Course Handbook
BSc Hons Web Development
BSc Hons Web Design
BSc Hons Web Development Top-Up
2015/16
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Contents
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Section
Sources of Additional Information
Welcome
Your course team
An introduction to your course – aims and intended
learning outcomes
The structure of your course
The Staffordshire Graduate and Employability
Professional recognition
Learning, teaching and assessment on your course
7.1
Learning and Teaching
7.2
Assessment
7.3
Placements and work-based learning
7.4
How to submit assessments
7.5
Feedback on your work
7.6
External examiners appointed to your course
Communication
Support and Guidance (Including Personal Tutoring)
The Student Voice
Rules and Regulations
Appendices
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27
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Sources of Additional Information
This handbook provides useful information about your course, how it will be delivered
and how you will be assessed. It does not try to give you all the information you will
need during your time at the university. More information can be found in the following
places:
On-Line Student Guide
The on-line student guide (http://www.staffs.ac.uk/student/guide) provides important
information about the university and the services available to students, including:
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Welcome Week
Student Cards
e:VisionStaffs Portal
Our Student Charter
The Staffordshire Graduate
Term Dates
Timetabling
Student accommodation
Campus and travel information
Finance, fees and support
Disclosure and Barring Service
applications
Visas
Course and module enrolment
Changing your award or modules
Withdrawing or intermitting from
your course
University rules and regulations
Disciplinary matters including
academic misconduct
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Appeals and complaints
Referencing and study skills
(including guidance on completing
assessments)
What to do if you can’t hand in
work due to circumstances beyond
your control
Examinations
Getting feedback on your work
The student voice
Employability and careers
IT services and support
Disability and dyslexia
Counselling
The Nursery
The Multi-Faith Chaplaincy
Graduation
Certificates, Transcripts and
Verification Letters
Module Handbooks
Your course is made up from a number of individual modules. Detailed information on
each module is provided in separate module handbooks. Your module tutor will tell you
how to access the handbook for their module.
The Blackboard On-Line Learning Environment
Information and learning materials for your modules will be provided on the Blackboard
on-line Learning Environment. Blackboard will form an important part of your learning
experience. Please let your module tutor know if you encounter any problems accessing
this material.
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1.
Welcome
1.1 Welcome to the Faculty
The Faculty is home to the three subject based Schools in its title located on both the
Stoke-on-Trent and Stafford campuses with until September 2016 when the whole
Faculty will be based at Stoke. As well as our on-campus students we have many
students who are learning away from our University campuses in Staffordshire. They
include learners studying with national and international educational partners, workbased learners studying in their workplace, and distance learners from around the UK
and across the globe. This all means you are now a student in one of the largest
technology based faculties in the UK and we are delighted that you are one of our
students.
The Faculty’s School of Computing offered the first ever UK bachelor degree in
computing back in 1965 and has maintained a very high reputation for its courses ever
since. Our science programmes which are some of the highly rated by students in the
UK, and our engineering courses are founded upon the needs of engineering employers
and offer excellent employment opportunities. Your course of study will therefore be up
to date and relevant, will be serviced by well qualified staff, and will be geared to
preparing you for life and employment after university. Our Staffordshire Graduate
Pledge aims to help all of our students achieve what they want to in life.
As one of our students we expect you to apply yourself to your studies but we are also
here to help you to succeed. As such please do not hesitate to take advantage of the
ready access you have to excellent staff, facilities, and student support services.
Inevitably at the start of all study programmes you will be bombarded with a host of
well-intentioned information. Some of that information is important straight away and
will help enable you to start your studies successfully and be in the right place at the
right time. Other information you will need later in your course, such as assessment
information, module information, how to make extenuating circumstance claims and
where to go to if you need specialist guidance. We suggest that you download this
handbook and keep it for future reference. In that way, it should be the first document
of your own e-archive and it is useful to get into the habit of downloading essential
documents like module descriptors and module handbooks when the course starts.
I hope that your time with us will be both enjoyable and rewarding and if you work hard
we will provide what help and support we can so that you can succeed as a
Staffordshire Graduate.
Very best wishes,
Professor Hastings McKenzie – Dean
1.2 Welcome to your Programme
On behalf of the teaching team let me welcome you to your Web Course at
Staffordshire University!
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As a new student you come to us with varying levels of knowledge and experience.
Some of you may have been working in the field for a time, for some it may be a keen
interest that you would like to develop further and some of you may be interested in
developing your career prospects. Whatever brought you to us we’re glad that you’re
here and you should now consider yourselves part of our community!
First and foremost you are here to learn. Opportunities to do so may come directly from
myself and the rest of the teaching team. They may come from University resources like
the library. You may decide to take the opportunity to work in collaboration with other
students in the project groups that we encourage outside of modules. You will get the
chance to listen and talk to industry speakers and experts that regularly visit us. We
want you to be inspired! The good news is that this is a growing and developing field so
the learning never stops! There are always going to be opportunities if you want to take
them.
Typically you will spend your time with us by attending lectures and tutorials each
week. Your first year will lay the foundations of your knowledge as a Computing student
and as a student on a Web Award. Your second year will focus on topics specific to your
chosen award or specialism. You will then get the chance to do a year’s placement,
where you will be employed in a business or organisation gaining knowledge and
experience in an area related to your award. You will then complete your final year with
us by focusing your knowledge and skills and by completing your Final Year Project.
If you are a Top-Up student you will come to us having already completed a programme
of study and will be looking to ‘top it up’ to a BSc. Honours degree in Web
Development. Your first year will, in part, reinforce your web development knowledge
as well as focussing on topics specific to your specialism. You will then continue with
your placement year and then your final year as above.
Work hard! What you do over the next few years will affect the rest of your life. Set
your goals and then set about achieving them! Better yet, let us achieve them together!
You are now part of a community of people who are all passionate about this subject.
Use us!
Remember, if you ever need help, encouragement or advice my door will always be
open to you!
Good luck with all your studies!
Philip Windridge
BSc (Hons) Web Course Scheme Manager
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2.
Your Course Team
2.1 Course Team Members
These are the key people in the Web Group that you are likely to be taught by on your
Course.
Philip Windridge
Senior Lecturer - http://www.staffs.ac.uk/staff/profiles/pcw1.jsp
Award Leader, Level 4 Leader and Level 6 Leader
K222, Telephone: +44 (0)1785 353321, p.c.windridge@staffs.ac.uk
My research interests and my teaching area are (fortunately) linked by web
development. I am especially interested in technologies associated with the Semantic
Web: artificial intelligence, intelligent agents and ontologies. I am also interested in Test
Driven Development (TDD), agile development (in general) and design patterns.
Fiona Knight
Senior Lecturer - http://www.staffs.ac.uk/staff/profiles/flk1.jsp
Level 5 Leader
K246, Telephone: +44 (0)1785 353524, f.l.knight@staffs.ac.uk
I have a keen interest in all things web, especially HTML, CSS and JavaScript. I am
particularly interested in user experience, including alternative input devices and display
devices for web content. I also have an interest in the use of video and animation on
the web.
I also have an interest in the use of video and 3D on the web.
Rachael Trubshaw
Lecturer - http://www.staffs.ac.uk/staff/profiles/rtt1.jsp
K229, Telephone: +44 (0)1785 353272, r.t.trubshaw@staffs.ac.uk
I am interested in Web Technologies, Design Aesthetics, Accessibility, Usability, Age
Related Design, Mobile Design, Educational Systems Design, Computer Science in
Schools, OO Technology, Web Standards and Mobile Computing.
Dr. Russell Campion
Principle Lecturer - http://www.staffs.ac.uk/staff/profiles/rc1.jsp
Leader of the Web, Multimedia and Interactive Systems Group
K334, Telephone: +44 (0)1785 353464, r.j.campion@staffs.ac.uk
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I hold a PhD related to multimedia systems design, namely “TRIuMPh: A Multimedia
Design Method for task requirement formulation, media integration, device combination,
and practical implementation design issues” and a Specialist MSc by research in the
area of Human-Computer Interaction.
Alastair Dawes
Enterprise Reader - http://www.staffs.ac.uk/staff/profiles/ad2.jsp
K213, Telephone: +44 (0)1785 353325, a.dawes@staffs.ac.uk
As an Enterprise Reader I spend half of my time connecting the knowledge within the
University to business, to help them solve their problems. I teach a range of IT related subjects. The main part of my teaching is around web
business and project management. I also teach some web programming and software
quality engineering.
Robin Oldham
Academic Recruitment Manager - http://www.staffs.ac.uk/staff/profiles/rao1.jsp
K338, Telephone: +44 (0)1785 353367, r.a.oldham@staffs.ac.uk
I am the Chair and Organiser of the Computer Science in School Conference held at
Staffordshire University.
My teaching area is currently Web and Database Technology, Professional Skills, Web
Applications, Multimedia and Usability.
2.2 Other Key Contacts
These are other ‘key’ contacts who you might need to get in touch with over the course
of your time with us.
Course Administrator:
Kathryn Shenton, K243, Telephone: +44 (0)1785
353347, k.j.shenton@staffs.ac.uk
Student Guidance Advisor:
Janice Kalisz, D001A, Telephone: +44 (0)1785
353345, j.c.kalisz@staffs.ac.uk
Final Year Project Co-ordinator: Kelvin Hilton, K325, Telephone: +44 (0)1785 353502
Placements Co-ordinator:
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Dr. Carolin Bauer, K340, Telephone: +44 (0)1785
353423, c.l.bauer@staffs.ac.uk
3.
An Introduction to your Course
The Web Awards
The Web Awards consist of two awards and a Top-Up Award that lead to a Bachelor of
Science (BSc) or Bachelor of Science with Honours (BSc Hons). The awards aim to
produce problem solvers, highly skilled in the tools and techniques appropriate to the
industries that are relevant to your award. They also aim to help you to develop the
knowledge and skills to be of significant value whether that is within industry, in
commerce or in academic research. When you graduate you will have the necessary
skills, knowledge and understanding to thrive as new ideas and products emerge.
Recognising the importance of employability, enterprise and entrepreneurship within a
global context, the awards embed the attainment of Staffordshire Graduate attributes.
Their attainment and assessment are a key element of your award.
The student experience drives the success of all aspects of what we do. The awards aim
to provide an enriching experience for you which supports and encourages your
personal, academic and professional development throughout your period of study with
us, laying a foundation for continuing development throughout your life.
On completion of your award you will be able to:
• Place topics in the context of a wider web area.
• Use modern web development tools to develop applications relevant to real world
businesses.
• Develop dynamic and complex web applications.
• Analyse and document real world business problems.
• Understand the importance of the client in the development process.
• Evaluate solutions with respect to accessibility and usability.
• Develop solutions with an awareness of commercial considerations.
• Communicate with computing professionals in other fields and other non-technical
stakeholders.
• Understand key concepts within computing.
3.1 Individual Award aims
As well as the overall aims of the scheme, the awards themselves have individual aims.
BSc (Hons) Web Design
Web design is vital to attract people to a web site and to make it useable and
accessible. Web design is also becoming more important with the use of web
technologies in a multitude of devices beyond just the desktop. These include mobile
devices, games consoles and television, all of which make extensive use of web
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applications. In addition, the area of web standards is becoming increasingly important
in order to facilitate responsive design.
We aim:
• To produce graduates with an in depth knowledge of the latest areas of web design,
and a historical perspective to see where the industry has its roots and where it could
progress to in the future.
• To produce graduates who are fitted to undertake employment in industry,
commerce or public service as web professionals, or, for those with suitable degree
classification, to undertake programmes of further study or research.
• To produce graduates that understand and appreciate the latest web standards in
the design domain
• To produce graduates who can apply current web design techniques to designing a
