A Manual For BTech Tutors and Accessors

The BTEC Center
of Guangdong Institute of Education

Edited by Simin Chen
For HND in Computing (Softare De!e"opment#
A Manual for BTEC Tutors, Assessors and Internal Verifiers
Contents
$art % Introduction To Ede&ce" ' HND in Computing (((((((((((((((((((((((((((((()
%* +hat is Ede&ce",((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((()
-* +hat is BTEC HND,(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((()
.* +hat does HND in Computing aim at,(((((((((((((((((((((((((((((((((((((((((((((/
)* +hat is the !ocationa" prospect of studying HND in Computing,((((((((((((((0
/* Ho many units are to be co!ered for HND,((((((((((((((((((((((((((((((((((((((1
$art - The BTEC $hi"osophy ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((2
%* Introduction (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((2
-* +or3 4e"ated Curricu"um((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((2
.* Student(Centered 5earning((((((((((((((((((((((((((((((((((((((((((((((((((((((((((6
)* 5earning Through E&perience((((((((((((((((((((((((((((((((((((((((((((((((((((((%-
/* Teaching for 5earning (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((( %)
$art . 7nit Structures and 8ssignment (((((((((((((((((((((((((((((((((((((((((((((((((((%1
%* Structure of HND 9ua"ification((((((((((((((((((((((((((((((((((((((((((((((((((((%1
-* 7nit Structure and Content(((((((((((((((((((((((((((((((((((((((((((((((((((((((((%2
.* Design of assignments for BTEC programmes((((((((((((((((((((((((((((((((((%2
)* Number of assignments designed for a unit((((((((((((((((((((((((((((((((((((((-%
$art ) 8ssessment and Grading ((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((--
%* Significance of 8ssessment(((((((((((((((((((((((((((((((((((((((((((((((((((((((((--
-* 8ssessment 8pproach(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((--
.* Grade Descriptors (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((-.
$art / 8ssessors: Duty abd Interna" ;erification $o"icy((((((((((((((((((((((((((((((((-/
%* 8ssessors: Duty((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((-/
-* The 4esponsibi"ity of the Interna" ;erifier((((((((((((((((((((((((((((((((((((((((-/
.* The $rocedure of Interna" ;erification((((((((((((((((((((((((((((((((((((((((((((-1
$art 0 7nit Description (((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((.<
-
7nit %= Computer $"atforms((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((.<
7nit -= Systems 8na"ysis(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((.)
7nit .= $rogramming Concepts(((((((((((((((((((((((((((((((((((((((((((((((((((((( (((.1
7nit )= Database Design Concepts(((((((((((((((((((((((((((((((((((((((((((((((((((((()%
7nit /= Netor3ing Concepts((((((((((((((((((((((((((((((((((((((((((((((( (((((((((((()/
7nit 0= $ersona" S3i""s De!e"opment((((((((((((((((((((((((((((((((((((((((((((((((((()6
7nit 1= >ua"ity Systems((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((/)
7nit %<= Softare De!e"opment $ro?ect(((((((((((((((((((((((((((((((((((((((((((((((/2
7nit %.= Data 8na"ysis and Design(((((((((((((((((((((((((((((((((((((((((((((((((((((0-
7nit %1= @S Affice So"ution De!e"opment((((((((((((((((((((((((((((((((((((((((((((01
7nit %6= +ebsite Design((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((1-
7nit -6= Bno"edge System(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((11
7nit .<= Ca!a $rogramming((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((2%
7nit ..= Forma" @ethods(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((21
7nit ./= Distributed Design and De!e"opment((((((((((((((((((((((((((((((((((((((((6<
7nit .0= AA$ $rogramming((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((6/
7nit .1= ;B Enterprise De!e"opment((((((((((((((((((((((((((((((((((((((((((((((((((%<<
7nit .2= ;isua" $rogramming De!e"opment((((((((((((((((((((((((((((((((((((((((((%</
7nit .6= ;isua" $rogramming Fundamenta"s(((((((((((((((((((((((((((((((((((((((((%%-
7nit )<= Softare Testing(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((%%6
7nit )%= Data Structures and 8"gorithms((((((((((((((((((((((((((((((((((((((((((((((%-.
7nit )-= ;isua" $rogramming(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((%-1
7nit %< (E"ectronic# @icroprocessor System(((((((((((((((((((((((((((((((((((((((((%.%
7nit %%(E"ectronic# Digita" and 8na"ogue De!ices and Circuits(((((((((((((((((((%.)
7nit %-(E"ectronic# E"ectronic((((((((((((((((((((((((((((((((((((((((((((((((((((((((((%.2
7nit -<(E"ectronic# $rogrammab"e 5ogic Contro""ers(((((((((((((((((((((((((((((((%)-
$art 1 8ppendi&((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((%)/
.
%* The temp"ate of Scheme of +or3((((((((((((((((((((((((((((((((((((((((((((((((((((%)/
-* 8ssignment design temp"ate((((((((((((((((((((((((((((((((((((((((((((((((((((((((((%)2
.* The temp"ate of I;:s feedbac3 for assignment design((((((((((((((((((((((((((((%/%
)* The temp"ate of I;:s feedbac3 for assessor:s assessment decisions(((((((((((%/-
/* Temp"ate of re(I; 4eport on assessment decisions((((((((((((((((((((((((((((((((%/.
)
$art % Introduction To Ede&ce" ' HND in Computing
1. What is Edexcel?
Ede&ce" as formed in %660 by the merger of to e""(respected bodiesD BTEC (the
Business ' Techno"ogy Education Counci"# and 75E8C (the 7ni!ersity of 5ondon
E&aminations and 8ssessment Counci"#* Both ere "eaders in their respecti!e fie"ds of
academic and !ocationa" 9ua"ifications* No Ede&ce" pro!ides a !ery ide range of
9ua"ifications to cater for a"" needs and "earning sty"e=
GCSE
GCSE in !ocationa" sub?ects
GCE
8d!anced ;CE
GN;>
N;>
8du"t 5iteracy and 8du"t Numeracy 9ua"ifications at Entry "e!e"sD "e!e"s % ' -
Bey s3i""s
BTEC FirstsD Nationa"sD Higher Nationa"s and short courses*
Ede&ce" Internationa" ser!ices customers (BTEC centers# in o!er %<< countries
around the or"d from its head9uarters in 5ondon* BTEC Center of Guangdong Institute of
Education is one of these centers* It carries out the 9ua"ification of BTEC Higher Nationa"
Dip"oma (HND# in Computing (Softare De!e"opment#*
2. What is BTEC HND?
The BTEC Higher Nationa" is one of the best(3non BTEC 9ua"ifications that Ed&ce"
offers* It:s an undergraduate 9ua"ification that is rough"y e9ui!a"ent to the first ha"f of a
degree* There are to BTEC Higher Nationa" 9ua"ifications and each one has a different
number of units* The BTEC Higher Nationa" Certificate has %< units and the BTEC Higher
Nationa" Dip"oma has %0 units* There are a set number of core units but most sub?ects gi!e
you a choice of hat option units to ta3e*
The BTEC Higher Nationa" Certificate has 0<< "earning hours and the BTEC Higher
Nationa" Dip"oma has 60< "earning hours* Both the HNC and HND tend to be done o!er
/
to yearsD the HNC part time and the HND fu""(time* Hoe!erD there are no hard and fast
ru"es about ho "ong it ta3es E it:s up to you*
@any students i"" comp"ete their degree after their BTEC Higher Nationa"* This
ta3es beteen a year and eighteen months to do* Athers prefer to go straight into or3
hen they:!e finished a BTEC Higher Nationa" E it gi!es you the right "e!e" of s3i""s and
3no"edge to ma3e a difference hate!er sub?ect you:!e studied*
For further informationD you can consu"t to the +ebsites=
http=FF*ede&ce"(internationa"*orgF
http=FFc(na*ede&ce"*org*u3F
3. What does HND in Computing aim at?
BTEC Higher Nationa"s are designed to pro!ide a specia"ist !ocationa" programD
"in3ed to professiona" body re9uirements and Nationa" Accupationa" Standards here
appropriateD ith a strong or3 re"ated emphasis* The 9ua"ifications pro!ide a thorough
grounding in the 3ey concepts and practica" s3i""s re9uired in their sector and their nationa"
recognition by emp"oyers a""os progression direct into emp"oyment* BTEC Higher
Nationa"s offer a strong emphasis on practica" s3i""s de!e"opment a"ongside the
de!e"opment of re9uisite 3no"edge and understanding in their sector* 5earners are
attracted to this strong !ocationa" program of study that meets their indi!idua" progression
needs hether this is into emp"oyment or to further study on degree or professiona" courses*
The BTEC Higher Nationa"s in Computing ha!e been de!e"oped to focus on=
pro!iding education and training for a range of careers in computing
pro!iding opportunities for faci"ities managers to achie!e a British nationa""y
recogniGed 5e!e" ) !ocationa""y specific 9ua"ification
pro!iding opportunities for fu""(time "earners to gain a British nationa""y recogniGedD
!ocationa""y specific 9ua"ification to enter emp"oyment in computing or to progress to
higher education !ocationa" 9ua"ifications such as a fu""(time degree in computing or a
re"ated area
de!e"oping the 3no"edgeD understanding and s3i""s of "earners in the fie"d of
computing
pro!iding opportunities for "earners to focus on the de!e"opment of higher("e!e" s3i""s
in a computing conte&t
0
pro!iding opportunities for "earners to de!e"op a range of s3i""s and techni9ues and
attributes essentia" for successfu" performance in or3ing "ife*
This 9ua"ification meets the needs of the abo!e rationa"e by=
e9uipping indi!idua"s ith 3no"edgeD understanding and s3i""s for success in
emp"oyment in the computing industry
enab"ing progression to an undergraduate degree or further professiona" 9ua"ification in
computing or a re"ated area
pro!iding opportunities for specia"ist study re"e!ant to indi!idua" !ocations and
conte&ts
supporting indi!idua"s emp"oyed or entering emp"oyment in the computing industry
de!e"oping the indi!idua":s abi"ity in the computing industry through effecti!e use and
combination of the 3no"edge and s3i""s gained in different parts of the program
de!e"oping a range of s3i""s and techni9uesD persona" 9ua"ities and attributes essentia"
for successfu" performance in or3ing "ife and thereby enab"ing "earners to ma3e an
immediate contribution to emp"oyment
pro!iding f"e&ibi"ityD 3no"edgeD s3i""s and moti!ation as a basis for future studies and
career de!e"opment in computing*
5earners studying for BTEC Higher Nationa"s in Computing i"" be e&pected to
de!e"op the fo""oing s3i""s during the program of study=
synthesis of a range of conceptsD 3no"edge and s3i""s re"ating to computing
app"ication of comp"e& theories to practica" rea"istic or3 situations in the computing
sector
independence of approach to study and the generation of computing e!idence
abi"ity to engage ith comp"e& andFor unpredictab"e situations in computing conte&ts
abi"ity to ta3e responsibi"ity to manage and direct their on and others: acti!ities
insight and ?udgement in re"ation to the margins and conse9uences of error
research and in!estigati!e s3i""s
responsi!eness to change and abi"ity to mu"ti(tas3
abi"ity to inno!ate and or3 in a creati!e ay*
4. What is the ocational p!ospect o" stud#ing HND in Computing?
Higher Nationa" Dip"omas are fo""oed predominate"y by fu""(time "earners* They
1
a""o progression into or ithin emp"oyment in the computer sectorD either direct"y on
achie!ing of the aard or fo""oing further study to degree "e!e"*
The BTEC Higher Nationa" Dip"oma in Computing pro!ides opportunities for "earners
to app"y their 3no"edge and practica" s3i""s in the or3p"ace* Fu""(time "earners ha!e the
opportunity to do this through forma" or3 p"acements or their part(time emp"oyment
e&perience* $rogression from this 9ua"ification may e"" be into or ithin emp"oyment in
the IT and computing sector here "earners may or3 toards membership or study for
professiona" body e&amsD such as the British Computer Society e&ams*
5earners studying on the BTEC Higher Nationa" Dip"oma i"" be ab"e to progress to a
number of ro"es in the IT and computing sectors* Genera" specia"ist can enter system
managementD hi"e ICT System Support specia"ists can insta"" or manage IT netor3s*
5earners fo""oing the Softare De!e"opment endorsed tit"e can enter the many ?obs
a!ai"ab"e in this area* The BTEC Higher Nationa" Dip"oma i"" a"so enab"e "earners to
progress on to further study such as a degree or a $rofessiona" De!e"opment >ua"ification
or !endor 9ua"ifications offered by Cisco and @icrosoft*
$. Ho% man# units a!e to &e coe!ed "o! HND?
The BTEC Higher Nationa" Dip"omas in Computing are %0(unit 9ua"ifications of hich
si& are core units and to are specia"ist units b"oc3 8* The remaining eight units must be
ta3en from the "ist of specia"ist units b"oc3 B* The BTEC Higher Nationa" Dip"oma
program must contain a minimum of eight units designated at H- "e!e"* 5earners must pass
a"" %0 units to be aarded a BTEC Higher Nationa" Dip"oma*
8ccording to this guidanceD the center of Guangdong Institute of Education has made
up a program scheme hich contain si& core unitsD to units from specia"ist units b"oc3 8D
and eight units from specia"ist units b"oc3 B*
2
'a!t 2 The BTEC 'hilosoph#
1. (nt!oduction
+hat is it about Ede&ce"(BTEC programmes and the students that study on them that
ma3es them so specia" and !a"uedD especia""y by emp"oyers and those ho de"i!er the
programmes, @ost i"" respond by saying something "i3e=
the "earning process is acti!eD students "earn ho to "earn
students rea""y get in!o"!ed in their programme
retention and achie!ement rates are high ( the programmes are rea""y successfu"
as ne emp"oyees they 9uic3"y fit into our organisationD they understand the sector
and can or3 effecti!e"y in teams
and so on*
C"ear"y there are many aspects that together ma3e Ede&ce"(BTEC programmes uni9ue
and !a"ued* 8mong them the to 3ey areas are=
or3 re"atedness
student(centered "earning
2. Wo!) *elated Cu!!iculum
+hat ma3es the curricu"um or3 re"ated, 8 starting point is the units used to form the
programme* 8"" Ede&ce"(BTEC units are de!ised in consu"tation ith representati!es from
the re"e!ant sectors in the 7B* Typica""y these inc"ude NTAs (Nationa" Training
Arganisations#D representati!es from education as e"" as consu"tation ith sma"" and "arge
organisations representing the sector* This forms part of the Ede&ce"(BTEC:s mar3et
research and he"ps to ?ustify the need for the pro!ision*
7nits a"so inc"ude Guidance on de"i!ery and associated resources* In many instances
there are a"so Tutor Support @ateria"s that pro!ide further guidance and a"so offer
e&amp"es of tas3s and possib"e assignments* 7nderstandab"y they are a"" re"ati!e"y generic
in nature to meet the di!ersity of needs*
The particu"ar"y e&citing part of de!e"oping a ne programme is to set the gi!en units
into the "oca" conte&t and Hrea": materia"s are used by the student*
The intention therefore is to e&pose and engage students in an acti!e ay thus ma3ing
the transition into emp"oyment a smooth one*
6
3. +tudent,Cente!ed -ea!ning
Ane of the first points to emphasise is "earning as opposed to teaching* Thin3 about ho
e a"" "earn and the !ery fact that indi!idua"s a"" ha!e s"ight"y different preferred
approaches to "earningD or "earning sty"es*
@any teaching staff e&press the concern o!er the time they ha!e a""ocated to teach a
unit but there is no simp"e re"ationship beteen time spent teaching and Hamount: "earnt*
Student(centered "earning is about pro!iding a conduci!e "earning en!ironment ( a
frameor3 to enab"e "earning for students no matter hat their preferred "earning sty"es*
Student(centered "earning is=
more than the pro!ision of acti!ities
about pro!iding structured and directed "earning
Fundamenta" to student(centered "earning is the idea of passing onership of the
programme or unit(s# to the student* +ith onership comes responsibi"ity ( on the part of
the student*
The approach of student(centered "earning does usua""y re9uire de!e"opment of the
student:s "earning and study s3i""sD persona" organisation s3i""s and e!en a boost to hisFher
se"f(confidence* Hoe!erD if this can be achie!ed e i"" ha!e e9uipped the indi!idua" ith
the too"s for "ife "ong "earning ( a !a"uab"e priGe*
There is more to Honership: than the ord* For e&amp"eD a student ho ons a
portfo"io of or3 i"" ha!e discussed and agreed its contentsD added to it on hisFher on
accordD used it at inter!ies and genera""y cared about it* In many teaching conte&ts it is the
tutor ho has=
"oo3ed up the references
thought about the prob"em
considered ho to structure information
genera""y ac9uired a good Hfee": for the sub?ect
Do e not ant the students to be ab"e to do e&act"y this, +hat supports student(
centered "earning, Students need to be in!o"!ed in=
target setting
the assessment process
considering ho they can demonstrate achie!ement of a unit ( the e!idence to be
%<
produced
Important"y here students are in!o"!ed in a number of the stages of decision ma3ing*
The abo!e has important imp"ications on the re"ationship beteen tutor and student*
+hi"e many tutors fee" at ease ith a Hteacher directed: or Hteacher contro""ed: en!ironment
is this best for the student, 8s indicated ear"ier does teaching I "earning,
Students ha!e to be he"ped to recogniGe that onership of hisFher "earning means that
each person in the group is one hundred per cent responsib"e for ho the use of a number of
strategiesD hichD hen added togetherD te"" the students three important points=
that as a tutor you are a human beingD are not hiding behind a ro"eD are being
genuine
that they (the students# are accepted as they areD not as the tutor thin3s they ought to
be
that the tutor ac3no"edges that the students bring their fee"ings to the Hc"assroom:
as e"" as their inte""ect and needs and to sho empathy toards them* Fee"ings
need to be ac3no"edged as they p"ay an important part in the 9ua"ity of the
student:s "earningD affecting the student:s moti!ation to "earn and be responsib"e*
To con!ey these three basic re9uirements of genuinenessD acceptance and empathyD the
tutor can adopt a number of strategiesD hich inc"ude=
sometimes "aying the room out as a circ"e to encourage discussion and to reduce the
focus of attention on the tutor
using sma"" group or3 to encourage sharing of ideas and mutua" support
using a Hround: to a""o students to say hat they thin3 and fee" about something
estab"ishing some ground ru"es ith the group* For e&amp"e=
( "istening to others and not a"ays pursuing on ideas
( respecting the ideas and !ies of others
( 3eeping to agreements
( a!oiding physica" and menta" abuse such as sarcasm
( recognising that it is acceptab"e to e&press your fee"ings (the student ho yans
"oud"y is e&pressing a fee"ing but not ta3ing responsibi"ity for itJ#
not hiding behind a ro"e=
( Hdon:t smi"e unti" the end of the year:
in!o"!ing students in decision ma3ing=
%%
( Hho sha"" e tac3"e the assignment,:
( Hhat i"" be the dead"ine,:
( Hhat ou"d be best for you ha!ing "oo3ed at these a"ternati!es,:
!a"uing mista3es as an opportunity to "earn (gi!en the re9uirements of hea"th and
safety#
being non(?udgementa"=
( a!oid using KLou ought M**ND KLou shou"d M**N as they do not encourage
independence from the tutorD you may considerD Kyou cou"dN
ma3ing co""eagues and students aare that their use of "anguage affects the groth
of responsibi"ity=
( change Hcan:t: to Hon:t:
( KI can:t te"" you thisN becomes KI on:t te"" you thisN
( change Hbut: to Hand:
( KI need to te"" you thisD but I:m orried it might hurtN becomes KI need to te""
you this and it:s hurtfu"N
oning your on fee"ings
( KLou rea""y annoy meN become KI find you rea""y annoyingN
These approaches are not easy to achie!eD as e ha!e spent a "ot of time bui"ding up
!arious defensi!e patterns of beha!ior* They need to be bro3en don before the trust
necessary to ma3e student(centered "earning rea""y or3 is estab"ished* C"ear"y different
cu"tures may find this a cha""enge but the gains are orth the hard or3*
Student(centered "earning is about a change in the traditiona" ro"e of the tutor from an
oner of 3no"edge to one ho=
thin3s about the !ariety of ays in hich students "earn and endea!our to meet
them
shares prob"emsD such as unit co!erageD ith the students and negotiates so"utions
Student(centered "earning has a !ariety of features* Three important ones are=
that the "earner (student# has some choice about some or a"" of hatD hen and ho
sheFhe "earns
that the "earner (student# ta3es some responsibi"ity for their on "earningD this being
encouraged through the tutor:s actions
that it inc"udes some sort of acti!ity on the part of the "earner (student#
%-
The o!era"" aims of Ede&ce"(BTEC courses and units re9uire that a significant
proportion of the student:s "earning ta3es p"ace through some form of acti!ity* The more
that the acti!ity inc"udes the features of student(centered "earning the more "i3e"y that the
9ua"ity of the student:s "earning i"" be of a high order*
4. -ea!ning Th!ough Expe!ience
In educationD it has been common to di!ide the theoretica" aspects of a programme from
its practica" app"ication* This di!ision has often had an effect on the teaching methods usedD
ith the theory tutors fre9uent"y seen as the Oe&pertOD imparting 3no"edge through a "ecture
or "essonD and the practica" tutor demonstrating a techni9ue or process and super!ising the
subse9uent practice*
The current emphasis in !ocationa" education is on de!e"opment that re9uires the
application of hat is 3non and understood* The student cannot achie!e this ithout
greater in!o"!ement in the "earning process and being ab"e to "earn from their on
e&perience* This in!o"!es forming "in3s beteen doing and thin3ing*
If "earning is to arise from e&perience then !e"lection is needed* The resu"ting fee"ings
and thoughts enab"e ne or modified genera"isations (or concepts# to be formed* The ne
conceptsD in turnD must then be tested out in ne situations* The student ma3es the "in3
beteen theory and practice by planning for the ne&t acti!ityD carrying it out and then
!e"lecting on itD re"ating hat happens bac3 to the theory*
-ea!ning C#cle
The "earning cyc"e described be"o is based on the or3 of D 8 Bo"b and is intended to
pro!ide a frameor3 to he"p the design of "earning acti!itiesD from hich students can "earn
from their e&periences*
%.
