design
using JavaScript and CSS frameworks and packages.
Overview of online content management systems, including possible advantages
and limitations with regards to design.
Using web design and development software to design and build a secure
website.
LO3 Utilise website technologies, tools and techniques with good design
principles to create a multipage website

Establish the client and user requirements:

Differentiate client and user requirements from behaviours.

Consider how audience and purpose could influence the look and feel of a
website.
Review accessibility and inclusivity standards and guidelines, e.g. W3C, Equality
Act 2010 and other relevant legislation, and their possible impact on design and
aesthetics.
Research and create good content, combined with good design principles to
create a multipage website:

Introduce and use recognised design principles, incorporating accessibility and

inclusivity guidelines to implement an appropriately branded, multipage site.
Guidelines and recommended good practice to ensure the website and
associated data is ‘secure by design’.
Discuss why and how the quality of content can affect the performance of a
website.

LO4 Create and use a Test Plan to review the performance and design of a
multipage website

Consider factors that influence website performance:

Review how intuitive interfaces and actions, user-friendly designs, appropriate

graphics, effective navigation and good-quality content can help establish user
trust and deliver an improved User Experience (UX).
Consider the effects of good and bad search engine optimisation (SEO) and
indexing on the performance of a website.
W3C Validation (HTML and CSS) and how it influences website design and
performance.

Establish a Test Plan and use it to assess the performance of a website:

Assess the impact of poorly optimised website graphics.

Research and conduct Quality Assurance (QA) and usability testing on a
multipage website.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Explain server technologies and management
services associated with hosting and managing websites

P1 Identify the purpose M1 Analyse the impact of D1 Justify the technologies,

and types of DNS, common web development management services, tools
including explanations on technologies and and software chosen to
how domain names are frameworks with regard to realise a custom-built
organised and managed. website design, functionality website.
and management.
P2 Explain the purpose
and relationships M2 Review the influence of
between communication search engines on website
protocols, server performance and provide
hardware, operating evidence-based support for
systems and web server improving a site’s index
software with regard to value and rank through
designing, publishing and search engine optimisation.
accessing a website.

LO2 Categorise website technologies, tools and software

used to develop websites

P3 Discuss the M3 Analyse a range of tools

capabilities and and techniques available to
relationships between design and develop a
front-end and back-end custom-built website.
website technologies and
explain how they relate to
presentation and
application layers.
P4 Discuss the
differences between
online website creation
tools and custom-built
sites with regard to
design flexibility,
performance,
functionality, User
Experience (UX) and User
Interface (UI).
Pass Merit Distinction
LO3 Utilise website technologies, tools and techniques
with good design principles to create a multipage
website

P5 Create a design M4 Justify the multipage D2 Evaluate the design and

document for a branded, website implementation development process of the
multipage website, decisions against the multipage website against
supported with medium design document. the design document
fidelity wireframes and a including any technical
full set of client and user challenges faced.
requirements.
P6 Use the design
document with
appropriate principles,
standards and guidelines
to produce a branded,
multipage website
supported with realistic
content.

LO4 Create and use a Test Plan to review the

performance and design of a multipage website
P7 Create a suitable test M5 Analyse the Quality D3 Evaluate the results of the
plan, identifying key Assurance (QA) process Test Plan and the overall
performance areas to and review how it was success of the multipage
review the functionality implemented during the website with
and performance of the multipage website design recommendations for
multipage website and development stages. improvement.
developed
Unit 16: Computing Research Project
(Pearson-set)

Unit code K/618/7425

Unit type Core

Unit level 5

Credit value 30

Introduction
This unit is assessed through a Pearson-set assignment. Students will choose their
own project based on a theme provided by Pearson (this will change annually). The
project must be related to their specialist pathway of study (unless the student is
studying the general computing pathway). This will enable students to explore and
examine a relevant and current topical aspect of computing in the context of a
business environment and their chosen specialist pathway.
The aim of this unit is to give students the opportunity to engage in sustained
research in a specific field of study. Students will be able to demonstrate the capacity
and ability to identify a research theme, to develop research aims, objectives and
outcomes, and to present the outcomes of such research in both written and verbal
formats. Students are encouraged to reflect on their engagement in the research
process, during which recommendations for personal development are key learning
points.
On successful completion of this unit, students will have the confidence to engage in
problem-solving and research activities. Students will have fundamental knowledge
and skills that will enable them to investigate workplace issues and problems,
determine appropriate solutions and present evidence to various stakeholders in an
acceptable and understandable format.
Students will have developed skills such as communication literacy, critical thinking,
analysis, synthesis, reasoning, and interpretation, which are crucial for gaining
employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Examine appropriate research methodologies and approaches as part of the
research process
LO2 Conduct and analyse research relevant to a computing research project
LO3 Communicate the outcomes of a research project to identified stakeholders
LO4 Reflect on the application of research methodologies and concepts.
Essential Content

LO1 Examine appropriate research methodologies and approaches as part of

the research process

Developing a research proposition:

The importance of developing methodical and valid propositions as the

foundation for a research project.
Rationale: the purpose and significance for research question or hypothesis.
The value of the philosophical position of the researcher and the chosen
methods.
Use of Saunders’ Research Onion as a guide to establishing a methodological
approach.

Literature review:

Conceptualisation of the research problem or hypothesis.

The importance of positioning a research project in context of existing
knowledge.
Significance and means of providing benchmarks by which data can be judged.

Qualitative, quantitative, and mixed method research methodologies:

Key theoretical frameworks for research.

Advantages and limitations of qualitative and quantitative research approaches
and methods.

LO2 Conduct and analyse research relevant to a computing research project

Research as a process:

Follow distinct phases of research to support a coherent and logical argument

including using secondary research to inform a primary, empirical study.
Identify the reason and goal of the business research project, e.g. solving
identified problems, business expansion, improve competitiveness, response to
developments in technology, changes in the industry.
Elicite information from stakeholders.
Application of key skills and behaviours to guide the research project and ensure
success, e.g. critical thinking, analysis and reasoning, dealing with difficult
situations, misunderstanding or mistakes.
 Selecting a sample:

The importance of gathering primary and secondary data and information

(qualitative or quantitative) to support research analysis.
Selecting sample types and sizes that are relevant to the research.
Considering sampling approaches and techniques, including probability and
non-probability (random) sampling.

Ethics, reliability and validity:

Conduct research ethically including reporting of findings.

Consider how to ensure reliable and valid research.

Analysing data:

Using data collection tools such as interviews and questionnaires.

Using analytical techniques such as trend analysis, coding and typologies.

LO3 Communicate the outcomes of a research project to identified

stakeholders

Stakeholders:

Techniques to support the identification and analysis of internal and external

stakeholders.
Stakeholder analysis to determine approaches to communications, including
who the stakeholders are, high and low priority status, type of communication,
frequency of communication, level to which the project outcomes are conveyed.

Communicating research outcomes:

Consideration of different methods of communicating outcomes, e.g. written

word, spoken word, and the medium, e.g. report, online, presentation. The
method and medium will be influenced by the research and its intended
audience. Considerations when communicating with stakeholders, e.g.
maintaining privacyand security, tone of voice, use of technical vocabulary or
jargon, maintaining orpromoting company image.

Convincing arguments:

No matter what the method/medium, all research should be convincing and

presented logically where the assumption is that the audience has little or no
knowledge of the research process.
The importance of developing evaluative conclusions.
LO4 Reflect on the application of research methodologies and concepts

Reflection for learning and practice:

Difference between reflecting on performance and evaluating a research project.