variety of web based applications.
• To produce graduates that understand the importance of the user, web standards,
accessibility and usability
• To produce graduates that understand design concepts, specifically in the area of
web design, and understand responsive and adaptive design.
• To produce graduates that can create and convert media and content to make it
suitable and useable for web and mobile delivery.
• To produce graduates who understand the types of content needed in web
applications.
• To produce graduates that can utilise current web standards to the highest level to
produce effective web application prototypes, understanding the target audience needs
and requirements for design.
• To produce graduates that can understand interfaces and interactions for web
applications on multitudes of browsers and devices.
• To provide a course of study in web design that is up-to-date, appropriate, and
facilitated by well-qualified staff.
• To produce graduates who can respond to the challenge of real world problems.
• To provide an enriching experience for the student that supports and facilitates
personal, academic and professional development throughout the programme, laying a
foundation for life-long continuing development.
• To provide a sound general education in Computing that also enhances the student’s
general education, including transferable skills
• To enable each student to achieve the highest award within his or her overall ability.
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• To give a practical emphasis with theoretical underpinning to each student’s studies.
• On sandwich awards only, to enable each student, by means of a one-year period of
supervised work in an industrial, commercial, public service or self-employed setting to
gain relevant experience in the computing profession, and as far as possible gainfully to
exploit that experience during Level 6 studies.
• To embed within the programme the attributes and ethos of the Staffordshire
Graduate and to produce Web Design graduates who exemplify these qualities. (see:
http://www.staffs.ac.uk/courses_and_study/why_staffs/staffordshire_graduate)
BSc (Hons) Web Development
Computing applications all increasingly rely on the use of web technologies. Studying
Web Development you will have the opportunity to gain knowledge in subjects of both
web design and web programming areas. This award is most suitable for students who
on graduating would like to start up their own business or be employed within a small
web company requiring several web based development skills.
We aim
• To produce graduates with an in depth knowledge of the latest areas of web
development, and a historical perspective to see where the industry has its roots and
where it could progress to in the future.
• To produce graduates who are fitted to undertake employment in industry,
commerce or public service as web professionals, or, for those with suitable degree
classification, to undertake programmes of further study or research.
• To produce graduates that understand and appreciate the latest web standards in
both the design and programming domain
• To produce graduates who can apply web technologies to a variety of web based
applications.
• To provide a course of study in web development that is up-to-date, appropriate,
and facilitated by well-qualified staff.
• To produce graduates who have the theoretical and practical skills to develop web
applications fit for the purpose they are intended, whether they be small scale or large
enterprise applications
• To produce graduates who can respond to the challenge of real world problems.
• To provide an enriching experience for the student that supports and facilitates
personal, academic and professional development throughout the programme, laying a
foundation for life-long continuing development.
• To provide a sound general education in Computing that also enhances the student’s
general education, including transferable skills
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• To enable each student to achieve the highest award within his or her overall ability.
• To give a practical emphasis with theoretical underpinning to each student’s studies.
• On sandwich awards only, to enable each student, by means of a one-year period of
supervised work in an industrial, commercial, public service or self-employed setting to
gain relevant experience in the computing profession, and as far as possible gainfully to
exploit that experience during Level 6 studies.
• To embed within the programme the attributes and ethos of the Staffordshire
Graduate, and to produce Web Development graduates who exemplify these qualities.
(see: http://www.staffs.ac.uk/courses_and_study/why_staffs/staffordshire_graduate)
Distinctiveness of Web awards
This programme allows you to learn, implement and criticise the rules key to delivering
useable, accessible and fit for purpose web applications.
We pride ourselves in the fact that the web development award teaches students about
the latest web standards, and how to apply cutting edge design and programming
techniques, but not ignore the users who will not have access to the latest browsers or
viewing environments.
You will learn in a highly practical environment, facilitated by demos and technical skills.
You will interact as students with subject specialists in industry, and work as a typical
web team in a medium size commercial project as part of the Web Project module.
If you are studying on the two year top-up in web development, this allows students
from other domains in computing to become highly skilled in Web Development. It is a
conversion from any college with a HND/Foundation degree in Computing, and in
certain circumstances students may also be able to utilise this route from a HNC in
Computing or the first year of degree in other areas of Computing, as long as the
coverage in Computing is sufficient.
General to All Computing Awards
Your award has a set of written learning outcomes that describe what you should be
able to do by the end of the course. These statements are designed to help you
understand what you need to do to pass your course and receive your award. The
outcomes for your course can be found in appendix A of this handbook.
Each module you study has separate learning outcomes which join together to enable
you to demonstrate that you have achieved the overall learning outcomes for your
award. The learning outcomes for your modules can be found in your module
handbooks.
The specific learning outcomes for your award and modules have been matched to
eight university wide learning outcome statements (knowledge and understanding;
learning; enquiry; analysis; problem solving; communication; application; and
reflection). These standard statements describe the abilities and skills all Staffordshire
University students should demonstrate in order to pass their course. The statements
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have been designed to meet national expectations contained within the Framework for
Higher Education Qualifications. This ensures that the learning outcomes for your
course are equivalent to similar courses at other UK universities and colleges. A table
showing how your module learning outcomes have been aligned with the eight
university learning outcome statements can be found in appendix B.
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4.
The Structure of your Course
Each Award has its own individual structure. In the following pages details will be given
of the individual award structures. You can obtain details of all modules referred to in
the following diagrams by looking at http://www.staffs.ac.uk/current/student/modules/.
4.1 Web Design
Level 4
COCS40682
Fundamentals
of Computing
And
Mathematics
(30 credits)*
COSE40576
Introduction to
Programming
(30 credits)
COWB40386
Web Concepts
(30 credits)
COIS40897
Skills for
Computing
Professionals
(30 credits)*
*This module explicitly focuses on significant elements required for the achievement of
the STAFFORDSHIRE GRADUATE ATTRIBUTES.
Note - due to the common structure, there will be one Cert HE in Web Development for
all the web awards
Level 5
COWB50382
Web Project
(30 credits)*
COWB50348
Visual Web
Design (30
credits)
COWB50383
Methods and
Tools For
Enhancing User
Experience (30
credits)
COWB50343
Digital Media
and The Web
(30 credits)
*This module explicitly focuses on significant elements required for the achievement of
the STAFFORDSHIRE GRADUATE ATTRIBUTES.
Level 6
COIS61028
Final Year
Project – (45
credits)*
COWB60381
Ubiquitous
Computing (15
credits) *
COWB60351
Design For
Mobile Devices
(30 credits)
COWB60387
Real World
Web Design
(30 credits) *
*This module explicitly focuses on significant elements required for the achievement
of the STAFFORDSHIRE GRADUATE ATTRIBUTES.
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4.2 Web Development
Options
Web Development students can choose most of their modules from a list of options for
both Levels 5 and 6. Options are chosen in the middle of semester 2 of the preceding
year (i.e. level 5 modules are chosen in semester 2 level 4).
Level 4
COCS40682
Fundamentals
of Computing
And
Mathematics
(30 credits)*
COSE40576
Introduction to
Programming
(30 credits)
COWB40386
Web Concepts
(30 credits)
COIS40897
Skills for
Computing
Professionals
(30 credits)*
*This module explicitly focuses on significant elements required for the achievement of
the STAFFORDSHIRE GRADUATE ATTRIBUTES.
Level 5
COWB50382
Web Project
(30 credits)*
Web
Programming
Option (30
credits)
Web Design
Option (30
credits)
Award Option
(30 credits)
*This module explicitly focuses on significant elements required for the achievement of
the STAFFORDSHIRE GRADUATE ATTRIBUTES.
Web Programming Options
COWB50347 Server Side Scripting
COWB50346 Programming with HTML APIs
Web Design Options
COWB50383 Methods and Tools for enhancing User Experience
COWB50348 Visual Web Design
Award Options
Any module listed above or
COWB50343 Digital Media and the Web
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Level 6
COIS61028
Final Year
Project – (45
credits)*
Award Option
(15 credits)
Award Option
(30 credits)
Award Option
(30 credits)
*This module explicitly focuses on significant elements required for the achievement of
the STAFFORDSHIRE GRADUATE ATTRIBUTES.
Award Options
COWB60381 Ubiquitous Computing (15 credits) *
COWB60351 Design For Mobile Devices (30 credits)
COWB60387 Real World Web Design (30 credits) *
COSE60594 Mobile Application Development (30 credits)
COWB60352 Distributed Web Applications (30 credits) *
COWB60353 Enterprise Web Applications (15 credits) *
4.3 Transfer between Web Development and Web Design
A student can transfer between any of the web awards above up until the beginning of
level 5
4.4 Web Development (Top Up)
A 2 year ‘conversion’ from any HND/Foundation degree/1st year of degree in a
Computing related topic (possible from HNC on a case by case basis)
Level 5
COWB50382
Web Project
(30 credits)*
COWB50388
Building Web
Applications
Web
Programming
Option (30
credits)
Web Design
Option (30
credits)
*This module explicitly focuses on significant elements required for the achievement of
the STAFFORDSHIRE GRADUATE ATTRIBUTES.
Web Programming Options
COWB50347 Server Side Scripting
COWB50346 Programming with HTML APIs
Web Design Option
COWB50383 Methods and Tools for enhancing User Experience
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COWB50348 Visual Web Design
Level 6
COIS61028
Final Year
Project – (45
credits)*
MATH60397
Applying
Mathematics
To Computing
Award Option
(30 credits)
Award Option
(30 credits)
*This module explicitly focuses on significant elements required for the achievement of
the STAFFORDSHIRE GRADUATE ATTRIBUTES.
Award Options
COWB60381 Ubiquitous Computing (15 credits) *
COWB60351 Design For Mobile Devices (30 credits)
COWB60387 Real World Web Design (30 credits) *
COSE60594 Mobile Application Development (30 credits)
COWB60352 Distributed Web Applications (30 credits) *
COWB60353 Enterprise Web Applications (15 credits) *
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5.
The Staffordshire Graduate and Employability
5.1 What being a Staffordshire Graduate Means
The Staffordshire Graduate represents a set of qualities that the University passionately
believes is necessary for success in the 21st century. The Staffordshire Graduate is a
reflective and critical learner with a global perspective, prepared to contribute in the
world of work.
The Staffordshire Graduate will:
Discipline Expertise:
• Have an understanding of the forefront of knowledge in their chosen field
Professionalism:
• Be prepared to be work-ready and employable and understand the importance of
being enterprising and entrepreneurial
Global Citizenship:
• Have an understanding of global issues and of their place in a globalised economy
Communication and Teamwork:
• Be an effective communicator and presenter and able to interact appropriately with a
range of colleagues
• Have developed the skills of independence of thought and (when appropriate) social
interaction through teamwork
Reflective and Critical Learner:
• Have the ability to carry out inquiry-based learning and critical analysis
• Be a problem solver and creator of opportunities
Lifelong Learning:
• Be technologically, digitally and information literate
• Be able to apply Staffordshire Graduate attributes to a range of life experiences to
facilitate life-long learning and life-long success.
All students will have many opportunities to develop and achieve these attributes.
These will include learning opportunities within their chosen awards and co-curricular
activities such as work experience, volunteering and the development of employability,
enterprise and entrepreneurial skills.
Employability, Enterprise and Entrepreneurship
Being employable…
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... involves the development of a set of skills, knowledge and personal attributes that
makes graduates more likely to gain employment, have the capability of being effective
in the workplace and be successful in their chosen occupation to the benefit of
themselves, the workforce, the community and the economy.
Being Enterprising …
…involves a set of skills and attitudes that can enable a culture of identifying
opportunities, creativity, risk taking and innovation. It can involve many activities – for
instance organising an event, planning an overseas trip or involvement in a social
enterprise. Equally it can be about finding new solutions to old problems in your
workplace, conducting a piece of research in a resourceful way, starting a new society
or being involved in a community project. Employers value enterprising people!
Being Entrepreneurial…
…very often involves using enterprise skills to create new businesses and bring them to
