9/1/2015 BTEC Higher Nationals Computing and Systems Development Specification TOWER HAMLETS COLLEGE
Contents About Tower Hamlets College... 3 Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF)... 3 Pearson BTEC Level 5 HND Diploma in Computing and Systems Development (QCF)... 3 BTEC Higher Nationals within the QCF, NQF and FHEQ... 4 Purpose of this specification... 5 Qualification titles covered by this specification... 5 Pearson BTEC Level 5 HND Diploma in Computing and Systems Development (QCF)... 5 Introduction... 5 Structure of the qualification... 6 BTEC Level 4 HNC Diploma... 6 BTEC Level 5 HND Diploma... 6 Structure of the Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF)... 6 Structure of the Pearson BTEC Level 5 HND Diploma in Computing and Systems Development (QCF)... 10 Progression from the BTEC Level 4 HNC Diploma... 14 Progression from the BTEC Level 5 HND Diploma... 14 National Occupational Standards... 14 Teaching, learning and assessment... 14 HNC Selected Units at Tower Hamlets College... 15 HND Selected Units at Tower Hamlets College... 18 Learning... 20 Assessment:... 20 Grading Higher National units... 20 Pass grade... 20 Merit grade... 21 Distinction grade... 22 Summary of grades... 23 BTEC HNC Diplomas... 23 BTEC HND Diplomas... 23 Qualification grades... 23 Qualification grades... 25 Recognition of Prior Learning... 25 Quality assurance of BTEC Higher Nationals... 25 Monitoring of internal centre systems... 25 Programme design and delivery... 26 Mode of delivery... 26 1
Resources... 26 Delivery approach... 26 Meeting local needs... 27 Access and recruitment... 27 Restrictions on learner entry... 27 Equality Act 2010 and Pearson equality policy... 27 Professional development and training... 28 Bibliography:... 28 2
About Tower Hamlets College Tower Hamlets College is based in east London, in the borough of Tower Hamlets. We are recognised as a good college by Ofsted, for the quality of our educational provision and wide progression opportunities for our students. We provide education and training to young people aged from 14-18 years and to adult learners. This includes a large offering of 50+ courses at A Levels to vocational in a range of subjects including creative arts, IT, finance, health and social care, science, catering, hair and beauty and trade skills as well as pre-university entry courses such as Higher National Diplomas. Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF) Pearson BTEC Level 5 HND Diploma in Computing and Systems Development (QCF) BTEC HNCs (Higher National Certificates) are level 4 qualifications. They are a minimum of 120 credits in size. This qualification is an embedded component of the HND. However, it can be taken as a stand-alone qualification. BTEC HNDs are level 5 qualifications. They are a minimum of 240 credits in size. If a learner enrols for an HNC they would be eligible to gain a grade for the HNC. If they then move onto an HND, the learner is graded on their HND performance. The grade for the HND will include units from the previously achieved HNC. If a learner opts to take an HND from the start, then on successful completion of the HND they will receive one grade for the HND achievement only. If a learner opts to take an HND from the start but later chooses to revert to an HNC programme, then on successful completion of the HNC they will receive a grade for the HNC achievement only. 3
BTEC Higher Nationals within the QCF, NQF and FHEQ QCF/NQF/ FHEQ level Progression opportunities and examples of qualifications within each level PhD/DPhil 8 Professional doctorates (credit based), e.g. EdD Master s degrees Postgraduate diplomas 7 Postgraduate Certificate in Education (PGCE) Bachelor s degrees, e.g. BA, BSc Professional Graduate Certificate in Education 6 Graduate certificates and diplomas BTEC HNDs (Higher National Diplomas) Foundation Degrees, e.g. FdA, FdSc 5 Diplomas of Higher Education (Dip HE) BTEC HNCs (Higher National Certificates) Certificates of Higher Education (Cert HE) 4 Level 4 National Vocational Qualifications (NVQs) BTEC Level 3 Extended Diplomas BTEC Level 3 Diplomas BTEC Level 3 Subsidiary Diplomas BTEC Level 3 Certificates GCE Advanced Level Level 3 NVQs 3 Advanced Diplomas 4
Purpose of this specification The purpose of a specification is to meet the exam board s requirements to set out: the qualification s objective any other qualification that a learner must have completed before taking the qualification any prior knowledge, skills or understanding that the learner is required to have before taking the qualification any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth) the method of any assessment and any associated requirements relating to it the criteria against which the learner s level of attainment will be measured (such as assessment criteria) any specimen materials any specified levels of attainment. Qualification titles covered by this specification Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF) Pearson BTEC Level 5 HND Diploma in Computing and Systems Development (QCF) When learners are recruited, they will be registered with Pearson. Providing learners complete the described program of study, the qualification will be awarded. Introduction This specification contains a concise description of the intended learning outcomes, and the means by which these outcomes are achieved and demonstrated. Each unit sets out the required learning outcomes, assessment criteria and content. This document also contains details of the teaching, learning and assessment. It includes advice about College s policies regarding learners access to our courses. 5