The former considers the research process; the latter considers the quality of the
research argument and use of evidence.
Reflection on the merits, limitations and potential pitfalls of the chosen methods.

The cycle of reflection:

To include reflection in action and reflection on action.

Considering how to use reflection to inform future behaviour and future
considerations.

Reflective writing:

Avoiding generalisation and focusing on personal development and the research

journey in a critical and objective way.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine appropriate research methodologies and
approaches as part of the research process

P1 Produce a research M1 Analyse different D1 Critically evaluate

proposal that clearly research approaches and research methodologies
defines a research methodology and make and processes in
question or hypothesis, justifications for the choice application to a computing
supported by a literature of methods selected based research project to justify
review. on philosophical/theoretical chosen research methods
frameworks. and analysis.
P2 Examine appropriate
research methods and
approaches to primary
and secondary research.

LO2 Conduct and analyse research relevant to a

computing research project

P3 Conduct primary and M2 Discuss merits,

secondary research using limitations and pitfalls of
appropriate methods for a approaches to data
computing research collection and analysis.
project that consider costs,
access and ethical issues.

P4 Apply appropriate
analytical tools, analyse
research findings and
data.
Pass Merit Distinction
LO3 Communicate the outcomes of a research project to
identified stakeholders
P5 Communicate research M3 Analyse the extent to D2 Evaluate outcomes and
outcomes in an which outcomes meet set make valid, justified
appropriate manner for research objectives and recommendations.
the intended audience. communicate judgements
effectively for the intended
audience
LO4 Reflect on the application of research
methodologies and concepts
P6 Discuss the M4 Analyse results in D3 Demonstrate reflection
effectiveness of research recommended actions for and engagement in the
methods applied, for improvements and future resource process, leading
meeting objectives of the research considerations. to recommended actions
computing research for future improvement.
project.
P7 Discuss alternative
research methodologies
and lessons learnt in view
of the outcomes.
Unit 17: Business Process Support

Unit code A/618/7428

Unit type Core

Unit level 5

Credit value 15

Introduction
Data and information are core to any organisation and business process. Accurate
data and meaningful information are of high value to an organisation and are key
drivers for effective decision making and problem solving. Business intelligence relies
on the use of data science, which makes use of a range of tools and methods,
including data mining, data integration, data quality and data warehousing, in
conjunction with other information management systems and applications.
This unit introduces students to a range of tools, techniques and technologies used
for acquiring data and processing it into meaningful information that can be used to
support business functions and processes.
Students will examine how data and information support business processes, the
mechanisms to source and utilise data and turn it in to usable, and valuable,
information output. Students will explore real-world business problems, the
emergence of data science and how the application of data science can be used to
support business processes. Finally, students will demonstrate practical application of
data science techniques to support real-world business problems.
On successful completion of this unit, students will appreciate the importance and
value of data and information in terms of optimising decision making and
performance. By exploring the tools, techniques and systems that support business
processes, students will be aware of the role and contribution of these technologies
and methodologies, and their importance to organisations. As a result, students will
develop skills such as communication literacy, critical thinking, analysis, reasoning and
interpretation, which are crucial for gaining employment and developing academic
competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Discuss the use of data and information to support business processes and the
value they have for an identified organisation
LO2 Discuss the implications of the use of data and information to support business
processes in a real-world scenario
LO3 Explore the tools and technologies associated with data science and how it
supports business processes
LO4 Demonstrate the use of data science techniques to make recommendations to
support real-world business problems.
Essential Content

LO1 Discuss the use of data and information to support business processes and
the value they have for an identified organisation

Data and information in organisations:

Value of data and information for an organisation, including decision making

(strategic, tactical and operational), deliver and improve services, optimise
workflow and efficiency, increase profit margins, diversification, reduce
overheads.
Types of data used by organisations, including structured and unstructured data.
Impact on business processes in terms of elicitation and storage.
The importance of reliable data and impact on businesses.

Use of data and information to support business processes:

Analysing market trends to identify patterns.

Factors impacting fluctuations in supply and demand, and prices of goods.
Monitoring system performance metrics.
Monitoring and controlling the quality of a product or service.
Analysing levels of user or customer interaction and engagement.
Analysing trends in browsing and purchasing for targeted marketing purposes.

Mechanisms:

Data generation, including human generated, e.g. social media posts, documents
and files, email and text messages, website content.
Machine generated data, e.g. sensor readings, log files, system performance
metrics, transactional data.
Tools to collect, store, manage, analyse and display data and information,
including application software, content management systems, social media
platform analytics tools, databases, scripting languages.
LO2 Discuss the implications of the use of data and information to support
business processes in a real-world scenario

Social, legal and ethical implications:

Recognise the social, ethical and professional issues related to the use of data
and information to support business processes, e.g. how data and information is
collected and used, use of cookies and other transactional data, sharing of data,
e.g. between departments, services and organisations.
Legal and regulatory issues related to the use of data and information to support
business processes in reference to current legislation and principles of good
practice, as recommended by computing professional bodies.

Cybersecurity management:

Common threats to data and information, e.g. internal and external threats.
Impact of human behaviour on cyber security, e.g. how motive and opportunity
combine to become a threat.
Concept of ‘secure by design’ when developing and using systems to handle data
and information.
Ways to mitigate common threats to data and information at personal and
organisational level.
Organisational implications of failing to adequately protect data and information,
e.g. legal actions, financial impact, disruption of operations and reduction in
productivity, damage to public image.

LO3 Explore the tools and technologies associated with data science and how it
supports business processes

Data science overview:

Explore how the exponential growth of the amount of data generated impacts on
the way data is collected and used.
The core aims of data science, including making data useful and retrievable,
extracting actionable intelligence to improve business performance, automating
extraction and implementation.
Key job roles, including data engineer and data scientist, and how they work with
other members of a team, e.g. senior managers, business and data analysts,
software engineers in change and development lifecycles.
 Data-science-related skills, including mathematics and statistics, programming
and scripting skills, investigation and integration of data, core business
knowledge.
Sub-disciplines in the data science field, including data engineering, machine
learning and artificial intelligence.

Using data:

Core data handling techniques and concepts, including input and capture, data
processing and conversion, information output and security considerations.
Forms of data, including unstructured and semi-structured data, and
implications on use and analysis.
Data types, e.g. date, integer, real, character, string, Boolean.
Format of source and target data files, e.g. JSON, fixed-width text file, CSV, ASCII,
XML.
The use of coding and scripting languages to automate data science processes,
e.g. Python, R.
Turning data into usable information, including data mining techniques to find
anomalies, cluster patterns and relationships between data sets, web scraping,
descriptive and predictive analysis, converting data into visual information, e.g.
charts, graphs, histograms, other visual mediums.
Predictive modelling, e.g. forecasting, use of statistical models to predict and
identify trends.
Communicating information effectively to a range of stakeholders.

LO4 Demonstrate the use of data science techniques to make

recommendations to support real-world business problems

Solutions:

Supporting a business process, including techniques to elicit end user

requirements, systems requirements, application to automate procedures,
including when it is most appropriate to use each one.
Designing a tool, program or package that can perform a specific task to support
problem solving or decision making, e.g. e-commerce function for a website to
support purchase analysis, a user dashboard to investigate specific market
trends, optimising delivery routes for a logistics company.
Analysing and modelling business processes using relevant techniques,
standards, notation and software tools.
Design considerations:

Addressing user and system requirements, e.g. user-friendly and functional

interface, considering user engagement and interaction, quality risks inherent in
data, mitigate or resolve risks, meaningful data output, customisation to satisfy
the user and system requirements, phases of testing of business system
changes.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Discuss the use of data and information to support
business processes and the value they have for an
identified organisation

P1 Discuss how data and M1 Assess the value of D1 Evaluate the wider
information support data and information to implications of using data
business processes and individuals and and information to
the value they have for organisations in relation to support business
organisations. real-world business processes in an identified
processes. organisation.
P2 Discuss how data is
generated and the tools
used to manipulate it to
form meaningful data to
support business
operations.

