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 Page2 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. Page6 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) Page8 (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. Page10 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. Page11 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 Page12 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.