Programme Framework for Northumbria Awards: Undergraduate Programme Specification
QAA Expectation: A2.2: Degree-awarding bodies maintain a definitive record of each programme and qualification that they approve (and subsequent changes to
it) which constitutes the reference point for delivery and assessment of the programme, its monitoring and review, and for the provision of records of study to
students and alumni.
The programme specification is the primary source of information relating to the programme. The programme specification forms a central document for
students, employers and staff. It should be written from the perspective of the student.
Programme Title
BSc (Hons) Digital & Technology
Solutions
Programme Code
21PDTS-N DTS1
Home Faculty
Other Contributing Faculty
Engineering and Environment
Choose an item.
Department
Department
CSDT
SECTION 1: Programme Aims
1.1 A Northumbria Graduate will:






Be able to think independently, understand and justify their own opinions, and will recognise the need to challenge their thinking, and the thinking of others
Be able to apply their disciplinary knowledge to complex problems in their discipline and its professional or industrial practice in order to identify appropriate
solutions which are sustainable and justifiable.
Value curiosity, collaboration and analysis as keystones in the creation of new knowledge and practice
Be able to communicate effectively to diverse audiences utilising a range of formats and media
Display the attitudes and skills to engage and work constructively and sensitively in multi-cultural environments and teams and have an awareness of ethical
considerations
Combine all of the above to support their future employability and long term career prospects
This programme is a Degree Apprenticeship and combines academic study with professional practice. Students will be employed as an apprentice in a digital
and technology role throughout their studies and thus be able to apply their discipline knowledge to professional and industrial practice as they progress
through the programme. This combination of academic learning at degree level with on the job practical training provides a holistic programme of education
enabling students to become confident, competent and capable IT professionals. The field of computing and digital technology is continually changing and
developing and thus the programme will encourage students to be curious and to explore emerging theories, tools and resources to support their study and
work. Teamwork plays an important role in this discipline and the programme has embedded a number of formal opportunities for students to work in teams as
well as more informal approaches for collaborative work. The need to communicate technical information to both technical and non-technical audiences is a
key skill and again is embedded in the programme. The role of social, ethical and security issues in relation to IT and computing are important concepts within
this sector and these are embedded within the programme to ensure students are equipped to operate in this increasingly diverse and global industry and to
appreciate and deal with the security risks, challenges and associated ethical dilemmas.
Page1
How does the programme aim to engender / enable the development of the Northumbria Graduate qualities within the specific
subject discipline? (max 250 words per section)
SECTION 2: Programme Overview (Max 250 words per section)
This section is aimed at providing a prospective or current student with a brief overview of the programme in answer to specific questions, and will form an
element of the programme handbook. It is not intended to capture the detail of the programme design.
2.1
Why should I study this programme at Northumbria? This section should contain reference to the specific advantages or strengths of
undertaking the programme at Northumbria. Reference should be made to any unique selling points in terms of students’ satisfaction,
elements of the programme not typically included elsewhere, employment opportunities etc.
This programme is designed to fulfil both the educational requirements for a Northumbria University degree and the BSc Digital & Technology Solutions
Degree Apprenticeship Standard (see https://www.gov.uk/government/publications/apprenticeship-standard-digital-technology-solutions-professional), part of
the government’s initiative to develop apprenticeships at higher skill levels. The standard has been developed by a partnership of employers and higher
education institutions led by Tech Partnerships (https://www.thetechpartnership.com/).
This programme is designed for employers and their employees (the students) providing the opportunity to combine academic study with professional practice
in the digital and technology sector. Students will be equipped with leading edge theory and research and be able to apply and critically analyse these directly
in relation to their professional practice as they progress through the programme. The aim of the programme is to produce highly motivated, technically
competent individuals who have the awareness, understanding and the necessary flexibility to work effectively in a variety of IT roles within their workplace.
The programme also aims to develop students' critical abilities, general problem solving skills and lay a foundation for continued self-improvement and lifelong learning, essential for today’s IT professional. Importantly, much of the student development throughout the degree will take place in their workplace,
where context and real live situations provide deep learning opportunities.
How will I learn on this programme? This section should contain an overview of the learning and teaching philosophy of any approaches
used, including the use of Technology to Enable Learning within the programme. It should outline which research informed learning
approaches will be used, and how the approaches may differ by level.(Reference: Northumbria Research Rich Learning Policy)
The learning and teaching philosophy for the programme draws on the experience of the academic staff in delivering part-time and work based provision over
a number of years combined with their expertise in the digital and technology field and promotes the principles of scholarship, employability and active
learning. The philosophy is to combine theory with professional practice. Students will be introduced to the key theories and concepts and be able to explore
these in relation to examples and real world case studies drawn from their own professional practice as well as those provided by the academic staff team.
This will enable students to be aware of potential and actual risks/solutions and equip them with a means to rationalise and decide upon a solution. Students
will be encouraged to develop critical scholarship and independent learning and be actively engaged as they progress through their studies and the
culmination of this is their final year project which is a major piece of work based and scholarly activity that combines their academic studies with professional
practice.
Technology Enabled Learning
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2.2
Technology expertise is a core element of this programme of study and thus it will also be incorporated within the learning and teaching approach. Staff will
routinely draw on a range of technological resources e.g. videos, wikis, webinars, screen capture technologies, to support the delivery of the programme and
will ensure that the Virtual Learning Environment (Blackboard) supports students both on and off campus. Electronic submission and feedback is utilised
where appropriate and a range of technology solutions are also used to support communication between staff and students such as Skype, discussion boards
and email. We support the principle of using technology to ensure you have a positive and effective way of studying, communicating and learning, and to
enable you to access materials and work from almost any location.
Research Rich Learning
This programme encompasses the full spectrum of research rich approaches (research led, research based, research oriented, research tutored) to support
the delivery and development of the student. The discipline itself is fast moving and thus throughout the programme students will be exposed to the latest
theories and practice drawing on staff’s own research expertise combined with encouraging students to explore current and emerging trends and
technologies, engage in academic debate and reflection and conduct their own research.