Structure of the qualification BTEC Level 4 HNC Diploma The Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF) is a qualification with a minimum of 120 credits of which 45 credits are mandatory core. The BTEC Level 4 HNC Diploma programme must contain a minimum of 65 credits at level 4. BTEC Level 5 HND Diploma The Pearson BTEC Level 5 HND Diploma in Computing and Systems Development (QCF) is a qualification with a minimum of 240 credits of which 65 credits are mandatory core. The BTEC Level 5 HND Diploma programme must contain a minimum of 125 credits at level 5 or above. However, there are some rules of combination to specify the total credit value of the qualification, minimum credit to be achieved at the level of the qualification, mandatory core unit credit, and specialist unit credit, maximum credit that can be centre devised or imported from other QCF BTEC Higher National qualifications. Structure of the Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF) Unit number Mandatory core units all three units must be taken Unit level Unit credit 1 Business Skills for e-commerce 4 15 2 Computer Systems 4 15 3 Employability and Professional Development 4 15 Specialist units choose units with a total credit value of 75 credits 4 Project Design, Implementation and Evaluation 5 20 5 Emerging Technologies 4 15 6 Management in IT 4 15 7 Research Skills 4 15 6
8 Management of Projects 4 15 9 Systems Analysis and Design 4 15 10 Human Computer Interaction 4 15 11 Digital Media in Art and Design 4 15 12 2D, 3D and Time-based Digital Applications 4 15 13 Multimedia Design and Authoring 4 15 14 Website Design 4 15 15 Website Management 4 15 16 e-commerce Technologies 4 15 17 Database Design Concepts 4 15 18 Procedural Programming 4 15 19 Object Oriented Programming 4 15 20 Event Driven Programming Solutions 4 15 21 Software Applications Testing 4 15 22 Office Solutions Development 4 15 23 Mathematics for Software Development 4 15 24 Networking Technologies 4 15 25 Routing Concepts 4 15 26 Design a Small or Home Office Network 4 15 27 Network Operating Systems 4 15 28 IT Support for End Users 4 15 7
Unit number Specialist units choose units with a total credit value of 75 credits Unit level Unit credit 29 e-commerce Strategy 5 15 30 Information Systems in Organisations 5 15 31 Knowledge-based Systems 5 15 32 Quality Systems in IT 5 15 33 Data Analysis and Design 5 15 34 Data Structures and Algorithms 5 15 35 Web Applications Development 5 15 36 Internet Server Management 5 15 37 Digital Image Creation and Development 5 15 38 3D Computer Modelling and Animation 5 15 39 Computer Games Design and Development 5 15 40 Distributed Software Applications 5 15 41 Programming in Java 5 15 42 Programming in.net 5 15 43 Networking Infrastructure 5 15 44 Local Area Networking Technologies 5 15 45 Wide Area Networking Technologies 5 15 46 Network Security 5 15 47 IT Virtualisation 5 15 48 IT Security Management 5 15 49 Digital Forensics 5 15 8
50 Work-based Experience 5 15 51 Computer Systems Architecture 3 10 52 Spreadsheet Modelling 3 10 53 Web Server Scripting 3 10 54 Multimedia Design 3 10 Vendor Certifications Minimum level required: level 3 A complete list of units for the vendors given below is now available on the BTEC Higher Nationals in Computing and Systems Development section of our website. Vendor certifications are only available from the following vendors at the levels indicated for this qualification. Further information on vendor certifications is available on our website. Vendor Certification Level 2 Level 3 Level 4 Level 5 Cisco CompTIA Linux Microsoft Oracle VM Ware Vendor Certification Level Minimum Credits Vendor Unit 3 7 Vendor Unit 4 9 Vendor Unit 5 15 9
The BTEC Level 4 HNC programme must contain a minimum of 65 credits at level 4. Structure of the Pearson BTEC Level 5 HND Diploma in Computing and Systems Development (QCF) Unit number Mandatory core units all four units must be taken Unit level Unit credit 1 Business Skills for e-commerce 4 15 2 Computer Systems 4 15 3 Employability and Professional Development 4 15 4 Project Design, Implementation and Evaluation 5 20 Specialist units choose units with a total credit value of 175 credits 5 Emerging Technologies 4 15 6 Management in IT 4 15 7 Research Skills 4 15 8 Management of Projects 4 15 9 Systems Analysis and Design 4 15 10 Human Computer Interaction 4 15 11 Digital Media in Art and Design 4 15 12 2D, 3D and Time-based Digital Applications 4 15 13 Multimedia Design and Authoring 4 15 14 Website Design 4 15 15 Website Management 4 15 16 e-commerce Technologies 4 15 10