market. There is considerable support for those wishing to do so while at University.
However, being entrepreneurial is not just about business skills or starting new
ventures; it is a way of thinking and behaving relevant to all parts of society and the
economy in terms of mindsets, behaviours, skills and capabilities to come up with new
ways of doing things well and the flexibility to change career direction.
More information on the Staffordshire Graduate can be found at:
http://www.staffs.ac.uk/study/staffordshiregraduate/
5.2 The Staffordshire Graduate, Your Course and Employability
Throughout your course you will focus on developing the knowledge and skills that are
relevant to employment in the Web Industry. Key modules address specific business
needs. Where possible you are presented with real business problems and, in the Level
5 Web Project module, you will have contact with an external company where you will
be part of a team that develops a solution to an existing business need.
Communication will be a vital part of what you do in explaining designs and ideas or
presenting proposed or completed solutions to key stakeholders. Assessments are
geared to help you develop these skills and to provide feedback for you while you do
so.
You will be encouraged to work in groups during tutorials and practicals. This will help
further develop your communication skills and develop your confidence in sharing and
discussing ideas. You will also be required to work independently, especially during your
Final Year Project where you will identify a problem, draw on resources to investigate it
and then develop a solution over the course of your final year.
As an independent learner you will be supported in reflecting on the work that you have
carried out to assess what is working and what isn’t and then amend your activities
accordingly. You will learn about the constraints and opportunities that exist within a
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rapidly developing technological discipline taking into account complex global economic,
cultural and legal issues.
For details on how the Staffordshire Graduate attributes are embedded in your course
please refer to Appendix C where you can see how the attributes are mapped to specific
modules that you will be studying.
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6.
Professional Recognition
The Web Design and Web Development Awards have been accredited by the BCS (The
Chartered Institute for IT) which is the recognised professional body for Computing in
the UK.
As a part of studying these awards you will have the opportunity to take a number of
Microsoft and similar professional certifications. These provide you with an opportunity
to improve your employability by acquiring industry recognised certifications in addition
to your degree. These are the main certifications for computing staff and are well
regarded within the industry.
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7.
Learning, Teaching and Assessment on your Course
7.1 Learning and Teaching
The Web Design Award and the Web Development Award (except for the Top-Up
version) share a common first year of study. This is necessary to ensure graduates have
the core skills of computing professionals. If you are on the Top-Up Web Development
Award you will have satisfied this as part of your entry requirement. Levels 5 and 6
distinguish the Awards providing specialisation through the modules that you study and
in the Final Year Project that adds particular ‘flavour’ to your award experience.
Each module is designed to ensure subject content; teaching delivery and assessment
contribute to meet overall outcomes of your award. Our intention is that the specific
mechanisms of subject delivery, the provided learning opportunity and the approach to
your assessment opportunities, combine in a way that supports and enhances the entire
education process. Modules are highly practical and, where possible, draw heavily on
current industry practices. The subject matter of your award is reliant on you, the
student, being able to apply the theoretical knowledge that you learn on practical
problems in the laboratory tutorial sessions.
Teaching methods used include lectures, problem-based tutorials, practical laboratory
sessions and group-based activities. Learning approaches include case studies,
investigations, seminars, resource based learning and independent reading. Methods of
assessment include individual coursework assignments, group-work assignments,
presentations, demonstrations, written reports, end-of-module examinations, and viva
voce. A wide range of teaching, learning and assessment approaches are used and are
seen as beneficial in giving you the opportunity to experience diverse approaches.
However, we recognise that it isn’t all about assessment. We adopt a reductionist
approach that fits teaching, learning, and assessment methods to the academic content
to be delivered. Assessment is directed to achieve specific outcomes and no more.
There is a common module at level 5 called ‘Web Project’ which involves a group based
project used to mirror real world practices. Students on this module will normally work
in groups with each group having a mix of designers and programmers. You will be
given a real life case study to research, design and implement according to the role you
have been assigned. The lecturer will act as a facilitator and provide support where
appropriate. The module is intended to give you practical problem solving experience
that will help you with your Final Year Project and also with your future employment by
showing how you would work in a real world scenario.
As you progress from level 4 to 5 and then to 6, the amount of independent study you
will be expected to do increases even as your knowledge, ability and confidence
increases. Lecturers become facilitators rather than instructors. The final year project is
a prime example of this method.
Central to your learning will be the Blackboard VLE tool. It is used as a resource for
course materials and the description of module content and module assignment(s).
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7.2 Placements and Work-Based Learning
We recommend that you complete a sandwich course to allow you the opportunity to do
an industrial placement. The industrial placement normally requires the completion of
48 weeks.
Your placement will normally take place between level 5 and level 6. Taking your
placement before you commence level 6 offers many advantages including increased
focus, knowledge, confidence and prospects upon graduation. We work hard with the
placements team to secure good Web placement opportunities that will give you the
experience that you need for your development in your chosen career.
You will secure your placement with the help of our placements team. They will help
you to produce a CV, discuss with you what you need from your placement to suit your
course requirements and give you general advice and support while you look.
Placement opportunities will be advertised throughout your Level 5 studies for you to
apply for.
The Faculty Placements Team is in the Careers Office C block Beacon opposite Dolche
Vita. Staff in these offices will provide you with support in finding a placement.
The member of academic staff responsible for placements on your award is
Dr. Carolin Bauer, K340, Telephone: +44 (0)1785 353423, c.l.bauer@staffs.ac.uk
Further information on placements can be found here:
http://www.staffs.ac.uk/support_depts/careers/placements/index.jsp
7.3 Assessment
During your course you will meet a variety of assessment types tailored to your module
requirements and ensuring that the learning outcomes of your course can be achieved.
Typically, technical content may be tested or examined whereas practical skills are often
better assessed through assignments; software packages are used throughout where
appropriate. As part of our commitment to developing your employability skills, you will
also deliver presentations, create posters and produce written reports, all of which will
enhance your communication skills and develop your confidence in presenting yourself
professionally and effectively. Your final year project requires you to undertake research
and consequently you are required to complete the University’s ethical review
procedure, for which you will be provided with help and guidance as part of your project
module.
Summative assessments – assessments that contribute to your overall module grades,
level averages and in turn to your award classification (Level 5 and Level 6 modules
only) – will be marked using percentages. All summative assessments are marked
anonymously unless this is not possible or practical, for example an oral presentation.
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To help you to understand how you are performing you will also be given formative
learning tasks which will not contribute to your course grades but will provide you with
feedback on your learning.
The University’s Undergraduate Regulations require you to achieve at least 40% to pass
a module. If you marginally fail a module with a mark of 30-39% the end of year
award board may compensate the marginal failure if you have passed at least 90 credits
in the same level. The regulations also require you to get at least 20% for each specific
element of assessment (see the module descriptor which identifies the elements of
assessment) to demonstrate a minimum engagement with the module’s assessment. If
this minimum percentage threshold for an assessment is not achieved then the overall
module grade will be down-graded to 19% requiring you to reattempt the assessment.
7.4 How to Submit Assessments
Written Assignment Submission
Written assignments will either be submitted as a hard copy to your Faculty Office, or
submitted online through Blackboard. Each module handbook will make it clear how you
will be expected to submit your work.
Submitting Written Assignment to the Faculty Office
You will normally be required to hand in written assignments to the Faculty Office, 2nd
Floor of the Octagon, Room K266. Instructions for the submission of assignments will
be included in the relevant module handbooks. It is your responsibility to ensure
that you submit assignments on time and at the appropriate place.
The Faculty Office is open to take your assignments at the following times:
Monday to Friday 8.45 am – 3.30 pm
Written assignments to be submitted to the Faculty Office should have stapled to them
an assignment receipt form, available from the Faculty Office. Please ensure that you fill
in all appropriate sections and if submitting assignments at the Faculty Office then
cover-sheets forms should be completed in advance to avoid unnecessary delays.
The paper form of the submission cover-sheet you will complete is in duplicate. It is
most important that you use a biro so that both copies are marked. On submission the
Faculty Office will date stamp both copies of the form and return one copy to you.
KEEP THIS RECEPT SAFE! IT IS PROOF THAT YOU HAVE SUBMITTED YOUR
ASSIGNMENT ON THE STAMPED DATE.
We would normally expect you to hand in your work in person, but recognise that this
may not always be possible. If you are unable to hand in your written assignments in
person, you can submit them via the post, using recorded delivery. This is important as
should your work not arrive, we need to be able to find out what happened to it. All
work which is submitted in this way will be dated according to the postmark.
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Submitting Assignments Online
Online assignments will be submitted through BlackBoard, using one of a number of
methods. In each case, the module handbook and BlackBoard site for that module will
make it clear how and when you are required to submit your work. All assignments
should be submitted through the Module space in Blackboard, and not through the
award space. All assignments are marked anonymously unless this is not possible or
undesirable.
In some cases you may be asked to submit your work via email or another online
process. In each case, this will be made clear in your module handbook.
All electronic submissions via Blackboard should have an e-version of the coversheet
cut-and-pasted into the front of your assignment document.
Anonymous Submission
Note that most assignments are marked anonymously, and that you are asked to fold
and stick down the top-flap of the assignment receipt form to conceal your name before
handing in your work. This is an important tool in helping to safeguard the integrity of
the assessment process. Anonymous marking, however, may not be appropriate certain
kinds of assessment (for example, an artefact or presentation).
For online submissions, we will use the tools available in Backboard to ensure
anonymity wherever possible.
Learning Support Agreements
If you have a learning support agreement which recognises dyslexia as a disability make
sure that you ask for one of the yellow stickers (available from the Faculty Office) to
attach to your work to signal to the tutor that the assignment needs to be marked on
content and understanding and not penalised for grammar, spelling or punctuation
errors.
For online submissions, you will be advised by you Faculty Office, or in the module
handbook on how to signal this to your tutor.
Similarly, if your learning support statement specifies that you can negotiate the
submission dates of your assessments then please ensure that you have agreed new
submission dates with your tutor in advance of the original deadline. On the Faculty
assignment cover-sheet there is a box for stating the agreed negotiated deadline and
the tutor’s signature. Please be mindful of the fact that you may need to complete the
cover-sheet in advance of the submission date to ensure you get the tutor’s signature –
rather than assume the tutor will be available on the day / time you intend to submit.
If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be
marked at zero. So, if having once negotiated a deadline you find that, as it approaches,
you are going to need a further extension, you will need to go back to your Award
Leader / Personal Tutor to authorise this. Your Award Leader / Personal Tutor will use
the test of ‘reasonableness’ in agreeing to any further extension.
21 | P a g e
If you need to adjust the assignment schedule agreed with your Award Leader /
Personal Tutor for reasons that are unrelated to your disability, then you will need to
use the normal Extenuating Circumstances procedure.
Keeping a Backup
Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of
any assignment you submit, whether that assignment is submitted on paper or
electronically. Should the assignment you submit get lost, then you will have the
