UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location
of Delivery
University of Central Lancashire
Preston
3. School
Physical Sciences and Computing
4. External Accreditation
British Computer Society
5. Title of Final Award
BSc (Hons) Software Engineering
6. Modes of Attendance offered
Sandwich
Full-time
Part-time
G600
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
Computing
9. Other external influences
10. Date of production/revision of
this form
March 2015
11. Aims of the Programme
Software engineering focuses on the design and development of robust professional software
solutions. A software engineer needs to be able to communicate with customers and professionals
of other disciplines, produce professionally presented and accurate technical documents, design
software solutions to engineering problems, implement solutions from a variety of programming
languages, test and evaluate the solution and have a good grasp of any legal and ethical
implications of their work. Software engineers need a detailed IT background to enable them to
tackle a wide range of technological solutions from areas such as: computer networking, security,
image and signal processing, embedded real-time system development, multimedia, web,
databases, graphics, mobile devices and games. This course not only develops the skills to enable
the student to tackle any of these areas, but teaches them to become independent learners to
enable further research and study as and when required. The teaching approach and content is
sufficiently practical to enable the student to integrate directly into industry yet sufficiently
academically underpinned to enable the student to go directly onto a higher degree if desired.
Common Computing Aims
 To develop the skills and understanding of theory necessary for the graduates to be employed
in a Computing environment
 To encourage and enable students to become independent learners.
 To develop critical evaluation, communication, enterprise and self-management skills.
 To produce graduates with the skills and confidence to solve problems independently and as
part of a team
 To provide an opportunity for students to develop transferable skills and enhance subjectspecific expertise by undertaking a work placement
Specific Aims
 To foster a systematic approach to the development of a wide range of software solutions using
appropriate software development methodologies
 To consider the users of software from design through to evaluation
 To develop a wide programming skill set using various programming languages to produce
software solutions ranging from high level abstract user-centred applications through to direct
interaction with component level hardware
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
The successful student will be able to
A1. Explain, evaluate and apply techniques and methods to solve a range of computing problems
A2. Evaluate and apply project management tools and techniques
A3. Evaluate a range of programming languages to enable an informed choice
A4. Evaluate a range of software development methods to enable an informed choice
A5. Explain, and evaluate a range of algorithms and data structures to enable an informed choice
A6. Evaluate a range of software testing methods – including usability
Teaching and Learning Methods
Acquisition of knowledge is mainly supported through lectures and directed learning. The role of
directed learning increases as the course progresses. Understanding is reinforced through
practical, tutorial and seminar work. Students develop understanding and retain knowledge best
through practice, which may involve a series of small exercises, extended case studies or
discussions. Students also learn during practical, development-based assessments, where they
can objectively test their work, identify problems, recognise and correct their errors or
misunderstandings. Drop-in help sessions are provided to support particular areas.
Assessment methods
Informal and formative feedback is provided in tutorial, seminar and practical classes through class
discussion and individual advice. Formal assessment is through practical and written coursework,
and time-constrained examinations, which may include on-line multiple-choice exams, traditional
examinations, open-book examinations and partially-seen questions.
B. Subject-specific skills
The successful student will be able to
B1. Solve technical and human problems relating to the development and use of IT-based systems
B2. Write robust programs using a variety of computer programming languages
B3. Produce a software solution using the full software development lifecycle
B4. Design a user interface and test its usability
B5. Develop software for secure interactive systems
Teaching and Learning Methods
Computing is a highly practical subject. Skills are developed in a co-ordinated and progressive
manner during the three years of the programme. At level 4, the focus is on the acquisition of basic
skills through laboratory exercises. At higher levels, more specialist equipment is used. Some
practical work demonstrates advanced techniques, while extended practical work enables students
to exercise creativity and develop their own solutions. Lectures, sometimes involving on-line
demonstration, are supported by tutorials, seminars, practical exercises and directed work.
Assessment methods
A variety of methods are used to assess technical and personal practical skills. These include
laboratory exercises, oral presentations, formal reports, and implementation exercises with
supporting documentation demonstrating a professional approach and evaluating methods and
products.
C. Thinking Skills
The successful student will be able to
C1. Investigate complex situations thoroughly and impartially
C2. Locate, evaluate and integrate information from multiple sources
C3. Evaluate ideas, methods and systems
C4. Analyse and solve problems
Teaching and Learning Methods
Intellectual skills are developed through practical work, tutorial and seminar work and coursework
assignments. Discussion among students and with staff during tutorials and supervisory meetings
are key methods for the development of thinking skills. Problem-solving is developed in practical
classes, seminars and tutorials. Throughout the course, students practise problem-solving
individually and in groups. Students research, apply and evaluate information during the
professional skills module and during the problem-solving project.