e&perience
ref"ecti!e
obser!ation
conceptua"isation
forming
p"ans
The c#cle=
can be entered at any stageP
can he"p staff to choose appropriate "earning methods to enab"e a student to mo!e
around the cyc"eD e*g use of "og boo3sD diariesD discussionD structured de(briefingD
group or3*
can be used as a temp"ate to he"p design acti!ities from hich students are e&pected
to "earn*
E&periences cou"d inc"ude=
industria" !isit
gathering data as part of an assignment
"aboratory acti!ity
presentation
group discussion
ro"e p"ay
practica" or3
or3 p"acement
interacti!e computer pac3age
The fo""oing "ist of points may he"p to c"arify hat e&perientia" "earning isD and hat it
is not*
Students are in!o"!ed in an acti!e e&p"oration of e&perience* E&perience is used to
test out ideas and assumptions rather than to passi!e"y obtain practice* $ractice can
be !ery important but it is great"y enhanced by ref"ection*
Students must se"ecti!e"y ref"ect on their e&perience in a critica" ayD rather than
ta3e e&perience for granted and assume that the e&perience on its on is sufficient*
The e&perience must matter to the student* Students must be committed to the
process of e&p"oring and "earning*
There must be scope for the student to e&ercise some independence from the tutor*
Tutors ha!e an important ro"e in de!ising appropriate e&periences and faci"itating
ref"ection* The transmission of information is but a minor e"ement and the tutor
cannot e&perience hat the student e&periences or ref"ect for the student*
E&perientia" "earning is not the same as Odisco!eryO "earning* 5earning by doing is
%)
not simp"y a matter of "etting students "oose and hoping that they disco!er things for
themse"!es in a haphaGard ay through sudden bursts of inspiration* The nature of
the acti!ity may be carefu""y designed by the tutor and the e&perience may need to
be carefu""y re!ieed and ana"ysed afterards for "earning to occur* 8 crucia"
feature of e&perientia" "earning is the structure de!ised by the tutor ithin hich
"earning ta3es p"ace*
Apenness to e&perience is necessary for students to ha!e the e!idence upon hich
to ref"ect* It is therefore crucia" to estab"ish an appropriate en!ironment for students=
one hich is safe and supporti!eD and hich encourages students to !a"ue their on
e&perience and to trust themse"!es to dra conc"usions from it* This openness may
not e&ist at the outset but may be fostered through successi!e e&periences of the
e&perientia" "earning cyc"e*
E&perientia" "earning in!o"!es a cyc"ica" se9uence of "earning acti!ities* Teaching

methods can be se"ected to promote each stage of the cyc"e*
$. Teaching "o! -ea!ning
Noted be"o are a "isting of teaching and "earning strategies and "earning aids*
Teaching and -ea!ning +t!ategies -ea!ning .ids
"ecture hite boardFcha"3 board
ro"e p"ay handoutsFor3 sheets
simu"ation mode"s
educationa" game ob?ectsFartefacts
!isit charts
fie"d trip draings
e&periment diagrams
use of e"ectronic media photographs
"earning materia"s (eg CD 4A@# s"ides
case study AHTs
demonstration audio tapes
discussion group !ideo tapes
%/
open "earning fi"ms
distant "earning f"ip chart
peer group presentations softare programmes
buGG groups "earning pac3s
!isiting spea3er internet
or3 p"acement e("earning resource pac3s
seminar
practica" or3shops
portfo"io bui"ding
peer criti9ue
se"f e!a"uation
In order to pro!ide effecti!e teaching tutors shou"d=
use a !ariety of strategies
pro!ide an acti!e "earning en!ironment here the student is in!o"!ed in p"anningD
managing and assessing "earning (( onership#
enab"e students to see the re"e!ance of hat is studied
bui"d on the student:s prior "earning and e&perience
pro!ide opportunities to in!estigate and debate findings and to ref"ect on actions and
e&periences
enab"e students to e&periment ith ideas (ta3e ris3s# and "earn from errors as e"" as
successes (safe "earning en!ironment#
It is sometimes said that if a tutor uses ?ust a fe strategies a"" the time then these too
become "ess effecti!e* Da"e:s Cone of Experience indicates hich are percei!ed to be the
most effecti!e strategies to enab"e deep "earningD thus=
%0
The ancient statement by Confucius says much*
Tell me and I will forget
!ow me and I will remem"er
In#ol#e me and I will understand
The !ariety of strategies chosen therefore need to be se"ected to support the !arious
"earning sty"es of students ith on(going chec3s to ensure that "earning is ta3ing p"ace*
%1
direct purposeful experience
contrived experience
dramatised experience
demonstrations
feld trips
exhibits
TV/Video
still pictures/audio
visual symbols
verbal symbols
most
efective
strategies
for
deep
learning
'a!t 3 /nit +t!uctu!es and .ssignment
1. +t!uctu!e o" HND 0uali"ication
8s has described in $art %D Section /D The BTEC Higher Nationa" Dip"omas in
Computing are %0(unit 9ua"ifications of hich si& are core units and to are specia"ist units
b"oc3 8* The remaining eight units must be ta3en from the "ist of specia"ist units b"oc3 B*
The BTEC Higher Nationa" Dip"oma program must contain a minimum of eight units
designated at H- "e!e"*
+t!uctu!e o" Edexcel -eel 4 HN Diploma in Computing 1+o"t%a!e Deelopment
2Em&edded +o"t%a!e Deelopment3
7nit no Core units a"" si& units must be ta3en 7nit "e!e"
H% or H-
Core
% Computer $"atforms H%
- Systems 8na"ysis H-
. $rogramming Concepts H%
) Database Design Concepts H%
/ Netor3ing Concepts H%
0 $ersona" S3i""s De!e"opment H%
Specia"ist units b"oc3 8both must be ta3en
%< Softare De!e"opment $ro?ect H-
)- ;isua" $rogramming H-
Specia"ist units b"oc3 Bchoose eight units
1 >ua"ity Systems H-
%. Data 8na"ysis and Design H-
%) @anagement in IT H%
%/ End(7ser Support H%
%1 @S Affice So"ution De!e"opment Q H-
%6 +ebsite Design H%
-% +or3 E&perience H%
-- Human Computer Interface H%
%2
-. $ro?ect @anagement H-
-2 $rofessiona" De!e"opment H%
-6 Bno"edge Systems H-
.< Ca!a $rogramming H%
.- @ath for Softare De!e"opment H%
.. Forma" @ethods H-
./ Distributed Design and De!e"opment Q H-
.0 AA$ $rogramming H%
.1 ;B Enterprise De!e"opment Q H-
.2 ;isua" $rogramming De!e"opment Q H-
.6 ;isua" $rogramming Fundamenta"s Q H%
)< Softare Testing H%
)% Data Structures and 8"gorithms H-
%<R @icroprocessor System H-
%%R Digita" and 8na"ogue De!ices and Circuits H%
%-R E"ectronic H-
-<R $rogrammab"e 5ogic Contro""ers H-
(Note4 The units hose numbers are mar3ed ith asteris3s are ta3en from the program of
Electrical$Electronic Engineering#
2. /nit +t!uctu!e and Content
The unit structure genera""y contains the fo""oing parts=
Title% T!is gi#es t!e unit num"er and full title&
Description% This pro!ides the o!era"" unit aims*
Learning outcomes= These indicate hat the "earner i"" be ab"e to do on successfu"
comp"etion of the unit*
Content =This pro!ides the breadth and depth of co!erage e&pected for each "earning
outcome*
Assessment guidance= This is pro!ided as a grid defining the grading criteria*
Essential information for teachers= This information is i""ustrati!e and is for guidance*
Centres may de"i!er and assess in ays hich suit their "oca" conte&t*
%6
3. Design o" assignments "o! BTEC p!og!ammes
8n assignment is the means by hich an assessor i"" ma3e an assessment decision*
8n assignment is typica""y in the form of a ritten briefD pro!ided to the "earner* It is
deri!ed from the unit specification* 8ssignments may ta3e a !ariety of forms and centres
ha!e freedom of choice in this areaD as "ong as they are fit for purpose*
Ance the structure and content of the 9ua"ification are understoodD the ne&t step is to
de!ise appropriate means of measuring "earner achie!ement against the pub"ished criteria*
8ssignments must be fit for purpose and pro!ide "earners ith a c"ear opportunity to
demonstrate that they meet the pub"ished assessment and grading criteria*
8 good assignment shou"d pro!ide the "earner ith guidance on hat they need to do
in order to meet the re9uirements of the unit* 8n assignment may co!er the ho"e or part of
a unitD or e!en more than one unit* In p"anning assessmentD thereforeD the assessor shou"d
"oo3 for opportunities for the "earner to demonstrate achie!ement of outcomes across
se!era" units* This may be bui"t up incrementa""y* For e&amp"eD at the beginning of a ne
programme the assessor may choose to pro!ide the "earners ith sma"" acti!itiesFtas3s as
part of a "arger assignment in order to bui"d their confidence and to fami"iarise them ith
the format and sty"e of assessment* Hoe!erD as confidence is de!e"oped "arger assignments
may be used hich more accurate"y ref"ect the e!eryday or3ing re9uirements of the
chosen sector*
8 typica" structure for an assignment brief ou"d be=
tit"e
outcome statement(s#
purpose or aims
conte&t or scenario
tas3s and criteria co!erage
assessment information
feedbac3 to "earner*
Each of the abo!e is e&p"ained in more detai" be"o*
Tit"e
The tit"e of the assignment may simp"y ref"ect that of the unit under study or may
ta3e on one that is re"e!ant to the acti!ity in 9uestion that is "in3ed to the conte&t
-<
being usedD e*g*
K'e#elop a Management (stem for t!e )ocal Boo*storeN
Tit"es that ref"ect the nature of the or3 to be underta3en he"p to gi!e the
assignment an identity hich he"ps "earners engage ith the tas3s*
Autcome statement
The assignment shou"d be direct"y "in3ed to the pub"ished specification* It is
therefore usefu"D especia""y to the "earner to ha!e the outcome c"ear"y stated at the
beginning of the assignment*
$urpose or aims
This shou"d be short and to the point and high"ight to the "earner the 3ey reasons
or potentia" benefits of successfu""y comp"eting the assignment* This section
mightD for e&amp"eD a"so indicate important s3i""s to be de!e"oped*
Conte&t or scenario
BTEC programmes by their !ery nature are !ocationa" and or3 re"ated so the
tas3s set for "earners shou"d ref"ect the e!eryday needs of the sector* To do thisD
the assessor may choose to use a typica" or3 settingD in hich case the setting
i"" need to be introduced to the "earner as i"" their ro"e(s#* The "earners shou"d
a"so be to"d hether the or3 is to be carried out on an indi!idua" or group basis*
Tas3s and criteria co!erage
There i"" typica""y be a number of tas3s ithin any one assignment* The
structure of each tas3 i"" be strong"y inf"uenced by the assessment and grading
criteria (or descriptors for Higher Nationa"s#*
It is important that the acti!e !erbs used re"ate to the criteria so that the sense of
the unit is not changed* To enhance or c"arify meaning and target settingD an
i""ustration may be gi!en of the type of e!idence that cou"d be produced by the
"earner* It is a"so he"pfu" to indicate in the tas3 the 3ey items of e!idence to be
generated and their main features* These shou"d be deri!ed from the Content
section of the unit* 8t the end of each tas3 the grading criteria targeted shou"d be
added using a reference* $%D $- and @% ou"d indicate the first to grading
criteria under the $ass heading and the first grading criteria under the @erit
heading*
For BTEC Higher Nationa"s the outcome statements ta3e on a higher "e!e" of
-%
importance and "earner achie!ement shou"d be trac3ed and recorded at outcome
"e!e"* For a Higher Nationa" unit there i"" be a number of facets to be co!ered for
each criterion* These may be co!ered !ia separate assignments or tas3s ithin an
e&tended assignment* If this is the case then the achie!ement of the "earning
outcome can on"y be ac3no"edged once a"" facets ha!e been achie!ed*
8ssessment information
This can ta3e many formats but there must be a c"ear "in3 beteen the criteria
targeted for assessment and the assessors ?udgement* It is much easier from the
"earnersD Interna" and E&terna" ;erifiers perspecti!es if these components are side
by side to ensure ease of cross(reference*
Feedbac3
The "earner i"" need feedbac3 on the or3 presented against the target criteria of
the assignment* Feedbac3 i"" need to be positi!e and supporti!eD high"ighting
3ey strengths and areas for de!e"opment to achie!e higher grades and impro!e the
s3i""s used in the tas3s* It may a"so be necessary to as3 for further or3 to be
comp"eted in order to meet the minimum standard*
Fina""yD the document temp"ate shou"d a"so inc"ude the fo""oing information=
an authenticity statement from the "earner
the signature of the assessor
These are e&p"ained be"o*
8uthenticity Statement
8"" "earner or3 presented for assessment must contain a "earner dec"aration to
confirm that it is their or3* This must a"so be dated* If "earners are submitting
or3 that is not theirs then they are committing fraud* C"ear"y if the centre is
endorsing the or3 through assessment and !erification then the staff concerned
ou"d a"so potentia""y be party to fraud*
Signature of the assessor
This is needed to confirm that the assessor has ?udged the tas3 to be comp"eted
and to meet the standards re9uired*
To achie!e a uniform standardD a temp"ate of assignment has been de!e"oped in our
center (See the 8ppendi&#D hich must be fo""oed by a"" assessors in our center*
--
4. The Num&e! o" assignments designed "o! a unit
There are not any rigid ru"es for ho many assignments shou"d be designed for a unit*
It depends on ho many assignments the students ha!e to co!er tota""y in a semester or an
academic year* 7sua""y the students shou"d not be gi!en more than %- assignments in a
semesterD so to or three assignments for a unit are suitab"e*
No matter ho many assignments are designed for a unitD it is critica" that a""
assessment criteria of a unit must be co!ered in these assignments designed for this unit*
@eanhi"eD it shou"d a"so be made sure that no assessment criteria are assessed ticeJ
-.