2.3
How will I be assessed on the programme? This section should contain the programme philosophy, the purpose (and hence nature) of
assessment tasks at each level, and how these will complement the learning and teaching philosophy in enabling the achievement of
learning outcomes. It will also identify how formative assessment will occur, and how students will be supported in fully understanding the
requirements and expectations of an assessment task, and how feedback will be given to enhance learning. (Reference: Northumbria
Assessment and Feedback Policy.)
The programme has been designed to offer a strong combination of academic study with vocational application developing expertise and skills for a
professional career in the digital and technology field. The opportunity for students to apply their learning in the workplace and reinforce university based
studies will be used throughout the programme. Students will also be expected to draw heavily upon their workplace for examples, broader opinions and
opportunities to apply concepts and try out techniques and tools.
Formative assessments will be used to provide learning opportunities for the student throughout each module with feedback often provided instantly in class
as part of the practical laboratory or tutorial sessions. The virtual learning environment will also be used to provide feedback on formative assessment and
these may comprise exemplar solutions as well as individual and group feedback in both oral and written form. Summative assessment will use electronic
submission and feedback (ESAF) where appropriate although due to the practical nature of some assessment components, this may not always be possible.
Page3
At all levels the assessment of modules includes a mix of summative and formative elements. A key goal is to ensure that assessments are supporting the
learning experience. The form of summative and formative assessment, and weightings, is specified by the module tutor and is appropriate to each individual
module within the context of the overall programme ethos and learning outcomes. At each level of the programme, students will experience a combination of
assessment methods such as written and practical coursework, group and individual assignments, examination and tests, and oral presentations and
walkthroughs. This ensures a richness of assessment practice that supports the development of a rounded, confident and competent graduate. Where
possible assessments will be linked to the student workplace although it is recognised that this may not always be possible due to a number of factors e.g. the
employee role the student has at the time of module delivery, the nature of the assessment assignment, use of specialist software.
Feedback will be provided on summative assessment in a timely manner in line with university guidance and module guides will outline the main assessment
strategy for each module, including deadlines for submission and feedback. Examinations are used sparingly throughout the programme and there will be
feedback provided on examinations. Throughout the programme students will be encouraged to reflect on their feedback and use it to inform their future
studies and approaches to learning with a particular emphasis on reflecting on their performance at the end of each academic year and discussing this with
their guidance tutor to ensure they are addressing any concerns and issues in preparation for the next year.
2.4
What option modules are available within the programme (how and when do I choose my options)? This section will include
information on how students will be informed of options available, and how they will be supported in making option choices.
There are no option modules in the programme, although a number of modules such as the final year project and software engineering
professional practice module offer the opportunity to tailor the learning to the student’s workplace and provide a work based learning experience.
2.5
How will I be supported pastorally on the programme? This section should contain information on what pastoral support is available for
students on the programme, and how students may access the support.
These students are employed in the workplace throughout their academic study. They will have access to the full university support services including a
programme team and central support services such as counselling and disability support. However they will also be supported by their employer and the
programme team will work with the range of employers involved to ensure that each student has a workplace mentor to support them pastorally throughout
their studies. The programme team will not only support the students but will also work with the workplace mentors to ensure that their roles and
responsibilities are clearly defined in terms of their pastoral support role. It is not envisaged that the workplace mentors will provide academic support.
Also as the students will not be in full-time attendance, they will also be offered support at a distance through a combination of programme team email and
telephone contacts, clear signposting on how to remotely access the university and faculty student support teams and use of discussion forums and
signposting at induction, through the virtual learning environment and in the programme handbook. The faculty has a central student support hub that students
are signposted to as a first point of contact and this is open during normal office hours with a 24/7 telephone answering service outside these times.
Page4
Annually there will be an induction event before teaching commences to introduce students to the programme and university. This will be supported by
ongoing induction support via the face to face sessions and virtual learning environment throughout the first few weeks of the programme. They will be
introduced to their programme team which comprises the programme leader, director of programmes, module tutors and teams and the professional support
staff. Their roles and responsibilities and contact details will be clearly signposted to the students at induction, through Blackboard and the programme
handbook. Each student will also have a guidance tutor and it is envisaged that this will be a member of the teaching team to ensure that the students have
regular contact with them.
2.6
How will I be supported academically on the programme? This section should contain information on what academic support is
available to students on the programme. It should include details of how support at module level may be accessed outside formal
scheduled teaching; how students will be guided in relation to their academic progress; and how faculty and university learning support
may be accessed.
The main academic support will be through the academic teaching team comprising the programme leader and module teams. The programme leader will
have direct responsibility for academic matters relating to the programme. The module team will be responsible for academic matters relating to each of the
individual taught modules. In the final year the students will undertake a final year project and their main academic support for this will be via their allocated
project supervisor with additional support provided by the second marker. Contact details for these teams will be provided via induction, programme
handbooks and module guides and via the virtual learning environment. The faculty operates an open door policy where students can contact members of
staff at any time but students are advised to try and arrange a scheduled meeting as academic staff may not always be available in their offices due to other
commitments.
Staff are familiar with supporting students off campus and use a variety of mechanisms to support this including email, online communication tools such as
Skype, telephone and discussion boards.
In addition the employers involved in the programme will be in regular contact with the university to ensure that students are being supported and that the
programme is meeting the academic and employer requirements. It is anticipated that the employers and programme team will meet up at least once a
semester as a whole group with regular updates/discussions happening in between these times.