receipt to prove that you handed it in, and a copy to replace what has been lost.
Extenuating Circumstances
You must submit all pieces of assessment required for each module on or before the
submission date for each piece of assessment. Failure to do so is likely to result in
failure of the module overall. There may be occasions when you are unable to submit
or undertake a piece of assessment due to circumstances beyond your control. The
University has put in place a procedure for dealing with such extenuating circumstances.
You can find more information on the university’s extenuating circumstances procedure
at: http://www.staffs.ac.uk/extenuating/
7.5 Feedback on your Work
Seven principles of good feedback
Good feedback should:
1. Be an interactive process involving student-tutor and student-student dialogue;
2. Facilitate the development of self assessment and reflection;
3. Clarify for students and staff, through dialogue, what good or bad performance
actually is in the assignment or task;
4. Be developmental, progressive and transferable to new learning contexts;
5. Be ongoing and embedded in the learning process;
6. Motivate, build esteem and confidence to support sustainable lifelong learning;
7. Support the development of learning groups and communities.
Coursework and other assessments, excluding examinations
You will normally receive feedback on all your assessments, other than examinations,
within 20 working days following the date of submission of your assessment or actual
date of the assessment (in the case of class tests). For some assessments the feedback
period will be less than 20 working days. However, it may be the case that the 20 day
rule for some assessments cannot be met for justified reasons (for example, modules
on which a large number of students are enrolled). However, it is anticipated that this
will apply to only a small number of modules on your award and, in those cases, the
feedback return period will not exceed 25 days. The anticipated feedback return times
for all assessments will be published in your Module Handbooks.
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In order to ensure that feedback is provided within 20 days, in most cases, the marks
for your work will be provisional and will be subject to final ratification by the
appropriate Assessment Board in due course.
Formal University examinations
Feedback for examinations will always be provided. This feedback can take a variety of
forms and be either generic or personalised. At the latest, feedback should be provided
at least four weeks before the next examination period.
The University hopes that you will also play your part by ensuring that you collect
feedback from the relevant sources as soon as it is available.
7.6 External Examiners Appointed to your Course
External examiners help the university to ensure that the standards of your course are
comparable to those provided by other universities or colleges in the UK. More
information on the role performed by external examiners can be found at:
www.staffs.ac.uk/externalexaminers/
The external examiner for your course is:
Name:
Elizabeth Sokolowski
Position:
Programme Leader Full Time Higher Education Courses
Institution:
University of West London
It is not appropriate for you to make direct contact with your external examiner.
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8.
Communication
In most cases, if a member of the course team needs to contact you they will do so via
email using your University email account. It is important that you check your
university email account regularly as important information is sent to this account.
Course/Module specific information may also be communicated via Blackboard and
again it is important that you regularly log in to check for updated information.
If you have a query about anything then the first point of contact should be the
relevant member of the course.
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9.
Support and Guidance
You will be allocated a personal tutor in your welcome week at the university. That tutor
will stay your personal tutor until level P. At level P your placement tutor (who you are
also assigned) takes over as your personal tutor. At level 6 your project tutor takes
over.
Personal Development Planning (PDP) is a set of activities and an approach to your
studies which the University wants to encourage all students to engage in. Essentially, it
encourages you to reflect on your life and career goals and expectations, in order to
analyse what skills and knowledge you need in order to accomplish those goals. It
encourages you to try to integrate your academic studies with the rest of your life and
aims to try to help you appreciate the relevance and context of your studies. It also will
try to help you become equipped with the set of skills that will help you take a more
proactive approach to your life and the place of academic study and lifelong learning
within it.
Personal Development Planning (PDP) has been embedded within the Scheme in a
number of different ways.
At level 4 it is largely embedded in the personal tutor’s role. It is coupled with the
process of induction, and the module on Skills For Computing Professionals
At level 5, the Web Project Module requires you as part of your developing
professionalism, to reflect upon your career/life goals and what actions and learning
objectives you need to pursue in order to facilitate the achievement of those goals.
In the industrial placement there is an explicit requirement to reflect upon the
placement experience and relate it to your personal development.
Finally, at level 6, the project supervisor's role will include facilitating your reflection
upon your development in the final year ahead of progression into employment,
research or training.
Please refer to the materials and resources you were handed out/introduced to during
your induction period for additional practical advice.
Information on university support services can be found in the on-line student guide
(available at: http://www.staffs.ac.uk/student/guide/)
The Student Advice Centre run by the Students’ Union provides independent, impartial
and confidential advice to students free of charge. More information on the Students’
Union can be found at: https://www.staffsunion.com/)
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10. The Student Voice
During the course you will have the opportunity to share your views and opinions on
your modules, Mathematics course and the university. Your feedback is key to ensuring
that we get an accurate picture of what it is like to be a student at Staffordshire
University and enables us to enhance the learning experience for current and future
students.
In each module that you study you will have the opportunity to complete a module
evaluation questionnaire and provide some feedback to help us continuously improve
the classes that we deliver to you.
At levels 4 and 5 you are invited to complete the SVS (Student Viewfinder Survey) and
at level 6 you will complete the NSS (National Student Survey). The SVS is conducted
internally by the University, whilst the NSS is an external survey conducted across the
whole of the UK. Both the SVS and the NSS measure student satisfaction.
Six months after graduating you will be asked to complete the DLHE (a survey about
the Destinations of Leavers from Higher Education); another external survey to collect
information about graduate employment.
The NSS and DLHE feed into University league tables and can be used to compare
across courses and universities.
Student liaison committee meetings are held once each semester. The scheduled
meetings are announced on Blackboard and students are invited to raise any points for
discussion with their student representative (either in person or via a discussion board).
Meeting notes are also posted on Blackboard in a dedicated course committee area.
Each level is usually represented by one student who is responsible for raising your
views and any issues about the course.
Student representatives are elected via the University election scheme and are expected
to attend the student liaison committees.
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11. Rules and Regulations
Your course is delivered and assessed according to the University’s Academic Award
Regulations. These can be accessed at: http://www.staffs.ac.uk/regulations.
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12. Appendix A – Award Learning Outcomes
Benchmark mapping via learning outcomes.
The learning outcomes are mapped onto the abilities and skills identified by the Computing Benchmark Statement which broadly fall into
three categories of computing-related cognitive abilities, computing-related practical abilities, and additional transferable skills, all of which
are developed within the context of the computing discipline (see below for an extract from the Computing Benchmark Statement that
delineates these various abilities and provides the numbering system used).
In the tables below where the Computing Benchmark Statement is referenced the following abbreviations are used:
SRCA = Subject-related Cognitive Ability;
SRPS = Subject-related Practical Skill;
ATS = Additional Transferable Skill.
After each statement of a learning outcome, there follows in square brackets the relevant Benchmark Statement skills and abilities that the
achievement of the learning outcome supports.
Please note that the Benchmark Statement abilities and skills represent the Benchmark abilities and skills associated with the completion of
level 4, level 5, and level 6. The abilities and skills given for a particular level are therefore cumulative and do not solely relate to the
abilities and skills achieved at a given level, but to the abilities and skills achieved over the award period that culminates in that level.
EXTRACT from the Computing Benchmark Statement
Note – with skills/abilities numbered as reference for mapping from Learning Outcome tables
3 Abilities and skills - numbered
3.1 Students are expected to develop a wide range of abilities and skills. These may be divided into three broad categories:
i computing-related cognitive abilities and skills, ie abilities and skills relating to intellectual tasks
28 | P a g e
ii computing-related practical skills
iii additional transferable skills that may be developed in the context of computing but which are of a general nature and applicable in many other
contexts.
3.2 Cognitive, practical and generic skills need to be placed in the context of the programme of study as designed by the institution and/or the possible
pathways selected by the individual student. The implicit interplay between these identified skills both within and across these three categories is
recognised.
Subject-related cognitive abilities
1. Computational thinking including its relevance to everyday life.
2. Knowledge and understanding: demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating
to computing and computer applications as appropriate to the programme of study.
3. Modelling: use such knowledge and understanding in the modelling and design of computer-based systems for the purposes of
comprehension, communication, prediction and the understanding of trade-offs.
4. Requirements, practical constraints and computer-based systems (and this includes computer systems, information systems, embedded
systems and distributed systems) in their context: recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solution.
5. Critical evaluation and testing: analyse the extent to which a computer-based system meets the criteria defined for its current use and
future development.
6. Methods and tools: deploy appropriate theory, practices and tools for the specification, design, implementation and evaluation of
computer-based systems.
7. Reflection and communication: present succinctly to a range of audiences (orally, electronically or in writing) rational and reasoned
arguments that address a given information handling problem or opportunity. This should include assessment of the impact of new
technologies.
8. Professional considerations: recognise the professional, economic, social, environmental, moral and ethical issues involved in the
sustainable exploitation of computer technology and be guided by the adoption of appropriate professional, ethical and legal practices.
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Subject-related practical abilities
1. The ability to specify, design and construct computer-based systems.
2. The ability to evaluate systems in terms of general quality attributes and possible trade-offs presented within the given problem.
3. The ability to recognise any risks or safety aspects that may be involved in the operation of computing equipment within a given
context.
4. The ability to deploy effectively the tools used for the construction and documentation of computer applications, with particular
emphasis on understanding the whole process involved in the effective deployment of computers to solve practical problems.
5. The ability to operate computing equipment effectively, taking into account its logical and physical properties.
3.3 The extent to which students acquire these abilities will depend on the emphasis of individual degree programmes. It is expected, however, that the
student will be able to deploy these abilities to a greater and deeper extent than someone who is merely an interested practitioner.
Additional transferable skills
1. Effective information-retrieval skills (including the use of browsers, search engines and catalogues).
2. Numeracy and literacy in both understanding and presenting cases involving a quantitative and qualitative dimension.
3. Effective use of general information technology (IT) facilities.
4. The ability to work as a member of a development team, recognising the different roles within a team and different ways of organising
teams.
5. Managing one's own learning and development including time management and organisational skills.
6. Appreciating the need for continuing professional development in recognition of the need for lifelong learning.
On completion of study, a Web Development student will be able to:
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Common
learning
outcome
Level 4
Level 5
Level 6
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
Knowledge and
Demonstrate knowledge of
underlying computing concepts
and principles:
Demonstrate knowledge of
underlying computing concepts
and principles:
Demonstrate knowledge of
underlying computing concepts
and principles:
[SRCA 1, 2, 3, 4, 6, 8; ATS 2]
[SRCA 1, 2, 3, 4, 6, 8; ATS 2]
[SRCA 1, 2, 3, 4, 6, 8; ATS 2]
Understanding
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
Programming fundamentals