LO2 Discuss the implications of the use of data and

information to support business processes in a real-
world scenario

P3 Discuss the social legal M2 Analyse the impact of

and ethical implications of using data and information
using data and information to support business real-
to support business world business processes.
processes.

P4 Describe common
threats to data and how
they can be mitigated at on
a personal and
organisational level.
Pass Merit Distinction
LO3 Explore the tools and technologies associated with
data science and how it supports business processes

P5 Discuss how tools and M3 Assess the benefits of D2 Evaluate the use of
technologies associated using data science to solve data science techniques
with data science are used problems in real-world against user and business
to support business scenarios. requirements of an
processes and inform identified organisation.
decisions.

LO4 Demonstrate the use of data science techniques to

make recommendations to support real-world business
problems

P6 Design a data science M4 Make justified

solution to support recommendations that
decision making related to support decision making
a real-world problem. related to a real-world
problem.
P7 Implement a data
science solution to support
decision making related to
a real-world problem.
Unit 22: Application Development

Unit code Y/618/7436

Unit level 5

Credit value 15

Introduction

Application development is a process of planning, creating, testing, and deploying an

information system. Often applications are developed to automate a process, build a
product to address business need or to get ahead of the competition by being
innovative. Professionalism and critical thinking supported by an ability to work
independently and as part of a team are core skills for a developer.
This unit introduces students to application development. It is designed to simulate
the roles and responsibilities of a commercial developer working in a suitable
business environment, with access to a small team of colleagues. Initially, students are
introduced to a business-related problem and will need to adopt and use appropriate
methods and practices to analyse, break down and discuss the issues – then decide,
design, create and test a possible solution. Students should be free to debate,
evaluate and select different design and development methodologies, depending on
their own judgement and consideration.
Among the topics included in this unit are design and developer documentation;
problem analysis; research, system and user requirements; design methodologies
and principles; security considerations; development methodologies; software
development lifecycles; teamwork, peer reviews, development tools and techniques;
integrated development environments; debugging, testing, software versions and
quality assurance.
On successful completion of this unit, students will be able to produce a software
design document by analysing a business-related problem and deduce an appropriate
solution, including a set of initial requirements. They will be able to select and use
design and development methodologies, with tools and techniques associated with
the creation of a business application. They will also be able to work individually and
as part of a team to plan, prepare and produce a functional business application with
support documentation, and assess and plan improvements to a business application
by evaluating its performance against its software design document and initial
requirements. As a result, students will develop skills such as communication literacy,
critical thinking, analysis, reasoning and interpretation, which are crucial for gaining
employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Produce a software design document for a business-related problem based on
requirements
LO2 Research design and development tools and methodologies for the creation of a
business application
LO3 Plan and produce a functional business application with support documentation
LO4 Evaluate the performance of a business application against its software design
document and initial requirements.
Essential Content

LO1 Produce a software design document for a business-related problem based

on requirements

Business-related problem and solutions:

Problem definition statement including highlighting and describing the issues

that need to be addressed.
Consider possible business application solutions which address problem.
Predict the overall success of the application.

Produce a software design document:

Proposed solution including relevant details on requirements, system analysis,

system design, coding, testing and implementation.
The value of software design documents with regard to application development.
Research and use information relating to software testing to create a suitable
test plan for a business application.

LO2 Research design and development tools and methodologies for the creation
of a business application

Discuss different design and development methodologies:

Consider current design and development methodologies e.g. Agile, DevOps,

Rapid Application Development (RAD), Waterfall
Strengths and weaknesses commonly associated with each methodology.
Security implications of design and development methodologies.
Selection of a design and development methodology for use with the creation of
a proposed application development.

Use appropriate tools and techniques:

Different tools and techniques available to create a business application.

Advantages and disadvantages of your preferred or selected tools and
techniques.
LO3 Plan and produce a functional business application with support
documentation

Work as a small team to plan and prepare a business application:

Peer review a development plan.

Interpret and implement a given design whist remaining compliant with security
and maintainability requirements.
Communicate and defend effectively the ideas in a software design document.
Discuss differences with regards to the possible strengths and weakness of each
software design document.
Modify software design document to reflect any new insights or considerations.

Prepare and produce a functional business application:

Use a software design document with a preferred design and development

methodology and selected tools and techniques.
Functional business application including data set for testing.
Apply appropriate algorithms, logic and data structures as required in the
development of an application.
Build, manage and deploy code for the business application into a relevant
environment and link code to data sets.
Create and quality check appropriate support documents for an application.

LO4 Evaluate the performance of a business application against its software

design document and initial requirements

Assess the performance of a business application:

Factors that influence the performance of a business application with regard to

its system requirements.
Review of the performance and development of a developed application against
all identified factors and any adopted design and development methodologies.
Measure the overall success of the application against original prediction and
identify any new areas of personal insight.

Plan improvements to a business application:

Strengths and weaknesses of a business application against its software design

document and initial requirements.
Detailed planning of possible revisions (including implementation) in terms of
improving application’s performance.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Produce a software design document for a business-
related problem based on requirements

P1 Produce a well-defined M1 Analyse a business- D1 Evaluate the solution

problem definition related problem using to a business-related
statement, supported by a appropriate methods to problem and the
set of user and system produce a well-structured preferred software
requirements for a business software design document. development
problem. methodology by
comparing the various
P2 Review areas of risk
software development
related to the successful
tools and techniques
development of a proposed
researched.
application.

LO2 Research design and development tools and

methodologies for the creation of a business application

P3 Research the use of M2 Justify the software

software development tools development tools and
and techniques for the development methodology
development of a proposed selected.
application.
Pass Merit Distinction
LO3 Plan and produce a functional business application
with support documentation

P4 Conduct a peer review of M3 Interpret peer-review D2 Justify improvements to

the problem definition feedback and identify the business application
statement, proposed opportunities not previously system made because of
solution and development considered. feedback and also feedback
strategy, documenting any which was not acted upon,
M4 Develop a functional
feedback given. including opportunities for
business application based
improvement and further
P5 Develop a functional on a specific software design
development.
business application with document, with supportive
support documentation evidence of using the
based on a specified preferred tools, techniques
business problem. and methodologies.