'a!t 4 .ssessment and 5!ading
1. +igni"icance o" .ssessment
The purpose of assessment is to ensure that effecti!e "earning of the content of each
unit has ta3en p"ace* E!idence of this "earningD or the app"ication of the "earning etcD is
re9uired for each unit* The assessment of the e!idence re"ates direct"y to the assessment
criteria for each unitD supported by the generic grade descriptors*
The process of assessment can aid effecti!e "earning by see3ing and interpreting
e!idence to decide the stage that "earners ha!e reached in their "earningD hat further
"earning needs to ta3e p"ace and ho best to do this* ThereforeD the process of assessment
shou"d be part of the effecti!e p"anning of teaching and "earning by pro!iding opportunities
for both the "earner and assessor to obtain information about progress toards "earning
goa"s* The assessor and "earner must be acti!e"y engaged in promoting a common
understanding of the assessment criteria and the grade descriptors (hat it is they are trying
to achie!e and ho e"" they achie!e it# for further "earning to ta3e p"ace* ThereforeD
"earners need constructi!e feedbac3 and guidance about ho to impro!eD capita"ising on
strengthsD ith c"ear and constructi!e comments about ea3nesses and ho these might be
addressed*
2. .ssessment .pp!oach
BTEC assessment is an e!idence(based process* The fo""oing approach describes
hat the assessor shou"d do hi"e assessing "earner:s or3=
E&amine the outcomes of the "earner and the associated assessment criteriaP
See3 e!idence from the "earner:s or3 hich demonstrates the "earner:s
achie!ementP
$ic3 up the features from the e!idence hich can te"" that the achie!ement has
been successfu""y demonstrated*
5earners or3 must be trac3ed and recorded against assessment criteria and
referenced to the "earning outcome(s#* 8"" $ass criteria must be met in order for a "earner to
gain a $ass grade* There is no a!eraging out ithin a unit*
For the "earner to achie!e @erit grade they need to meet a"" of the @erit grading
criteria in addition to a"" of the criteria for a $ass grade*
-)
For the "earner to achie!e a Distinction grade they must achie!e a"" of the Distinction
grading criteria in addition to a"" of the criteria for $ass and @erit grades*
3. 5!ade Desc!ipto!s
$ass grade
8 pass grade is achie!ed by meeting a"" the re9uirements defined in the assessment
criteria for pass for each unit*
Merit grade
@erit descriptors Indicati!e characteristics
In order to achie!e a merit
the "earner must=
The "earner:s e!idence shos=
identify and app"y
strategies to find
appropriate so"utions
effecti!e ?udgements ha!e been made
comp"e& prob"ems ith more than one !ariab"e ha!e
been e&p"ored
an effecti!e approach to study and research has been
app"ied
se"ectFdesign and
app"y appropriate
methodsFtechni9ues
re"e!ant theories and techni9ues ha!e been app"ied
a range of methods and techni9ues ha!e been
app"ied *
a range of sources of information has been used
the se"ection of methods and techni9uesFsources has
been ?ustified
the design of methodsFtechni9ues has been ?ustified
comp"e& informationFdata has been synthesised and
processed
appropriate "earning methodsFtechni9ues ha!e been
app"ied
present and
communicate
appropriate findings
the appropriate structure and approach has been used
coherentD "ogica" de!e"opment of princip"esFconcepts
for the intended audience
a range of methods of presentation ha!e been used
and technica" "anguage has been accurate"y used
-/
communication has ta3en p"ace in fami"iar and
unfami"iar conte&ts
the communication is appropriate for fami"iar and
unfami"iar audiences and appropriate media ha!e
been used
'istinction grade
Distinction descriptors Indicati!e characteristics
In order to achie!e a
distinction the "earner
must=
The "earners e!idence shos=
use critica" ref"ection
to e!a"uate on
or3 and ?ustify
!a"id conc"usions
conc"usions ha!e been arri!ed at through synthesis
of ideas and ha!e been ?ustified
the !a"idity of resu"ts has been e!a"uated using
defined criteria
se"f(criticism of approach has ta3en p"ace
rea"istic impro!ements ha!e been proposed against
defined characteristics for success
ta3e responsibi"ity
for managing and
organising acti!ities
autonomyFindependence has been demonstrated
substantia" acti!itiesD pro?ects or in!estigations ha!e
been p"annedD managed and organiGed
acti!ities ha!e been managed
the unforeseen has been accommodated
the importance of interdependence has been
recognised and achie!ed
demonstrate
con!ergentF"atera"F
creati!e thin3ing
ideas ha!e been generated and decisions ta3en
se"f(e!a"uation has ta3en p"ace
con!ergent and "atera" thin3ing ha!e been app"ied
prob"ems ha!e been so"!ed
inno!ation and creati!e thought ha!e been app"ied
recepti!eness to ne ideas is e!ident
effecti!e thin3ing has ta3en p"ace in unfami"iar
conte&ts
-0
'a!t $ .ssesso!6s Dut# and (nte!nal 7e!i"ication 'olic#
1. .ssesso!6s dut#
+hat an assessor shou"d do in the course of de"i!ering a unit is=
%# $"an the de"i!ering scheme hich shou"d co!er=
progress of de"i!ering p"anned in ee3 unitP
assessment p"anD hich decides ho many assignments are to be designed for this
unitD hich assessment criteria are be co!ered in each assignmentD and hat
grading chances are to be gi!en to the students in each assignment*
To p"an the de"i!ering schemeD it is important to 3eep in mind that a"" assessment
criteria must be co!ered in the assignments and no criteria are to be assessed tice*
It is not necessary that in each assignment the students are gi!en the chances to achie!e
a"" the three @erit grades and the three Distinction gradesD but the chance to achie!e each of
the @erit grades and Distinction grades must be gi!en at "east once in the assignments* It is
a reasonab"e order that the chances to get @erits goes before the chances to get distinctions*
-# Guide students: "earning and he"p them so"!e any prob"ems in their "earning acti!ities*
.# Design assignments and modify them according to the interna" !erifier:s suggestions
after interna" !erification*
)# 8ssess students: or3 of the assignmentsD ma3e assessment decisions on students: or3
and pro!ide proper feedbac3 to studentsD reassess the assignments according the interna"
!erifier:s suggestions after interna" !erificationD and fina""y record the assessment decisions*
/# 8fter students: or3 of a"" assignments has been assessedD gi!e the student a fina" grade
on the base of the assessment decisions*
2. The *esponsi&ilit# o" the (nte!nal 7e!i"ie!
%# To Interpret the Standards
(%# To be ab"e to ad!ise assessors on the design of assignmentsD the Interna" ;erifier must
ac9uire detai"ed 3no"edge of both the structure and content of the 9ua"ification* It is a"so
crucia" that the interna" !erifier understands the !ocationa" conte&t andD thereforeD the
standards of the particu"ar BTEC 9ua"ification*
(-# The Interna" ;erifier must ensure that assignments and assessment acti!ities are fit for
purpose and pro!ide "earners ith a c"ear opportunity to demonstrate that they meet the
-1
pub"ished assessment and grading criteria* It is critica" that the I; has a c"ear understanding
of a"" the units ithin the 9ua"ification and the ay in hich these "in3 together*
(.# If the proposed assignments and acti!ities do not fu""y meet these re9uirementsD the
Interna" ;erifier shou"d ensure that correcti!e action is underta3en before they are c"eared
for issue to "earners*
-# To 8ssure the Standards
(%# The Interna" ;erifier shou"d !a"idate assessors: grading decisions against the standardsD
and ensure that a"" ?udgements are consistent across a"" the assessment team and that
"earners ha!e e9ua"ity of opportunity*
(-# The Interna" ;erifier shou"d a"so samp"e assessment decisions and monitor assessment
practice so as to confirm that the decisions made on "earner or3 by the assessor are
accurate and !a"id*
(.# 8fter !erificationD the I; must gi!e feedbac3 to the assessor and inform the assessor
hether the I; agrees that the grades ha!e been aarded consistent"y and appropriate"y and
that the feedbac3 gi!en to the "earners by the assessor is re"e!antD supporti!e and high"ights
areas for impro!ement* 8ny detai"s of correcti!e action that may be needed shou"d a"so be
fed bac3 to the assessor so that this can be carried out before the or3 and grades are fed
bac3 to the "earners*
.# To @onitor 8ssessment $ractice
(%# The aims of monitoring assessment practice are to=
ensure that the princip"es of best practice in assessment are adhered to by a""
assessors
identify prob"ems or areas here assessors re9uire ad!iceFde!e"opment
ensure that "earners understand and are satisfied ith the assessment process*
(-# @onitoring assessment re9uires the Interna" ;erifier to obser!e assessors in action
(here appropriate#D "oo3ing at ho they conduct an assessment and gi!ing them feedbac3
on their performance* +hen carrying out this tas3D the Interna" ;erifier must 3eep a record
of the monitoring hich inc"udes gi!ing feedbac3 to the assessor*
(.# The Interna" ;erifier shou"d aim to monitor a"" the assessors ithin a gi!en period of 0(
%- months depending on the siGe and "e!e" of acti!ity of the assessment team*
-2
()# The 9ua"ity and accuracy of assessment p"ans as e"" as assessor recordsFreportsD shou"d
a"so be inc"uded in the monitoring acti!ity* The Interna" ;erifier shou"d e!a"uate the
assessors: assessment decisions and interpersona" s3i""sD ith a !ie to noting any areas
hich ou"d benefit from ad!ice or further trainingFde!e"opment*
)# To @anage 8ssessor 4esources
(%# 8 significant part of the Interna" ;erifiers ro"e is to de!e"op the assessment teamD
guidingD supporting and ensuring the continuing professiona" de!e"opment (inc"uding
occupationa" updating# of the team of assessors* The Interna" ;erifier must ensure that a""
assessors ha!e=
copies of the BTEC specifications they are to assessD a set of a"" assignmentsD
assessment and grading criteriaD report forms
any guidance notes used by the center
copies of the centers appea"s proceduresD e9ua" opportunities po"icy and other re"e!ant
organiGationa" proceduresD e*g* 9ua"ity manua"D hea"th and safety po"icyD emergency
e!acuation procedures
information about Ede&ce" and the E&terna" ;erifier
information about their "earnersD inc"uding prior achie!ementFaccreditationD specia"
"earning or assessment needsD inc"uding adaptations*
(-# The Interna" ;erifier shou"d manage the 9ua"ity of program de"i!eryD ensuring
assessment resourcesD inc"uding personne"D are effecti!e"y dep"oyed and pro!iding a "in3
beteen the center and Ede&ce"*
3. The '!ocedu!e o" (nte!nal 7e!i"ication
%# 8cti!ities before 8ssignment +riting
Before the assessor rites the assignmentsD the Interna" ;erifier must discuss ith the
assessor and ma3e sure that the assessor=
3nos the purpose of the assessment ( i*e* not on"y to chec3 the "earner:s
achie!ement in "earningD but a"so guide the "earner:s "earning#P
is fami"iar ith the contents of the unit being "earned and the outcomes the "earner
must achie!eP
is fu""y aare of the criteria of assessmentD inc"uding the criteria for @erit and
-6
DistinctionP
understands the basic princip"es of assignment riting ( i*e* criteria co!erageD
or3(re"ated conte&tD etc#
Before the actua" interna" !erification acti!ities ta3e p"aceD the Interna" ;erifier shou"d
adapt a proper samp"ing strategy for the samp"ing of assessors: assessments* This inc"udes
the samp"e rate and samp"e method* 8"though the basic samp"ing princip"e is
randomiGationD sometimes case(se"ection is a"so necessary* It is a"so re9uired that each
student shou"d ha!e at "east one assignment of a"" the %0 units to be samp"ed*
-# 8cti!ities after 8ssignment +riting but before De"i!ery
+hen the assessor has ritten the assignmentD the Interna" ;erifier must chec3 the
assignment and ensure that=
Front sheets are comp"eted correct"y and fu""yP
5earning outcomes F assessment criteria can be achie!ed by comp"etion of the
acti!ityP
Tas3s are ritten in a "anguage understandab"e by students F candidates and are
rea"istica""y achie!ab"eP
Common s3i""s opportunities are c"ear"y identified and shou"d be achie!ab"e
through comp"etion of tas3sP
The opportunities for grading are possib"e through comp"etion of the tas3P
The assignment is free from racia"D se&ua" and other pre?udiceP
8ssignment acti!ities are signed and dated by assessor(s#*
8fter the assignment has been initia""y chec3edD the Interna" ;erifier must fi"" the form
of 8ssignment Design Feedbac3 (See the 8ppendi&# and gi!e it bac3 to the assessor* The
Interna" ;erifier may a"so need to discuss ith the assessor on the detai"s of the
modification of the assignment and pro!ide the necessary he"p and guidance* Before the
assignments are de"i!ered to the "earnersD the Interna" ;erifier must ma3e sure that the
necessary modification has been carried out and the assignment has met the standards*
.# 8cti!ities after 8ssessment Decisions
8fter the assessor has assessed the "earner:s or3 and made grading decisionsD the
Interna" ;erifier must samp"e the assessment* The rate of samp"ing shou"d be more than %<
.<
percent* The aim of samp"ing is to confirm that the decisions made on "earner or3 by the
assessor are accurate and !a"id* Samp"ing shou"d entai" re!ieing the accuracy of the
assessment decision by e!a"uating ho the assessor has reached that decision* The Interna"
;erifier must be ab"e to fo""o an audit trai" hich demonstrates c"ear"y that the assessor
has chec3ed that the e!idence presentedShate!er its format (ritten or3D practica" testD
!ideoD tapeD CD etc #Smeets the assessment re9uirementsD inc"uding grading criteria*
8fter samp"ing the assessmentD the Interna" ;erifier must fi"" the form of I; Feedbac3
4eport of 8ssessment Decision and inform the assessor hether the assessment has been
agreed ith* If disagreement appearsD the Interna" ;erifier shou"d discuss the prob"ems ith
the assessor* 7sua""yD since the Interna" ;erifier ta3es the ro"e of monitoring 9ua"ityD the
assessor shou"d fo""o the Interna" ;erifier: suggestions and perform reassessmentD but if
di!ergence does happenD the matter can be submitted to the academic committee to ma3e
fina" decision*
.%
'a!t 8 /nit Desc!iption
/nit 14 Compute! 'lat"o!ms
5earning hours= 0<
N>F "e!e" )= BTEC Higher Nationa" H%
Description of unit
This unit is aimed at IT practitioners ho need sufficient 3no"edge of computer
architecture to ma3e rationa" and commercia" decisions on the se"ection and specification of
systems* 5earners i"" "earn ho to e!a"uate operating systems in order to create their on
operating en!ironment* @any IT practitioners communicate ith specia"ist technica"
support staff during the specification and p"anning of systems imp"ementation* This unit
aims to gi!e "earners the confidence to communicate ith technica" and non(technica"
specia"ists to ?ustify their recommendations*
It is e&pected that centres i"" use current persona" computer and netor3ing resources*
5earners shou"d be encouraged to read current ?ourna"s to in!estigate and e!a"uate ne
hardare and softare de!e"opments*
Summary of learning outcomes
To achie!e this unit a "earner must=
%* In!estigate computer systems
-* In!estigate operating systems
.* Design a computer system
)* Test your computer system*
Content
1. Compute! s#stems
+rocessor% description of components (;on(Neuman architecture#D termino"ogy (eg bitsD
bytesD 3i"obytes etc#D identification of factors affecting performance (eg mi""ions of
instructions per second (@I$S#D f"oating point operations per second (F5A$S#D c"oc3 speedD
computed performance inde&esD bus architecturesD pipe"ining#
Bac*ing store% identification of types (discD CDD CD(4D CD(4+D D;D(4+D D;D(48@
.-
etc#D performance factors (eg data transfer rateD see3 timesD capacity#
+erip!erals% description of a!ai"ab"e periphera"s (disp"aysD printers etc#D understanding of
performance factors (eg disp"ays performanceD reso"utionD co"our depthD !ideo 48@D
refresh rateD inter"acingD s"ot pitchD etcD printer speedD reso"utionD image 9ua"ityD softare
re9uirementsD postscriptD $C5 and associated printer contro"#
Computer selection% specification of re9uirementsD performance of the se"ected systemD
costsD user benefits
2. 9pe!ating s#stems
,perating s(stem functions% o!er!ie of functions (eg user interfaceD machine and
periphera" management etc#D comparison beteen functions of different types of operating
system (persona" computerD netor3D mainframe etc#
Computer operations% proprietary operating systemsD creation of en!ironment and systems
for a computer user (fi"eFdirectory structuresD tai"oring of screen interfaceD bac3up systems
etc#D user profi"e
3. Design a compute! s#stem
election% processor (eg speedD specia" characteristics#D memoryD storage de!icesD disp"ayD
periphera"sD specia"ised components (eg sound cardsD !ideo cardsD data"ogging interfaces#D
bus systemD netor3 readinessFadaptabi"ity
-ser needs= costsD producti!ityD particu"ar re9uirements (eg poerD disp"ayD specia" needs#D
training needs
4. Test #ou! compute! s#stem
Test plan% softare testing (eg= b"ac3 bo&D hite bo&#D hardare testing methodo"ogiesD
documentationD hea"th and safety issues (eg comp"iance#
-ser support planning% identifying user training needsD producing a training schedu"eD
functions of a he"p des3Fhe"p "ineFhe"p softare*
ecurit(% physica" and "ogica" security measuresD bac3up and reco!eryD hac3ingD encryptionD
"e!e"s of access rights
..