Techniques for computer
system development, including
requirements elicitation and
analysis, business analysis,
software analysis and design
tools and techniques, and
testing

Database design and
development, in particular for
use in web development

Structure and operation of
hardware, networks and
systems required for interactive
systems and web development

Mathematical foundations for
interactive systems

Web Standards principles

The issues, context and
practices involved in working
as a computing professional.

The issues, context and
practices involved in working
as a computing professional.

The basic principles and issues
involved in enterprise and
business

The basic principles and issues
involved in enterprise and
business

The issues involved in web
development professions

The issues involved in web
development professions

The methods / tools utilized in
designing and / or building web
application

The methods / tools utilized in
designing and / or building web
application

Demonstrate an understanding
of the wider impact, both now
and the in the future, of web
standards and web
development technologies

Further an understanding of
the wider impact, both now
and the in the future, of web
standards and web
development technologies
Common
learning
outcome
Level 5
Level 6
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[SRCA 4, 6; SRPS 2]
[SRCA 4, 6; SRPS 2]

Web Page Development
principles and practice

The issues, context and
practices involved in working
as a computing professional.
[SRCA 4, 6; SRPS 2]
Learning

Develop lines of argument and
evaluate possible approaches,
tools, techniques and solutions
based on knowledge of
underlying computing concepts
and principles.

Further lines of argument and
evaluate complex approaches,
tools, techniques and solutions
based on knowledge of
underlying computing concepts
and principles.

Develop lines of argument and
evaluate possible approaches,
tools, techniques and solutions
based on knowledge of
underlying computing concepts
and principles.

Understand the limits of their
knowledge, and how this
influences analyses and
interpretations based on that
knowledge.

Evaluate web pages based on
the knowledge and
understanding gained

Critically evaluate web pages
based on the knowledge and
understanding gained

Understand the limits of their
knowledge, and how this
influences analyses and
interpretations based on that
knowledge.