17 Database Design Concepts 4 15 18 Procedural Programming 4 15 19 Object Oriented Programming 4 15 20 Event Driven Programming Solutions 4 15 21 Software Applications Testing 4 15 22 Office Solutions Development 4 15 23 Mathematics for Software Development 4 15 24 Networking Technologies 4 15 25 Routing Concepts 4 15 26 Design a Small or Home Office Network 4 15 27 Network Operating Systems 4 15 Unit number Specialist units choose units with a total credit value of 175 credits Unit level Unit credit 28 IT Support for End Users 4 15 29 e-commerce Strategy 5 15 30 Information Systems in Organisations 5 15 31 Knowledge-based Systems 5 15 32 Quality Systems in IT 5 15 33 Data Analysis and Design 5 15 34 Data Structures and Algorithms 5 15 35 Web Applications Development 5 15 36 Internet Server Management 5 15 11
37 Digital Image Creation and Development 5 15 38 3D Computer Modelling and Animation 5 15 39 Computer Games Design and Development 5 15 40 Distributed Software Applications 5 15 41 Programming in Java 5 15 42 Programming in.net 5 15 43 Networking Infrastructure 5 15 44 Local Area Networking Technologies 5 15 45 Wide Area Networking Technologies 5 15 46 Network Security 5 15 47 IT Virtualisation 5 15 48 IT Security Management 5 15 49 Digital Forensics 5 15 50 Work-based Experience 5 15 51 Computer Systems Architecture 3 10 52 Spreadsheet Modelling 3 10 53 Web Server Scripting 3 10 54 Multimedia Design 3 10 12
Vendor Certifications Minimum level required: level 3 A complete list of units for the vendors given below is now available on the BTEC Higher Nationals in Computing and Systems Development section of our website. Vendor certifications are only available from the following vendors at the levels indicated for this qualification. Further information on vendor certifications is available on our website. Vendor Certification Level 2 Level 3 Level 4 Level 5 Cisco CompTIA Linux Microsoft Oracle VM Ware Vendor Certification Level Minimum Credits Vendor Unit 3 7 Vendor Unit 4 9 Vendor Unit 5 15 The BTEC Level 5 HND programme must contain a minimum of 125 credits at level 5. BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate. They offer a strong, sector-related emphasis on practical skills development alongside the development of requisite knowledge and understanding. 13
The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment. Progression from the BTEC Level 4 HNC Diploma A key progression path for BTEC HNC and HND Diploma in Computing and Systems Development learners is to progress to the second or third year of a degree or honours degree programme, depending on the match of the BTEC Higher National units to the degree programme in question. Tower Hamlets College in partnership with QA has a strong academic link with the Northumbria University and successful candidates on the HND course, will have the opportunity to progress to the final year of a relevant degree course Learners studying the BTEC Level 4 HNC Diploma will be able to progress to the workplace or to a BTEC Level 5 HND Diploma or a degree programme. Progression from the BTEC Level 5 HND Diploma BTEC Level 5 HND Diploma in Computing and Systems Development (QCF) provides greater breadth and specialisation than the BTEC Level 4 HNC Diploma. They allow progression into or within employment in the IT and computing sectors, either directly on achievement of the award or following further study to degree level. The qualification offers a progression route for learners to a number of roles in the IT and computing sectors. ICT system support specialists can install or manage IT networks. The BTEC Level 5 HND Diploma will also enable learners to progress on to further study such as a degree or a Professional Development Qualification or vendor qualifications offered by Cisco, Microsoft, IBM, CompTIA, Oracle and VM Ware. National Occupational Standards Pearson BTEC Higher Nationals in Computing and Systems Development (QCF) provides underpinning knowledge for the National Occupational Standards, as well as developing practical skills in preparation for work Teaching, learning and assessment Learners must achieve a minimum of 120 credits (of which at least 65 must be at level 4) on their programme of learning to be awarded a BTEC Level 4 HNC and a minimum of 240 credits (of which at least 125 must be at level 5 or above) to be awarded a BTEC Level 5 HND. The assessment of BTEC Higher National qualifications is criterion-referenced and learners are assessed against published learning outcomes and assessment criteria. All units will be individually graded as pass, merit or distinction. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification. 14