2.7
How will I be involved in the programme? This section should contain information on how student views on their experience will be
collected during the programme, and how feedback on the views collected will be given. It should also contain general information on the
types of roles available to students related to programme involvement. (Reference: Student Engagement Policy)
The programme will have student representatives in line with the university guidelines on this. All students will be informed of the names and contact details
for their programme student representatives and how they can feedback on the programme either via these representatives or on an individual basis. It is
recognised that because of the work based nature of these students, the opportunity to feedback via student representatives may be more problematic and
thus feedback on an individual basis will also be welcomed. The programme team will encourage ongoing feedback from students so any issues can be
addressed as soon as possible and any elements of good practice highlighted for further development and dissemination. Feedback from employers will also
be encouraged by the programme team.
Induction will also provide an overview of the Student Union, the student representation system and student engagement policy and how students can engage
with the programme and wider university.
Page5
Module and programme feedback will be collected regularly in line with university policy and guidance and students will be actively encouraged to participate
in this. There will be a regular Programme Committee and student feedback and representation is a standing item on this committee. Actions resulting from
this feedback will be communicated to the students via their representatives and via other mechanisms such as the virtual learning environment.
2.8
How will I be prepared for employment / further study on the programme? This section should contain information on the
opportunities available to students to enhance their employment / future study prospects, e.g. placement, study abroad, live projects, work
based learning / assessment. (Reference: Northumbria Employability, Enterprise & Entrepreneurship Plan)
This programme provides both academic and competence-based coverage of the key technical areas in the IT field to enable students to develop as an IT
Professional. The approach to curriculum design for the programme is in accordance with the QAA benchmark statements and the Degree Apprenticeship
standards for the BSc (Hons) Digital & Technology Solutions led by Tech Partnership. This ensures the curriculum has academic rigour and provides students
with the necessary professional competencies to operate within the IT sector.
The design of the degree expressly supports the employability of its graduates: the choice of knowledge and theory, tools, techniques, application and
methods have been specifically chosen to ensure students are gaining skills, expertise and experience that are relevant to the workplace. Industry practice
and subject benchmarking have influenced the design and content which will continue to evolve in line with the academic discipline and industry. The
curriculum reflects a balance of technical, business, project management, task ownership and personal/interpersonal skills and the learning and teaching
philosophy encourages students to gain valuable experience of solving real problems drawn from their own work with their employer.
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Key transferable skills are also embedded through the programme to encourage their ongoing development by the student. These include ethical, social and
security awareness and data and information analyses, the ability to work effectively and creatively as both an individual and team member, the
communication of technical information to both technical and non-technical audiences, independent learning, time management and self-management, selfevaluation and reflection.
SECTION 3: Programme Structure
Programme Structure
see diagrams following
Level 4
IS0489, EN0407, CG0047, CG0048, CM0429, CM0432
Level 5
EE0518 CM0571, CM0513, CM0570, CM0573, EN0574
Level 6
CM0647, CM0677, EE0600, EE0620
PROGRAMME STRUCTURE DIAGRAM BSc (Hons) Digital & Technology Solutions
Year 1
Semester
1
Web Technologies
EN0407
The Business Environment, Organisation
and Management Information Systems
IS0489
Programming 1
CG0047
(20 credits)
(20 credits)
Semester
2
(20 credits)
Programming 2
CG0048
(20 credits)
Systems Analysis
CM0432
(20 credits)
Page7
Summer Block
Year Two
Semester
1
Relational Databases
CM0429
Dynamic Internet Technologies
CM0513
(20 credits)
(20 credits)
Program Design & Development
CM0570
(20 credits)
Semester
2
Mobile Application Development
CM0573
(20 credits)
Summer Block
Computer Technology and Security
EE0518
(20 credits)
Year Three
Semester
1
Semester
2
Professional Software Engineering
Practice
CM0571
Data Security & Governance
EE0600
Computer Networks
EN0574
(20 credits)
(20 credits)
(20 credits)
(for Software Developer)
Project Management & Professional Issues
CM0647
Summer Block
Cloud & Web APIs
CM0677
(20 credits)
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(20 credits)
Year Four
Semester
1
EE0620
Digital & Technology Work Based Project
(60 Credits)
Page9
Semester
2
SECTION 4: Programme Learning Outcomes
QAA Expectation: A3.2
Degree-awarding bodies ensure that credit and qualification are awarded only where:
 The achievement of the relevant learning outcomes has been demonstrated through assessment.
 Both UK threshold standards and their own academic standards have been satisfied.
Students undertaking this programme are expected to achieve the following learning and educational outcomes on completion of each
stage (level) of the programme, prior to progression to the next stage.
(Programme learning outcomes should be specific to area/s of study and should reflect national subject benchmarks and qualification framework level descriptors)
Level 4 Programme Learning Outcomes
Knowledge and Understanding (KU):
1. Appreciate the commercial need for computing applications, their nature and evolution and identify a limited number of core development tools, languages and current
techniques and technologies that support this.
2. Explore the fundamental technical, professional, security and business issues that underpin the development, operation and maintenance of computing systems.
3. Explain a current set of techniques and tools for the specification of requirements, analysis, design, implementation and testing of computing systems, thereby adopting a
software engineering approach.
4. Appreciate the fundamental professional, ethical, social and legal issues involved in the development and operation of computing systems and the ethical implications of
handling data and information.
Intellectual / Professional Skills & Abilities (IPSA):
1. Select, plan, manage and evaluate the effectiveness of the development of a computing system and the development and operation of a software system.
2. Discuss current and emerging development tools, methods, technologies and associated user and professional issues
3. Identify a problem and select and apply methods and tools for its solution drawing on contemporary research and industry practice
4. Analyse, design, build and test a software solution and application, adopting a software engineering approach, and appropriate mathematical skills; locating and using
relevant research and data.