Assessment methods
Staff in class and in supervisory meetings provide informal formative feedback. Intellectual skills
are partly assessed through formal examinations but assessment of coursework and practical and
theoretical project work is the main vehicle for assessment of the higher order skills. A variety of
assessment methods are used, including formal reports, essays, and oral poster presentations.
D. Other skills relevant to employability and personal development
The successful student will be able to
D1. Communicate effectively with clients, users and developers
D2. Learn and work independently and as part of a team
D3. Operate within an ethical and legal framework appropriate to computing professionals.
D4. Plan, perform, manage and report on a relevant project
D5. Identify and set personal goals relevant to long-term educational and career planning
Teaching and Learning Methods
The development of essential communication and transferable skills begins in the Computing Skills
module at the start of the first year. It is continued in the Practitioner Skills module at level 4,
alongside the introduction and discussion of relevant legal and ethical topics. Communication skills
and legal and ethical understanding are further developed in the Professional Skills module at level
5 and in context in other modules through tutorial/seminar work and coursework assignments.
Relevant notations to support technical communication are introduced through tutorial and practical
work using appropriate tools.
Teamwork skills are developed through practical experience during induction exercises and in the
Computing Skills module. It is reinforced in the Practitioner Skills module in year 1, in a technical
team exercise during induction at the start of year 2 and in software development in year 2. It
culminates in the course-specific team project in semester 2 of the Professional Skills module,
which requires the students to work in a team to solve a technical problem.
Whilst professional and ethical issues are addressed as appropriate in all modules, at each level
there is a module designed to tackle professional and ethical issues. Concepts introduced in year 1
Practitioner Skills are developed in year 2 Professional Skills and applied in the final year Project.
These modules offer students a framework to use with issues they will meet in computer-related
situations. Such issues are referenced by staff (when appropriate) within all aspects of the
teaching. One of the main advantages to having specific modules to focus on these topics is that
students begin to become mindful about matters in computing that they have not formerly
contemplated, and are then able to apply the newly found professional approach in the other
modules on the course.
A major individual project, supported by supervisory meetings, reinforces and extends the student’s
abilities: they research topics relevant to their project, summarise and evaluate their findings in a
literature review, plan and monitor their progress, solve problems and write an extended report.
Formative assessment during induction week starts the development of the student’s ability to
identify strengths and weaknesses and to set and work toward personal goals. This is continued
during the Computing Skills and Practitioner Skills modules, where students are encouraged to
evaluate themselves and to consider career options. The year 2 Professional Skills module has
talks by past placement students and companies to help students assess the benefit of undertaking
an industrial placement. In both year 1 and year 2, feedback on assignments is discussed
holistically by year tutors to help the students interpret the guidance and translate it into personal
action.
Assessment methods
These skills are assessed through written coursework and presentations in many modules, but
particularly in Computing Skills at the start of the first year, the Professional Skills team project in
year 2 and the final year individual project, where students write an academic literature review and
a project report, are interviewed, and give a poster presentation. In Computing Skills, the students
participate in stand-up meetings mid-week to report on the team operation and progress and make
a presentation of their achievements at the end of the week to demonstrate their products. During
these, they discuss individual contributions and appropriate actions. In Professional Skills, students
hold regular meetings to monitor progress, informally assess individual performance and sign-off
work that has met their quality standards. Progress reports are assessed formally. Students are
responsible as a team for an assessed literature review and individually for a critical evaluation of
the project.