HNC Selected Units at Tower Hamlets College All HNC units are at level 4 and have credit values of 15 Unit Unit Title Aim and purpose Unit Abstract 1 Business skills for e- Commerce To enable learners to apply the business skills needed to design an e- Commerce solution for an organisation. 2 Computer Systems To enable learners to understand computer systems and apply theoretical knowledge to practical application when building, configuring and maintaining computer systems. 3 Employability and Professional Development To provide learners with the opportunity to acquire employability skills required for effective employment and to manage their own personal and The first part of the unit considers the structure and aims of organisations to better understand how they could benefit from an e-commerce structure. Then follows an opportunity to investigate and evaluate the impact of e- Commerce systems on organisations and their stakeholders. Once these areas have been studied the learner will be in a position to examine the process of the development of an e-commerce presence followed by the opportunity to design an e-commerce system. Learners will be able to apply their theoretical knowledge to practical application by building, configuring and testing a functional computer system which will meet a given specification. Computer users also need the skills required to set up and carry out routine maintenance of computer systems. Although this unit does not extensively cover fault finding and repair, it includes the basic maintenance skills that would normally be expected of most computer users. The unit considers the skills required for general employment such as interpersonal and transferable skills, and the dynamics of working with others in teams or groups including leadership and communication skills. 15
professional development. 7 Research Skills To enable learners to apply the business skills needed to design an e- Commerce solution for an organisation. 14 Web site Design To enable learners to understand the concepts of website design and apply their own creativity in designing and developing interactive websites. 17 Database design concepts To give learners opportunities to develop an understanding of the concepts and issues relating to databases and database design as well as the practical skills to translate that understanding into the design and creation of complex databases. On completion of this unit learners should be able to conduct a literature review that will engage them in identifying a range of primary and secondary information sources. Learners will be able to critique sources and triangulate the information gathered to determine currency and validity in the area of study undertaken. Learners will begin this unit by evaluating existing websites, in the context of cross-platforms, range of browsers, and design features. Designing websites, which are accessible to all types of users is a fundamental aspect of any website design. This unit explores database architecture, DBMS and the use of databases in an organisational context. Database design techniques are investigated and successful learners will be able to apply theoretical understanding to design, create and document a database system. 19 Object Oriented Programming To provide learners with an understanding of the principles of object oriented programming as an underpinning technological concept in the field of programming, data management Learners taking this unit will have the opportunity to develop their understanding of the object oriented paradigm and develop code suited to a range of platforms using the object oriented methodology. 16
and systems development. 24 Networking Technology To enable learners to understand computer networking concepts, how they work, how they operate and the protocols, standards and the models associated with networking technology. Learners taking this unit will explore a range of hardware and technologies, culminating in the design and deployment of a networked system. Working with many technologies, this unit can be used for mobile systems, local area networks as well as larger scale wider area networked systems. Supporting a range of units in the Higher National suite this unit underpins the principles of networks for all and enables learners to work towards their studies in vendor units if applicable. 17
HND Selected Units at Tower Hamlets College All HND units are at level 5 and have credit values of 15, except the unit 4, which has 20 credits Unit Unit Title Aim and purpose 29 e-commerce Strategy To enable learners to understand how businesses and organisations develop e- Commerce strategies to remain competitive in the global market. 30 Information Systems in Organisations To provide learners with an understanding of how organisations use information systems to help them manage their specific needs 33 Data Analysis and Design To provide learners with the knowledge and skills needed to understand, design, query and implement database systems. 