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Personal Values Attributes (Global / Cultural Awareness, Ethics, Curiosity) (PVA)
1. Be aware of the key professional and ethical issues surrounding the development and use of computing applications
2. Communicate information and ideas in written and oral form.
3. Manage your time and resources and appreciate the role of team work within the computing discipline.
4. Learn and research using a number of different resources
5. Reflect on your own learning experience.
Level 4 Learning and Teaching Matrix
Module
Code
Credits
Core
Option
Module Title
EN0407
20
C
Web Technologies
☒
☐
☒
☐
Creation of Web Based Application
Coursework 100%
☒
☐
CM0429
20
C
Relational Databases
☐
☒
☒
☐
☐
☐
CG0047
20
C
Programming 1
☐
☐
☒
☐
Practical Database Design &
Development Coursework 50%
Concepts & Theory Class test 50%
Practical Software Development
Coursework 100%
☐
☐
CG0048
20
C
Programming 2
☐
☐
☒
☐
☐
☐
CM0432
20
C
Systems Analysis
☒
☐
☐
☒
Practical Software Development
Coursework 30%
End Examination 70%
Requirements Documentation and
Walkthrough Coursework 100%
☐
☐
IS0489
20
C
The Business
Environment,
Organisation and
Management
Information Systems
☒
☒
☐
☒
Portfolio Coursework 100%
☐
☐
Lower Level Award (Level 4 Completion)
Certificate of Higher Education (120 Level 4
Credits)
Research Rich Learning Nexus: indicate
main strategy applied for each module
Based Tutored
Led
Orientated
YES
☒
If yes, indicate
award title:
Assessment Method
Cert HE Digital & Technology
Solutions
ESAF
Submission
Yes
NO
NO
PLOs
assessed
K&U 1&2
IPSA 1-4
PVA 2-4
K&U 1,4&5
IPSA 2&3
PVA 2-4
K&U 2,3&5
(partly),
IPSA 1-4
PVA 1&2
K&U 2,3&5
IPSA 1-4
PVA 1,2&3
K&U 1,4&5
IPSA 2&3
PVA 1-4
K&U 1&5
IPSA 2&3
PVA
1,2,4&5
☐
Knowledge & Understanding (K&U):
1. Discuss the commercial need for computing applications and their evolution and the core development tools, languages and current techniques and technologies that
underpin them.
2. Explain the key technical, professional, security and business issues and the implications from these on the development, operation and maintenance of computing
systems; including techniques for the application of mathematical principles to the computing domain.
3. Explore current techniques and tools for the specification of requirements, analysis, design, implementation and testing of computing systems, thereby adopting a software
engineering approach.
4. Discuss the hardware platforms, network architectures, technologies and standards, used in and to support computing systems and the fundamental techniques and
issues involved in their management and security.
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Level 5 Programme Learning Outcomes
5. Appreciate and discuss the professional, ethical, social and legal issues involved in the development and operation of computing systems; and demonstrate knowledge of
business concepts and the ethical implications of handling data and information.
Intellectual / Professional Skills & Abilities (IPSA):
1. Select, plan, manage and evaluate the development of computing systems and the development and operation of software systems as an individual and as part of a team.
2. Discuss current and emerging development tools, methods, technologies and associated user and professional issues
3. Identify a problem and select and apply appropriate methods and tools for its solution drawing on contemporary research and industry practice
4. Analyse, design, build and test effective software solutions and applications, adopting a software engineering approach, and appropriate mathematical skills to a number of
problem domains; locating, using and presenting relevant research, information and data.
5. Design and build robust computing applications with appropriate interactive components, networking, security and database support.
Personal Values Attributes (Global / Cultural Awareness, Ethics, Curiosity) (PVA)
1. Demonstrate and exercise independence of mind and thought and appreciate the professional and ethical issues surrounding the development and use of computing
applications
2. Communicate information, ideas, problems and their solution, effectively in both written and oral form.
3. Manage your time and resources appropriate and work both individually and as a member of a team.
4. Learn and research using a range of resources exercising personal responsibility.
5. Evaluate and analyse your own learning experience.
Level 5 Learning and Teaching Matrix (insert extra rows if required)
Credits
Core
Option
Module title
Research Rich Learning Nexus: indicate
main strategy applied for each module
Led
Orientated Based
Tutored
EE0518
20
C
Computer Technology &
Security
☐
☒
☒
☒
CM0513
20
C
Dynamic Internet
Technologies
☒
☐
☐
☐
CM0570
20
C
Program Design &
Development
☒
☒
☐
CM0571
20
C
Professional Software
Engineering Practice
☒
☐
CM0573
20
C
Mobile Application
Development
☒
☐
Assessment Method
ESAF
Submission
Yes
NO
PLOs
assessed
Practical Design & Build Computer
System Coursework 50%
Practical Build of Secure Network System
Coursework 50%
Dynamic Web Based Application
Coursework 100%
☒
☐
K&U 2,4&5
IPSA 1,3&5
PVA 1,2&4
☒
☐
☐
System Design Coursework 50%
System Implementation Coursework 50%
☒
☐
☒
☒
Project Proposal Coursework 40%
Project Demonstration Coursework 60%
☒
☐
☒
☐
Product Development Coursework 80%
Product Documentation Coursework 20%
☒
☐
K&U 3,4&5
IPSA 2-5
PVA 1-4
K&U 2,3&5
IPSA 1-4
PVA 2,3&5
K&U 1,2&5
IPSA 2&3
PVA 1-5
K&U 1&5
IPSA 3-5
PVA 1-4
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Module
Code
EN0574
20
C
Computer Networks
☒
☐
☒
☐
☒
Practical Network Coursework 100%
Lower Level Award (Level 5 Completion)
Diploma of Higher Education (120 Level 4 Credits + 120 Level 5 Credits) Digital & Technology
Solutions
YES
☒
☐
NO
K&U 2,4&5
IPSA 3&5
PVA 1,2&4
☐
Level 6 Programme Learning Outcomes
Knowledge & Understanding (K&U):
1. Explain the commercial need for computing applications, their nature and evolution using core development tools, languages and current techniques and technologies.
2. Explore the technical, professional, security and business issues and the implications from these on the development, operation and maintenance of computing systems;
including techniques for the application of mathematical principles to the computing domain.