Outcomes and assessment criteria
9utcomes .ssessment c!ite!ia "o! pass To achiee each outcome
a lea!ne! must demonst!ate the a&ilit# to4
%* In!estigate computer
systems
se"ect machine components or sub(systems
appropriate to gi!en tas3s
e!a"uate the performance of the se"ected system
-* In!estigate operating
systems
contrast the functions and features of different types
of operating systems
understand ho to customise operating systems
.* Design a computer
system
in!estigate and identify the 3ey components for a
computer system for a particu"ar user
specify a comp"ete computer system to suit a gi!en
tas3
)* Test a computer system produce a p"an that chec3s the main hardare and
softare componentsD using standard techni9ues
produce user documentation for your system
produce a security po"icy for your system
demonstrate that the system meets hea"th and safety
re9uirements

Guidance
Delie!#
The range of hardare and softare de!ices co!ered in this unit is at the centres
discretion but shou"d ref"ect those in current use as e"" as emergent techno"ogies (and
o"der techno"ogies "i3e"y to be encountered in the or3p"ace#* Centres are e&pected to 3eep
abreast of modern de!e"opments in computer architecture*
.ssessment
The "earner must be gi!en the opportunity to se"ect an appropriate computer system for a
defined set of app"ications* It is suggested "earners produce a specification hich both
describes the function of the se"ected components and e!a"uates the recommended system
against the re9uirements* 8 "og boo3 ou"d be a usefu" too" to demonstrate competence in
.)
both stand(a"one and netor3 operations and in upgrading a computer system* 8 case study
ou"d be usefu" in pro!iding e!idence of p"anning an IT system*
-in)s
8"though designed as a core unitD this unit is idea" for imp"ementing as a stand(a"one unit
and can be re"ated to any type of business* The unit has some "in3s ith and pro!ides a
bac3ground to 7nit %/= End(7ser SupportD 7nit %2= @u"timedia Design and 8uthoring and
7nit -<= Internet Ser!er @anagement*
*esou!ces
It is e&pected that most centres i"" use persona" computers ith the appropriate hardare
and softare* Centres shou"d set up machines to co!er netor3 use and administration*
+here possib"e upgrading can be performed on persona" computers or by simu"ations*
There shou"d a"so be "ibrary resources pro!iding up(to(date information on current
computer de!e"opments*
Centres shou"d ma3e sure that "earners are fami"iar ith communication systems such as
emai" and the internet*
+uppo!t mate!ials
Text"oo*s
Tutors shou"d be aare that te&tboo3s are fre9uent"y updated and that they shou"d use the
"atest editions here a!ai"ab"e* This is a practica" unit and te&tboo3 materia"s shou"d be
used for reference purposes* There is a range of genera" te&tboo3s re"ating to this unitD
inc"uding the fo""oing=
Dic3D D T!e +C upport .and"oo* (Dumbrec3 $ub"ishingD -<<-# ISBN=
<6/)%1%%<%
./
/nit 24 +#stems .nal#sis
5earning hours= 0<
N>F "e!e" )= BTEC Higher Nationa" H-
Description of unit
This unit i"" pro!ide "earners ith a detai"ed insight into the systems ana"ysis "ife cyc"eD
mode""ing too"s and techni9uesD testing procedures and the need for systems e!a"uation*
This unit i"" e&amine the re9uirements of ana"ysis for both commercia" and technica"
app"ications* It i"" a"so introduce the data and functiona" mode""ing techni9ues hich
"earners can be e&pected to use*
%* 7nderstand the systems ana"ysis "ife cyc"e
-* 7se systems ana"ysis too"s and techni9ues
.* $erform a system in!estigation
)* In!estigate functiona" and data mode""ing*
Content
1. +#stems anal#sis li"e c#cle
(stems lifec(cle% the stages of a chosen cyc"e (e*g feasibi"ityD ana"ysisD specificationD
designD detai"ed designD code and unit testD integrate and testD maintenance#D the purpose of
each stageD differentiation beteen !a"idation and !erification
E#aluation of ot!er lifec(cle models% comparison of a chosen mode" ith other mode"s (e*g
prototypingD dynamic systems de!e"opmentD aterfa""D spira"D rapid app"ications design#
2. +#stems anal#sis tools and techni0ues
Tools% using a !ariety of mode"ing too"sD for e&amp"e conte&t diagramsD data f"o diagrams
and entity re"ationship diagrams
Tec!ni/ues% using systems ana"ysis documentation re9uirements and user cata"ogue
preparing BSAS (business systems options# and TSAS (technica" systems options#
.0
3. +#stem inestigation
0act1finding tec!ni/ues% inter!ieD obser!ationD in!estigationD 9uestionnaire
0act1recording met!ods and standards% current computer and paper(based fact(recording
methods such as grid chartsD f"o diagramsD standard documentation techni9ue
4. :unctional and data modeling
0unctional modeling% identification of system processes and functionsD data f"o diagrams
and process mode"ing techni9ues
'ata modeling% top don techni9uesD entity re"ationship mode"ing
%* 7nderstand the systems
ana"ysis "ife cyc"e
identify the functions and purpose of each stage of a
systems "ife cyc"e
pro!ide e!idence to support an understanding of the
"ifecyc"e
compare different "ife cyc"e mode"s
-* 7nderstand systems
ana"ysis too"s and
techni9ues
use data mode""ing techni9ues
create entity(re"ationship diagrams
use mode""ing documentation
.* $erform a system
in!estigation
in!estigate a gi!en prob"em
identify system re9uirements
document an in!estigated system
)* $erform functiona" and
data mode"ing
identify system processes and functions
produce a functiona" mode"
perform data mode""ing
Guidance
Delie!#
5earners shou"d be gi!en the opportunity to support a"" theory ith a range of practica"
e&amp"es that focus on a"" "e!e"s of the systems ana"ysis "ife cyc"e*
.1
.ssessment
E!idence for this unit i"" focus on co!ering a range of systems ana"ysis theory coup"ed
ith practica" acti!ities such as using fact(finding techni9uesD identifying user needsD
preparing a feasibi"ity reportD using mode""ing too"s and designing a database to meet user
needs*
-in)s
This is a core unit and the content is fundamenta" to a"" computing pathays* This unit
cou"d be taught in con?unction ith 7nit )= Database Design Concepts and it is a"so a good
pre(re9uisite to 7nit %.= Data 8na"ysis and Design*
*esou!ces
5earners shou"d ha!e access to a range of reading materia" based on current additions and
re!isions to Systems 8na"ysis (SS8D@ ;ersion ) or abo!e#* 5earners shou"d a"so use
appropriate mode"ing softare such as $rince to assist ith any designs* 8ny suitab"e
database app"ications softare can be used to support the database designs*
+uppo!t mate!ials
Text"oo*s
LeatesD D (stems Anal(sis and 'esign ($itman $ub"ishingD %66)# ISBN=
<-1.0<<00)

.2
/nit 34 '!og!amming Concepts
5earning hours= 0<
Description of unit
8n understanding of the genera" princip"es and concepts of programming shou"d underpin
some of the basic 3no"edge that "earners need*
5earners i"" de!e"op programs and a"though the content cou"d be de"i!ered from a range
of "anguagesD compi"ers or p"atformsD the unit shou"d aim to de"i!er s3i""s and 3no"edge
that i"" easi"y transfer to other areas of the 9ua"ification "ife cyc"e*
This unit i"" design programs using industry techni9ues in order that "earners i"" adopt
good practice*
%* Design and de!e"op code using structured programming methods
-* 7se modu"ariGation appropriate to the chosen programming "anguage
.* $roduce appropriate documentation for a gi!en program app"ication
)* Create and app"y appropriate test schedu"es*
Content
1. +t!uctu!ed p!og!amming
torage% the concepts of data storage ithin a computer programD using !ariab"esD constants
and "itera"s* For a third generation "anguageD the pre(defined data typesD integersD f"oating(
pointD characterD Boo"ean ("ogica"#D stringsD %D and -D arrays of simp"e typesD and simp"e
fi"esD conse9uences of using these typesD and the a!ai"ab"e operators ithin the supp"ied
"anguage
Control structures% identify and se"ect appropriate iterati!e and se"ection structures hen
riting simp"e programs
+rogramming language s(ntax% the faci"ities and ru"es of the "anguage (operatorsD IF<
commands etc#
+rogram design% emp"oyment of an a"gorithmic approach for the de!e"opment of a so"ution
.6
to a prob"em (structure chartsD pseudo code etc#D producing tested programs to meet gi!en
specifications
+rogramming standards and practice% use of commentsD code "ayout eg
consistentindentation and descripti!e identifiers
2. ;odula!isation
-se of functions$procedures% the "earner shou"d useFcreate functionsFprocedures both
predefined and user(definedD map structured design onto a program using
functionsFprocedures
cope of #aria"les% g"oba"D "oca"D static and e&terna" !ariab"es
+arameters% passing data by !a"ue and referenceD using return !a"ues
3. Documentation
+resentation of documentation% softare app"ications (ord processor or graphics#D
ana"ysisD design and imp"ementation documentationD professiona" standardsD needs of
industry
-ser documentation% user documentation for specified programming app"ications* $urpose
and operation of the program de!e"oped
+rogram documentation% documentation that co!ers technica" aspects of a gi!en
programming app"icationD inc"uding a"gorithms imp"ementedD data tab"eD synta& (se"ectionD
iteration# structures usedD user interface methods adapted
4. Test schedules
Error t(pes% semanticD synta& and run(time
Test documentation% test p"an and re"ated e!idence of testing (may inc"ude reading samp"e
inputs from a fi"e andFor riting test resu"ts to a fi"e#
Test data and sc!edules% eg b"ac3 bo&D hite bo&D dry testingD data co""ection
Error detection tec!ni/ues% compi"er and "in3er error messagesD debugging too"s and
structured a"3(through
)<
%* Design and de!e"op
code using structured
programming methods
identify and se"ect appropriate pre(defined data types
use simp"e inputFoutput and appropriate operators
ith the abo!e
identify and use appropriate se"ection structures and
"oop structures for the gi!en tas3
produce programs to desired standards
-* 7se modu"ariGation
appropriate to the chosen
programming "anguage
construct a program from a design and use
appropriate functionsFprocedures
demonstrate the effect of scope and "ife(time of
!ariab"es
pass data effecti!e"y beteen modu"es
.* $roduce appropriate
documentation for a gi!en
program app"ication
produce user documentation for a comp"eted
programming app"ication inc"uding the user interface
design
de!e"op documentation for a predescribed program
app"ication
)* Create and app"y
appropriate test schedu"es
demonstrate discrimination beteen semantic and
synta& errors
produce test documentation
successfu""y construct and use test data and schedu"es
to detect "ogic errors
use appropriate techni9ues for detecting errors
Guidance
Delie!#
Centres may choose any appropriate programming "anguage as a !ehic"e for de!e"oping this
unit* $rograms shou"d be ritten to defined 9ua"ity standards and prob"em so"!ing too"s
(structure diagramsD pseudo code etc# shou"d be used* Emphasis shou"d be p"aced on the
need for modu"arity and an indication shou"d be gi!en of the "in3 beteen modu"arity and
)%
ob?ect(based de!e"opment*
.ssessment
E!idence of outcomes may be in the form of tested and documented programs of !arying
difficu"ty* 4e9uirements shou"d be ritten as forma" specifications and the "earner
submissions shou"d adhere to defined 9ua"ity standards*
-in)s
This unit "in3s ith 7nit %<= Softare De!e"opment $ro?ectD 7nit .<= Ca!a $rogrammingD
7nit .0= AA$ $rogrammingD 7nit )<= Softare TestingD 7nit )%= Data Structures and
8"gorithms and 7nit )-= ;isua" $rogramming*
*esou!ces
8ppropriate computer hardare and softare is neededD as is a 9ua"ity frameor3 for the
de!e"opment of code*
+uppo!t mate!ial
Text"oo*s
Hen3mansD D C22 +rogramming for t!e A"solute Beginner ($remier $ressD
-<<.# ISBN= %6.%2)%).2
$erryD G ams Teac! 3ourself Beginning +rogramming in 45 .ours (SamsD -<<%#
ISBN= <01-.-.<16 Co!ers B8SIC programmingD but usefu" for beginners
;eeraragha!anD S ams Teac! 3ourself !ell +rogramming in 45 .ours (S8@SD
-<<-# ISBN= <01-.-./2.
)-
/nit 44 Data&ase Design Concepts
5earning hours= 0<
Description of unit
Databases p"ay an integra" part in both academic and commercia" domainsD they pro!ide
users ith a too" in hich to storeD mode" and retrie!e data* Database de!e"opment is
fundamenta" to the area of computing and ICT as it offers so many "in3s to other areas such
as programmingD systems ana"ysisD HCI as e"" as embracing issues of compatibi"ity and
end user interfacing*
This core unit introduces "earners to the practica" aspects of designing a database* 5earners
i"" be e&pected to use app"ications softare to a prescribed "e!e" in order to designD use
basic too"sD de!e"op and demonstrate a database that is fu""y functiona"*
%* 7nderstand database en!ironments
-* 7se and manipu"ate appropriate database softare
.* Design a database ) Demonstrate the database*
Content
1. Data&ase eni!onments
'ata"ase en#ironment% e&amination of the database en!ironment and its re"ationship ith
different usersD p"atformsD issues of compatibi"ity
'BM= the emergence of the DB@SD hat it isD ho it is structuredD ho it or3s
'ata"ase uses% e&amine different case studies and organisationa" conte&ts in hich
databases are used* 5oo3 at the contrast in database use across a range of en!ironments eg
academicD medica"D industria" etc
2. ;anipulate data&ase so"t%a!e
'ata"ase software% use appropriate app"ications softare eg @icrosoft 8ccess or database
too"s and functions as part of an integrated softare app"ications too"
).
Tools and tec!ni/ues% tab"esD formsD dropdon "istsD chec3 bo&es etcD reportsD 9ueriesD
macrosD !a"idation techni9ues
3. Design a data&ase
6ormalisation% norma"ise a data set to third norma" form prior to bui"ding a database
Met!odolog(% adopt a frameor3 for the database design* Ensure that the design meets the
gi!en re9uirements of the specified user criteria
'ocumentation% user manua" pro!iding a step(by(step guide on ho to use the database or
part of the databaseD draft designsD test "ogsD e!a"uations
4. Demonst!ate the data&ase
0ormat% in a forma" and professiona" en!ironment demonstrate the database design gi!ing
c"ear e&p"anations and ?ustifications as to the o!era"" structure
'ocumentation% instruction manua"s to support the designsD printed screen shots to further
c"arify certain design decisions madeD printed e&amp"es of reports
%* 7nderstand database
en!ironments
pro!ide e!idence to support a 3no"edge and
understanding of database en!ironments
e&amine a range of issues that are integra" to database
en!ironments such as the end userD use across
different p"atforms and compatibi"ity
identify the importance of DB@S in commercia" and
non(commercia" en!ironments
-* 7se and manipu"ate
appropriate database
softare
use database or database function app"ications
softare
de!e"op a range of samp"e input and output screens
eg tab"esD forms and reportsD dropdon "istsD
chec3bo&esD etc
criti9ue the softare used and state ho it i"" be
used to de!e"op your on database design
.* Design a database * app"y norma"isation techni9ues to a gi!en data set
use a range of database too"s and techni9ues
design a fu""y or3ing database
))
)* Demonstrate the use of
a database
demonstrate the database design to a third party
pro!ide c"ear ?ustifications as to the structure of the
database or the use of particu"ar too"s and techni9ues
pro!ide supporting documentation to comp"ement the
design
Guidance
Delie!#
This unit shou"d be di!ided into taught theory sessions and a"so practica" machine based
sessions* 5earners shou"d be gi!en time to fami"iariGe themse"!es ith database softareD
p"an their designs and de!e"op documentationD especia""y as the group might inc"ude
"earners ho ha!e ne!er used a database*
.ssessment
E!idence for this unit i"" main"y focus on practica" acti!ities that i"" in!o"!e "earners in
"oo3ing at and using database softare* 5earners i"" a"so be e&pected to pro!ide ritten
documentation that ?ustifies and describes ho they ha!e app"ied the softare and the
impact of using the softare on their on designs* 8ssessment shou"d focus hea!i"y on
producing database designsD documentation and e!a"uations* 5earners i"" a"so be e&pected
to demonstrate their database design and e&p"ain ho it meets a particu"ar user need or
re9uirement*
-in)s
This unit is intended to comp"ement a number of units that inc"ude= 7nit -= Systems
8na"ysis and 7nit %.= Data 8na"ysis and Design*
*esou!ces
8 number of resources can be used to support this unitD inc"uding traditiona" te&tboo3s on
database design and DB@S* 5earners shou"d a"so ha!e access to database softare such as
@icrosoft 8ccessP industry standard softare ou"d be more appropriate for this as "earners
can then transfer any s3i""s and 3no"edge and map it direct"y into a commercia"
en!ironment*
+uppo!t mate!ial
)/
Text"oo*s
BomanD CFEmersonD S and Darno!s3yD @ T!e +ractical 7) .and"oo*% -sing
tructured 7uer( )anguage (8ddison(+es"eyD %660# ISBN= <-<%))1212
Do"ingD N Appl(ing oftware% 'ata"ase 'esign and Management (ContinuumD
-<<<# ISBN= <2-0)/.6<-
)0
/nit $4 Net%o!)ing Concepts
5earning hours= 0<
Description of unit
The importance of netor3ed so"utions in the business or"d gros year on year* The
increasing"y sophisticated techno"ogies and idening user base mean a fundamenta"
understanding of netor3s is essentia" for many* The aim of this unit is to pro!ide a
rigorous introduction to netor3sD and practica" e&perience in insta""ing users and softare
on a netor3*
This unit i"" c"arify the issues associated ith netor3 use and ho this has de!e"oped* It
i"" identify the architectura" concepts behind netor3ing and he"p de!e"op the pre"iminary
s3i""s necessary to insta"" and manage netor3s*
%* E!a"uate the benefit of netor3s
-* 8pp"y architectura" concepts to the designFe!a"uation of netor3s
.* Insta"" netor3 softare
)* $erform netor3 management responsibi"ities*
Content
1. Bene"it o" net%o!)s
6etwor* principles and applications definition of a networ*% e!o"ution of netor3 usesD
from simp"e fi"e and print netor3sD through sma"" office computingD to c"ient(ser!er
architecturesD re!ie of remote accessD starting ith emai" through to intranets and the
internetD 58Ns ("oca" area netor3s#D +8Ns (ide area netor3s# and @8NsD
(metropo"itan area netor3s#D netor3ed app"icationsD o!er!ie of costFbenefits of netor3
use
6etwor* use% an o!er!ie of netor3 resources (hardare and softare#D faci"ities of a
netor3 operating systemD understanding of security imp"ications and softare "icensing
issuesD constraints on capacity and performance (such as being as3ed to run !ideo off a
)1
%<@bit Ethernet connection#
2. Design2ealuation o" net%o!)s
6etwor* arc!itecture concepts% the ISA ASI 1("ayer mode" (andFor IEEE 2<-#D topo"ogiesD
e*g* busD ringD structuredD a description of communication de!icesD repeatersD bridges and
hubsD standard connectors and iringD functions of a netor3 cardD differences beteen
peer to peer and ser!er based netor3sD description of main protoco"sD ie EthernetD 8T@D
to3en ringD I$TD S$TD and their re"ationship ith the 1("ayer mode"D the princip"es and
resources re9uired to connect 58Ns to +8NsD TC$FI$ as a +8N protoco"D TC$FI$
addressing and ho routing or3s
6etwor* design% using architectura" princip"es and definitions to design a ne netor3 or
e!a"uate an e&isting one
3. Net%o!) so"t%a!e
-ser factors% design and definition of users and groupsD the definition of directory
structures on the fi"e ser!erD fi"e and directory attributesD trustee rightsD I4@ (inherited
rights management#D and setting up security
)ogin scripts% definition of the user en!ironmentD menu systems
.ardware and software factors% printing set(upD understanding of printing optionsD
insta""ation and configuration of app"ications on the netor3 (inc"uding operating system
constraints#D fi"e ser!er insta""ation and uti"ities
4. Net%o!) management
Management responsi"ilities% the prob"ems of creating "arge numbers of accounts on a
