MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level (n/a for SKE units)
Post-ITE Subject Knowledge Enhancement in Computing
SKI35
No university credits
Level 4
Level 5
Level 6
Level 7
Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites
None
Specify in terms of module codes or
equivalent
Co-requisite modules
None
Specify in terms of module codes or
equivalent
Module delivery
Mode of delivery
Taught
Other
Distance
Placement
Block
Other
Online
X
Pattern of delivery
Weekly
When module is delivered
Semester 1
Semester 2
X
Throughout year
Other
This government funded Subject Knowledge Enhancement (SKE)
course is designed specifically for those whose subject knowledge
requires development prior to teaching Computing in the secondary
environment. This SKE will require qualified teachers (not Computingtrained) to develop a range of perspectives on teaching computing at
Key Stages Three and Four. These will cover the requirements of
exam syllabi for GCSE, including databases, programming and
algorithms.
Brief description of module
content and/ or aims
Overview (max 80 words)
Module team/ author/
coordinator(s)
School
Site/ campus where
delivered
x
This is a closed course run in collaboration with Millais Teaching
School Alliance.
Chris Sweeney
School of Education
Falmer
Course(s) for which module is appropriate and status on that course
Course
Status (mandatory/ compulsory/
optional)
Free Standing Unit
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
This unit aims to support existing, qualified teachers by developing their
theoretical understanding and practical expertise in the fields of
database systems, programming and algorithms. Participants will
develop their understanding of the issues of teaching databases,
programming and computational thought/algorithmic logic during this
unit.
Learning outcomes
By the end of the unit participants should be able to:
Content
1. Identify their areas strengths and prioritise their areas for
development.
2. Demonstrate knowledge needed to teach and give lessons in
programming in two key stages, using two languages.
3. Demonstrate knowledge needed to teach computational
thinking and algorithms at Key Stages Three and Four.
4. Demonstrate a detailed knowledge and understanding of the
underlying theory of spreadsheet and database systems.
The content will include:
Subject audit:
Identify aspects of the taught GCSE and GCE A’ Level curricula where
development needs to take place.
Programming and algorithms:
Using computational thinking to develop ways of problem-solving.
Using algorithms to analyse real-world problems, and turn these into
pseudo-code.
Synthesising algorithms to form programmable solutions.
Creating programs that solve identified problems.
Databases:
Data modelling: from the physical to the logical
Defining requirements and systems
Designing solutions
Flat database files
Relational Database
Learning support
Books:
General reading:
BYNUM, Terrell Ward, ROGERSON, Simon, (2003). Computer Ethics
and Professional Responsibility: introductory text and readings.
London: Wiley.
Programming and algorithms:
Payne, J (2012) Beginning Python O’Reilly
O’Byrne, S and Rouse, G (2012) OCR Computing for GCSE: Student's
Book Hodder Education
McGrath, M (2011) C++ Programming in Easy Steps Easy Steps Ltd
Duckett, J (2008) Beginning Web Programming with HTML, XHTML,
and CSS Wrox Publishing
Cormen, T. et al. (2009) Introduction to Algorithms MIT Press
Databases:
Elmasri, R. & Navathe, S. (2010) Fundamentals of database systems
Harlow: Addison-Wesley
Halpin, T. & Morgan, T. (2008) Information modelling and relational
databases Morgan Kaufmann
Howe, D. R. (2001) Data analysis for database design - 3rd ed. Oxford: Butterworth-Heinemann
Kriegel, Alex. Discovering SQL: A Hands-On Guide for Beginners (April
2011) Wrox Programmer to Programmer ISBN: 9781118002674
Other sources:
Ethics and Information Technology: Springer Publications
Journal of Information, Communication and Ethics in Society: Emerald
Publications
Informatica: Slovenian Society Informatika
http://www.bcs.org/content/conWebDoc/49045 BCS website accessed
January 2014
Excel and VBA: http://www.excel-vba.com/
Access and VBA: http://databases.about.com/od/tutorials/Tutorials.htm
SQL beginnings:
http://www.baycongroup.com/pervasive_sql.htm#sql_pervasive
Teaching and learning activities
Details of teaching and
learning activities
Contact Time:
 Taught sessions, workshops, individual tutorials.
Non-contact Time:
 Guided reading and research
 Preparation for assessment tasks
 Observation of Computing lessons
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork,
external visits, and work-based learning.
24
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
48
PLACEMENT
The placement is a specific type of learning away from the University
that is not work-based learning or a year abroad.
TOTAL STUDY HOURS
72
Assessment tasks
Details of assessment on
this module
Task One: (Pass/Fail)
Participants will complete a subject audit and create a plan
demonstrating how they will develop their skills throughout the unit.
Task Two: (Pass/Fail)
Participants will complete a programming task in the language of their
choice.
Task Three: (Pass/Fail)
Participants will create a simple relational database that demonstrates
the student’s skills in carrying out the main functions required at Key
Stage Four. The language for creating the database is at the discretion
of the student.
All three tasks must be passed to pass the unit.
Referral Task:
Task One: Reworking of original task.
Task Two: Reworking of original task.
Task Three: Reworking of original task.
Types of assessment task1
% weighting
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
(or indicate if
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
progression.
component is
pass/fail)
COURSEWORK
Completion of Tasks 1, 2 and 3.
100%
PRACTICAL
Refer to Academic Services for guidance in completing the following sections
EXAMINATION INFORMATION
Area examination board
N/A
External examiners
Name
Position and institution
Date appointed
Date tenure
ends
N/A
QUALITY ASSURANCE
Date of first approval
January 2015
Only complete where this is not the
first version
Date of last revision
Only complete where this is not the
first version
Date of approval for this
version
Version number
1
Modules replaced
N/A
Specify codes of modules for which
this is a replacement
Available as free-standing module?
Yes
X
No