Understand the limits of their
knowledge, and how this
influences analyses and
interpretations based on that
knowledge.

Understand the uncertainty,
ambiguity and limitations of
this knowledge

Understand the uncertainty,
ambiguity and limitations of
this knowledge

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Level 4
Understand the uncertainty,
ambiguity and limitations of
this knowledge
Common
learning
outcome
Level 4
Level 5
Level 6
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
Enquiry
[SRCA 4; ATS 1, 2]
[SRCA 4; ATS 1, 2]
[SRCA 4; ATS 1, 2]

Use recognised literature
searching and requirements
elicitation techniques to gather
information about computerbased problems.

Use recognised literature
searching and requirements
elicitation techniques to gather
information about computerbased problems.

Use recognised literature
searching and requirements
elicitation techniques to gather
information about computerbased problems.

Use, evaluate and manage
information from a range of
sources, acknowledging the
cultural, ethical, economic,
legal, and social issues
surrounding the use of
information.

Evaluate and manage the
information collected.

Critically evaluate and manage
the information collected.

Analyse target audiences to
evolve content for web
applications

Analyse target audiences to
evolve content for web
applications

Evaluate and test any web
applications / designs / web
content produced


Manage information from a
range of sources,
acknowledging the cultural,
ethical, economic, legal, and
social issues surrounding the
use of information.
Initiate and carry out projects
within web development,
taking into account current
areas of research


Initiate and carry out projects
within web development,
taking into account current
Ethically gather information
pertaining to web development
(or related technologies),
suggest possible solutions, and
the success of these solutions,
from existing or potential users
and/or organisations using
valid techniques

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Initiate and carry out projects
within web development,
taking into account current
areas of research
Common
learning
outcome
Level 4
Level 5
Level 6
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
areas of research
Analysis
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Ethically gather information
pertaining to web dev (or
related technologies).
[SRCA 1; SRPS 2; ATS 1]
[SRCA 1; SRPS 2; ATS 1]
Extrapolate on current
standards to form ideas of
possible long term strategies in
web standards and web dev
[SRCA 1; SRPS 2; ATS 1]

Use established investigation
techniques to

Use established investigation
techniques to

Use established investigation
techniques to

Evaluate and interpret the
fundamental computing
concepts and principles
introduced at this Level.

Evaluate and interpret the
fundamental computing
concepts and principles
introduced at this Level.

Critically discuss current
practices in web development

Critically discuss current
practices in web development

Analyse requirements to design
and create databases suitable
for web development

Critically discuss current
practices in web development
Describe and comment upon
current research in web
development, and critically
evaluate arguments,
assumptions, abstract concepts
and data (that may be
incomplete) to draw
conclusions

Describe and comment upon
current research in web
development and associated
technologies.
[SRCA 5,6; SRPS 1,2,3,5;
ATS3]
[SRCA 5,6; SRPS 1,2, 3, 5; ATS
3]

Problem
Solving


[SRCA 5, 6; SRPS 1, 2, 3, 5;
ATS 3]
Common
learning
outcome
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Level 5
Level 6
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]

Select and apply appropriate
theory, practices and tools to
develop computing-based
solutions to problems.

Assess the appropriateness of
different approaches to
designing and developing web
applications.

Assess critically the
appropriateness of different
approaches to designing and
developing web applications.

Develop appropriate questions
and web strategies to achieve
a solution, based on web and
associated technologies, (or
identify a range of solutions) to
a problem.
[SRCA 5, 7; SRPS 4]

Propose and develop web
application solutions following
analysis of problems and target
audience criteria.

Plan and carry out a large and
complex web development
project using current
associated technologies

Document the development,
design and testing of
computer-based solutions in a
structured manner.


Communicate designs and
proposals for web content
using appropriate techniques

Write a structured formal
report using appropriate
referencing, and techniques for
documentation.
[SRCA 6; SRPS 1, 5; ATS 2, 3]
Communication
Application
Level 4
[SRCA 5, 7; SRPS 4]

Communicate information
effectively to specialist
audiences using appropriate
documentation techniques and
report formats
Communicate designs and
proposals for web content
using appropriate techniques
[SRCA 6; SRPS 1, 5; ATS 2, 3]
[SRCA 5, 7; SRPS 4]

Communicate designs and
proposals for web content
using appropriate techniques

Communicate ideas, problems
and solutions to both specialist
and non-specialist audiences in
a variety of forms
[SRCA 6; SRPS 1, 5; ATS 2, 3]
Common
learning
outcome
Level 5
Level 6
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]

Apply fundamental computing
concepts and principles in the
process of solving
mathematical and computingbased problems

Apply knowledge of current
standards, including those at
the forefront of web
development and associated
technologies, in the process of
solving problems or producing
improved solutions.

Apply current techniques to
design and create databases
suitable for web development
projects of the level of student
knowledge
Demonstrate:
Demonstrate:
Demonstrate:
[SRCA 8; ATS 4, 5, 6]
[SRCA 8; ATS 4, 5, 6]
[SRCA 8; ATS 4, 5, 6]
Reflection
36 | P a g e
Level 4

Apply appropriate standards,
concepts, principles and
techniques to design, create
and test web applications

Apply knowledge of target
audience in the process of
solving problems or producing
improved solutions.

Apply, in previously unseen
contexts, appropriate
standards, concepts, principles
and techniques to design,
create and test web
applications

Apply knowledge of target
audience, current standards
and possible environments,
including those at the forefront
of web development and
associated technologies, in the
process of solving problems or
producing improved solutions.

the ability to take responsibility
for learning

the ability to take responsibility
for learning

the ability to take responsibility
for learning

the ability to work both
independently and as team

the ability to work both
independently and as team

the ability to work both
independently and as team
Common
learning
outcome

Level 4
Level 5
Level 6
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
[Benchmark Statement
mapping]
member.
member.
member.

an understanding of
professional responsibility
(including quality and safety
issues); the ethical, legal and
social context in which
solutions based on web and
associated technologies are
developed and operate; the
need for continuing
professional development and
lifelong learning; the role of
computing-based solutions and
systems within organisations;
and the opportunities and skills
needed for entrepreneurship.
Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPS 1-5; ATS 1-6.
37 | P a g e
an understanding of
professional responsibility
(including quality and safety
issues); the need for
continuing professional
development and lifelong
learning; the role of
computing-based solutions and
systems within organisations;

an understanding of
professional responsibility
(including quality and safety
issues); the ethical, legal and
social context in which
solutions based on web and
associated technologies are
developed and operate; the
need for continuing
professional development and
lifelong learning; the role of
computing-based solutions and
systems within organisations;
and the opportunities and skills
needed for entrepreneurship.
On completion of each level of study, a Web Design student will be able to:
Common
learning
outcome
Knowledge and
Understanding
38 | P a g e
Level 4
[Benchmark Statement
mapping]
Demonstrate knowledge of
[SRCA 1, 2, 3, 4, 6, 8; ATS 2]

underlying computing
concepts and principles, including
programming fundamentals,
techniques for computer system
development, including
requirements elicitation and
analysis, business analysis, software
analysis and design tools and
techniques, and testing, structure
and operation of hardware,
networks and systems required for
interactive systems and web
development

Database design and
development, in particular for use in
web development

Mathematical foundations for
interactive systems

Web Page Development
principles and practice

Web Standards Principles

the wider impact, both now
and the in the future, of web
standards on possible web design
solutions
Level 5
[Benchmark Statement
mapping]
Demonstrate knowledge of
[SRCA 1, 2, 3, 4, 6, 8; ATS 2]

The issues, context and
practices involved in working as a
computing professional.

The issues, context and
principles in concept of design and
web design

Interfaces and interactions
for web applications and
considerations of user requirements
and usability

the wider impact, both now
and the in the future, of web
standards on possible web design
solutions

the users and how web
designs should be changed to
accommodate them
Level 6
[Benchmark Statement
mapping]
Demonstrate knowledge of
[SRCA 1, 2, 3, 4, 6, 8; ATS 2]

Concepts and principles at
least some of which is at, or
informed by, the forefront of web
design research and development.

the wider impact, both now
and the in the future, of web
standards on possible web design
solutions

the users and how web
designs should be changed to
accommodate them
Common
learning
outcome
Learning
Enquiry
Analysis
39 | P a g e
Level 4
[Benchmark Statement
mapping]
[SRCA 4, 6; SRPS 2]

Develop lines of argument
and evaluate possible approaches,
tools, techniques and solutions
based on knowledge of underlying
computing concepts and principles.

Understand the limits of their
knowledge, and how this influences
analyses and interpretations based
on that knowledge.

Understand the uncertainty,
ambiguity and limitations of this
knowledge
[SRCA 4; ATS 1, 2]

Extrapolate on current
standards to form ideas of possible
long term strategies in web
standards and web design
[SRCA 1; SRPS 2; ATS 1]

Use established investigation
techniques to

Analyse fundamental
problems associated with web page
development and associated
Level 5
[Benchmark Statement
mapping]
[SRCA 4, 6; SRPS 2]

Evaluate web pages based
on the knowledge and
understanding gained

Understand the limits of their
knowledge, and how this influences
analyses and interpretations based
on that knowledge.

Understand the uncertainty,
ambiguity and limitations of this
knowledge
Level 6
[Benchmark Statement
mapping]
[SRCA 4, 6; SRPS 2]

Understand the limits of their
knowledge, and how this influences
analyses and interpretations based
on that knowledge.