3. Critically evaluate established and cutting edge techniques and tools for the specification of requirements, analysis, design, implementation and testing of computing
systems, thereby adopting a software engineering approach.
4. Discuss and critically evaluate the hardware platforms, network architectures, technologies and standards, used in and to support computing systems including techniques,
tools and issues involved in management of systems, including those impacting upon system security
5. Appreciate and analyse the professional, ethical, social and legal issues involved in the development and operation of computing systems; and demonstrate knowledge
and understanding of a range of business concepts and the ethical implications of handling data and information.
Page13
Intellectual / Professional Skills & Abilities (IPSA):
1. Select, plan, manage and evaluate the effectiveness of the development of computing systems and the development and operation of software systems as an individual
and as part of a team using and integrating information and data from a variety of sources
2. Discuss and critically evaluate current and emerging development tools, methods, technologies and associated user and professional issues
3. Identify a problem and select and apply effective methods and tools for its solution drawing on contemporary research and industry practice
4. Analyse, design, build and test effective software solutions and applications, adopting a software engineering approach, and appropriate mathematical skills to increasingly
complex and varied computing problem domains; locating, using and presenting relevant research, information and data.
5. Design and build high quality, secure computing applications with appropriate interactive components, networking and database support.
.
Personal Values Attributes (Global / Cultural Awareness, Ethics, Curiosity) (PVA)
1. Demonstrate and exercise independence of mind and thought considering and reflecting on the professional and ethical issues surrounding the development and use of
computing applications
2. Communicate information, ideas, problems and their solution, effectively in both written and oral form.
3. Manage your time and resources efficiently and work effectively both individually and as a member of a team.
4. Learn and research independently using a diverse range of resources exercising initiative and personal responsibility.
5. Evaluate and reflect on your own learning experience.
Level 6 Learning and Teaching Matrix (insert extra rows if required)
Module
Code
Credits
Core
Option
Module title
Research Rich Learning Nexus: indicate
main strategy applied for each module
Led
Orientated Based
Tutored
CM0647
20
C
☐
☒
☒
☒
CM0677
20
C
Project Management
and Professional
Development
Cloud and Web API
Development
☒
☐
☐
EE0600
20
C
Data Security &
Governance
☒
☒
EE0620
60
C
Digital & Technology
Work Based Project
☐
☒
Assessment Method
ESAF
Submission
Yes
NO
☒
☐
☒
Professional Development Coursework
40%
Project Management Report 60%
Cloud Development Coursework 100%
☒
☐
☒
☒
Reflective Essay Coursework 100%
☒
☐
☒
☒
Dissertation, Demonstration and Viva
Coursework 100%
☒
☐
PLOs
assessed
K&U 2&5
IPSA 1-3
PVA 2-5
K&U 1-5
IPSA 1-5
PVA 1-3
K&U 2,4&5
IPSA 1-3
PVA 2&5
K&U 1-5
IPSA 1-5
PVA 1-5
PROGRESSION AND STAGES
Please note that in line with the part-time regulations of the university, each year of study (taught modules up to June each year) will be
considered as a stage and thus students will be considered for progression in terms of the modules studied and completed at each of these
stages. These comprise the following:
STAGE ONE (Sep – June, Year One)
Modules Completed:
EN0407
CG0047
CG0048
IS0489
20
20
20
20
C
C
C
C
Web Technologies
Programming 1
Programming 2
The Business Environment, Organisation and Management Information Systems
Page14
Completion of 60 credits will lead to a University Certificate in Technology Solutions. Programme Learning Outcomes are KU1&2, IPSA 2&3,
PVA 1&2. All modules will be considered at the June award board, Referrals and deferrals will be offered over the summer period, and be
considered at the resit board.
STAGE TWO (June Year One – June Year Two)
Modules Completed:
Stage One plus the following additional modules:
CM0429
CM0432
CM0513
CM0570
CM0573
20
20
20
20
20
C
C
C
C
C
Relational Databases
Systems Analysis
Dynamic Internet Technologies
Program Design & Development
Mobile Application Development
Completion of 120 credits at Level 4 will lead to a Certificate of Higher Education in Digital & Technology Solutions. All modules will be
considered at the June award board, Referrals and deferrals will be offered over the summer period, and be considered at the resit board.
STAGE THREE (June Year Two – June Year Three)
Modules Completed:
Stage Two plus the following additional modules:
EE0518
CM0571
EN0574
EE0600
CM0647
20
20
20
20
20
C
C
C
C
C
Computer Technology & Security
Professional Software Engineering Practice
Computer Networks
Data Security & Governance
Project Management and Professional Development
Page15
Completion of 240 credits (120 at Level 4, 120 at Level 5) will lead to a Diploma of Higher Education in Digital & Technology Solutions. All
modules will be considered at the June award board, Referrals and deferrals will be offered over the summer period, and be considered at the
resit board.
STAGE FOUR (June Year Three – June Year Four)
Modules Completed:
Stage Three plus the following additional modules:
CM0677
EE0620
20
60
C
C
Cloud and Web API Development
Digital & Technology Work Based Project
Completion of this stage leads to the BSc (Hons) Digital & Technology Solutions Professional. All modules will be considered at the June award
board, Referrals and deferrals will be offered over the summer period, and be considered at the resit board.
SECTION 5: Opportunities for placement / study abroad
Please tick as appropriate
Yes No
a) Will the programme be offered as a four year full time programme with a yearlong study abroad?
☐
☒
If yes, please provide brief details of how this has been designed into the programme and how the learning opportunities will be assessed.
Core/
Module Title Which programme learning outcomes is the module designed to contribute to?
option
Choose
an item.
b) Will the programme be offered as a four year full time programme with a yearlong Work Placement?
☐
If yes, please provide brief details of how this has been designed into the programme and how the learning opportunities will be assessed.
Module
Code
Credits
Credits
Core/
option
Choose
an item.
Module Title
☒
Which programme learning outcomes is the module designed to contribute to?