netor3 and 3eeping it up(to(dateD management of usersD or3group managersD netor3
security and !irus protection (e"ements of good practice#
8esource management% contro" resource usage estimation and tracing of resource usageD
managing printer 9ueuesD connecting of the netor3 to the outside or"dD ad!antages (e*g*
internet# and disad!antages (e*g* hac3ers#D firea""s
)2
%* E!a"uate the benefit of
netor3s
produce a coherent argument as to the ad!antages and
disad!antages of using netor3s ithin an
organiGation
e!a"uate the !arious costD performanceD security and
uti"ity !a"ues associated ith the insta""ation of a
netor3
pro!ide an o!er!ie of a netor3 operating system
and ho it or3s
-* 8pp"y architectura"
concepts to the
designFe!a"uation of
netor3s
design a 58N for a specific purpose or assess an
e&isting netor3 for fitness of purpose
identify the !arious parts (softare and hardare# of
a netor3 system and re"ate it to the 1("ayered mode"
differentiate beteen different 3inds of netor3D
netor3 topo"ogies and netor3 operating systems
.* Insta"" netor3 softare set up a softare netor3 en!ironmentD for e&amp"e
departments in an organiGation
insta"" a piece of netor3 softare on to a ser!er to
be used by different se"ected users in a group
configure user or3stations on the netor3
)* $erform netor3
management
responsibi"ities
rite a report on the rights and responsibi"ities of the
netor3 manager and the netor3 user
app"y contro" mechanisms in a typica" netor3 for
managing users
contro" printer 9ueues and other forms of resource
usage
Guidance
Delie!#
This unit may be de"i!ered as a stand(a"one pac3age or a"ongside other units* @ost "earner
)6
effort shou"d be spent in practica" acti!ities in this unit* It may be that the ma?or part of
these cou"d be achie!ed in groupsD each "earner de!e"oping a different department in an
organiGationD for instance*
.ssessment
There is an ob!ious need to combine practica" and theoretica" assessment* The theory can
be de"i!ered by using case studies that consider e&isting netor3s* 5earners can produce
reports that describe features and sho an understanding of the princip"es and definitions*
The practica" aspects pro!ide an opportunity for "earners to designD insta"" and maintain a
simp"e netor3* It is essentia" that a "og boo3 is maintained for recording both progress and
effecti!eness*
-in)s
5earners shou"d ha!e comp"etedD or be studying a unit such as 7nit %= Computer $"atformsD
before attempting this unit*
*esou!ces
In order to de"i!er this unit centres must ha!e a de!e"opment ser!er that can be booted up*
8 dedicated ser!er needs to be a!ai"ab"eD and connected to se!era" stations* 8t "east one
netor3ed printerD netor3 monitoring softare and a"" re"e!ant netor3 documentation
shou"d be accessib"e to "earners* Centres must a"so pro!ide netor3ab"e app"ications
(softare#D hich can be insta""ed on the ser!er*
+uppo!t mate!ials
Text"oo*s
6etwor*ing Complete (Sybe& Internationa"D -<<-# ISBN= <12-%)%).6
$arne""D T 6etwor* Administrators 8eference (@cGra Hi""D %666# ISBN=
<<122-/22%
TanenbaumD 8 Computer 6etwor*s ($rentice Ha"" $T4D -<<-# ISBN=
<%.<.2)221
/<
/nit 84 'e!sonal +)ills Deelopment
5earning hours= 0<
Description of unit
$ersona" s3i""s de!e"opment imp"ies the professiona" and persona" groth in 3no"edge and
s3i""s* $ersona" s3i""s de!e"opment embraces a ho"e range of practica" and transferab"e
s3i""s that can be app"ied ithin higher education and the or3p"ace*
This unit e&amines a range of s3i""s that are deemed necessary to aid "earners through
!arious scenarios hich are not necessari"y imp"icit ithin the content of more theoretica"
or academica""y orientated units ithin the HN programme* 5earners i"" be ab"e to
impro!e their on "earningD be in!o"!ed ith team or3 and be more capab"e of prob"em
so"!ing through the use of case studiesD ro"e p"ay and rea"("ife acti!ities*
This unit can be taught traditiona""y or integrated ithin other units on the programme* The
rationa"e behind this unit is to enab"e "earners to ha!e e&posure to softer s3i""s that are
critica" in the or3 p"ace and higher education* This unit attempts to encapsu"ate a range of
3ey and common s3i""s and de"i!er this information in a dynamic "earning en!ironment*
%* Demonstrate and de"i!er a range of transferab"e s3i""s
-* Sho e!idence of or3ing and contributing to a group situation
.* Identify a gi!en prob"em and pro!ide feasib"e so"utions
)* @onitor and re!ie on "earning e&perience*
Content
1. Demonst!ate and delie! a !ange o" t!ans"e!a&le s)ills
Transfera"le s*ills% abi"ity to communicate to users at a"" "e!e"s (non(technica" to
technica"#* E!idence of producing documents to meet a range of user needs* E!idence to
support considerations that need to be gi!en hen communicating ith users at different
"e!e"s
'eli#er( formats% abi"ity to de"i!er transferab"e s3i""s using a !ariety of formats*
/%
Demonstration of transferab"e s3i""s through ritten and ora" de"i!ery
2. Wo!)ing and cont!i&uting to a g!oup situation
Contri"uting% pro!iding input (suggestionsD proposa"sD recommendationsD o!er!ieD
ana"ysis# and feedbac3 (ritten or !erba"# ithin a group en!ironment
9roup d(namics% e!idence to support participation in a group dynamics process i*e stages
of group formation and de!e"opment (formingD normingD stormingD performing#
Team role% e!idence to support ta3ing on a team ro"e based on Honey and @umford or
Be"bins characteristicsD team ro"es eg acti!istD theoristD p"antD shaper and imp"ementor
3. (denti"# a gien p!o&lem and p!oide "easi&le solutions
tages% steps for prob"em so"!ing ie recognition of prob"emD researchD ana"ysisD so"ution and
recommendations
Met!odolog(% adopt a frameor3 for so"!ing the prob"em using informa" or forma" methods
'ecision ma*ing% e&amine the stages in!o"!ed in the decision ma3ing process and re"ate
this to your on prob"em so"!ing scenario and the steps ta3en to o!ercome it
Tec!ni/ues% cost benefit ana"ysisD impact ana"ysisD business system optionsD technica"
system options
4. ;onito! and !eie% o%n lea!ning expe!ience
Criti/ue% monitor s3i""sD 3no"edge and "earning throughout a set period of time
'ocumentation% e!idence to support e!a"uation of both a 9ua"itati!e and 9uantitati!e nature
cou"d be in a ritten or !erba" format* E&amp"es to inc"ude action p"ansD progress reportsD
diaryD obser!ation sheetsD schedu"es etc
E#aluation% re!ie the stages of de!e"opmentD e!a"uate successes and fai"ures in terms of
hat you ha!e "earned and achie!ed and feed this bac3 in an appropriate format
/-
%* Demonstrate and
de"i!er a range of
transferab"e s3i""s
produce a range of documents that demonstrate
support to users at a range of "e!e"s and target
audiences
produce a technica" document that cou"d be used in
an organisation and de"i!er this to an audience using
at "east to appropriate transferab"e s3i""s
?ustify hy it is important to ha!e good transferab"e
s3i""s and the abi"ity to communicate these across a
ide audience
-* Sho e!idence of
or3ing and contributing
to a group situation
pro!ide e!idence to support a 3no"edge and
understanding of group dynamics
assess on "earning sty"e and app"y to a group
situation
ta3e part in discussionsD debates and other group
acti!ities as an obser!er and a participator
.* Identify a gi!en
prob"em and pro!ide
feasib"e so"utions
app"y prob"em so"!ing techni9ues to a gi!en prob"em
domainD document each stage of this process
c"ear"y identify the stages ta3en in the decision(
ma3ing process to o!ercome the prob"em
use appropriate methods to se"ect the most feasib"e
so"ution ith fu"" ?ustification as to your se"ection
)* @onitor and re!ie
on "earning e&perience
set rea"istic and achie!ab"e targets using standard
action p"anning techni9ues
state any prob"emsD difficu"tiesD "imitations and
ad!ancements made during the period of "earning
pro!ide an account of persona" de!e"opment during
the period of "earning and use a !ariety of too"s and
techni9ues to document this impro!ement in
3no"edge and s3i"" base
/.

Guidance
Delie!#
This unit can be de"i!ered as a stand(a"one unit or in con?unction and ith reference to
other units ithin the HND 9ua"ification* 5earners can co""ect their e!idence from other
units ithin the 9ua"ification to pro!ide greater depth and app"ication of 3no"edge and
s3i""s*
.ssessment
E!idence is "i3e"y to be in the form of a portfo"io that might inc"ude reportsD schedu"esD
action p"ansD target settingD e!a"uations and accounts of group or3ing acti!ities* 5earners
shou"d be encouraged to retain a"" pieces of e!idence co""ected as these i"" he"p in the
preparation of the fina" criti9ue* Some pieces of e!idence might be generated ithin a
group conte&t*
-in)s
This unit is intended to be "in3ed ith a"" the core units and a host of other units ithin the
9ua"ificationD especia""y the 7nit -%= +or3 E&perience* This unit i"" pro!ide "earners ith
softer transferab"e s3i""s that can assist in the progress and de!e"opment of their HN
9ua"ification* This unit is a"so "in3ed to communication 3ey s3i""s at "e!e" ) and i""
pro!ide much of the e!idence for the "earners 3ey s3i""s portfo"io*
*esou!ces
8 number of resources can be used to support this unitD inc"uding traditiona" te&tboo3s on
persona" de!e"opmentD 3ey s3i""s or business s3i""s* ;ideos on transferab"e s3i""s and team
bui"ding shou"d a"so be used* 5earners shou"d ha!e access to computers that i"" a""o
them to de!e"op their portfo"io in c"ass and a"so pro!ide opportunity for internet research*
+uppo!t mate!ials
Text"oo*s
/)
BBC 5earning 9et Confident (An"ine "earning programmeD -<<.#
Be"binD @ Team 8oles at :or* (Butterorth(HeinemannD %660# ISBN=
<1/<0-01//
CameronD S T!e Business )earners .and"oo* ($earsonD -<<-# ISBN=
<-1.0//-1-
HoneyD $ Impro#e 3our +eople *ills (Chartered Institute of $ersonne" and
De!e"opmentD %622# ISBN= <2/-6-.60%
//
/nit <4 =ualit# +#stems
5earning hours= 0<
N>F "e!e" )= BTEC Higher Nationa" S H-
Description of unit
This unit i"" enab"e the "earner to "earn about the 9ua"ity process as app"ied to IT re"ated
systems de!e"opment* >ua"ity contro" and assurance re"ies on the estab"ishment of
standards by hich pro?ects can be measured* This is carried out through re!iesD tests and
inspections to ensure that the end product meets re9uirements*
%* 7nderstand the need for 9ua"ity assurance during a"" stages of the de!e"opment of an IT
system
-* Emp"oy standard documentation in the 9ua"ity contro" of de!e"opment and
maintenance
.* Emp"oy pro?ect management too"s
)* Contribute to the re!ie of stages of system de!e"opment*
Content
1. =ualit# assu!ance
tandards% comp"iance against nationa" and internationa" standardsD 9ua"ity standardsD ISA
6<<<D best practice
Cost of /ualit(% eg e&tra cost of designD testing for comp"ianceD insuranceD etc
8is* and failure% technica" ris3D business ris3D impact assessmentD ris3 assessment
er#ice le#el agreement% p"anningD schedu"ingD measurement and contro" of faci"ities to
agreed "e!e"s of ser!ice
7ualit( management issues% asset managementD netor3 security too"sD firea""sD internet
securityD rea" time systemsD app"ication design
2. =ualit# cont!ol
Control issues% 9ua"ity p"anD 9ua"ity manua"D referencing systemsD !ersion contro"D
/0
inde&ingFcross(referencing
C!ange control% re9uest for changeD imp"ementationD re!ie
3. '!o>ect management tools
+ro;ect management% de!e"opment of pro?ect to meet organisationa" needs using resources
and s3i""s ithin costsD timesca"es and 9ua"ity
Tools and tec!ni/ues% Gantt chartsD C$@D $E4TD pro?ect management softare
(stem documentation% 9ua"ity assurance teamsD 9ua"ity re!ie meetingsD estimating
mode"s
4. *eie% o" stages o" s#stems deelopment
'e#elopment met!odolog(% ana"ysis and de!e"opment too"sD systems specification and
design
(stems testing% p"anningD designD managementD e&ecution and reporting of testingD
prototypingD testing too"s and techni9uesD a"3throughs and inspection records
9utcomes .ssessment c!ite!ia "o! pass To achiee each
outcome a lea!ne! must demonst!ate the a&ilit# to4
%* 7nderstand the need for
9ua"ity assurance during a""
stages of the de!e"opment
of an IT system
se"ect appropriate standards for a system
assess the ris3s associated ith the de!e"opment of
a system
e&amine the "e!e" of ser!ice re9uirements of a
system
-* Emp"oy standard
documentation in the
9ua"ity contro" of
de!e"opment and
maintenance
produce a 9ua"ity p"an for se"ected system
identify the contents of a 9ua"ity manua" for a
system
recommend a referencing faci"ity for system
documentation
.* Emp"oy pro?ect define timesca"es and mi"estones of system
/1
management too"s de!e"opment
app"y pro?ect p"anning and management too"s
e!a"uate system documentation using suitab"e too"s
)* Contribute to the re!ie
of stages of system
de!e"opment
?ustify the se"ection of a de!e"opment methodo"ogy
!erify conformance of de!e"opment to 9ua"ity
procedures
e!a"uate testing strategy of system de!e"opment
Guidance
Delie!#
This unit ou"d benefit from reference to pro?ect de!e"opments ma3ing use of rea"
scenarios and case studies* Group discussion and ro"e p"ay i"" he"p conso"idate
understanding and app"ication* Teams p"ay an important ro"e in a"3throughs and
e!a"uations*
.ssessment
E!idence can be produced in the de!e"opment of a pro?ect or through case studies by
adopting specified standards throughout the pro?ect "ife cyc"e and monitoring the adherence
to the standards*
-in)s
This unit may be "in3ed ith pro?ect de!e"opment units (2D 6 and %<#* It re"ies on the core
units and units gi!ing e&posure to ob?ect(oriented ana"ysisFdesign (eg 7nit .0= AA$
$rogramming#*
*esou!ces
It is e&pected that case too"s i"" be used as a means to ensure the production of high
9ua"ity products* $ro?ect management softare such as @S $ro?ect or $rince shou"d be
a!ai"ab"e*
+uppo!t mate!ials
/2
Text"oo*s
He""ingsorthD B .ig!er 6ational Computing (NenesD -<<-# ISBN=
<1/<0/-.<0
HughesD B and Cottere""D @ oftware +ro;ect Management (@cGra Hi""D -<<-#
ISBN= <<11<6/</1
Au"dD @ oftware Engineering (7S ImportsD %666# ISBN= <)1%6612-T
$f"eegerD S 5 oftware Engineering T!eor( and +ractice ($rentice Ha""#
ISBN= <%.<2%-1--
$ressmanD 4 S oftware Engineering A +ractitioners Approac! (@cGra
Hi""D -<<<# ISBN= <<11<6011<
/6
/nit 1?4 +o"t%a!e Deelopment '!o>ect
5earning hours= 0<
Description of unit
This unit i"" form a centra" part in the de!e"opment of the "earner:s abi"ity to "in3 and
integrate the 3no"edge and s3i""s ac9uired during the programme to produce a practica"
so"ution to a rea"istic prob"em* This is a ma?or piece of or3 that shou"d demonstrate the
performance e&pected at a Higher Nationa" "e!e"*
The chosen prob"em may be or3(basedD co""ege(based or a "earner interest but it must be
de!e"oped in accordance ith the unit:s frameor3s and constraints* This i"" de!e"op the
abi"ity to produce a suitab"eD rea"istic softare so"ution to an agreed specification ithin a
defined timesca"e*
%* De!e"op a p"an for a pro?ect to an agreed specification
-* De!e"op a so"ution for the pro?ect
.* Imp"ement the so"ution to the system
)* $resent and e!a"uate the pro?ect*
Content
1. 'lan "o! a p!o>ect to an ag!eed speci"ication
+ro;ect selection% research and re!ie areas of interestD se"ection of pro?ectD design of
structure and production of aimsD estimation and "ist of re9uired resources
+ro;ect plan% production of computer(based pro?ect p"anD to inc"ude timesca"esD
de"i!erab"esD mi"estonesD resource a""ocationD 9ua"ity assurance systemsD 9ua"ity p"ans
'esign$structure% consideration of a"ternati!e design methodsFtechni9ues and en!ironment
(use of pre"iminary designD detai"ed designD data designD architectura" designD procedura"
designD modu"ar designD structured designD ob?ect designD rea" time designD graphica"
disp"aysD storyboardingD data ana"ysis#
0<
2. +olution
+rogramming languages% se"ection of "anguages for the pro?ectD specification of "anguage
to inc"ude identification of area of pro?ect used
+rogramming tec!ni/ues% techni9ues to be imp"ementedD here techni9ues i"" be used
+rogram re/uirement% data typeD data structure (arrays and recordsD dec"arationsD
assignmentsD e&pressions#P contro" structuresD subprogramsD a"gorithms inc"uding recursion
+rogram testing% strategyD functiona" testing (b"ac3 bo&#D structura" testing (hite bo&#
3. (mplement the solution
pecification% operating en!ironment
oftware installation% softare insta""ation procedures
Testing acti#ities% component testingD case testingD unit testingD integrating testingD
acceptance testing
4. '!esent and ealuate
'emonstration% e"" organisedD structuredD gi!ing c"ear e&p"anationsD ?ustify o!era"" design
Audience% peer groupsD tutorsD c"ientsD emp"oyers
'ocumentation% instruction manua"sD user guidesD e!idence to support designsD printed
screen shots here app"icab"eD printed e&amp"es of input screens
%* De!e"op a p"an for a
pro?ect to an agreed
specification
design a p"an for an agreed pro?ect
produce a pro?ect specification inc"uding comp"ete
user re9uirements and design specifications
se"ect and use appropriate softare p"anning too"s
-* De!e"op a so"ution for
the pro?ect
se"ect a suitab"e programming "anguage
produce a"" a"gorithmsD pseudo codeD f"ochartD data
dictionaryD programme codingD c"assesD methods as
re9uired
re!ieD se"ect and use appropriate testing techni9ues
0%
to !a"idate the pro?ect
use appropriate softare too"s to de!e"op pro?ect
coding
.* Imp"ement the so"ution
to the system
identify and imp"ement system re9uirements
app"y !erification and testing re9uired at a"" "e!e"s of
the system
produce a c"ear and structured imp"ementation p"an
)* $resent and e!a"uate the
pro?ect
present your so"ution in a structured and e""
organised format
produce documentation for a"" stages of a pro?ect and
a fu"" report
assess the 9ua"ity of the product compared to the
c"ients: origina" re9uirements

Guidance
Delie!#
5earners must or3 indi!idua""y* Ance a specific pro?ect has been agreedD the tutors ro"e
is !erifyingD encouraging and counse""ing rather than directing* $art of the unit shou"d be
forma""y de!oted to !erifying the pro?ect stages* During the de!e"opment it ou"d be usefu"
to feed bac3 to the "earner group so that the "earners can benefit from comments on good
and bad practice etc It is considered good practice to in!o"!e a fe emp"oyers in the
demonstration andFor the re!ie*
It is important that "earners document each stage of the pro?ect* The content i"" differ
according to the specific pro?ect but in each case it shou"d inc"ude comp"eteD re"e!ant
documentation of a"" stages of the pro?ect to agreed standardsD and critica" e!a"uation of the
pro?ect* It is ad!isab"e for "earners to 3eep a "og of the pro?ect as this can be used as part of
their assessment e!idence*
.ssessment
E!idence i"" be obtained by !a"idating the de"i!erab"es produced at each mi"estone against
the agreed p"an i*e* pro?ect se"ectionD p"anning and out"ine specification or pro?ect se"ectionD
p"anning and detai"ed designD imp"ementationD and pro?ect demonstration* If mi"estones are
0-
missed "earners shou"d demonstrate the remedia" action ta3en* Demonstration shou"d be to
a 3non audience*
-in)s
The unit is intended to integrate s3i""s and 3no"edge from the core units ith other units
from the rest of the programme* 5earners shou"d be aare of the significance of 3no"edge
and e&perience gained from ear"ier or3* In particu"arD 3no"edge and s3i""s cou"d be
dran on from 7nit 1= >ua"ity Systems*
*esou!ces
5earners shou"d ha!e access to a ide !ariety of re"e!ant softare too"s inc"uding
management too"s and resources depending on the specific pro?ect* 8c3no"edgement and
support shou"d be gi!en for the use of re"e!ant softare too"s not usua""y used in the centre*
Centres shou"d try to in!o"!e industria" organisations to bring rea"ism and re"e!ance to the
pro?ect*
+uppo!t mate!ials
Text"oo*s
HughesD B and Cottere""D @ oftware +ro;ect Management (@cGra Hi""D -<<-#
ISBN= <<11<6/</1
$ressmanD 4 S oftware Engineering A +ractitioners Approac! (@cGra
Hi""D -<<<# ISBN= <<11<6011<
0.