LO4 Evaluate the performance of a business application

against its software design document and initial
requirements

P6 Review the performance M5 Critically review the

of the business application design, development and
against the problem testing stages of the
definition statement and application development
initial requirements. process including risks.
Unit 25: Machine Learning

Unit code H/618/7438

Unit level 5

Credit value 15

Introduction

Machine learning is the science of getting computers that have the ability to learn
from data or experience to solve a given problem without being explicitly
programmed. It has been around for many years, however it has become one of the
hottest fields of study in the computing sector. Machine learning is in use in several
areas such as predictive modelling, speech recognition, object recognition, computer
vision, anomaly detection, medical diagnosis and prognosis, robot control, time series
forecasting and many more.
This unit introduces students to the basic theory of machine learning, the most
efficient machine learning algorithms and practical implementation of these
algorithms. Students will gain hands-on experience of getting these algorithms to
solve real-world problems.
Topics included in this unit are: the foundations of machine learning, types of learning
problems (classification, regression, clustering etc.), taxonomy of machine learning
algorithms (supervised learning, unsupervised learning, reinforcement learning),
machine learning algorithms (decision tree, naïve Bayes, k-nearest neighbor, support
vector machine etc.).
On successful completion of this unit, students will understand the concept of
machine learning and machine learning algorithms. They will have gained hands-on
experience in implementing algorithms using a programming language such as C/C++,
C#, Java, Python, R, or a machine learning tool such as Weka, KNIME, Microsoft
AzureML. As a result, students will develop skills such as communication literacy,
critical thinking, analysis, reasoning and interpretation, which are crucial for gaining
employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Analyse the theoretical foundation of machine learning to determine how an
intelligent machine works
LO2 Investigate the most popular and efficient machine learning algorithms used in
industry
LO3 Develop a machine learning application using an appropriate programming
language or machine learning tool for solving a real-world problem
LO4 Evaluate the outcome or the result of the application to determine the
effectiveness of the learning algorithm used in the application.
Essential Content

LO1 Analyse the theoretical foundation of machine learning to determine how

an intelligent machine works

What machine learning is:

Definitions of machine learning.

Core terminologies of machine learning.

Types of learning problems:

Classification, regression, optimisation, clustering.

How machine learning works, including supervised learning, unsupervised
learning, reinforcement learning, semi-supervised learning, deep learning.

LO2 Investigate the most popular and efficient machine learning algorithms
used in industry

Machine learning algorithms and appropriate programming languages or tools:

Introduction to programming languages or tools. Introduction to the language or

tool.
A quick tour of the language or tool.

Investigating the mathematical background of machine learning with the

programming language or tool:

Formulas, functions, descriptive statistics and graphs, probability.

Investigate the machine learning algorithm and demonstrate using the programming
language or a tool:

k-nearest neighbor, support vector machine, linear regression, decision tree,

naïve Bayes, k-means clustering.

LO3 Develop a machine learning application using an appropriate programming

language or machine learning tool for solving a real-world problem

Problem definition:

Investigate and characterise the problem in order to better understand the goals
of the project.
 Data analysis:

Understand the available data (rows, columns, classes data range etc.).

Data preparation:

Separate the data as training sets and testing set in order to better expose the
structure of the prediction to modelling algorithms.

Implement the algorithm:

Implement the algorithm with an appropriate programming language or tool,

train the model using training data set, present results.

LO4 Evaluate the outcome or the result of the application to determine the
effectiveness of the learning algorithm used in the application

Improving models’ accuracy:

The cause of poor performance in machine learning is either overfitting or

underfitting the data.
Underfitting situations: underfitting happens when a model is too simplistic,
usually with less data and is unable to establish an accurate relationship of the
variables, causing a high error rate on training and new data.
Overfitting situations: overfitting happens when a model learns the detail and
noise in the training data to the extent that it negatively impacts the
performance of the model on new data.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Analyse the theoretical foundation of machine

learning to determine how an intelligent machine works

P1 Analyse the types of M1 Evaluate the category of D1 Critically evaluate why

learning problems. machine learning machine learning is essential
algorithms with to the design of intelligent
P2 Demonstrate the
appropriate examples. machines.
taxonomy of machine
learning algorithms.

LO2 Investigate the most popular and efficient machine

learning algorithms used in industry

P3 Investigate a range of M2 Analyse these

machine learning algorithms using an
algorithms and how these appropriate example to
algorithms solve learning determine their power.
problems.

P4 Demonstrate the
efficiency of these
algorithms by
implementing them using
an appropriate
programming language or
machine learning tool.
Pass Merit Distinction
LO3 Develop a machine learning application using an
appropriate programming language or machine learning
tool for solving a real-world problem

P5 Prepare training and M3 Test the machine D2 Critically evaluate the

test data sets in order to learning application using implemented learning
implement a machine a range of test data and solution and its
learning solution for an explain each stage of this effectiveness in meeting
appropriate learning activity. end user requirements.
problem.

P6 Implement a machine
learning solution with a
suitable machine learning
algorithm and
demonstrate the outcome.

LO4 Evaluate the outcome or the result of the

application to determine the effectiveness of the
learning algorithm used in the application

P7 Discuss whether the M4 Evaluate the

result is balanced, effectiveness of the
underfitting or overfitting. learning algorithm used in
the application.
P8 Analyse the result of the
application to determine
the effectiveness of the
algorithm.
Unit 28: Cloud Computing

Unit code K/618/7442

Unit level 5

Credit value 15

This unit is aligned to the Microsoft Azure Fundamentals Certification. See section 3.1.4 for
guidance on claiming certification.

Introduction
Cloud computing has revolutionised the way IT services are delivered and has become
an important part of the computing sector. Cloud computing is internet-hosted
computing, which means that it uses the internet to deliver data and other IT services
such as storage, printing, server facilities. In other words, end users and organisations
no longer need to have their own extensive network environment on the premises but
can get the same services provided virtually over the internet.
The fundamental difference between traditional networking and cloud computing is
that the technical details of the system are hidden from the end user. This means the
networking infrastructure does not have to be on the premises as it would be hosted
off-site in the cloud. However, the end user can use the services without the fear of
technical difficulties or disasters as they would be managed by the cloud service
provider. Cloud computing is a natural evolution of networking and is adapting
modern network-oriented technologies such as virtualisation, service-oriented
architecture, utility computing and ubiquitous computing.
This unit is designed to develop understanding of the fundamental concept of cloud
computing, cloud segments and cloud deployment models and the need for cloud
computing. Students will gain appreciation of issues associated with managing cloud
service architecture and develop a critical awareness of cloud-computing-based
projects. Topics included in the unit are the paradigms of networking, fundamentals
of cloud computing, cloud computing architecture, deployment models, service
models, security, technological drivers and cloud service providers.
On successful completion of this unit, students will understand the concept, architecture
and services of cloud computing. They will have hands-on experience of configuring a
cloud service from major providers such as ECM, Google, Amazon, Microsoft and IBM
and of implementing a simple cloud platform using open source software with an
appropriate networking platform. As a result, students will develop skills such as
communication literacy, critical thinking, analysis, reasoning and interpretation, which are
crucial for gaining employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Demonstrate an understanding of the fundamentals of cloud computing and its
architectures
LO2 Evaluate the deployment models, service models and technological drivers of
cloud computing and validate their use
LO3 Develop cloud computing solutions using service provider frameworks and open
source tools
LO4 Analyse the technical challenges for cloud applications and assess their risks.
Essential Content

LO1 Demonstrate an understanding of the fundamentals of cloud computing

and its architectures

Networking paradigm:

Peer-to-peer computing, client-server computing, distributed computing, cluster

computing, high-performance computing, parallel computing, grid computing.

Cloud computing fundamentals:

Definition and history of cloud computing, principles of cloud computing, cloud

ecosystem, cloud architecture and infrastructure, virtualisation, network
connectivity, managing the cloud, application migration to the cloud.
Explore storage virtualisation, including storage architecture for virtualisation;
physical disk types and related techniques; difference between centralised and
distributed storage, virtualised and non-virtualised storage features, difference
between capex and opex, methods for planning and managing costs and Service
Level Agreements (SLAs).

LO2 Evaluate the deployment models, service models and technological drivers
of cloud computing and validate their use

Deployment models:

Private cloud, public cloud, community cloud, hybrid cloud.