Understand the uncertainty,
ambiguity and limitations of this
knowledge
[SRCA 4; ATS 1, 2]

Question and evaluate web
sites in terms of their
appropriateness, taking into account
HCI and design issues

Analyse target audiences to
evolve content for web applications

Create web designs for given
scenarios taking the user into
account
[SRCA 1; SRPS 2; ATS 1]

Use established investigation
techniques to

analyse information
pertaining to creating web designs.

test and evaluate web
[SRCA 4; ATS 1, 2]

Initiate and carry out
projects within web design, taking
into account current research

Ethically gather information
pertaining to web design, suggest
possible solutions, and the success
of these solutions, from existing or
potential users and/or organisations
using valid techniques
[SRCA 1; SRPS 2; ATS 1]

Use established investigation
techniques to

analyse complex information
pertaining to creating web designs.

test and evaluate web
Common
learning
outcome
Level 4
[Benchmark Statement
mapping]
technologies

Evaluate and interpret the
fundamental computing concepts
and principles introduced at this
Level.
Problem Solving
[SRCA 5, 6; SRPS 1, 2, 3, 5; ATS 3]

Select and apply appropriate
theory, practices and tools to
develop computing-based solutions
to problems.

Select web development
techniques to convey content
Communication
[SRCA 5, 7; SRPS 4]

Document the development,
design and testing of computerbased solutions in a structured
40 | P a g e
Level 5
[Benchmark Statement
mapping]
designs
Level 6
[Benchmark Statement
mapping]
designs

Describe and comment upon
current research in web design and
associated technologies, and
critically evaluate arguments,
assumptions, abstract concepts and
data (that may be incomplete) to
draw conclusions
[SRCA 5, 6; SRPS 1, 2, 3, 5; ATS 3]
[SRCA 5, 6; SRPS 1, 2, 3, 5; ATS 3]

Select the appropriate web

Assess critically the
development techniques to convey
appropriateness of different
appropriate content
approaches to designing web
applications.

Assess the appropriateness
of different approaches to designing 
Propose and develop web
web applications.
design solutions following analysis of
problems and target audience

Propose and develop web
design solutions following analysis of criteria.
problems and target audience

Plan and carry out a large
criteria.
and complex web design project
using current associated

Develop appropriate
technologies
questions and web strategies to
achieve a suggested design for a
solution, based on web and
associated technologies, to a
problem.
[SRCA 5, 7; SRPS 4]
[SRCA 5, 7; SRPS 4]

Communicate designs and

Communicate designs and
proposals for web content using
proposals for web content using
appropriate techniques
appropriate techniques
Common
learning
outcome
Application
Reflection
41 | P a g e
Level 4
[Benchmark Statement
mapping]
manner.

Document the development,
design and testing of web pages.

Write a structured formal
report using appropriate
referencing.
[SRCA 6; SRPS 1, 5; ATS 2, 3]

Apply fundamental
computing concepts and principles
in the process of solving
mathematical and computing-based
problems

Create web pages
conforming to current standards
Demonstrate:
[SRCA 8; ATS 4, 5, 6]

the ability to take
responsibility for learning and to
work both independently and as
team member.

an understanding of
professional responsibility

work in a professional
Level 5
[Benchmark Statement
mapping]

Communicate ideas,
problems and solutions in a variety
of forms accurately
Level 6
[Benchmark Statement
mapping]

Communicate ideas,
problems and solutions to both
specialist and non-specialist
audiences in a variety of forms
accurately
[SRCA 6; SRPS 1, 5; ATS 2, 3]

Create web pages
conforming to current standards

Apply appropriate standards,
concepts, principles and techniques
to design, create and test web page
prototypes

Apply knowledge of current
standards and possible
environments, including those at the
forefront of web design and
associated technologies, in the
process of solving problems or
producing improved solutions.
Demonstrate:
[SRCA 8; ATS 4, 5, 6]

the ability to take
responsibility for learning and to
work both independently and as
team member.

an understanding of
professional responsibility (including
quality and safety issues); the
[SRCA 6; SRPS 1, 5; ATS 2, 3]

Apply, in previously unseen
contexts, appropriate standards,
concepts, principles and techniques
to design, create and test web page
prototypes

Apply knowledge of target
audience, current standards and
possible environments, including
those at the forefront of web design
and associated technologies, in the
process of solving problems or
producing improved solutions.
Demonstrate:
[SRCA 8; ATS 4, 5, 6]

the ability to take
responsibility for learning and to
work both independently and as
team member.

an understanding of
professional responsibility (including
quality and safety issues); the
Common
learning
outcome
Level 5
[Benchmark Statement
mapping]
ethical, legal and social context in
which solutions based on web and
associated technologies are
developed and operate;

work in a professional
manner, recognising the legal,
social, ethical and professional
issues involved in the exploitation of
web based and associated
technology, and being guided by the
adoption of appropriate professional,
ethical and legal practices.
Computing Benchmark skills and abilities mapped: SRCA 1-8; SRPS 1-5; ATS 1-6.
42 | P a g e
Level 4
[Benchmark Statement
mapping]
manner, recognising the legal,
social, ethical and professional
issues involved in the exploitation of
web based and associated
technology, and being guided by the
adoption of appropriate professional,
ethical and legal practices.
Level 6
[Benchmark Statement
mapping]
ethical, legal and social context in
which solutions based on web and
associated technologies are
developed and operate;