/nit 134 Data .nal#sis and Design
5earning hours= 0<
Description of unit
8n understanding of databases is fundamenta" to the de!e"opment of any significant
information system* Database systems are predominant in the or"d of IT and continue to
demand more comp"e& data structures as app"ications get increasing"y sophisticated* The
aim of this unit is to pro!ide an essentia" 3no"edge of database systems inc"uding design
princip"esD practica" imp"ementation and de!e"opment s3i""s for both system designer and
softare engineer*
The importance of structured 9uery "anguages shou"d be stressedD and once createdD
databases i"" be used or demonstrated for a !ariety of tas3s inc"uding 9uerying and report
riting*
%* 7nderstand data mode"s and database techno"ogy
-* Design a re"ationa" database to meet user re9uirements
.* 7se manipu"ation and 9uery too"s and techni9ues
)* Imp"ement and test database design*
Content
1. Data models and data&ase technolog#
Models% identify a range of data mode"s and e&p"ain their structure and contribution to pastD
current and future database de!e"opments* E&amine hy certain mode"s ha!e become
obso"ete and been superseded by neer mode"s
T(pes% hierarchica"D netor3 (CAD8SL5#D re"ationa"
Tec!nolog(% "oo3 at HFi"e Based 8pproach: systems and DB@S (database management
systems# and the contribution they ha!e made to database techno"ogy
6ew de#elopments% "oo3 at ho databases ha!e e!o"!ed to a""o for more dynamic storage
and search faci"ities e*g data mining and data arehousing
0)
Approac!es% top(don entity ana"ysis techni9uesD entitiesD attributesD 3ey identifiersD
re"ationship types and enterprise ru"esD entity re"ationship diagrams (E4Ds#D degrees of
re"ationships* Bottom(up introduction to prob"ems of redundancyD update anoma"iesD
purpose of norma"isationD functiona" dependencyD determinacy diagrams and identification
of un(norma"ised data structuresD de!e"opment of firstD second and third norma" forms
2. Design a !elational data&ase
'esigns% se"ect suitab"e data typesD entity and referentia" constraintsD con!ert "ogica"
database design to physica" imp"ementation using appropriate !isua" too"s and structured
9uery "anguages
8elational re/uirements% database must be fu""y re"ationa" ith e!idence of "in3ed tab"es
that are accurate and appropriate to the conte&t of data ithin the design
Application lin*s% database app"icationsD identification and use of data sources and access
!ia )G5 programs
3. ;anipulation and 0ue!# tools and techni0ues
'ata manipulation% use of 9uery "anguages and !isua" too"s for database maintenanceD
insertsD updates and amendments of data
7uer( and reporting% 9uery "anguages and 9uery by e&amp"e (>BE# to e&tract meaningfu"
dataD inc"uding formatting and use of functionsFformu"aeD report riting too"sD "in3s to
stored 9ueriesD design and format of reportsD inc"uding graphica" output
4. (mplement and test
'ata anal(sis% identification of data re9uirements from different user perspecti!esD
comparison of top(don and bottom(up approaches to data ana"ysisD their strengths and
ea3nesses
'ata definition% documenting resu"ts from data ana"ysisD data mode"sFnotationsD data
dictionariesD use of supporti!e softare inc"uding database products and data mode""ing
softare too"s
Testing procedures% carry out tests for re"iabi"ity and consistency ithin the database* 5oo3
at issues such as !erification and !a"idation techni9ues* 5oo3 at different ays of testing
Control mec!anisms% e&amine a range of procedures that cou"d be used to ensure data
0/
integrity and to reduce error at the inputD processing and output stage
%* 7nderstand data mode"s
and database techno"ogy
pro!ide e!idence to support an understanding of
different data mode"s compare and contrast different
data mode" structures and e&amine their contribution
to database de!e"opment
e&amine case materia" that focuses on de!e"opments
such as data mining and data arehousing
ana"yse the different approaches to database design
-* Design a re"ationa"
database to meet user
re9uirements
app"y data ana"ysis and design techni9ues to de!e"op
a fu""y re"ationa" database ith minimum of si& tab"es
!erify that a design meets user re9uirements and
pro!ide ?ustification of the database design
use a range of database too"s and techni9ues to
demonstrate a more ad!anced "e!e" of understanding
and app"ication
.* 7se manipu"ation and
9uery too"s and techni9ues
incorporate a 9uery "anguageF"anguages into the
database design
use a range of !isua" too"s to enhance the database
design
demonstrate the e&traction of meaningfu" data
through the use of 9uery too"s
)* Imp"ement and test
database design
pro!ide documentation to support the database
imp"ementation
demonstrate ays in hich the database has
considered the areas of !erification and !a"idation
e!a"uate a range of testing techni9ues and app"y one
to your on database design
00
Guidance
Delie!#
This unit bui"ds upon the introductory database unit and it is therefore assumed that "earners
ha!e the 3no"edge and s3i""s to produce a more comp"e& re"ationa" database* There shou"d
be a strong emphasis on the practica" app"ication of database design and de!e"opment s3i""s*
.ssessment
E!idence is "i3e"y to be in the form of a practica" assignment or case study hich pro!ides
enough scope to fu"fi"" a"" the "earning outcomes and gi!es "earners the opportunity to
design an ad!anced re"ationa" database* 5earners shou"d be introduced to data
manipu"ationD 9uery and reporting too"s so that they can be incorporated into their on
designs* E!idence i"" a"so inc"ude draft designs and ritten e!a"uations of testing
techni9ues*
-in)s
This unit is intended to be "in3ed ith the core 7nit -= Systems 8na"ysis and 7nit )=
Database Design Concepts*
*esou!ces
8ppropriate database softare ith a standard structured 9uery "anguage faci"ity shou"d be
a!ai"ab"eD a c"ient(ser!er database is strong"y recommended* Suitab"e programming
"anguagesF)G5s shou"d be a!ai"ab"e for use or demonstration*
+uppo!t mate!ials
Text"oo*s
BomanD C et a" T!e +ractical 7) .and"oo*% -sing tructured 7uer( )anguage
(8ddison(+es"eyD %660# ISBN= <-<%))1212
Do"ingD N Appl(ing oftware% 'ata"ase 'esign and Management (ContinuumD
01
-<<<# ISBN= <2-0)/.6<-
4ichieD C 8elational 'ata"ase +rinciples (5etts Educationa" 5tdD %662# ISBN=
%2/2</.0..
02
/nit 1<4 ;+ 9""ice +olution Deelopment
5earning hours= 0<
Description of unit
This unit focuses on the use of ;isua" Basic for 8pp"ications to e&tend the capabi"ity of
@icrosoft Affice in the de!e"opment of so"utions that automate business processes access
data and pub"ish information to an intranet or the internet*
The unit de!e"ops ;isua" Basic s3i""s for use in Affice and "oo3s at bui"ding so"utions in
E&ce"D +ordD $oer$ointD 8ccess and Aut"oo3* The unit a"so "oo3s at the use of Front$age
-<<< to designD create and pub"ish Affice so"utions to the internet and intranets*
The unit re9uires a thorough 3no"edge of the @icrosoft Affice suite together ith an
intermediate "e!e" of s3i""s in using ;isua" Basic such as gained from studying 7nit .6=
;isua" $rogramming Fundamenta"s*
This unit presents opportunities to demonstrate 3ey s3i""s in prob"em so"!ingD information
techno"ogy and impro!ing on "earning and performance*
%* 8pp"y ;isua" Basic s3i""s
-* 7nderstand design issues of Affice so"utions
.* Bui"d so"utions in Affice app"ications
)* 7se Front$age to pub"ish Affice so"utions*
Content
1. 7isual Basic s)ills
Visual Basic editor% macrosD proceduresD riting and running codeD setting propertiesD
en!ironment options
'e"ugging and error !andling% types of errors* Brea3 mode* Debugging techni9ues= brea3
pointsD step throughD +atch e&pressionsD 5oca"s indoD Ca"" stac3D use of Immediate
indo* Error hand"ers
Varia"les and constants% dec"aration and use of !ariab"es* Scope of !ariab"es* Data types
06
(StringD IntegerD 5ongD Sing"eD Doub"eD CurrencyD Boo"eanD ;ariant#* Con!ersion beteen
data types* 7se of pre(defined constants
Control flow structures% IfThen***E"seD Se"ect CaseD Do5oopD ForNe&tD For***Each
:or*ing wit! forms% formsD too"bo&D contro"sD e!entsD menusD command barsD too"bars
Communication wit! users% @sgBo&D InputBo& functions* ;a"idation
,";ect models% ob?ectsD propertiesD methodsD Affice Ab?ect mode"sD type "ibrariesD Ab?ect
Broser
2. /nde!stand design issues
,ffice solutions% AfficeD programmabi"ityD designing so"utions
'eplo(ing solutions% pac3age and dep"oyment iGardD setup fi"esD e&e fi"esD
customtemp"atesD security
+rinciples of user interface design% user contro"D moda" interactionsD simp"icityD consistencyD
ersona"isationD feedbac3D user assistance
3. Build solutions
Excel% E&ce" Ab?ect @ode"D or3boo3sD or3sheetsD rangesD chartsD pi!ot tab"esD pub"ishing
as htm"
:ord% +ord Ab?ect @ode"D documentsD temp"atesD rangesD se"ectionsD autote&tD tab"e ob?ects
+ower+oint% $oer$oint Ab?ect @ode"D presentation ob?ect
,ffice Assistant% the Affice 8ssistant Ab?ect @ode"D ba""oons
Access% the 8ccess Ab?ect @ode"D databasesD reportsD eb reports* 8DA Ab?ect @ode"D
connectionsD commandsD recordsetsD na!igatingD fi"tering* A5E DB* >uerying data using
8ccess >uery +iGardD S>5* Hand"ing errors
,utloo*% the Aut"oo3 Ab?ect @ode"D itemsD e!entsD messages
C,M Addins% designingD creatingD registering
4. 'u&lish o""ice solutions
0ront+age% Front$age ebsD ser!er e&tensionsD page editorD pub"ishing
Managing a :e"site% reports and tas3sD categories
0ront+age solutions% Front$age Ab?ect @ode"D +eb Ab?ect @ode"D $age Ab?ect @ode"
1<
%* 8pp"y ;isua" Basic
s3i""s
startD pause and stop program e&ecution
use the standard contro" too"s to create the user
interface
set properties of forms and contro"s at design time
create menus and imp"ement menu functiona"ity
use the !isua" basic debugging too"s
access and set properties of contro"s from code
dec"are and use !ariab"es
get and !a"idate data from users
use data types correct"y
use contro" f"o statements of se"ection and iteration
create and use procedures and functions
-* 7nderstand design
issues of Affice So"utions
identify hen programmed so"ution is re9uired
ana"yse benefits and disad!antages of programmed
so"ution
discuss and imp"ement security re9uirements
use the pac3age and dep"oyment iGard
insta"" app"ications
demonstrate use of princip"es of user interface design
.* Bui"d so"utions in
Affice app"ications
design and bui"d programmed so"utions in e&ce"
design and bui"d programmed so"utions in ord
design and bui"d programmed so"utions in access
design and bui"d programmed so"utions in
$oer$oint
design and bui"d programmed so"utions in out"oo3
design and bui"d programmed so"utions for office
assistant
bui"d and use com addins in so"utions
1%
)* 7se Front$age -<<< to
pub"ish Affice -<<<
so"utions (or "ater
!ersions#
create a Front$age eb page
use the Front$age editor to design and create eb
pages
pub"ish the eb to a ser!er
manage the ebsite
program in Front$age
Guidance
Delie!#
The focus of this unit is the achie!ement of a so"id grounding in the use of de!e"oper too"s
in @icrosoft Affice* It re9uires a c"ear understanding of hat can be achie!ed and the
benefits of programmed so"utions* To this endD assessment shou"d inc"ude the abi"ity to
consider a"ternati!e so"utions and ?ustify se"ection of so"utions* Imp"ementation of the
chosen so"ution shou"d demonstrate attention to design and security aspects and here
appropriate shou"d present an effecti!e user interface*
The unit can be used as preparatory materia" for the @icrosoft Certified $rofessiona"
e&amination 1<<6% a"though it is anticipated that on"y a sma"" proportion of "earners i""
reach this standard*
.ssessment
The main e!idence for this unit is "i3e"y to be in the form of business so"utions bui"t in
Affice -<<< app"ications (or "ater !ersions# and demonstrating the achie!ement of the
"earning outcomes* 8t "east one of the app"ications in the unit shou"d be of sufficient
comp"e&ity to simu"ate a rea"(or"d app"ication*
5earners shou"d demonstrate the use of user interface design princip"es and effecti!e
documentation and testing*
-in)s
5earners shou"d ha!e or3ing s3i""s and 3no"edge in basic programming techni9ues so
that the princip"es presented here are de"i!ered in conte&t* 5earners ithout significant
programming e&perience are ad!ised to comp"ete 7nit .= $rogramming Concepts and 7nit
.6= ;isua" $rogramming Fundamenta"s* The unit forms a grounding for more ad!anced
units in !isua" programmingD for e&amp"eD 7nit --= Human Computer InterfaceD 7nit ./=
1-
Distributed Design and De!e"opmentD 7nit .0= AA$ $rogrammingD 7nit .1= ;B Enterprise
De!e"opment and 7nit .2= ;isua" $rogramming De!e"opment*
*esou!ces
8 copy of @icrosoft Affice -<<<D $remium Edition (or "ater !ersions# needs to be a!ai"ab"e
to "earners* Internet E&p"orer /D Affice De!e"oper Too"s and @icrosoft Aut"oo3 shou"d be
insta""ed* @SDN Affice De!e"oper He"p is recommended*
+uppo!t mate!ials
Text"oo*s
8it3enD $ 'e#eloping olutions wit! ,ffice 4<<< Components and VBA ($rentice
Ha""D -<<<# ISBN= <%.<- 0.<0-
CacobsonD 4 Microsoft Excel 4<<< Visual Basic for Applications% 0undamentals
(@S $ressD %666# ISBN= <1./0</6.6
Microsoft ,ffice 4<<< Visual Basic )anguage 8eference (@S$ressD %666# ISBN=
%/1-.%6//<
Microsoft Tec!nologies Series
SmithD 4 and SussmanD D Beginning Access => VBA +rogramming (+ro& $ressD
%661# ISBN= %20%<<<20.