Service models:

Infrastructure as a service (IaaS) a form of cloud computing providing virtualised

computing resources over the internet.
Platform as a service (PaaS), providing a complete development and deployment
environment.
Software as a service (SaaS), offering users access to a vendor’s cloud-based
software.
Analytics as a service (AaaS), offering provision of analytics software and
operations through web-delivered technologies.
Cloud computing use cases.
 Technological drivers:

Service-oriented Architecture (SOA), virtualisation and cloud computing,

multicore technology, memory and storage technology, networking technology,
Web 2.0, & 3.0, software process models for cloud, programming models,
pervasive computing, application environment.
Explore architecture and components used for virtualisation, and traffic flows
between VMs.

LO3 Develop cloud computing solutions using service provider frameworks and
open source tools

Cloud Service Providers (CSPs):

Explore the features of different cloud service providers and virtualisation

software, e.g. Microsoft, EMC, Google, Amazon Web Services, IBM, VMware, KVM,
FusionCompute.

CSP architectural components:

Explain architectural components using service provider terminology,

e.g. regions, zones, resource groups, subscriptions, management groups.

CSP core resources, core solutions and management tools:

Compute, networking and storage.

Describe service provider’s core solutions, e.g. IoT solutions, Big Data Analytics,
artificial intelligence (AI) and machine learning, DevOps.
Describe CSP management tools, e.g. Azure Portal, AWS Management Console,
Command Line Interface (CLI), Cloud Shell, and application monitoring.

CSP cost management and service level agreements (SLAs):

Factors affecting cost, pricing calculators, reducing costs, forecasting costs.

Purpose of SLAs and factors affecting them.

Open source:

Open source tools for IaaS, open source tools for PaaS, open source tools for
SaaS, distributed computing tools, e.g. Cassandra, Hadoop, MongoDB, NGrid,
Ganglia.
LO4 Analyse the technical challenges for cloud applications and assess their
risks

Security aspects:

Data security, virtualisation, network security, alerts, resource hygiene, defence

in depth.
Identity, including authentication and authorisation.
Governance, including role-based access control, policy and templates.
Privacy and compliance.

Platform-related security:

SaaS Security issues, PaaS Security Issues, IaaS Security Issues, Audit and
Compliance.

CSP security features:

Describe CSP security features, e.g. Azure Security Centre, Key Vault, AWS
GuardDuty, Azure Sentinel, Dedicated Hosts, Network Security Groups (NSG),
DDoS protection.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Demonstrate an understanding of the fundamentals
of cloud computing and its architectures

P1 Analyse the evolution M1 Discuss why an D1 Justify the tools chosen to

and fundamental organisation should migrate realise a cloud computing
concepts of cloud to a cloud computing solution.
computing. solution.

P2 Design an appropriate
architectural cloud
computing framework for
a given scenario.

LO2 Evaluate the deployment models, service models and

technological drivers of cloud computing and validate
their use

P3 Define an appropriate M2 Demonstrate selected

deployment model for a deployment models with
given scenario. real-world examples.

P4 Compare the service

models for choosing an
adequate model for a
given scenario.
Pass Merit Distinction
LO3 Develop cloud computing solutions using service
provider frameworks and open source tools

P5 Configure a cloud M3 Discuss the issues and D2 Critically discuss how

computing platform constraints that can be issues and constraints during
with a cloud service faced during the the development process can
provider’s framework. development process. be overcome.
P6 Implement a cloud
platform using open
source tools.

LO4 Analyse the technical challenges for cloud

applications and assess their risks

P7 Analyse the most M4 Discuss how to D3 Critically discuss how an

common problems that overcome security issues organisation should protect
arise in a cloud when building a secure its data when migrating to a
computing platform and cloud platform. cloud solution.
discuss appropriate
solutions.

P8 Assess the most

common security issues
in cloud environments.
Unit 29: Network Security

Unit code M/618/7443

Unit level 5

Credit value 15

Introduction

‘Who is accessing my network?’ ‘A bank was hacked last week, did you hear about
that?’ ‘Last night l blocked my neighbours from accessing their internet because they
did not have a Wireless Equivalent Protection (WEP) or WPA (Wi-Fi Protected Access)
key on their wireless.’ It is estimated that network security (NS) breaches occur every
second worldwide, from small home networks to massive corporate networks. The
cost to businesses is in billions, if not trillions. There are several methods, techniques
and procedures that need to be implemented on a network in order for it to be
‘secure’. Sometimes basic procedures such as locking your network room, changing
your password regularly, and putting a password on all your network devices, are all
that is needed to achieve some basic network security.
This unit introduces students to the fundamental principles of network security
practices. As systems administration and management are important tasks in the day-
to-day functioning and security of information systems, poor or improper practices
can lead to loss of data, its integrity, performance reductions, security breaches and
total system failure. Special planning and provision need to be made for ongoing
support of systems and networks, which account for a significant proportion of the IT
budget. With the widespread use of computers and the internet for business
customers and home consumers, the topic of security continues to be a source for
considerable concern.
Among the topics included in this unit are: historical network security principles and
associated aspects such as firewalls, routers, switches, MD5, SSL, VPN, AES, SHA-1/2,
RSA, DES, 3DES; different types of public and private key cryptography such as Caesar
cipher, IPsec; types of attacks that can be carried out on a network and methods of
preventing attacks such as man-in-the-middle (MITM) (eavesdropping), Denial of
Service (DoS), Distributed Denial of Service (DDoS) (ping); certificate authority (CA);
‘The Cloud’ security aspects and associated counter-measures such public cloud,
private cloud, hybrid cloud, community cloud, Platform-as-a-Service (PaaS),
Infrastructure-as-a-Service (IaaS), phishing, spoofing, DNS attack, SQL injection, Media
Access Control (MAC) address spoofing/control. Firewalls and other Gateways can be
used as a tool for Intrusion Detection and Prevention as they can be situated on the
perimeter of the Network to provide security.
On successful completion of this unit, students will be able to confidently discuss
several types of network security measures and associated protocols, and
cryptographic types and configuration settings of network security environments.
They will also be able to test the security of a given network to identify and fix
vulnerabilities. As a result, they will develop skills such as communication literacy,
critical thinking, analysis, reasoning and interpretation, which are crucial for gaining
employment and developing academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Examine network security principles, protocols and standards
LO2 Design a secure network for a corporate environment
LO3 Configure network security measures for the corporate environment
LO4 Undertake the testing of a network using a Test Plan.
Essential Content

LO1 Examine network security principles, protocols and standards

The history of network security:

Formation and role of Computer Emergency Response Team (CERT), common

and advanced cyber security threats and techniques, e.g. malware, DoS etc,
network vulnerabilities, threat actors, threat actor tools, threat actor motivations
and opportunities.

Network security devices:

Security frameworks, Authentication, Authorisation, Accounting (AAA), historical

network security principles and associated physical and virtual aspects such as
firewalls, routers and switches.

Network security protocols:

MD5, SSL, VPN, AES, SHA-1/2, RSA, DES, 3DES, IPsec.

Network protocols:

DNS, DHCP, HTTP, HTTPs, FTP, FTPs, POP3, SMTP, IMAP.

Network security cryptographic types:

Understand the types of cryptography, including symmetric encryption,

asymmetric encryption and hashing.
Different types of public and private key cryptography such as Vigenère, Hash,
Triple Data Encryption (3DES) and Feistel cipher.
The Advanced Encryption Standard (AES known as Rijndael), Data Encryption
Standard (DES), Message Authentication Code (MAC).
Key Encapsulation Mechanisms (KEMs), Data Encapsulation Mechanisms (DEMs)
and hybrid Public Key Encryption (PKE).