37 Digital Image Creation This unit aims to develop skills and understanding in sourcing, creating, This unit starts by considering customers expectations of e- Commerce, because these will dictate implementation priorities. When planning an e- Commerce strategy, it is necessary to assess the current status of the business information and logistics systems because these will provide the foundation for e- Commerce. Finally in this unit learners will critically evaluate current developments in e- Commerce. On completion of this unit, learners will understand the importance of effective information systems to an organisation. They will be aware of the variety of options available for information processing and know that these will inevitably change over time. They will also use an information system to produce management information. On completion of this unit the learner should be able to understand, design, query and implement a database(s). Learners will also have a theoretical insight into the requirement for designing a database that meets a given user or system requirement and that is functional, user friendly and robust. It is anticipated that a major proportion of this unit will be practice-based, and thus learners should demonstrate competent use of digital imaging systems in the 18
developing and managing digital images for specific purposes. 42 Programming in.net To provide learners with an understanding of the principles of programming using a.net framework as an underpinning technological concept in the fields of programming and systems development. 46 Network Security To provide learners with opportunities to manage, support and implement a secure network infrastructure for a commercial LAN or WAN environment. 49 Digital Forensics To provide learners with an understanding of the principles of digital forensics and the impact on commerce, society and the individual. 4 Project Design, Implementation and Evaluation To develop learners skills of independent production of practical work. Thus documentary evidence for each outcome will include images, their evaluation, and supporting material that demonstrates knowledge and understanding This unit allows learners to become familiar with the underpinning concepts of.net framework programming, without needing to develop particular skills in one chosen language. Each of the languages has the capacity to develop event driven solutions and it is not important which language is chosen as long as the skills being developed and evidenced relate to the key.net focus. This unit explores the social impact of network security, and by designing a network security solution learners will understand the importance of enabling the IT user to remain safe whilst being able to use the system without unreasonable restrictions. Learners will research, design and implement secure environments protecting IT systems and therefore individuals from attack. Learners will implement a proposed networked security solution, and manage the implemented solution. Learners will need to understand and review cases where the process of forensic analysis determines the absence of direct criminal intent and serves as a process to improve security and administrative processes as well as technological implementation. This unit provides opportunities to develop skills in decision making, problem solving and 19
enquiry by undertaking a sustained investigation of direct relevance to their vocational, academic and professional development. communication integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project. Learning Higher National diplomas are vocational qualification and would require active learning. Trainers will adapt the most effective way of delivering and assessing a unit or assignment considering individuals learning style. Learning strategies may include: project work carried out as an individual or as part of a group lectures and seminars facilitated activities visits to companies with a facilitator to structure the visit visiting speakers from the vocational sector. Assessment: The purpose of assessment is to ensure that effective learning has taken place of the content of each unit. Evidence of this learning, or the application of the learning, is assessed through various assessment strategies such as presentations, written reports, surveys, log books, production diaries, role play, observations of practical tasks, production of products and peer and self-assessment.. Grading Higher National units The grading of BTEC Higher National qualifications is at the unit and the qualification level. Each successfully completed unit will be graded as a pass, merit or distinction. The following table is used as a guide to both learners and the assessors to ensure the indicative characteristics reflect the nature of a unit. Pass grade A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. 20