:e"sites
+ebsites that support the de!e"opment of this unit inc"ude those of computing associations
and emp"oyers* The fo""oing may be usefu"=
http://msdn.microsoft.com/vba @icrosoft ;B8 site
www.vbatutor.com/vbatutor.htm on"ine ;B8 Tutor
www.vb-bookmark.com/vba.html ;B8 resources
www.vbapro.com/ ;B8 resources
+eb pages pro!ide access to a further range of internet information sources* 5earners must
use this resource ith careD ?ustifying the use of information gathered*
1.
/nit 1@4 We&site Design
5earning hours= 0<
Description of unit
This unit i"" faci"itate the de!e"opment of an aareness and understanding of the technica"
and creati!e s3i""s re9uired to designD construct and manage an effecti!e e(business ebsite
interface* 5earners i"" e!a"uate e&isting e(business sitesD in the conte&t of cross(p"atforms
and a range of brosers* They i"" ana"yse a range of commercia""y a!ai"ab"e eb
authoring softare and be re9uired to create a !iab"eD interacti!e ebsite interfaceD hich
meets contemporary eb design princip"es*
%* 8ssess the design and functiona"ity of e&isting and estab"ished e(business sites
-* E&amine a range of eb authoring too"s for creating mu"timedia ebsites
.* De!e"op an integrated set of eb pagesFframes
)* De!e"op interacti!e app"ications on a eb ser!er*
Content
1. Design and "unctionalit#
T!e users% range of users (eg e&pertD regu"arD occasiona"D no!iceD specia" needs#D needs of
user (psycho"ogica"D cu"tura"D socia" and en!ironmenta" considerationsD inc"uding hea"th and
safety#
ite anal(sis% purpose of site (educationa"D promotiona"D informati!eD commercia"#D
correspondence of site ob?ecti!es ith organisationa" ob?ecti!esD p"anning the site (eg
storyboardingD grouping tas3s into "ogica" setsD hypermedia "in3ageD structureD 3ey ording
for search engine spidersD graphica" designD audio captureFeditD !ideo sourcesD animationsD
te&t design#D updating and maintenance p"anD testing p"an
'esign% ru"es and heuristics for good ebsite designD protection and infringement of
copyrightD re!ie of proprietary e&amp"esD e!a"uating functiona"ity of design (timingsD
na!igationD ease of useD effortD user satisfaction#D design too"s and softare for e!a"uating
1)
design (e*g* +eb Garage#* @anagement of ebsite content (content management
app"ications#D conformity ith softare standards (i*e* Tic3IT#
En#ironment% re!ie of current internet broser softare and introduction of features
745sD HT@5D Ca!ascriptD Ca!a app"etsD p"uginsD $E45 protoco"s etc Hardare and
operating en!ironments computer p"atformsD operating systemsD design imp"ications
Browsers% differences beteen current brosers and protoco"sD "ocating internet sites ith
free"y a!ai"ab"e app"ets and CGIs for incorporation into indi!idua" sitesD differing broser
treatment of CSS (cascading sty"e sheets#D scripting "anguages
2. We& autho!ing tools
Mar*1up and scripting languages% re"ationship beteen different mar3(up "anguages
(SG@5D T@5D HT@5D DHT@5#D structure of @5D @5 tags and their documentationD
current @5 features (tab"esD frames etc#D current changes to @5 standardsD use of CSS
(Cascading Sty"e Sheets# and scripting "anguages
'e#elopment% se"ection of softareD design of so"utionD de!e"opment of app"ication
oftware% e!a"uation of suitabi"ity of a range of commercia" eb de!e"opment softare=
@acromedia products (Dreamea!erD F"ashD Fireor3s#D 8dobe products (Go5i!eD
$hotoShopD 8crobat# and other products (eg HoT@eta"#* 8areness of e(commerce
so"ution pro!iders
3. We& pages2"!ames
+age elements% de!e"opment of s3i""s in the use of mar3(up "anguage (eg HT@5 etc#
headingsD ru"esD framesD buttonsD te&t and "ist bo&esD hyper"in3sFanchorsD graphica" imagesD
c"ic3ab"e imagesD maps etc
Accessing images% using scannerD digita" and con!entiona" camerasD !ideo camera (stop
motion#D transparenciesD c"ip artD graphics tab"ets and images on the internet
Image !andling% fi"e and compression formats for different app"ications (eg E$SD $ICTD
GIFD $SDD C$EG#D sa!e ith attachmentsD "ayers and channe"sD image transformationD
can!as siGingD reso"ution issues for screen and print and co"our modes (eg G4ELSC85ED
4GB#D streaming for !ideo production
4. (nte!actie applications
1/
er#er side interaction% accepting data from users and responding ith appropriate actions
and responses based using the CGI (common gateay interface# or e9ui!a"entD coo3ies
'ata"ase connecti#it(% the common methods of usingFaccessing databases from CGI
app"ications eg ADBCD CDBCD S>5
er#er interaction% "in3ing !ia a eb ser!erFinternet ith a range of bac3(end systems
inc"uding databases using current protoco"s
.ardware% computer p"atformsD ad!anced input and storage de!ices (disc techno"ogyD disc
ritersD additiona" storage hardare#D archi!ing and compressing data
%* 8ssess the design and
functiona"ity of e&isting
and estab"ished e(business
sites
e!a"uate e&isting e(business ebsites according to
estab"ished ru"es of eb design
app"y softare for e!a"uating design to e&isting sites
and on site(s#
-* E&amine a range of eb
authoring too"s for
creating mu"timedia
ebsites
brief"y describe the different mar3(up and scripting
"anguages
in!estigate the features of a range of commercia" eb
authoring too"s
e!a"uate the suitabi"ity of a se"ected range of
commercia" eb authoring too"s
.* De!e"op an integrated
set of eb pagesFframes
produce a comp"e& set of "in3ed interacti!e pagesD
using a range of authoring too"sD inc"uding mar3(up
"anguages and draing from e&isting scripting
"anguage resources
use a range of de!ices to co""ect graphica" data
use a range of softare too"s to manipu"ate graphica"
data and incorporate it into "in3ed pages
)* De!e"op interacti!e
app"ications on a eb
ser!er
use a eb ser!er to host an e(business ebsite
interface
designD rite and test an interacti!e app"ication in a
10
suitab"e "anguage
manage the integrity of fi"es on the ser!er

Guidance
Delie!#
This unit is best de"i!ered in a netor3 en!ironment* The de"i!ery shou"d be main"y
practica" and centres are ad!ised to use both simp"e and comp"e& eb specifications* In
addition to technica" aspectsD "earners shou"d be guided in ensuring that the eb pages
produced are user friend"y* 8ssessment
5earners i"" pro!ide a range of e!idence* This i"" inc"ude a report detai"ing "earner
e&periences of adapting to ne hardare and softare* 8ssessment needs to be inc"uded
hich shos "earners: abi"ity to e!a"uate ebsites* 5earners shou"d a"so be re9uired to
produce a portfo"io of documentation of ebsite app"ications produced*
-in)s
5earners need to be fami"iar ith standard business app"ications and be ab"e to na!igate the
internet ithout difficu"ty* The unit "in3s ith the 7nit .<= Ca!a $rogramming and 7nit )-=
;isua" $rogramming* 5earners may ish to enhance their on 3no"edge of CGI
"anguages (scriptsD Ca!aD $er"#*
*esou!ces
4esources re9uired are=
.ardware= access to appropriate computersD image recording e9uipmentD an 58N and
suitab"e eb ser!er
oftware= @5 too"D @acromedia and 8dobe eb authoring softareD re"e!ant ser!er
operating system and appropriate CGI compatib"e "anguage
)i"rar(= operating system manua"sD @5 reference*
+uppo!t mate!ials
Text"oo*s
"atest editions here a!ai"ab"e* +eb design softare is supported by many hundreds of
11
boo3s inc"uding the softare houses themse"!es* This is a practica" unit and te&tboo3
materia"s shou"d be used for reference purposes* There is a range of genera" te&tboo3s
re"ating to this unitD inc"uding the fo""oing=
BruceD E Teac! 3ourself Macromedia 'reamwea#er (SamsD -<<-# ISBN=
<01-.-.)0T
BuchananF5u3asGes3i Measuring t!e Impact of 3our :e"site (+i"eyD%661#
ISBN= <)1%%1-)66
CatoD C -ser Centered :e" 'esign (8ddison +es"eyD -<<%# ISBN= <-<%.620</
StaufferD T .TM) "( Example (>ueD%666# ISBN= <1261---2.
:e"sites
www.macromedia.com
www.tips-tricks.com
www.builder.com
www.webreview.com
http://msdn.microsoft.com/workshop
www.reallybig.com
www.webopedia.com
www.webmonkey.com
www.webreference.com
12
/nit 2@4 Ano%ledge +#stems
5earning hours= 0<
Description of unit
The aim of this unit is to de!e"op the "earner:s abi"ity to se"ect and use e&pert systems and
artificia" inte""igence so"utions for a range of commercia" needs*
This area is rapid"y de!e"oping and the s3i""s that appear ad!anced and: beyond the scope
of this unit todayD may e"" be rea"ity in the future* In order to ensure the unit remains
re"e!antD no specific "anguages and softare are inc"uded in the content but many e&istD as
discussed in the guidance* The outcomes remain 9uite genericD supported by se!era" options
for de"i!ery so that centres can use this to ta3e ad!antage of e&isting resources*
Summary of outcomes
%In!estigate the concepts of e&pert systems
-De!e"op an app"ication using an artificia" inte""igence "anguage
.De!e"op an app"ication using a 3no"edge(based systemFshe""
)In!estigate a current artificia" inte""igence techni9ue*
Content
1Concepts o" expe!t s#stems
Tec!ni/ues= identify a range of too"s and techni9uesD hich are used in e&pert system
techno"ogy
Verification and #alidation= identify the importance of !erification and
!a"idationprocedures in e&pert system techno"ogy
'efinition of an expert s(stem= purposeD descriptionD areas of useD e&amp"es
2.!ti"icial intelligence language
)anguage elements= de!e"opment of a range of appropriate s3i""s for the "anguage used
'esign$plan= consideration of a"ternati!e design methodsFtechni9uesD integration into a
structured designFp"an De!e"opment= use of the "anguage to create an app"ication
16
Verification= testing techni9ues for artificia" inte""igence "anguageD app"ying testing
techni9ues to artificia" inte""igence
'ocumentation= documenting of the app"ication to set standards
3Ano%ledge,&ased s#stem2shell
!ell$s(stem elements= de!e"opment of s3i""s in the she""Fsystem used
'esign= use of an appropriate design method (this i"" !ary ith the structures used by the
softare eg ru"esD framesD nets etc# to create a structured design De!e"opment= de!e"op an
app"ication using the systemFshe""
Verification= testing techni9ues for artificia" inte""igence she""sD app"ying testing techni9ues
'ocumentation= documenting of the app"ication to set standards
4.!ti"icial intelligence techni0ue
Tec!ni/ues sur#e($selection= research and re!ie of current techni9uesFapp"icationsD
se"ection of a current app"ication or de!e"opment techni9ue
'esign= p"an for o!era"" e!a"uation
E#aluation= in!estigation of the techni9ueFapp"icationD de!e"op criteria for e!a"uationD
e!a"uate against these criteria
'emonstration= a e""(structured demonstration of the app"ication or e!a"uation de"i!ered
by the "earner or group of "earners
2<
Autcomes 8ssessment
criteria for pass
To achie!e each outcome a "earner must demonstrate the
abi"ity to=
% In!estigate the concepts
of e&pert systems
describe hat is meant by an e&pert system
pro!ide e&amp"es of e&pert systems
e!a"uate the importance of !erification and
!a"idation techni9ues in e&pert systems
- De!e"op an app"ication
using artificia" inte""igence
"anguage
program in a se"ected artificia" inte""igence "anguage
design and de!e"op an app"ication using the
"anguage
!erify and document the app"ication
. De!e"op an app"ication
using a 3no"edge(based
system
design and de!e"op an app"ication for the system
Fshe""
!erify and document the app"ication
use testing techni9ues for artificia" inte""igence
she""s
) In!estigate a current
artificia" inte""igence
techni9ue
identify an appropriate app"icationFtechni9ue
e!a"uate the app"icationFtechni9ue against re"e!ant
criteria
demonstrate the e!a"uation in a structured format
Guidance
Delie!#
5earners i"" be e&pected to use e&isting softare too"sFproducts rather than de!e"op ne
ones* It is en!isaged that "earners ou"d or3 indi!idua""y to satisfy outcomes % and -*
Hoe!erD outcomes . and ) cou"d be either indi!idua" or group(based* Autcome ) is
particu"ar"y important in 3eeping the unit up(to(date and centres shou"d use the information
from it to impro!e their faci"itiesD feeding bac3 the materia" into the other outcomes as the
unit de!e"ops* E&amp"es of this ou"d be=
!ision systems
inte""igent agents
security systems
2%
medica" diagnosis*
.ssessment
For the in!estigation e"ements of the unitD "earners i"" be e&pected to perform research and
pro!ide the demonstrations or reports for their findings* They i"" need to produce e""(
documented softare for the practica" e"ements of the unit*
-in)s
8"though the unit can be taught as a stand(a"oneD substantia" e&perience of computing and
softare de!e"opment is ad!isab"e as a pre(re9uisite and can be "in3ed to the appropriate
units in the specification*
*esou!ces
5earners shou"d ha!e access to a ide !ariety of re"e!ant softare too"s and resources
inc"uding=
a recognised artificia" inte""igence "anguage eg $ro"ogD 5IS$ etc
a 3no"edge based de!e"opment too" such as Go"dor3sD 5eonardoD Crysta" etc*
+uggested mate!ials
Text"oo*s
Cac3sonD $ S Introduction to Expert (stems S (8ddison +es"eyD %666# ISBN=
<-<%210202

2-
/nit 3?4 Baa '!og!amming
5earning hours= 0<
Description of unit
Ab?ect(orientated programming is becoming more and more popu"ar* Ane de!e"opment
en!ironment that uses this ob?ect approach is Ca!a*
The unit i"" enab"e "earners to use se"ected too"s to design a !ariety of programsD these i""
range from standard programs to those that can be used and imp"emented on the internet*
Summary of outcomes
%* 7nderstand Ca!a concepts
-* Design a !ariety of Ca!a programs
.* Create eb pages using Ca!a
)* 7se Ca!a too"s to create enhanced eb pages*
Content
1. Baa concepts
Concepts% these i"" inc"ude an understanding of the basic concepts in!o"!ed in Ca!a
programs in terms of c"assesD ob?ectsD po"ymorphism
2. Baa p!og!ams
Variet( of ?a#a programs% a number of different programs i"" need to be created that
in!o"!e the basic concepts of Ca!a to demonstrate an aareness of ho each concept is
used* This is here the "earners can demonstrate the 3no"edge that they ha!e "earnedD by
generating programs on their on
3. We& pages
:e" pages% this is basica""y creating eb pages that are a further e&tension of Ca!ascript
techni9ues to create interesting eb pages* Buttons and other graphics shou"d be used
2.
