MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level (n/a for SKE units)
Computer Science Subject Knowledge Enhancement (one unit)
SKI09
No university credits
1 SKE unit (1 unit = 50 hours of study)
Level 4
Level 5
Level 6
Level 7
Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites
None
Specify in terms of module codes or
equivalent
Co-requisite modules
None
Specify in terms of module codes or
equivalent
Module delivery
Mode of delivery
Taught
Other
Pattern of delivery
Weekly
X
Distance
Placement
Block
Other
Online
x
When module is delivered
Semester 1
Semester 2
Other
July/August
Brief description of module
content and/ or aims
This government funded Subject Knowledge Enhancement
(SKE) course is designed specifically for graduates whose
subject knowledge requires development prior to starting a
PGCE Computer Science course. This single unit SKE will
require students to develop a range of perspectives on teaching
computing at Key Stages Three and Four. These will cover the
requirements of exam syllabi for GCSE, including databases,
programming and algorithms.
Overview (max 80 words)
Module team/ author/
coordinator(s)
School
Site/ campus where
delivered
Throughout year
Chris Sweeney, Carol Plater
School of Education
Falmer
Course(s) for which module is appropriate and status on that course
Course
Status (mandatory/ compulsory/
optional)
Free Standing Unit
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
This unit aims to prepare students for their PGCE year by
developing theoretical understanding and practical expertise in
the fields of database systems, programming and algorithms.
Students will develop their understanding of the issues of
teaching databases, programming and computational
thought/algorithmic logic during this unit
Learning outcomes
By the end of the unit students should be able to:
1. identify their areas strengths and prioritise their areas for
development.
2. demonstrate knowledge needed to teach and give
lessons in programming in two key stages, using two
languages.
3. demonstrate knowledge needed to teach computational
thinking and algorithms at Key Stages Three and Four.
4. demonstrate a detailed knowledge and understanding of
the underlying theory of spreadsheet and database
systems.
Content
The content will include:
Subject audit:
Identify aspects of the taught GCSE and GCE A’ Level curricula
where development needs to take place.
Programming and algorithms:
Using computational thinking to develop ways of problemsolving.
Using algorithms to analyse real-world problems, and turn these
into pseudo-code.
Synthesising algorithms to form programmable solutions.
Creating programs that solve identified problems.
Databases:
Data modelling: from the physical to the logical
Defining requirements and systems
Designing solutions
Flat database files
Relational Database
Learning support
Books:
General reading:
BYNUM, Terrell Ward, ROGERSON, Simon, (2003). Computer
Ethics and Professional Responsibility: introductory text and
readings. London: Wiley.
Programming and algorithms:
Payne, J (2012) Beginning Python O’Reilly
O’Byrne, S and Rouse, G (2012) OCR Computing for GCSE:
Student's Book Hodder Education
McGrath, M (2011) C++ Programming in Easy Steps Easy Steps
Ltd
Duckett, J (2008) Beginning Web Programming with HTML,
XHTML, and CSS Wrox Publishing
Cormen, T. et al. (2009) Introduction to Algorithms MIT Press
Databases:
Elmasri, R. & Navathe, S. (2010) Fundamentals of database
systems Harlow: Addison-Wesley
Halpin, T. & Morgan, T. (2008) Information modelling and
relational databases Morgan Kaufmann
Howe, D. R. (2001) Data analysis for database design - 3rd ed.
- Oxford: Butterworth-Heinemann
Kriegel, Alex. Discovering SQL: A Hands-On Guide for
Beginners (April 2011) Wrox Programmer to Programmer ISBN:
9781118002674
Other sources:
Ethics and Information Technology: Springer Publications
Journal of Information, Communication and Ethics in Society:
Emerald Publications
Informatica: Slovenian Society Informatika
http://www.bcs.org/content/conWebDoc/49045 BCS website
accessed January 2013
Excel and VBA:
http://www.excel-vba.com/
Access and VBA:
http://databases.about.com/od/tutorials/Tutorials.htm
SQL beginnings:
http://www.baycongroup.com/pervasive_sql.htm#sql_perva
sive
Teaching and learning activities
Details of teaching and
learning activities
Contact Time:
 Taught sessions, workshops, individual tutorials.
Non-contact Time:
 Guided reading and research
 Preparation for assessment tasks
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork,
external visits, and work-based learning.
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
PLACEMENT
The placement is a specific type of learning away from the University
that is not work-based learning or a year abroad.
TOTAL STUDY HOURS
14 hours
36 hours
0
50 hours
Assessment tasks
Details of assessment on
this module
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the
following:
Task One: (Pass/Fail)
Students will complete a subject audit and create a plan
demonstrating how they will develop their skills throughout the
unit.
Task Two: (Pass/Fail)
Students will complete a programming task in the language of
their choice.
Task Three: (Pass/Fail)
Students will create a simple relational database that
demonstrates the student’s skills in carrying out the main
functions required at Key Stage Four. The language for creating
the database is at the discretion of the student.
All three tasks must be passed to pass the unit.
Referral Task:
Task One: Reworking of original task.
Task Two: Reworking of original task.
Task Three: Reworking of original task.
Types of assessment task1
% weighting
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression.
(or indicate if
component is
pass/fail)
COURSEWORK
100%
Completion of Tasks 1,2 and 3.
PRACTICAL
EXAMINATION INFORMATION
Area examination board
SKE Area & Course Examination Board
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Date tenure
ends
QUALITY ASSURANCE
Date of first approval
Only complete where this is not the
first version
Date of last revision
Only complete where this is not the
first version
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Date of approval for this
version
Version number
One
Modules replaced
None – this is a new unit
Specify codes of modules for which
this is a replacement
Available as free-standing module?
Yes
X
No