Merit grade Merit grade descriptors Exemplar indicative characteristics Centres can identify and use other relevant characteristics. This is NOT a tick list. In order to achieve a merit the learner must: identify and apply strategies to find appropriate solutions select/design and apply appropriate methods/techniques present and communicate appropriate findings The learner s evidence shows for example: effective judgements have been made complex problems with more than one variable have been explored an effective approach to study and research has been applied relevant theories and techniques have been applied a range of methods and techniques have been applied a range of sources of information has been used the selection of methods and techniques/sources has been justified the design of methods/techniques has been justified complex information/data has been synthesised and processed appropriate learning methods/techniques have been applied the appropriate structure and approach has been used coherent, logical development of principles/concepts for the intended audience a range of methods of presentation have been used and technical language has been accurately used communication has taken place in familiar and unfamiliar contexts the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used. 21
Distinction grade Distinction grade descriptors Exemplar indicative characteristics Centres can identify and use other relevant characteristics. This is NOT a tick list. In order to achieve a distinction the learner must: use critical reflection to evaluate own work and justify valid conclusions take responsibility for managing and organising activities demonstrate convergent/lateral/ creative thinking The learner s evidence shows for example: conclusions have been arrived at through synthesis of ideas and have been justified the validity of results has been evaluated using defined criteria self-criticism of approach has taken place realistic improvements have been proposed against defined characteristics for success autonomy/independence has been demonstrated substantial activities, projects or investigations have been planned, managed and organised activities have been managed the unforeseen has been accommodated the importance of interdependence has been recognised and achieved ideas have been generated and decisions taken self-evaluation has taken place convergent and lateral thinking have been applied problems have been solved innovation and creative thought have been applied receptiveness to new ideas is evident effective thinking has taken place in unfamiliar contexts. 22
Summary of grades In order to achieve a pass in a unit In order to achieve a merit in a unit all learning outcomes and associated assessment criteria have been met pass requirements achieved all merit grade descriptors achieved and all prescribed indicative characteristics. In order to achieve a distinction in a unit BTEC HNC Diplomas To achieve the qualification a learner must: pass and merit requirements achieved all distinction grade descriptors achieved and all prescribed indicative characteristics. achieve at least 120 credits at or above the level of the qualification (a maximum of 55 credits may be at Level 5) achieve a minimum of 65 credits at Level 4 complete a valid combination of units. BTEC HND Diplomas To achieve the qualification a learner must: achieve at least 240 credits at or above the level of the qualification achieve a minimum of 125 credits at Level 5 or above. Qualification grades Learners will be awarded a pass, merit or distinction qualification grade using the points gained through the 75 best credits based on unit achievement. 23
Unit credit points available for specified unit grades, for either Level 4 or Level 5 units Unit points per credit Pass Merit Distinction 0 1 2 Example for level 4 or level 5 unit of 15 credits Pass Merit Distinction 0 15 30 BTEC Level 4 HNC overall qualification grades Points range Grade 0 74 Pass P 75 149 Merit M 150 Distinction D BTEC HND Diplomas The grade achieved in units from an appropriate HNC may contribute to an HND grade. If a learner moves from HNC to HND, credits at Level 5 or above from both the HNC and HND can contribute to the best 75 credits of the overall HND grade Calculation of the BTEC HND qualification grade is based on the learner s best performance in units at or above the level of the qualification i.e. only units at level 5 can be counted towards the value of 75 credits: The best 75 credits must come from a maximum of 240 credits as a valid rule of combination The units from which the 75 best credits are selected come from the whole qualification including the mandatory core credit, but must be level 5 units or above. This means that credit from some mandatory core units is likely to form part of the best 75 credits in most programmes (the mandatory core credit units will 24