LO2 Design a secure network for a corporate environment

Planning a network:

Considerations must be thought through on what the network will be used for
(purpose).
Backup, recovery and business continuity requirements.
Compliance with legislative and regulatory requirements.
 Hardware and software considerations:

What hardware and software will be used on the network.

Size considerations:

Consideration of the size and distance between nodes on the network, use of
public, private or hybrid connections between sites, who has access to the
network, how connections are secured.

LO3 Configure network security measures for the corporate environment

Configure network security:

Select the appropriate tools and comply with organisational policies and
processes when configuring and upgrading systems.
Configure network security measures such as firewalls, routers, switches,
gateways, SSL, IPSec, HTTPs, FTPs, passwords and back-up devices.

Cybersecurity:

Explain the different threats posed to networks, e.g. malware and phishing,
ransomware.
Identify different types of attacks on computer systems, illustrate the potential
impact of different attacks.
Discuss ways in which system users affect system vulnerability and potential
physical vulnerabilities to systems, data and information.

LO4 Undertake the testing of a network using a Test Plan

Testing methods:

Different testing methods, e.g. network scanning, penetration testing,

vulnerability scanning, ethical hacking.
Testing in terms of checks on network connection speed, testing for network
vulnerabilities, network connections types, e.g. cabled and wireless.
Collection and interpretation of relevant data to identify potential issues, e.g.
latency, traffic, packet data, system logs.
Create a Test Plan:

Development of a test plan to include testing data, expected results, actual

results.
Application of key behaviours to develop an effective test plan and correct
defects, including consideration of cause and effect to design appropriate tests
and test data.
Critical thinking and application root cause analysis to interpret results and
identify and correct defects, e.g. critical thinking, effective questioning and
deconstruction.

Comprehensively test all devices and the whole environment:

Tests should be carried out on all devices including firewall, servers, domain
controllers, email servers, routers, switches, gateways and passwords.

Make recommendations:

Recommendations for improving the network security.

Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine network security principles, protocols and
standards

P1 Discuss the different M1 Compare and contrast D1 Evaluate the importance

types of network security at least two major network of network security to an
devices. security protocols. organisation.
P2 Examine network
security protocols and the
use of different
cryptographic types in
network security.

LO2 Design a secure network for a corporate

environment

P3 Investigate the M2 Create a design of a

purpose and secure network according
requirements of a secure to a given scenario.
network according to a
given scenario.
P4 Determine which
network hardware and
software to use in a
secure network.

LO3 Configure network security measures for the

corporate environment

P5 Configure network M3 Justify the choices D2 Critically evaluate the

security for a network. made in the implemented design, planning,
network security configuration and testing of
configuration. the network.

LO4 Undertake the testing of a network using a

Test Plan

P6 Comprehensively test M4 Analyse the results of

the network using a testing to recommend
devised Test Plan. improvements to the
network.
Unit 51: E-Commerce & Strategy

Unit code K/618/7487

Unit level 5

Credit value 15

Introduction

Electronic Commerce, known as E-Commerce, refers to any type of

commercial/business transaction where information, data, products and services are
exchanged across the internet. These transactions can cover a wide diversity of
business types, including consumer-based retail sites, for example Amazon, sites that
provide facilities such as auctions, for example eBay and business exchanges between
different organisations. E-Commerce allows consumers to exchange goods and
services electronically, 24/7 with no barriers in terms of time or geography.
This unit gives students an understanding of how and why businesses and
organisations develop E-Commerce strategies to remain competitive in the global
market. Students will gain appreciation of the elements and resources required to set
up an E-Commerce site. They will engage in the design and implementation of
strategies that would, in reality, form part of a secure E-Commerce site.
Students will examine the impact that E-Commerce has on society and the global
market for consumers, buyers and sellers in terms of the benefits and drawbacks of
online purchasing. Students will research the technologies involved in setting up a
secure E-Commerce site in preparation for implementing their own E-Commerce
strategy. Students will devise their strategy based on an element of E-Commerce, such
as the design of a shopping cart, an ordering system, payment system or an online
marketing system. Their design should be fully implemented and evaluated
accordingly in terms of its success or failure. Students will explore standards and
levels of support, marketing, CRM, promotion and supply chain management in the
context of developing their implementation strategy.
On successful completion of this unit, students will have gained both a technical and
practical insight into E-Commerce strategy, design and development. As a result, they
will develop skills such as communication literacy, critical thinking, analysis, reasoning
and interpretation, which are crucial for gaining employment and developing
academic competence.
Learning Outcomes
By the end of this unit students will be able to:
LO1 Examine E-Commerce strategies and their impact on business organisations
LO2 Review the hardware, software, web-based and database technologies involved
in setting up a secure E-commerce site
LO3 Design an E-Commerce strategy based on a given end-user requirement or
specification
LO4 Implement an E-Commerce strategy based on a given end-user requirement or
specification.
Essential Content

LO1 Examine E-Commerce strategies and their impact on business

organisations

Customer expectations:

Raised expectations for a quick and efficient service, e.g. timely responses to
customer communications, quick delivery of the product or service, accurate
information, reduced pricing for the product/service, greater choice.

Benefits:

Wider market, niche target marketing, lower overheads and costs, greater
flexibility and access to goods and services 24/7.

Drawbacks:

Visibility, security issues and threats, down-time, high se- up and maintenance
costs, need to employ a technician or web-based administrator to manage the
provision.

LO2 Review the hardware, software, web-based and database technologies

involved in setting up a secure E-commerce site

Web architecture:

Components, e.g. server-side scripting, client/server/script interaction, operation

of server-side web applications, accessing data on the web server, dynamic web
pages, consistent navigational menu on all pages, browser cookies, embedding
animation and video content in web pages, adding interactivity with plug-ins.

Hardware and software:

Web servers, browsers, server software, web authoring tools, database system,
shopping cart software, scripting software, browser and platform compatibility.
networking technology, e.g. TCP/IP, addresses, ports and protocols; domain
names, multiple registration of domains (.com as well as .co.uk); setting up the
server directory structure, deploying access configuration/security.

Database technology:

Uses and processes, e.g. database-driven web pages, opening a connection to a

database, storing data captured from forms, performing dynamic queries on the
database, generating a web page response displaying the results of a query.
 Communication technology:

Uses, e.g. email support, forum; search engine optimisation; additional hardware
and software components required to support communications.

Data transmission:

Features e.g. download speeds, transfer rates, bandwidth required for given
applications, including text, graphics, video, speech.

LO3 Design an E-Commerce strategy based on a given end-user requirement

or specification

Considerations:

Hardware and software, design and development, costs and resources, security,
maintenance, customer online support and logistics.

Internet strategy:

Hosting, e.g. internal, sub-contracted; design of the website; maintaining 24/7

access.

Marketing strategy:

Methods, e.g. targeting market segments and interest groups, developing

electronic ‘web-communities’, CRM, promotion strategies to target specific
market segments, search engine optimisation, e-marketing software.

Supply chain strategy:

Methods, e.g. satisfying customer demand, responsive supply chain, managed in

house or sub-contracted, developing ‘partnership’ relationships with suppliers.

Electronic payment:

Methods, e.g. online transaction processing, Commercial Off the Shelf Software
(COTS), other payment systems, e.g. PayPal, WorldPay.
LO4 Implement an E-Commerce strategy based on a given end-user requirement
or specification

Implementation:

Demonstration that the marketing, supply chain or payment-based

E-Commerce strategy, e.g. designing an online ordering system or online
payment system, devised has been implemented using suitable tools and
applications.

Evaluation:

Evaluation of the success of the design and implementation of the

E-Commerce strategy.

