Partner Details
Nelson and Colne College Group
Awards
Target Award
Award Description:Foundation Degree Science - FDSC
Programme Offerings
Part-Time
F2F-NCN-JAN
F2F-NCN-SEP
Educational Aims of the Course
• To provide students with the knowledge, skills, techniques and behaviours needed to support a career as a professional in computing • To provide a structured ladder of progression including well-rounded and valuable qualification at levels 4 and 5, tailored to the needs of local and regional employers, and supporting progression routes to level 6 and beyond. • To provide students with the maximum practicable flexibility of study (in terms of study mode, timescales and recognition of prior learning) thus enabling them to match their study commitments to personal needs and aspiration • To prepare students to work in an environment characterized by rapid change and the need to use knowledge and make judgements slightly beyond the taught syllabus.
Learning Outcomes
1.
Demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to computing and computer applications appropriate to computer programming.
2.
Demonstrate an understanding of practical constraints and computer-based systems in their context; recognise and analyse criteria and specifications appropriate to specific problems, and plan strategies for their solutions.
3.
Demonstrate an ability to specify, design and construct reliable and usable computer solutions.
4.
Create software by applying the key principles of software development and an understanding of business and technical contexts to the design and construction process
5.
Demonstrate knowledge of system development approaches, requirements capture; design methods, models, tools and techniques; implementing and testing systems; software maintenance.
6.
Deploy appropriate theory, practices and tools for the specification, design, implementation and evaluation of computer-based systems
7.
Analyse the extent to which a computer-based system meets the criteria defined for its current use and future development.
8.
Show problem solving and evaluation skills, draw upon supporting evidence and demonstrate a general understanding of the need for a high quality solution.
Teaching, Learning and Assessment
Key themes of the teaching and learning strategy on this programme are: • Varied assessment and feedback to enhance the experience of the student. • The availability of flexible teaching and learning modes, using face to face, on-line and blended learning. • Student support through the use of structured and targeted tutorials. • The development and application of theory into practice. • The use of inclusive learning methods • Development of students’ practical skills. Teaching sessions will allow for the introduction of new skills, techniques, concepts and theories to enable students to develop their own practice further. Learning and teaching opportunities will be designed to allow for the transfer of learning between the different modules and the integration of theory with practice. This programme uses a variety of different assessment methods to ensure that all students, of whatever preference in assessment, have the opportunity to demonstrate their achievement of learning outcomes. Assessment is designed to be both formative, in building knowledge and skills, and summative in assessing whether and to what extent required outcomes have been met. In this FdSc, assessment is focused on evidencing that necessary knowledge and skills have been acquired. Modules typically have two assessments of different types. One is often designed simply to ensure that particular knowledge, skill and experience has been gained. Assessments of this type are commonly practical tasks or multiple choice online tests and are sometimes assessed on a pass/fail basis only. Pass/fail assessments must be passed for the module to be passed. The second assessment is a generally graded task in which the extent of a student’s level of attainment can be judged. This is typically a presentation, written assignment or, occasionally, an online test. Students entering this programme will generally not have experienced a formal examination since GCSE, which for some will have been many years ago. For this reason, there are no formal, written examinations in level 4 of this programme. There are two examinations at level 5, which are included for the benefit of those students intending to progress to level 6. There is a synoptic work-based learning project in which students will apply their knowledge and skill to real-world situations.
Programme Structure
Programme Structure Description
The part-time delivery of this programme is by infilling into sessions shared with full-time students, with all students taking a module sharing taught sessions and assessments. None of the modules within a level rely on knowledge delivered at the same level; level 4 modules rely solely on knowledge on entry … For more content click the Read More button below.
Structure
Level 4 Core
Level 4 Optional
Level 5 Core
Level 5 Optional
Approved variance from Academic Framework Regulations
Some modules within this programme contain assessed practical work that does not contribute to the module mark but that must be completed satisfactorily for the module credit to be awarded. (Approved 28 July 2021)
Entry Requirements
Alternative qualifications considered
HECoS Code(s)
(CAH11-01) computing