work in a professional
manner, recognising the legal,
social, ethical and professional
issues involved in the exploitation of
web based and associated
technology, and being guided by the
adoption of appropriate professional,
ethical and legal practices.
13. Appendix B – Curriculum Maps
COCS40682
Teaching Block 1 and 2
Fundamentals of Computing And
Mathematics *
COSE40576
Introduction to Programming
COWB40386
Web Concepts
COIS40897
Skills for Computing Professionals *
100
/0
100
/0
100
/0
100
/0
C
C
•
•
30
C
C
•
•
30
C
C
•
30
C
C
•
•
•
•
•
•
•
•
•
•
•
8 Reflection
30
7 Application
4C
6 Communication
4C
5 Problem Solving
4 Analysis
3 Enquiry
2 Learning
Web Design
1 Knowledge & Understanding
cw/
ex
Web Development
Modules
Credits
Code
Assessment weighting
Web Awards - LEVEL 4
•
•
•
•
•
C = Core
*This module explicitly focuses on significant elements required for the achievement of the STAFFORDSHIRE GRADUATE ATTRIBUTES.
43 | P a g e
COWB50382
Web Project *
COWB50348
COWB50383
Visual Web Design
Methods and Tools For Enhancing User
Experience
COWB50343
Digital Media and The Web
COWB50347
Server Side Scripting
COWB50346
Programming with HTML APIs
COCS50694
Networking Fundamentals
Teaching Block 4
COWB50382
Web Project * (cont)
COWB50348
COWB50383
Visual Web Design (cont)
Methods and Tools For Enhancing User
44 | P a g e
100
/0
100
/0
100
30
30
30
30
•
C
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
8 Reflection
7 Application
AO
30
C
6 Communication
30
30
•
5 Problem Solving
C
30
AO
PO/
AO
PO/
AO
30
4 Analysis
C
30
3 Enquiry
C
DO/
AO
DO/
AO
Credits
100
/0
100
/0
100
/0
100
/0
100
/0
100
/0
50/
50
2 Learning
4C
Modules
Teaching Block 3
1 Knowledge & Understanding
1C
1PO
1D
O
1AO
cw/
ex
Code
Web Design
Assessment
Web
Development
Web Awards LEVEL 5
•
•
•
COWB50343
Digital Media and The Web (cont)
COWB50347
Server Side Scripting (cont)
COWB50346
Programming with HTML APIs (cont)
COCS50694
Networking Fundamentals (cont)
/0
100
/0
100
/0
100
/0
50/
50
30
•
•
30
•
•
•
•
•
•
•
•
•
•
30
30
•
•
•
8 Reflection
7 Application
6 Communication
5 Problem Solving
4 Analysis
3 Enquiry
4C
2 Learning
1 Knowledge & Understanding
Modules
Experience (cont)
Credits
Code
1C
1PO
1D
O
1AO
Web Design
Web
Development
Assessment
cw/
ex
•
•
*This module explicitly focuses on significant elements required for the achievement of the STAFFORDSHIRE GRADUATE ATTRIBUTES.
C = Core, AO = Award Option, DO = Design Option, PO = Programming Option
45 | P a g e
100/0
100/0
100/0
100/0
70/30
100/0
100/0
45
15
30
30
30
30
15
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
*This module explicitly focuses on significant elements required for the achievement of the STAFFORDSHIRE GRADUATE ATTRIBUTES.
C = Core, AO = Award Option, The Ordinary degree of this title at level H consists of 60 level 6 credits.
46 | P a g e
8 Reflection
7 Application
6 Communication
5 Problem Solving
4 Analysis
3 Enquiry
2 Learning
C
C
C
C
1 Knowledge & Understanding
C
AO
AO
AO
AO
AO
AO
Web Design
Web
Development
COIS61028
COWB60381
COWB60351
COWB60387
COSE60594
COWB60352
COWB60353
Modules
Teaching Block 5 AND 6
Final Year Project *
Ubiquitous Computing *
Design For Mobile Devices
Real World Web Design *
Mobile Application Development
Distributed Web Applications *
Enterprise Web Applications *
1C
3AO
4C
cw/ex
Credits
Code
Assessment
weighting
Web Awards LEVEL 6
•
•
•
•
•
14. Appendix C – The Staffordshire Graduate
THE STAFFORDSHIRE GRADUATE
The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st
century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of
work.
The table below indicates where, within your award, these characteristics are addressed:
AWARD TITLE:
BSc (Hons) Web Development
BSc (Hons) Web Design
Characteristic
Award Module(s) including level and
Method of Assessment
number of credits
1. Work-ready and
The subject discipline of this award focuses on the development of knowledge and skills that are directly
employable
relevant to employment within the computing industry. Thus most subject specific modules across the award
contribute to the development of subject discipline specific knowledge and skills that support employability.
The modules identified below are those modules that focus on the development of generic and transferable
knowledge and skills that prepare you for employment and a future career.
L4 Skills for Computing Professionals (30
Assessment consisting of presentations, and portfolio.
credits)
Develops skills such as being interviewed and CV creation.
47 | P a g e
L5 Web Project (30 credits)
Group coursework based on business analysis and needs.
Gives students the ability to analyse how companies work
and the roles involved.
L6 Final Year Project (45 credits)
The entire project is used by the student to solve a
business / commercial problem. The assessment is 100%
written dissertation, with a mid-point interview and final
presentation / demonstration.
2. Understanding of
enterprise and
entrepreneurship
Other core and option modules
To some form will contribute.
L4 Skills for Computing Professionals (30
credits)
Assessment consisting of presentations, and portfolio. Will
develop the students thinking related to opportunities and
their development.
Group coursework focusing specifically on designing for
business needs. Coursework includes external company
contact that should help to instil skills related to enterprise
and entrepreneurship.
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
The entire project is used by the student to solve a
business / commercial problem. The assessment is 100%
written dissertation, with a mid-point interview and final
presentation / demonstration.
L 5 Web Project (30 credits)
L6 Ubiquitous Computing (30 credits)
L6 Final Year Project (45 credits)
3. Understanding of
global issues and their
place in the global
economy
L4 Skills for Computing Professionals (30
credits)
L5 Web Project (30 credits)
Assessed by coursework. The module has a particular
focus on global business issues.
Group coursework focusing specifically on designing for
business needs. Being web based this will address global
issues.
L6 Real World Web Design (30 credits)
The assignment involves students investigating and
producing solutions to real world web based problems and
is assessed via research and a presentation.
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
To some extent by the nature of being a global computing
technology will address global issues.
Both written and presentation skills are developed through
the assessment.
L6 Ubiquitous Computing (30 credits)
Web specific core and option modules
4. Communication skills
48 | P a g e
L4 Fundamentals of Computing and Maths (30
credits)
L4 Skills for Computing Professionals (30
credits)
L6 Real World Web Design (30 credits)
L6 Ubiquitous Computing (30 credits)
L6 Enterprise Web Applications (30 credits)
L6 Distributed Web Applications (30 credits)
L5 Web Project (30 credits)
5. Presentation skills
L6 Final Year Project (45 credits)
L4 Fundamentals of Computing and Maths (30
credits)
L5 Web Project (30 credits)
L6 Real World Web Design (30 credits)
49 | P a g e
Assessment that uses a portfolio for communication skills
development focusing specifically on written and
presentation skills.
The assignment involves students investigating and
producing solutions to real world web based problems and
is assessed via research and a presentation.
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
This module has a demonstration component supported by
a report as the mechanism of presenting a full design,
implementation, and testing of a web based application.
This module uses both practical work combined with
demonstrations and a report to communicate students end
achievements.
Group coursework developing group working and liaison
with companies. This module enables theory and learning
to be put directly in the workplace.
Part of the 100% coursework assessment of the project
module involves a mid-point interview and a final viva.
Both aspects of assessment involve the creation of slides
and a presentation.
To initiate student’s development at level 4 this module
gets students to create artefacts based on several aspects
of computing and present and demonstrate these.
On this 100% coursework module students will regularly
informally discuss and formally present their ideas to
external businesses for feedback.
The assignment involves students investigating and
producing solutions to real world web based problems and
is assessed via research and a presentation.
L6 Ubiquitous Computing (30 credits)
Most option and core modules
6. The ability to interact
confidently with
colleagues
L4 Skills for Computing Professionals (30
credits)
L6 Final Year Project (45 credits)
7. Independence of
thought
L6 Final Year Project (45 credits)
L5 Web Project (30 credits)
L6 Real World Web Design (30 credits)
L6 Design for Mobile Devices (30 credits)
L6 Distributed Web Applications (30 credits)
L6 Enterprise Web Applications (30 credits)
L6 Ubiquitous Computing (30 credits)
Core and option modules
50 | P a g e
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
Most options and core modules will involve creating an
artefact and this will be presented to staff for assessment.
This attribute will be simulated in classes and the
assessment to develop such skills before students go out
on the placement year.
The coursework consisting of a dissertation and final viva /
presentation. The interaction will be related to a
supervisor, test subjects, and business people and the
public at the end of year Gradex exhibition.
The final year project will provide ample opportunity for
the student to put together all their learning and show
independence of thought in solving a large problem.
This module will enable a lot of independent though to
take place as students are required to develop
requirements and produce an end solution to a problem.
The assignment involves students investigating and
producing solutions to real world web based problems and
is assessed via research and a presentation.
Assessed via mobile application and critical rationale as to
design decisions taken.
This module uses both practical work combined with
demonstrations and a report to communicate students end
achievements.
This module has a demonstration component supported by
a report as the mechanism of presenting a full design,
implementation, and testing of a web based application.
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
All modules will enable the student to show some level of
8. Skills of teamworking
L4 Fundamentals of Computing and Maths (30
credits)
L6 Ubiquitous Computing (30 credits)
9. Ability to carry out
inquiry-based learning and
critical analysis
L5 Web Project (30 credits)
This coursework Level 5 module enables the students to
work in teams and lead the assignments development in
solving a large web based application task
Core and option modules
Several other modules will involve to some extent the skills
of teamworking.
The dissertation aspect of the final year project requires
extensive critical analysis at its end as it is the culmination
of a 45 credit project.
The assignment involves students investigating and
producing solutions to real world web based problems and
is assessed via research and a presentation.
Assessed via mobile application and critical rationale as to
design decisions taken.
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
This module uses both practical work combined with
demonstrations and a report to communicate students end
achievements.
This module has a demonstration component supported by
a report as the mechanism of presenting a full design,
implementation, and testing of a web based application.
L6 Final Year Project (45 credits)
L6 Real World Web Design (30 credits)
L6 Design for Mobile Devices (30 credits)
L6 Ubiquitous Computing (30 credits)
L6 Distributed Web Applications (30 credits)
L6 Enterprise Web Applications (30 credits)
51 | P a g e
independence of thought as they will need for all to show
skills and knowledge of planning, time management,
design, and solution realisation
This coursework component will enable the students to
allocate individual business / computing roles in order to
solve a problem that requires co-ordinated teamwork.
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
Core and option modules
10. Skills of problem
solving and creation of
opportunities
L5 Web Project (30 credits)
L4 Fundamentals of Computing and Maths (30
credits)
L6 Real World Web Design (30 credits)
11. Technologically,
digitally and information
literate
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Most award modules will involve directly including aspects
of inquiry-based learning and critical analysis.
Due to external input to this module and its nature of
setting a key web based application problem, many
opportunities are developed through studying it.
This module gets students to think specifically about
technical opportunities.
The assignment involves students investigating and
producing solutions to real world web based problems and
is assessed via research and a presentation.
L6 Design for Mobile Devices (30 credits)
Assessed via mobile application and critical rationale as to
design decisions taken.
L6 Distributed Web Applications (30 credits)
This module uses both practical work combined with
demonstrations and a report to communicate students end
achievements.
L6 Enterprise Web Applications (30 credits)
This module has a demonstration component supported by
a report as the mechanism of presenting a full design,
implementation, and testing of a web based application.
L6 Ubiquitous Computing (30 credits)
Assessed by group presentation, video, and written report
in detailing future based ubiquitous computing solutions.
Several core and option modules
Most modules will address this criteria to some extent.
The subject discipline of this award focuses on the development of knowledge and skills that are directly
relevant to employment within the computing industry. Thus most subject specific modules across the award
contribute to the development of subject discipline specific knowledge and skills that support employability.
The modules identified below are those modules that focus on the development of generic and transferable
knowledge and skills that prepare you for employment and a future career.
L6 Real World Web Design (30 credits)
The assignment involves students investigating and
producing solutions to real world web based problems and
is assessed via research and a presentation.
L6 Distributed Web Applications (30 credits)
This module uses both practical work combined with
demonstrations and a report to communicate students end
L6 Enterprise Web Applications (30 credits)
L6 Design for Mobile Devices (30 credits)
12. Able to apply
Staffordshire Graduate
attributes to a range of life
experiences to facilitate
life-long learning
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Part-time jobs
L5 Web Project (30 credits)
Extra-curricular roles such being a student
ambassador
Industrial Placement (0 credits)
achievements.
This module has a demonstration component supported by
a report as the mechanism of presenting a full design,
implementation, and testing of a web based application.
Assessed via mobile application and critical rationale as to
design decisions taken.
Non-assessed
Due to external input to this module and its nature of
setting a key web based application problem, many
opportunities are developed through studying it.
Non-assessed, but feedback can be given from the
university
100% assessed opportunity which can give guidance and
advice as to the student’s future development.