13. Programme Structures*
Level
Level 6
Module
Code
CO3401
CO3402
CO3409
Level 4
Advanced Software Engineering
Object Oriented Methods in
Computing
Enterprise Application Development
CO3809
Either
Double Project#
Or
Single Project#
CO2409
CO3514
CO3603
CO3708
EL3105
CO2401
CO2402
CO2403
CO2411
CO2508
CO2509
Options
Computer Graphics
Wireless and Mobile Networks
Computers, Society and Law
Database-Driven Websites
Computer Vision
Software Development
Advanced Programming
Professional Skills
Software Engineering Practices
Computer Security
Mobile Development
CO3808
Level 5
Module Title
CO2802
CO1404
CO1401
CO1507
CO1111
CO1605
CO1801
CO1301
CO1706
For a Sandwich award
Industrial Placement Year
Introduction to Programming
Programming
Introduction to Networking
Computing Skills
Systems Analysis & Database
Design
Practitioner Skills
Either
Games Concepts
or
Interactive Applications
14. Awards and Credits*
Credit
rating
20
20
20
40
20
20
20
20
20
20
20
20
20
20
20
20
120
10
10
20
20
20
BSc (Hons) Software
Engineering
Requires 360 credits including a
minimum of 240 at Level 5 or
above and 100 at Level 6
BSc Software Engineering
Requires 320 credits including a
minimum of 200 at Level 5 or
above and 60 at Level 6
Students who successfully
complete CO2802, Industrial
Placement Year, will have the
award “in sandwich mode”
Diploma of Higher Education
in Software Engineering
Requires 240 credits including a
minimum of 100 at Level 5 or
above
Certificate of Higher
Education in Computing
Requires 120 credits at Level 4
or above
20
20
20
Note: students entering on the BSc
(Hons) Software Engineering route
will normally take CO1301 Games
Concepts, but students may
transfer directly into year 2 having
taken CO1706 Interactive
Applications on another route.
# Honours students must take CO3808, Degree students may take CO3809
15. Personal Development Planning
Students are introduced to Personal Development Planning (PDP) during induction at the start of the
first year. Following an introductory lecture, students conduct PDP activities with their personal tutors.
Students’ assessments of their own skills are used to guide team selection for the team challenge
provided by the Computing Skills module. Further work is done in during the following 4 weeks of this
module through meetings with the first year tutorial team and continued in the Practitioner Skills
module. Students are encouraged to audit their skills; set goals and produce a Progress Plan. In a
progression meeting students consider matching their skills to their target Degree course. Students
also develop a CV. At the start of the second year, students are re-introduced to PDP through
induction. PDP activities are conducted through meetings with the second year tutorial team. These
sessions are integrated into the Professional Skills module to ensure the students perceive their
importance. They help students to identify their skills; evaluate the requirements for personal
development, which will include discussion of the feedback they have received on assessment
performance; consider long-term goal setting; prepare a progress plan looking to the future; and link
PDP with employability and their third year.
In conjunction with the Professional Skills module, students undertake a semester-based University
Employability Certificate. This enhances the students’ self-awareness and ability to seek employment
particularly within computing. Students can take additional assessment to gain a separate University
Certificate in addition to their Degree.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have
been made after these documents were published and you should consult the University’s website for
the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
240 UCAS tariff points at A2 or BTEC National Diploma Merit Merit Merit AND
5 GCSEs at grade C or above including Maths and English
Qualifications equivalent to the above. Key skills in Mathematics level 3 will be accepted as an
alternative for GCSE Mathematics
17. Key sources of information about the programme

Computing Web Site (www.uclan.ac.uk/computing), School Brochure
18. Curriculum Skills Map – BSc (Hons) Software Engineering
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Core (C),
Compulsory
Module
(COMP) or
Knowledge and
Subject-specific
Level Code
Module Title
Option (O)
understanding
Skills
Thinking Skills
A1
CO3401 Advanced Software Engineering COMP
CO3402 OO Methods in Computing
COMP
LEVEL 4
LEVEL 5
LEVEL 6
Enterprise Application
CO3409 Development
CO2409
CO3514
CO3603
CO3708
EL3105
CO3808
CO3809
CO2401
CO2402
CO2403
CO2411
CO2508
CO2509
CO2802
CO1404
CO1401
CO1507
CO1111
COMP
O
Computer Graphics
O
Wireless and Mobile Networks
O
Computers, Society and Law
O
Database-Driven Websites
O
Computer Vision
C (for Hons)
Double Project
C (if taken)
Single Project
COMP
Software Development
COMP
Advanced Programming
COMP
Professional Skills
Software Engineering Practices COMP
COMP
Computer Security
Mobile Development
COMP
O
Industrial Placement Year
COMP
Introduction to Programming
COMP
Programming
COMP
Introduction to Networking
COMP
Computing Skills
Systems Analysis & Database
CO1605 Design
CO1801 Practitioner Skills
CO1301 Games Concepts
CO1706 Interactive Applications
COMP
COMP
O
O
A3
A4
A5
A6
B1
B2
B3
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C1
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C3
C4
D1
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Other skills relevant
to employability and
personal
development
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D2
D3
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D4
D5
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