Course Catalogue

To understand the underlying concepts, formal foundations and theory of computer-based information systems.

To develop the knowledge, skills and abilities necessary for the investigation, analysis, design and development of large-scale software systems.

To provide an educational underpinning that both addresses leading-edge developments in the industry and provides for future professional development, equipping students with the appropriate knowledge and skills for a wide variety of employment and/or further study.

To encourage students to become advanced autonomous learners.

To further develop students’ originality in applying analytical, creative, problem solving and research skills.

To provide advanced, conceptual understanding, underpinning career development, innovation and further study.

Teaching and learning takes place through lectures, tutorials and labs. The constructivist nature of the subject lends itself well to learning by doing, so emphasis is placed on engagement with lab activities, which are well supported by academic staff. Quizzes and tests provide formative assessment. Checkpoints, which take place around the mid-point of a summative assessment, also provide a formative assessment to assess engagement with summative coursework tasks.  

Software and hardware tools are the main forms of technology used to support the learning experience. The School of Computer Science and Mathematics (CSM) has well-equipped labs that are used for both demonstrations and teaching. Concepts are taught via lectures and practiced and reinforced using software and hardware tools in the lab. The justification for the use of technology is implicit in the nature of the course and the subject itself.  

Blended learning was used in our undergraduate programmes as the Covid lockdown restrictions were released. Predominantly, students on Computer Science courses did not like online learning as it hindered the development of practical learning environments. However, some generic (non-practical) content was seen as acceptable (e.g. final-year project guidance). This practice will be followed through on the degree apprenticeship in that the bulk of the learning will be face-to-face, with a small online portion in accordance with the university’s blended learning guide. Much of the delivery will be on campus, based on a day a week of attendance. A very small amount of generic online delivery and/or informational content could be provided online. This will be provided via Teams through a degree apprenticeship Teams page, which will facilitate the seamless transition between university and the workplace.

The End Point Assessment (EPA) will be implemented as an individual project that leads to the development of an artefact, which could be software, a data model or a systems model. Before apprentices embark on the EPA they will be suitably briefed and prepared through meetings, mock assessments and specimen EPA examples. The EPA will take place on the training providers' premises and the assessment will be conducted either by staff within CSM not involved in the DA, or external independent assessors. 

The EPA Plan outlines the specific assessment methods, criteria, and grading mechanisms that will be used to evaluate apprentice competence against the standard. The EPA will adhere closely to the EPAP to ensure that the assessment accurately reflects the requirements of the standard and provides a fair and consistent evaluation of apprentices' skills and knowledge.

The EPA will be designed to be a valid and reliable measure of apprentices' suitability for employment. By aligning closely with the EPA Plan, the EPA will ensure that the assessment is valid and reliable, providing employers with confidence in the competency of apprentices who successfully complete the program.

The EPA design will involve input from employers and industry experts to ensure that the assessment methods used are relevant to the needs of employers and reflect the skills and knowledge that are most important for success in the workplace.

Apprentices will spend the Summer periods developing hands-on experience and applying their theoretical knowledge in real-world settings. For example, each apprentice will receive a BBC Micro:bit to further develop their programming skills on a small pocket-sized computer that can be used as a microcontroller.