Technique:

SWOT analysis to evaluate the overall strengths, weaknesses, opportunities and

threats of the implemented E-Commerce strategy.
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine E-Commerce strategies and their impact
on business organisations

P1 Discuss the importance M1 Analyse organization D1 Critically review the

of addressing and meeting case studies and examine benefits and drawbacks for
customer expectations how E-Commerce has been an organisation that is
when employing an E- used to improve an utilising E-commerce.
Commerce strategy. element of business
operations.

LO2 Review the hardware, software, web-based and

database technologies involved in setting up a secure
E-commerce site

P2 Discuss the M2 Justify the importance D2 Evaluate the role that

technologies involved in of communications database technology plays
setting up a secure E- technology in E-Commerce in the development and
Commerce site. design. sustainability of E-
Commerce.

LO3 Design an E-Commerce strategy based on a given

end-user requirement or specification

P3 Discuss the types of M3 Analyse the factors and D3 Appraise the design and
strategies that could be resources that should be functionality of the
used to drive an considered when designing E-Commerce solution.
E-Commerce solution. an E-Commerce strategy.

P4 Design an E-Commerce M4 Differentiate between

solution based on a the types of payment
specified requirement or systems that are integral to
strategy. E-Commerce success.

LO4 Implement an E-Commerce strategy based on a

given end-user requirement or specification

P5 Implement a designed M5 Produce a detailed D4 Evaluate how successful

E-Commerce solution for SWOT analysis to support the E-Commerce
an end-user based on a the implemented E- implementation was and
specified requirement or Commerce design. how it fulfils a specified
strategy. requirement or strategy.
SECTION 1: IMPORTANT INFORMATION

1.1 Help in an Emergency

We keep you safe by offering a comprehensive security consisting of Security

Officers and CCTV. Our security personal can help you with:
• Emergency assistant
• First aid
• Lost and Found

You can speak to our security personal or contact them in an emergency or

college administration.

Kathmandu Campus Chitwan Campus

Tinkune, Gairigaun 3 No Chowk, Bharatpur- 12

Kathmandu 056 515146
01 4112122 / 4112159

Pokhara Campus Biratnagar Campus

Pokhara Lekhnath -15, Biratnagar-5, Kanchanbari

Aanapurna Marg 021 420141 / 420231
061 433826 / 435436

Butwal Campus

Janakinagar, Butwal
071 437238
1.2 Helpful Contacts

Admission
[email protected] Library Services
[email protected]
Student Service
[email protected] IT Services
[email protected]
Student Finance/Account
[email protected] Academic & Assignment Support
[email protected]
Counselling
[email protected] Scholarships
[email protected]
Operation
[email protected]

1.3 Illness or Injury

If someone is injured or ill while at the campus, speak to security officer or to a

Reception.

Accident and Incident Reporting

Any accident, Health Incidents and dangerous occurrence must be reported to a
member of ISMT Campus without any delay.

1.4 Student code of conduct

This Code of Conduct establishes standards of behavior for students and

student organizations at the College
All students must abide by applicable government laws, college rules,
regulations, policies, and procedures. Any offence related to person, property,
 operations of college or welfare, health, and safety may be subject to
disciplinary action based on the severity of the violation of the code of conduct.

1.3.1 Academic Honesty

Students must be honest and forthright in their academic studies. To

falsify results, to steal the words or ideas of another, to cheat on an
assignment, or to allow or assist another in these acts damages the
educational process. Students are expected to neither do their own work
and neither gives nor receive unauthorized assistance. Forms of academic
misconduct include, but are not limited to, cheating, plagiarism, and
disruptions in the classroom.

1.3.2 Discrimination or Other Harassment

Any verbal, written, or physical conduct toward another that

unreasonably creates an intimidating, hostile or offensive learning, living,
or working environment or unreasonably interferes with an individual’s
academic or work performance is prohibited.

If the conduct is directed toward a person on the basis of race, color,

national origin, sex, disability, religion, age, marital status, veteran
status, gender identity or expression, or sexual orientation, or any other
characteristic protected by applicable law, the incident will be resolved
through the College’s Diversity and Policy and Procedure and Sexual
Harassment Policy and Procedure.
(For additional information, see the Student Code of Conduct)

1.3.3 Responsible Computing

 Students must comply with local, state, and federal laws relating to
copyright, security, and electronic media. Students must act responsibly
and in accordance with relevant policies and laws.

(See also, the Information Technology Electronic Communications Policy

and Procedure)

1.3.4 Compliance with Policies and Regulations

This policy applies to students in the BSc.IT, BBA, and BHM programmes. You
should comply with any other published Policies, Code or Procedures that are
designed to ensure the effective operation of the ISMT College. Student should
make themselves familiar with the policies:

• Academic Appeals and Complaints Policy and Procedure

• Academic Misconduct Policy and Procedure
• Assessment Policy and Procedure
• Attendance Policy and Procedure
• Student Code of Conduct
• Extenuating Circumstances Policy
1.5 Getting here

Kathmandu Campus
1.6 On Campus and regulation

1.6.1 Student ID card

Upon enrolment student will be issued with an ISMT Student ID card. Keeping
student safe is our responsibility; please help us by wearing Student ID card at
all times while in college premises. Student must show ID card upon asked by
Security Officer or College Staff.
If you lose your Student ID card, visit our student service for instructions on how
to get a replacement. You can also contact student service by email. ID card
must be used by the student they belong to. For security reason, student must
not offer or allow another person to use their ID card. Failure to comply the
policy will lead to strict disciplinary action.

1.6.2 Your timetable

It is important that student regularly check their timetable, as it may change

throughout the session. ISMT College will do best to minimize the timetable
disruption.

1.6.3 Attendance

Students are subject to the Attendance Policy in force for the relevant academic
year. It is the responsibility of students to complete each stage of their studies
successfully, understanding that attendance is necessary to enhance their
educational development.
Students must aim for 100% attendance for all activities relating to their
programme, and a minimum of 80% attendance is required. The College
understands that unavoidable reasons for absence, like illness, may exist.
Nevertheless, a minimum of 80% attendance is required for all scheduled
lectures and seminars to either pass or receive credit for each module.
(For additional information, see the Attendance Policy and Procedure)
1.6.4 Updating Information

It is student’s responsibilities to provide their up-to-date information and

inform college to update their new details.
 SECTION 2: ABOUT YOUR COURSE

2.1 Module study guide

Module study guides are available online; you can contact your program leader
or Assignment and Exam Department for e-Copy. Students should read them as
it helps them to understand their course requirements.

2.2 Course handbook

Your course handbook provides all the essential information about your course,
skills you develop and career opportunities. You can also find information about
your Program Head and Module Leaders. If you encountered issues that you
can’t hand your work in on time, Module Leader should be the first person you
contact.
(For additional information, see the Program Specification Handbook)

2.3 Academic regulations

The Academic Regulations are the framework that governs our courses. They set
out how we assess your assignment, how you can progress through your course
and how we calculate your final grades.
(For additional information, see the Pearson BTEC HND Handbook)

2.4 Academic help and support

Assessments are important at ISMT College, they measure how much you have
learned and skills you have developed. Modules consist of formative assessment
and summative assessments. Formative assessments are important in helping
you to understand how you can improve and what you need to do to get good
grades in your summative assessments.
 We offer various Academic Workshops to help you develop industry relevant
skills. Workshops related to your course, Professional development, and
Employability.
If there’s anything you don’t understand or you think you need additional
support, reach out to you Module Leaders or Program Head. You should discuss
your feedback with Module Leader and take actions to improve your weakness.
Apart from that, if you are struggling with emotional or mental health, ISMT
Counselling is here for you. They offer various guidance and support for
student’s wellbeing. Our team provides safe and confidential space for you to
talk about anything you would like to share or discuss.
Email us at: [email protected].