Page16
Module
Code
c) Will semester based study abroad be offered as an option within the programme?
☐
If yes, please provide brief details of how this has been designed into the programme and how the learning opportunities will be assessed.
Core/
Module Title Which programme learning outcomes is the module designed to contribute to?
option
Choose
an item.
d) Will semester based work placements be offered as an option within the programme?
☐
If yes, please provide brief details of how this has been designed into the programme and how the learning opportunities will be assessed.
Module
Code
Credits
Credits
Core/
option
Choose
an item.
Module Title
Which programme learning outcomes is the module designed to contribute to?
e) Other
Yes
Are work placements integrated into module outcomes as required by PSRBs
☐
Are optional summer / vocational learning opportunities available?
☐
Will field trips / study tours be incorporated into the programme?
☐
Are workplace visits available to students?
☐
If you answered yes to any of the above four questions, please provide brief details of how these have been designed into the
programme and how the learning opportunities will be assessed.
Example: details of any additional costs to the student for field trips etc. should also be identified .
Module
Code
Credits
Core/
option
Module Title
☒
No
☒
☒
☒
☒
Which programme learning outcomes is the module designed to contribute to?
Page17
Module
Code
☒
If you answered no to all the above, please provide a brief explanation.
Page18
This programme is a degree apprenticeship programme and therefore all students on the programme will be employed in the workplace as apprentices and thus be
combining study with their work based apprenticeship role.
SECTION 6: Programme Design
Programme Design Pillars (as applied to programme design)
Northumbria University Research Rich Learning, with specific reference
to how the programme will:
• Embed student engagement in critical scholarship across the programme.
• Use research to benefit learning and teaching from the first year of undergraduate study
onwards, specifically at:
 Level 4: Year 1 students should be introduced to the academic literacies required to
perform successfully in higher education. In this formative year, it is expected that
Research Rich Learning will be chiefly concerned with an introduction to research
methodologies and knowledge construction, gaining confidence of approaches to
research and critical thinking, and with sufficient guidance for students to enable them
to engage in well-structured and bounded enquiry based learning.
 Level 5: Year 2 students should be provided with bounded, but flexible, negotiated
opportunities for greater critical enquiry; during this year students should be given
more opportunities to operate as participants in research projects. Students should be
encouraged to develop their critical thinking, and take responsibility for their own
study, such as by defining their own research projects and literature based reviews.
 Level 6: Year 3 students will capitalise on the academic experiences of the previous
years, synthesizing their learning and experience through a summative ‘capstone’
assignment which demonstrates autonomous learning, academic rigour, self-directed
purpose, and intellectual ambition.
How and where have these incorporated into the design of
programme? (Max 200 words per section)
Research rich learning is incorporated throughout the
programme. The field of computing and digital technologies is a
continuing development field and students will be exposed to
the latest research ideas and thinking through a combination of
research rich elements drawing on academic staff expertise
combined with engaging students in research themselves.
During the first year, the main focus will be on research led and
research based approaches with some other elements of
research rich learning. These will be developed further during
the second and third years with further elements of research
oriented and research tutored approaches being introduced
leading to the final year project where students will discuss and
engage in outputs from recent and current research, develop
their own research skills and engage in a substantial academic
project demonstrating their ability to conduct research in a
professional practice setting.
Technology Enhanced Learning, with specific reference how the TEL
environment of the programme will:




Be driven by the pedagogy and learning opportunities that it offers.
Ensure that all students will benefit from an approach to TEL which is both specific to their
needs and benefits from a One University approach to delivery, provision and standards.
Be one in which staff and students can be innovative, take risks, and explore current and
emerging technologies
Ensure students have a clear understanding of the purpose and nature of TEL as part of
the programme philosophy and pedagogy and their broader learning and teaching
experience.
The full TEL principles can be accessed at:
Technology is at the core of this programme’s academic
content and therefore it will also be used to deliver the
programme and support the student experience. Both staff and
students are very familiar with technology and associated tools
and techniques and these will be utilised throughout the
delivery in both the face to face sessions and off campus via
use of standard and specialist software and hardware, online
use and delivery of resources and assessments (formative and
summative) e.g. Youtube, screen capture videos, podcasts,
powerpoint, use of the virtual learning environment and ESAF,
online quizzes and tests. In addition user behaviour, security
Page19
The full RRL plan can be accessed at:
https://intranet.northumbria.ac.uk/cs/pdf/ar/rrl
http://nudev.northumbria.ac.uk/tel/what-is-tel.html
Northumbria Employability, Enterprise and Entrepreneurship, with
specific reference to how the programme will:




Embed employability in learning and teaching strategies, through engagement with the
employability framework
Enable all students to have the opportunity for career development learning
Enable all students to have the opportunity for a work related learning experience
Provide opportunities for students to have access to enterprise and entrepreneurial
learning
and ethical considerations form part of the taught modules in
the programme and will provide further context and support to
the use of technology enhanced learning.
See Section 2.8. Also note that these students will be employed
in a computing and digital technology role throughout their
studies and as such career development learning is embedded
within the programme philosophy and learning approaches.
The full EE&E plan can be accessed at:
https://intranet.northumbria.ac.uk/cs/pdf/ar/EmployabilityEnterpriseEntrepreneurshipPlanFinal








Helps students to clarify goals, criteria and standards before, during and after assessment
Encourage authentic learning
Provide high quality feedback to enable students “to improve”
Use summative assessment as a learning tool
Provide formative assessment opportunities
Develop self-assessment and reflection
Promote dialogue around assessment
Use/adopt inclusive approaches to assessment that support learning and achievement
across a diverse and increasingly internationalised student body
The full Northumbria Assessment & Feedback Policy can be accessed at:
https://intranet.northumbria.ac.uk/cs/word/ar/AFLPolicydoc
EXTERNAL DESIGN CONSIDERATIONS / PSRB requirements.
If applicable, please append any mapping exercise as required by the PSRB.