automatically be included in the calculation once the maximum amount of credit for optional specialist units for the rule of combination is used up.) Qualification grades Learners will be awarded a pass, merit or distinction qualification grade using the points gained through the 75 best credits based on unit achievement. Unit credit points for specified unit grades at Level 5 only Unit points per credit Pass Merit Distinction 0 1 2 BTEC Level 5 HND overall qualification grades Points range Grade 0 74 Pass P 75 149 Merit M 150 Distinction D Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. RPL will be awarded in accordance with Pearson s policy on RPL. Quality assurance of BTEC Higher Nationals College will ensure that the quality assurance system for all BTEC higher-level programmes on the QCF at Levels 4 5 are in accordance with quality assurance processes to review programme delivery. The first stage of the quality assurance process would be seeking approval for the delivery of this programme. On completion of the approval process the college will be engaged in the second phase, which is monitoring of internal centre systems Monitoring of internal centre systems The college will ensure consistent application of policies affecting learner registrations, appeals, effective internal assessment and standardisation processes. This is achieved through range of CPD sessions and standardisation meetings. A sample of learners 25
assessed work will be internally moderated and reviewed by a Pearson appointed External Examiner. All actions plans will be followed up and completed before certification is released and any recommendations will be actioned to improve the quality of the provision. Programme design and delivery HNC Units: 1 Business Skills for ecommerce 2 Computer Systems Employability & Professional 3 Development 7 Research Skills 14 Website Design 17 Database Design Concepts 19 Object Oriented Programming 24 Networking Technologies Each unit will be delivered in a 4 hour block for 12 weeks over 2 days a week. HND Units: Project Design, Implementation & 4 Evaluation 27 ecommerce Strategy 30 Information Systems in Organisation 33 Data Analysis and Design 37 Digital Image Creation 42 Programming in.net 46 Network Security 49 Digital Forensics Mode of delivery Delivery will be through traditional classroom teaching and learning. There are opportunity for learners working in the same sector to be assessed at the work environment. In such cases, the Assessor will coordinate and liaise with employers to ensure the relevance and suitability of certain activities. Resources College will provide adequate provision for resources required specified in each unit. Learners have access to IT facilities in the classroom. There will be an IT lab to enable practical delivery of certain units. Delivery approach Tutors and assessors are experienced in linking are made between theory and practice with relevant and up-to-date teaching materials. There will be a focus on using learner s experience at work. 26
Meeting local needs The units are designed to meet the skill needs of the sector and the specialist units allow coverage of the full range of employment within the sector. The majority of units are recommended by our university partner to allow a smooth and successful progression to BSc programs. Access and recruitment College follow s Pearson s policy regarding access to the qualifications: qualifications should be available to everyone who is capable of reaching the required standards qualifications should be free from any barriers that restrict access and progression there must be equal opportunities for everyone wishing to access the qualification. College will recruit learners to BTEC Higher National qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Applicants will undergo appropriate assessment for the college to make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. College will review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to level 4 or level 5 qualifications. For learners who have recently been in education, the entry profile is likely to include one of the following: a BTEC Level 3 qualification in IT a GCE level profile that demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C other related level 3 qualifications an Access to Higher Education Certificate received from an approved further education institution related work experience. Mature learners may present a more varied profile of achievement that is likely to include extensive work experience (paid and/or unpaid) and/or achievement of a range of professional qualifications in their work sector. Restrictions on learner entry The BTEC Higher National qualifications are accredited on the QCF for learners aged 18 years and over. Equality Act 2010 and Pearson equality policy The College respects Pearson s Equality Act and ensures that all learners have equal opportunity to access these qualifications and assessments, and the qualifications are required to be awarded in a way that is fair to every learner. 27
Professional development and training Delivery team will undergo a training from Pearson prior to the start of the course. The course will support staff with a range of issues, such as: planning for the delivery of a new programme planning for assessment and grading developing effective assignments building your team and teamwork skills developing learner-centred learning and teaching approaches building in effective and efficient quality assurance systems. Bibliography: Adapted from Pearson BTEC Levels 4 and 5 Higher Nationals in Computing and Systems Development (QCF) Specification Issue 5 February 2015 Pearson Education Limited 2015 28