2.5 Assessments

An assessment is the means by which student performance is gathered and

compared with the standards of knowledge, skill, and competence and a
judgment made on learner achievement of the standards. Each HND consists
of 15 units and each unit is delivered in 60 learning hours, which can
comprise formal teaching, seminar discussions, practical or laboratory
sessions and guided reading and research.
HND assessment and examination model is outcome based, which
means that students demonstrate that they can achieve the stated learning
outcomes in the programme by undertaking a range of practical and varied
assessment tasks.
Each assessment is geared to the demands of a vocational training which
expects practical relevance. Also, they students have to sit for closed book
examinations at the end of each semester. In order to pass the course, you have
to pass each assessment separately.

2.2.1 Assessment types

Assessments are split into two main types: Coursework and Exams.
Coursework includes:
 • Written Assignments (E.g. Report, Literature Review, Critical Reviews,
Reflection, Research Proposal, Web-based exercise,
Statistical/mathematical Solutions, Class Test, etc)
• Oral Assignment (E.g. Viva, Presentation and Performances)
• Artefacts (E.g. single piece of work – Website, Software, Audio/Visual
Compositions, or Culinary output)
• Practical (E.g. Lab-based)

2.2.2 Academic integrity

Academic integrity means that the work submitted by you is your own work; it
should be correctly and completely referenced following the ethical guidelines.

Any attempt to present someone else work as your own (plagiarism), to cheat to
obtain advantage is known as Academic Misconduct. This can have severe
consequences for your studies and may result in academic disciplinary actions
being taken.

2.2.2.1 Plagiarism and Turnitin Software

Plagiarism is attempting to pass off other people’s work and ideas as your
own.
Plagiarism can include:
• copying from another learner copying from books or the internet
• paraphrasing
• subcontracting the work to someone else
• submitting the same piece of work for two different purposes

Why is plagiarism wrong?

• It is fundamentally dishonest
• Learners who commit plagiarism are seeking an unfair advantage over
other learners
 • Learners who commit plagiarism are devaluing the value of the
qualification they seek
• It is disrespectful to their Assessors, and a betrayal of their trust.

What are the consequences of plagiarism?

• Learners who commit plagiarism learn far less than those who do not
• Assessment procedures are compromised if the work submitted is not
the learner’s own
• Assessors are unable to form correct decisions on the progress of
individual learners
• It may result in legal action due to infringement of copyright laws
• It may be penalised by failure in one or more components of a course
• It could be unfairly interpreted as professional incompetence on the
part of the Assessor.

(For additional information, see the Assessment Policy and Procedure, Academic
Misconduct Policy and Procedure)

Turnitin is a service that matches text and checks originality from student
assignments against its database of previously submitted coursework,
research papers and other online sources. ISMT recommends that student
must submit their work to check the originality and prevent plagiarism.
 (See also, BTEC Plagiarism Factsheets, Malpractice and Plagiarism)

2.2.2.2 Referencing your work

Referencing is acknowledging the sources of information that you have used to write your
assignment. In academic work, student must use existing knowledge of others to backup
and provide evidence for your claims and arguments. Books, journals both printed and
online, newspaper, publications, websites, etc. are the sources of information you may use.
You must use standard system of referencing developed by American Psychological
Association (APA) adopted by the ISMT College.
(For additional information, see ISMT APA Guidelines)

2.2.2.3 Submitting on time

Students must plan their work so that assignments are submitted by the specified date.
This will be clearly indicated by the class tutor. Extensions will only be granted where the
student’s work has been interrupted by substantial adverse circumstances (such as illness).
Such extensions can only be granted by the Courses Coordinator. In the case of a dispute,
the issue will be referred to the Head of the department.

2.2.2.4 Delaying your submission or deadline extension

• The students must submit the assignment in agreed / given deadline.

• If they fail to submit the assignment in given deadline, their assignment will not be
considered for higher grade. The college will give those students one more deadline to
submit their assignment.
• If any student fails to submit the assignment within extended deadline, they need to pay
GBP 15 (Pounds) for each unit submitted later than extended deadline.
• In serious circumstances (i.e.) if a student fails to submit more than two subjects, they may
not be upgraded to another higher semester.
• It is your responsibility to ensure that you submit assignments on time and at the
appropriate place. Remember no work will be accepted without the assignment coversheet
provided by us.
• It is most important that you fill up your assignment coversheet properly. You should sign
to declare the work is your work. Having completed submit it to the office where detail will
be recorded.
(For additional information, see Extenuating Circumstances Policy and Procedure)
2.6 Grades and marks

The grades for BTEC/Pearson units awards as follows:

GRADE OTHER OUTCOMES (planned)

Redo/Refer – after formative and

Pass – awarded when all pass
summative assessment the student has
criteria have been achieved
failed to achieve a pass grade

Fail – after initial referral and

Merit – awarded when all pass
reassessment the student has failed to
and merit criteria have been
achieve a pass grade the student will be
achieved
deemed to have failed the unit

Defer – after the student has submitted

Distinction – awarded when all
a case for mitigating circumstances and
pass, merit and distinction
it has been accepted the student is
criteria have been achieved
permitted a further opportunity for
assessment

2.7 Examination

Student must familiarise themselves with the relevant information of examination. There are
two assessments scheduled – Midterm and End-of-module. Depending upon the subjects
requirements assessment tasks are formal written, oral, or computer-based examinations, and
any other assessment tasks (which may be tutor-marked or computer-marked tasks) that are
approved as the examinable assessment component.
Student will be informed of the date, time, and location of the examination, given full
information about how an examination will be held.
ISMT College take very seriously any form of misconduct or other forms of unfair means.

(For additional information, see the Assessment Policy and Procedure, Academic Misconduct
Policy and Procedure)
 Here are few quick dos and don’ts:

Do: Don’t:
• Do check your exam timetable • Don’t cheat or have any written
carefully and regularly, to make material or devices on you which
sure you know the time and could be used to cheat, such as
location of the exam, and that your mobile phone
nothing’s changed. • Don’t have anything on your
• Do bring your Student ID card, desk except your exam papers,
and keep it on your desk during stationery, Student ID card,
the exam watch, and bottle of water.
• Do listen to and follow all • Don’t talk or communicate in
instructions from invigilators, any way with another student
examination office staff, or once you’re under exam
security staff conditions

2.7.1 Missing an exam

If you miss an exam, or have to leave during an exam due to illness, you must inform Exam
Department immediately. In case of illness, you have to provide medical certificate.

Provision of scholarship depends on student’s performance. College offers Graduate

Assistantship and also CR of the class. This will help students to gain academic skills as well as
professional skills.
 SECTION 3: DEVELOPING CAREER PLAN

3.1 Careers, Employability and Placement

It is never too early to develop start planning your career plans. Our friendly and professional
teams are here to help you as well as guide you in career support, with all the aspects of
professional development. Producing CV, interviews tips, and filling up application forms. Our
service is for all our students, we offer a welcoming, supportive and confidential environment
in which you can discuss your career options, identify skills and abilities.

We host number of career and placement seminars with our partner companies throughout the
year.

Get in touch or visit us for:

• advice and guidance on a wide range of careers issues

• careers workshops on topics like preparing your CV, interviews, and job sector
information
• careers resources, hand-outs, reference materials, and employer directories