See Section 2.3. In addition each module guide clearly outlines
the assessment strategy (formative and summative) for the
module and that each summative coursework has a clear
assignment specification which includes the learning outcomes
being addressed, the assessment criteria, dates for
assessment submission and feedback and description of how
feedback will be provided. For examinations students will be
given clear guidance on the nature and format of the
examination, be given explicit support to help them prepare for
it such as mock questions and be informed how they can get
feedback on their results.
Students will also be encouraged to reflect on their feedback
and learn from it to inform their subsequent studies and
personal and professional development.
Please see attached for mapping to Degree Apprenticeship
Standard – required for endorsement by Tech Partnership
Page20
Northumbria Assessment Principles, with specific reference to how
assessment and feedback strategies across the programme will:
SECTION 7: Programme Overview / Summary
Programme Title and Award
BSc (Hons) Digital & Technology Solutions
UCAS or other Admissions Code
DUPDTS1
Northumbria Programme Code
ie SITS route code
21PDTS-N DTS1
Mode(s) of Delivery please indicate the main mode of
delivery
Classroombased
☐
Distance Learning
☐
Blended
☒
Mode(s) of Attendance please indicate the main
delivery
Full-time
☐
Sandwich
☐
Part-time
☒
Other please specify
Location(s) of Delivery (if other than Northumbria)
Delivered on campus combined with work based learning in the workplace.
Education Provision with Others / Transnational
Education if applicable
Northumbria Programme Delivered:
☒
By the partner
☐
With the partner
☐
At the partner
☐
Dual
Award
☐
Joint
Award
☐
Partner Programme
leading to a
Northumbria award
☐
Date(s) of Approval / Review / Amendment
17/07/2015
QAA Subject Benchmark Group
Computing
PSRB accreditation if applicable
British Computer Society accreditation will be sought in line with reaccreditation of other programmes in the
computing/IT area.
Page21
Partner Institution(s)
Admission Requirements including approved arrangements for admission with advanced standing, where appropriate.
The ability to benefit from Northumbria University programmes is assessed on a combination of academic and personal qualities which can be demonstrated in a number of
ways. Successful completion of a GCE or VCE Advanced level course of study (or some other equivalent qualification) is just one way. Students who can in other ways
demonstrate their ability to benefit from a Northumbria University programme, in particular mature students without formal qualifications will always be considered and are
invited to contact the admissions tutor to discuss their application.
Page22
Applicants should use the personal statement on their application to illustrate their abilities, aptitudes, skills, qualifications and experiences which might be taken into account
as well as or instead of any of the formal qualifications listed below. It is University policy to recognise a wide variety of evidence, and potential applicants may wish to discuss
this aspect of their application with the admission tutor.
The following standard entry requirements are shown for guidance. A student’s particular combination of qualifications (including key skills) will always be taken into
account in making an offer.
Standard Entry requirements are shown below. However a student’s particular combination of qualifications (including key skills) will be taken into account in making an offer
and students also need to be in employment on a degree apprenticeship programme with one of our partner employer organisations.
GCSE requirements: A good GCSE profile is expected including Maths and English Language at minimum grade C or equivalent
UCAS Tariff Points
300 UCAS Tariff points from one or more of the following:
GCE and VCE Advanced Level:
From at least 2 GCE/VCE A Levels
Edexcel/BTEC National:
Distinction, Distinction, Merit
Scottish Highers:
BBBBB at Higher level, BBC at Advanced Higher
Irish Highers:
ABBBB
IB Diploma:
26 points
Qualification combinations
The University welcomes applications from students studying qualifications from different qualification types - for example A level and a BTEC qualification in combination, and
if you are made an offer you will be asked to achieve UCAS Tariff points from all of the qualifications you are studying at level 3 (i.e. A level equivalent).
Applicants whose first language is not English will be asked for evidence of an IELTS score of 6.0 (or equivalent).
Interviews
Interviews are likely to be held in conjunction with the employer and will be held where

the suitability of a candidate is in doubt and further evidence is sought

candidates present an unusual set of qualifications taken or pending, and an appropriate conditional offer needs to be determined

candidates may need advice on the appropriateness of a programme, or on the appropriateness of a proposed preparatory course of study
Applicants invited for an interview will always be told its purpose.
Page23
Any exceptions to this should be noted here: NONE
Application Procedure
Applications are processed by the Universities and Colleges Admissions Service (UCAS).
PLEASE NOTE: Applicants will apply directly to Northumbria University and not via UCAS. This is a degree apprenticeship programme and Skills Funding Agency (SFA) and
HEFCE are in discussion with UCAS about using the UCAS system in the future but currently all applications will be directly to the university and employer not via UCAS.
Variation from Assessment Regulations or the Modular Framework Provide details of any approved variations from the Assessment Regulations for Northumbria Awards (ARNA)
Page24
Students on this programme will be assessed under part-time regulations.
HEAR Supplement
The HEAR Supplement should be completed for all new and existing undergraduate/postgraduate degrees. Information in sections 7, 8 and 9
should apply to students gaining awards in the current academic year (with the possibility that this could differ from related information in the
main programme specification). Once approved, it will be entered by Faculty support staff onto SITS and will be reviewed annually.
1.
Academic Year
2015-16
2.
Northumbria Programme Title and Route
Code
BSc (Hons) Digital & Technology Solutions
3.
Mode/s of Attendance
Full Time
☐
 Sandwich
☐
Part
Time
☒

Other please specify
4.
Partner Institution/s
5.
Date of Approval
6.
Programme Entry Requirements (10 lines maximum)
17/07/2015
This section should indicate any subject specific requirements, a statement regarding
advanced entry to the programme and English language entry requirements in line with the English language policy, IELTS component requirements should be
specified in the Supplement and in section 7 of the programme specification (NB – this is section 6 in the Foundation Year specification). UCAS entry tariffs should not
be specified; all alternative entry qualifications should not be listed.
As well as GCE and VCE ‘A levels’, the University accepts a wide range of entry qualifications including BTEC National Awards, Scottish
Highers and Advanced Highers, Irish Leaving Certificate, Access courses and the International Baccalaureate. Entry requirements are
usually expressed as UCAS tariff points and can be found in programme specifications and the on-line prospectus. In addition to
achieving the UCAS tariff points for entry to the programme, students must also be able to demonstrate that they have studied an
appropriate minimum number of units at Level 3, which is usually not less than two full GCE or VCE A levels or equivalent (though for
programmes at sub degree level this requirement is usually not less than one full GCE
or VCE A level or equivalent). Applicants may be required to have studied a particular subject or subjects to a certain level. Where the
first language is not English, an IELTS score of 6.0 (with a minimum score of 5.5 in each component) will normally be required for entry.
More detailed information is available in the programme specification and the on-line prospectus.
Page25
This is a closed programme and is not open to general application. Entry is restricted to the apprentices employed by companies
participating in this scheme.
7.
Programme Statement (250 words maximum) This should be written primarily for an external audience (eg employers) clarifying the aims of the
programme, pathways, professional body implications (including where an alternative award title indicates that professional requirements have not been met) and
opportunities for work experience/placements or study abroad. Please note that further information on professional status is required in section 10 below.
Graduates have acquired skills needed for each phase of software development, as well as the more technical aspects of computing,
such as the systems analysis, design, programming and testing for the high integrity and high reliability systems required within
businesses and organisations. The programme also develops an awareness of the role of computing in organisations and the
professional management of information and data – and the security required to safeguard systems.
In addition to the technical skills gained students also learn to become independent learners showing creativity, insight and an ability to
plan and manage both individual and team based problems. Graduates also develop innate the academic and interpersonal skills to allow
them to take an active part in roles throughout the business domain.
Learning Outcomes applicable to students gaining awards in the current academic year.
If these are the same as the main programme specification, please
indicate ‘see section 4 of the main specification’ below.
On successful completion of the programme, students will have met the following learning outcomes:
Knowledge and Understanding
 Explain the commercial need for computing applications, their nature and evolution using core development tools,
languages and current techniques and technologies.
 Explore the technical, professional, security and business issues and the implications from these on the development,
operation and maintenance of computing systems; including techniques for the application of mathematical principles to
the computing domain..
 Critically evaluate established and cutting edge techniques and tools for the specification of requirements, analysis,
design, implementation and testing of computing systems, thereby adopting a software engineering approach.
 Discuss and critically evaluate the hardware platforms, network architectures, technologies and standards, used in and to
support computing systems including techniques, tools and issues involved in management of systems, including those
impacting upon system security
 Appreciate and analyse the professional, ethical, social and legal issues involved in the development and operation of
computing systems; and demonstrate knowledge and understanding of a range of business concepts and the ethical
implications of handling data and information
Page26
8.
An unclassified degree or lower level qualification may also be awarded where students have not met all learning outcomes.
Page27
Intellectual Skills
 On completing the programme you should be able to:
 Select, plan and manage individual and team-based development projects using and integrating information and data from
a variety of sources
 Discuss and critically evaluate current and emerging development tools, methods, technologies and associated user and
professional issues
 Identify a problem and select and apply effective methods and tools for its solution drawing on contemporary research and
industry practice
 Analyse a simple problem domain, and build an effective software solution to given problems in that domain
 Demonstrate and exercise independence of mind and thought considering and reflecting on the professional and ethical
issues surrounding the development and use of computing applications
Practical Skills
 On completing the programme you should be able to:
 Analyse, design, build and test software solutions, adopting a software engineering approach, to increasingly complex and
varied computing problem domains.
 Use a range of tools, techniques, knowledge and technologies in the development of computing applications; locating,
using and presenting relevant research, information and data.
 Design and build high quality, secure computing applications with appropriate interactive components, networking and
database support.
 Use appropriate and contemporary techniques and tools to support effective management of the development and
operation of software systems.
 Manage the development of a computing system and evaluate the effectiveness of the system and development process.
Transferable/Key Skills
 On completing the programme you will be able to:
 Communicate information, ideas, problems and their solution, in both written and oral form.
 Manage your time and resources efficiently and work effectively both individually and as a member of a team.
 Learn and research independently using a diverse range of resources exercising initiative and personal responsibility.
 Evaluate and reflect on your own learning experience.
 Apply appropriate mathematical skills to the design, building and testing of software systems
9.
Professional status (100 words maximum) Please provide a statement on the professional status of the programme for students graduating in the
current academic year, noting the following extract from guidance from the Higher Education Better Regulation Group (HEBRG)1 for the collection of data for the
KIS:
The outcome of a successful programme accreditation by a PSRB may include one or more of the following:
1.
2.
3.
4.
graduates are able to practise as a professional in a specific field, and in some cases receive a license to practise that is required by law;
graduates are granted chartered status;
graduates are granted exemption from all or part of professional exams;
graduates are eligible for entry to membership of a professional association or learned society;
5. the programme is confirmed as meeting externally designated standards and quality.
1
http://www.hesa.ac.uk/component/option,com_studrec/task,show_file/Itemid,233/mnl,12061/href,accreditation_guidance.html/
Page28
If not applicable, this section should be left blank and a default statement will appear on the HEAR.
SECTION 8: Log of Changes
Choose
an
item.
2.
Choose
an
item.
3.
Choose
an
item.
4.
Choose
an
item.
Page29
1.
Semester /
academic
year
eg S2;05/06
Change takes effect
Stage / year
of
programme
eg Year 3
Programme Programme title(s)
code(s)
affected by
change
Admin change
Y/N
Brief summary of change to Programme
Specification
(including section number)
Date of approval
/ amendment
Any changes made to an approved Programme Specification (other than typographical corrections) should be logged below. Where it is not practicable to change an existing
Programme Specification, a new version is required.