4. Enhanced %e& pages
Applets% these need to be used to create a dramatic effectP games cou"d be ritten at the
most detai"ed "e!e"D there shou"d be at "east mo!ing graphics that stand outD norma""y some
form of animation
-ser interface% there i"" need to be a user interface created that i"" enab"e eb users to
interact ith the eb
%* 7nderstand Ca!a
concepts
demonstrate an understanding of ho Ca!a !aries
from other programming "anguages
demonstrate a 3no"edge of the !arious concepts that
are re"ated to Ca!a
-* Design a !ariety of Ca!a
programs
identify the !arious e"ements in a Ca!a based program
de!e"op programs using Ca!a programming concepts
demonstrate an appropriate use of re"e!ant concepts
in a number of Ca!a programs
.* Create eb pages using
Ca!a
create eb pages using Ca!a
demonstrate an understanding of ho Ca!a can be
used in eb pages
create graphics on eb pages using Ca!a
)* 7se Ca!a too"s to create
enhanced eb pages
create basic app"ets
create app"ets to produce animation of graphics
create a user interface on the eb using Ca!a
Guidance
Delie!#
The focus of this unit is the c"ear understanding of Ca!a programmingD the use of
appropriate design methodsD and p"enty of e&perience in creating programs using a Ca!a
programming "anguage* To this endD assessment shou"d inc"ude the abi"ity to design ob?ects
in a coherent manner and the abi"ity to rite programs using those ob?ects* 5earners shou"d
a"so sho an aareness of the theory under"ying ob?ect(oriented softare production*
2)
5earners ou"d not be e&pected to create c"asses ith !irtua" functionsD but shou"d be ab"e
to use and e&tend these c"asses*
The "earners cou"d or3 toards creating an enhanced eb page to demonstrate the
3no"edge they ha!e ac9uired in this unit*
.ssessment
E!idence i"" be in the form of being ab"e to design programs using Ca!a constructs and
then creating a !ariety of Ca!a programs* These programs i"" need to be both as stand(
a"one and a"so ithin the generation and imp"ementation of eb pages*
-in)s
Ca!a is an ob?ect "anguage and therefore it has its strongest and c"osest "in3s ith 7nit .0=
AA$ $rogrammingP other "in3s are ith 7nit .= $rogramming ConceptsD 7nit %<= Softare
De!e"opment $ro?ect and 7nit .6= ;isua" $rogramming Fundamenta"s* 8"" of these
programming units i"" add to the 3no"edge that can be gained here*
*esou!ces
Ca!a de!e"opment softare is essentia" for this unit* Different !ersions of Ca!a are
a!ai"ab"eP any !ersion is acceptab"e* 8ccess to an internet broser i"" a"so be needed*
+uppo!t mate!ials
Text"oo*s
CoadD $ and @ayfie"dD @ ?a#a 'esign % Building Better Apps @ Applets
($rentice Ha""D %666# ISBN= <%.6%%%2%0
Deite"D $ and Deite"D H .ow to +rogram ABrd Edition wit! C'18omC ($rentice
Ha""D -<<%# ISBN= <%.<.)%/%1
F"anaganD D ?a#a Examples in a 6uts!ell (A: 4ei""yD -<<<# ISBN= </60<<<.6%
GoodyD 4 Intro ;isua" CUU 8pp" 8pp"ets ;er 0*< ($earsonD %666# ISBN=
2/
<%.6%12660
20
/nit 334 :o!mal ;ethods
5earning hours= 0<
Description of unit
Specification of secure and e""(engineered computer systems re9uires the unambiguousD
concise and pro!ab"e "anguage of mathematics* This unit aims to ac9uaint "earners ith the
mathematica" concepts and notation that underpin forma" methodsD such as HV:D set theory
and propositiona" and predicate "ogic and functions*
The unit a"so gi!es "earners e&perience of proof by induction (a princip"e of functiona"
programming# and re"ationship matrices* The "atterD as e"" as reinforcing set and "ogic
theoryD i"" pro!ide an a"ternati!e app"ication of the ru"es of matri& a"gebra*
%* Emp"oy the "as of set a"gebraD propositiona" "ogic and predicate "ogic
-* So"!e prob"ems using mathematica" inductionD re"ationships and functions
.* 7nderstand forma" methods schema ) 7nderstand the use of forma" specifications*
Content
1. +et alge&!aC p!opositional logic and p!edicate logic
et t!eor(= notation (nu""D uni!ersa"D comp"ementD subsetD e"ement#D set operations (unionD
intersectionD subtraction#D "as of set a"gebraD ;enn diagramsD poer set
)ogic= definition of propositionD propositiona" "ogic "as (andD orD notD eorD e9ui!a"enceD
imp"ication#D "as of propositiona" "ogicD tauto"ogiesD truth tab"es for compound statementsD
simp"ification of "ogic e&pressionsD predicate "ogic (uni!ersa" and e&istentia" 9ua"ifier#
2. ;athematical inductionC !elationships and "unctions
Mat!ematical induction= princip"es of inductionD sigma notationD so"ution of induction
prob"ems "in3ed to recursion
0unctions= notation for re"ationD definition of a functionD mappings of functionsD function
domainsD in!erse functionsD to state (Boo"ean# matri& representation and so"utions
21
3. :o!mal methods schema
c!ema la(out= predicate and signatureD schema notation
c!ema con#entions= e&pressions
c!ema interpretation= the production of ritten descriptionsFpseudocode that represent a
forma" methods specification
4. :o!mal speci"ications
-se of formal specifications= benefitsD featuresD re"iabi"ity
Importance in critical s(stems= human safetyD high cost re"ated systems
Autcomes 8ssessment criteria for pass To achie!e each outcome a
"earner must demonstrate the abi"ity to=
% Emp"oy the "as of set
a"gebraD propositiona" "ogic
and predicate "ogic
so"!e set theory prob"ems using ;enn diagrams
simp"ify compound "ogic statements using truth
tab"es and appropriate simp"ification techni9ues
app"y uni!ersa" and e&istentia" 9ua"ifiers
- So"!e prob"ems using
mathematica" inductionD
re"ationships and functions
perform mathematica" induction
produce combinations of Boo"ean re"ationship
matrices
understand functiona" notation
. 7nderstand forma"
methods schema
app"y forma" methods schema
app"y set theoryD "ogic and function notation
e!a"uate the importance of using forma" methods
schema
) 7nderstand the use of
forma" specifications
identify suitab"e use of forma" specifications
?ustify the use of forma" specification
Guidance
Delie!#
This unit can be de"i!ered by traditiona" "ectures or distance "earning* The focus shou"d be
on becoming confident hand"ing the mathematica" notation and concepts to support
22
softare de!e"opment rather than a rigorous understanding of mathematica" so"utions*
.ssessment
E!idence is "i3e"y to be in the form of so"utions to prepared e&ercises that co!er both the
mathematica" concepts and the interpretation of schema* The emphasis shou"d be on
ac9uaintance ith notation and princip"es rather than the so"ution of comp"e& prob"ems*
5earners ou"d not be e&pected to produce their on forma" methods schema but interpret
simp"e e&amp"es*
-in)s
Idea""yD "earners ta3ing this unit shou"d ha!e 3no"edge of softare de!e"opment so that
they can identify the need for forma" methods in imp"ementing secure and safe computer
systems*
The end product of a forma" methods schema cou"d be a piece of softare* 8 pre(re9uisite
for this unit ou"d be 7nit .-= @aths for Softare De!e"opment*
*esou!ces
No e&ceptiona" resources are re9uired e&cept access to appropriate forma" method schemas
such as V*
Centres are ad!ised to generate many e&amp"es to pro!ide a firm fami"iarity ith the
mathematica" concepts and their app"ications in computing*
C8SE too"s that hand"e forma" method notation ou"d be usefu"*
+uppo!t mate!ials
Text"oo*s
Be""D D et a" T!e Essence ,f +rogram 'esign ($earsonD -<<-# ISBN= <211122)1- *
+ordsorthD C B Softare De!e"opment ith V (8ddison +es"ey %66-# ISBN=
<1261-22%2
26
/nit 3$4 Dist!i&uted Design and Deelopment
5earning hours= 0<
Description of unit
This unit introduces design techni9uesD too"s and techno"ogy re9uired in creating enterprise(
"e!e" app"ications using the de!e"opment too"s and techno"ogies offered by @icrosoft
;isua" Studio* ;isua" Studio Enterprise Edition inc"udes @icrosoft ;isua" Basic 0*<D ;isua"
CUU 0*<D ;isua" CUU 0*< and ;isua" Fo&$ro 0*< and ;isua" InterDe! 0*<* ;isua" InterDe!
0*< pro!ides easy integration ith the internet and a eb page authoring en!ironment*
;isua" Studio Enterprise Edition a"so offers support for distributed app"ications and "arge
systems
;isua" Studio 0*< inc"udes ne !ersions of the @icrosoft ;isua" Too"sD enab"ing de!e"opers
to bui"d component(based so"utions* These too"s pro!ide support for bui"ding mu"ti(tier
so"utions based on +indos Distributed Internet 8pp"ications (+indos DN8#
architecture* This inc"udes bui"ding cross(p"atform +eb app"icationsD as e"" as
c"ientFser!er +indos operating system(based app"ications
The unit assumes an intermediate "e!e" of s3i""s and 3no"edge of ;isua" Basic app"ications
inc"uding 8cti!eT componentsD using the 8cti!eT Data Ab?ects mode" to access data
sources such as 8ccess or S>5 Ser!erD CA@ D55s and CA@ ETEs e9ui!a"ent to that
gained in 7nit .1= ;B" Enterprise De!e"opment and 7nit .6= ;isua" $rogramming
Fundamenta"s* The unit co!ers aspects of +indos NTD inc"uding @TSD IIS and @S@>*
The unit can be used as preparatory materia" for the @icrosoft Certified $rofessiona"
e&amination 1<(%1/ ;isua" Basic Distributed 8pp"icationsD a"though it is e&pected that on"y
a sma"" proportion of "earners i"" reach this standard* The unit a"so co!ers materia" for
@C$ e&amination 1<(%<< 8na"ysing 4e9uirements and Defining So"ution 8rchitectures*
This unit presents opportunities to demonstrate 3ey s3i""s in information techno"ogyD
impro!ing on "earning and performance and prob"em so"!ing*
%* 7nderstand @icrosoft architecture for enterprise app"ications
6<
-* Design a distributed app"ication
.* Bui"d a distributed app"ication
)* Bui"d and use components*
Content
1. ;ic!oso"t .!chitectu!e "o! Ente!p!ise applications
Enterprise applications% business ru"esD business re9uirementsD business systemsD benefits
of distributed systemsD +indos DN8 frameor3
6T platform ser#ices% CA@D @TSD IISD @S@>D S>5 Ser!er
Application performance% re!ie performance factors (de"aysD resource contentionD
congestionD comp"e&ity#* $erformance monitor* ;isua" 8na"yGer
2. Design
'esigning distri"uted s(stems% app"ication de!e"opment processD ana"ysing re9uirementsD
determining business goa"sD customer re9uirementsD designing app"ications architectureD
defining business "ogicD defining presentation "ogicD determine technica" re9uirements*
;isua" @ode"er
'esign goals% reusabi"ityD sca"abi"ityD re"iabi"ityD efficiency
3. Build
'ata tier% "ogica" designD physica" designD components* Database schema
'ata access% 7ni!ersa" Data 8ccessD A5EDBD ADBCD 8cti!eT Data Ab?ects (8DA#*>uery
Designer
)ogical design% entitiesD attributesD identifiersD 3eys (primaryD foreign#D entity re"ationship
mode""ingD norma"isationD optimiGation
+!(sical design% ;isua" database too"sD Data DesignerD Data ;ie indo
Business tier% @TSD transactionsD pac3agesD stateD security (dec"arati!eD programmatic#
+resentation tier% HT@5D scriptingD ;BScriptD CscriptD 8cti!e Ser!er $agesD DHT@5D
;isua" Interde!* Design princip"esD formsD contro"sD properties
4. Components
Components% in processD out(of(process* Ab?ectsD c"assesD interfaceD G7IDsD C"assIDD type
6%
"ibraries* BindingD ear"yD "ate* Granu"arityD !ersioning
)anguage tools% comparison of capabi"ities of ;isua" Studio "anguage too"s for creating
components
%* 7nderstand @icrosoft
architecture for enterprise
app"ications
e&p"ain distributed systems and their characteristics
and benefits
describe indos operating systems ser!ices that
support distributed app"ications
describe the use of performance monitor and !isua"
ana"yser to monitor and re!ie performance of a
distributed app"ication
-* Design a distributed
app"ication
define business and customer goa"s
ana"yse business re9uirements
e&p"ain the benefits of transactions and @TS in
distributed app"ications
use ;isua" @ode"er to create a mode" of a distributed
app"ication
.* Bui"d a distributed
app"ication
describe dataD business and presentation "ayers of a
distributed app"ication
create an entity re"ationship diagram for a distributed
system
define a database schema that maps a "ogica" design
to a physica" design
use !isua" data too"s to create data structuresD !ie
data and design 9ueries
describe the ro"es and benefits of 7ni!ersa" Data
8ccessD A5EDB and 8cti!eT Data Ab?ects mode"
create and compare user interfaces in HT@5 and
DHT@5
use ;isua" InterDe! (or e9ui!a"ent# to create a eb(
based user interface
)* Bui"d and use
components
design and create CA@ ob?ects
compare ;isua" Studio component too"s
use @TS to create pac3ages and dep"oy components
6-
Guidance
Delie!#
The focus of this unit is the use of ;isua" Studio in a mu"ti(user c"ient ser!er en!ironment*
5earners shou"d gain an appreciation of the specific issues in!o"!ed in enterprise
de!e"opment and the benefits of component(based de!e"opment strategy in such
en!ironments* 5earners shou"d be gi!en an appreciation of the app"ications and too"s that
comprise ;isua" Studio in order to ma3e reasoned comparisons of their features* 5earners
shou"d gain e&perience of creating app"ications for the internet*
.ssessment
The main e!idence for this unit is "i3e"y to be in the form of simp"e ;isua" Basic
app"ication programs demonstrating the achie!ement of the "earning outcomes* 8t "east one
of the app"ications in the unit shou"d be of sufficient comp"e&ity to simu"ate a rea"(or"d
app"ication*
-in)s
5earners shou"d ha!e intermediate "e!e" s3i""s and 3no"edge in ;isua" Basic programming
techni9ues and ha!e de!e"oped a number of ;isua" Basic des3top app"ications* 5earners
ithout these s3i""s are recommended to study 7nit .1= ;B Enterprise De!e"opmentD 7nit
.2= ;isua" $rogramming De!e"opment and 7nits .6= ;isua" $rogramming Fundamenta"s*
5earners shou"d a"so be fami"iar ith the NT en!ironment and too"s such as @icrosoft
Transaction Ser!erD Internet Information Ser!er and @icrosoft @essage >ueue*
+uppo!t mate!ials
8 copy of ;isua" Studio 0 Enterprise Edition or "ater editions needs to be a!ai"ab"e to
"earners* The @SDN he"p "ibrary and search features shou"d be insta""ed* 8ccess to E&ce"
61 is re9uired* 5earner computers shou"d be running NT) Ser!er* @icrosoft Transaction
Ser!erD Internet Information Ser!er and @icrosoft @essaging >ueue shou"d be insta""ed
from the NT) Aption $ac3*
Text"oo*s
6.
'istri"uted Applications wit! Microsoft& Visual Basic& D&< MC' Training Eit
(@S$ress#
'istri"uted Applications wit! Microsoft Visual C22& D&< MC' Training Eit
(@S$ress#
@ue""erD C Visual tudio D% T!e Complete 8eference (Asborne @cGra Hi""D
%662# ISBN= <<122-/2.<
:e"sites
http://msdn.microsoft.com/vstudio/ @icrosoft ;isua" Studio home page
www.microsoft.com/mspress/devtools/vstudio/ ;isua" Studio @S$ress boo3s
and resources
http://msdn.microsoft.com/vstudio/centers/solution.asp ;isua" Studio
So"utions centre
www.vb-bookmark.com/online ;isua" Basic resource directory
www.programmersheaven.com/one!"/ $rogrammers: Hea!en De!e"opment
Too"s Vone
6)
/nit 384 99' '!og!amming
5earning hours= 0<
Description of unit
@any de!e"opment p"atforms use ob?ects as reusab"e softare components and a"though e
3no that ob?ect(oriented programming is not a panaceaD it i"" remain a ma?or e"ement in
the construction of "arge systems for some time to come*
The range of "anguages supporting ob?ect(oriented programming continues to gro* @any
of these "anguages restrict the contro" that the programmer has o!er the c"assD such as not
a""oing generic types (eg temp"ates a""oed in CUU but not in Ca!a#* This modu"e i""
concentrate on the common ground that most ob?ect(oriented programming "anguages
share*
Future "anguages may pro!ide other features that cou"d a"so be profitab"y e&p"ored ithin
this modu"e*
The modu"e "ea!es room for de!e"opment into ad!anced temp"atesD e&ception hand"ingD
4TT5 or Hpatterns: for e&amp"e*
%7nderstand ob?ect(oriented concepts
-8ssimi"ate and use basic ob?ect(oriented programming concepts
.7se an ob?ect(oriented programming design method
)4euse system components using ob?ect(oriented programming princip"es*
Content
%Ab?ect(oriented concepts
9eneral trends in software engineering= modu"arityD encapsu"ationD reuseD comp"e&systemsD
iterati!e de!e"opmentD interacti!ityD e!ent(dri!en systemsD greater c"ientin!o"!ement in
design
C!aracteristics of o";ect1oriented s(stems= identity of ob?ectsD c"assificationD inheritanceD
po"ymorphism
6/
Met!odologies and met!ods= data(centricD process(basedD responsibi"ity(basedD patterns
29&>ect,o!iented p!og!amming
Classes= ob?ectsD attributesD methodsD representation of 8bstract Data TypesD the contro" of
scope of attributes (member data# and messages (member functions# ithin a c"assD
constructors and destructorsD inheritanceD dynamic BindingD !irtua" functions and
po"ymorphismD parameter(based types (temp"ates#
Implementation= imp"ementation of c"assesD ma3ing instances of ob?ectsD using ob?ects ith
a programD bui"ding a system ith c"asses
39&>ect,o!iented p!og!amming design
'esign strateg(= formu"ation of strategy identifying the differences in data dri!en !s
functions decomposition in design
'esign met!od= fami"iarisation ith a forma" (eg A@T# or informa" (eg C4C cards# ob?ect(
based design method to c"arify the ro"es of the ob?ects ithin the system
'esign refinement= c"arification of a design using princip"es of ma&imum coherence and
minimum coup"ing beteen the c"asses
49&>ect,o!iented p!og!amming p!inciples
Class li"raries= use of c"asses from "ibraries to produce off(the(she"f so"utions to typica"
softare prob"ems eg encapsu"ated fi"e system ob?ect or other current uses such as Ca!a
app"etsD databases or !isua" components
Class modification= e&tension of functiona"ity of a supp"ied c"ass using inheritance (this is
an opportunity to use indos ob?ectsD e"ements of the CUU ST5 or other c"ass "ibraries
re"e!ant to the "anguage de!e"opment p"atform and en!ironment in use#
60
Autcomes 8ssessment criteria
for pass
To achie!e each outcome a "earner must
demonstrate the abi"ity to=
% 7nderstand ob?ect(oriented
concepts
app"y princip"es of good practice e!o"!ed as
cu"mination of !arious trends in softare
engineering
determine hether a system is fu""y ob?ect(
oriented
identify opportunities for app"ying inheritance
identify opportunities for uti"ising
po"ymorphism
se"ect an appropriate pattern
- 8ssimi"ate and use basic
ob?ect(oriented programming
concepts
identify the !arious e"ements in an ob?ect based
program
de!e"op programs using ob?ect(oriented
programming concepts
construct and use basic ob?ects
. 7se an ob?ect(oriented
programming design method
c"ear"y identify c"asses and associated methods
from a program specification
identify ays of in!o"!ing the c"ient in
decisions
?ustify se"ection of suitab"e c"assesD and
a""ocation of features to c"asses
create an ob?ect(based design using a specified
design method
) 4euse system components
using ob?ect(oriented
programming princip"es
incorporate e"ements from a c"ass "ibrary into
simp"e programs
modify a c"ass to de!e"op ne c"asses based on
a (possib"y supp"ied# base c"assD to a
specification

Guidance
61
Delie!#
The focus of this unit is the c"ear understanding of ob?ect(oriented programmingD the use of
appropriate design methodsD and p"enty of e&perience in creating programs using an ob?ect(
oriented programming "anguage* To this endD assessment shou"d inc"ude the abi"ity to
design ob?ects in a coherent manner and the abi"ity to rite programs using those ob?ects*
5earners shou"d a"so sho an aareness of the theory under"ying ob?ect(oriented softare
production*
5earners ou"d not be e&pected to create c"asses ith !irtua" functionsD but shou"d be ab"e
to use and e&tend these c"asses*
The specific content gi!en for this unit is not e&hausti!eD and i"" differ according to the
"anguage and de!e"opment p"atform being used eg Eiffe"D CUUD Ca!aD Sma""ta"3D De"phiD
;isua" Basic*
.ssessment
E!idence is most "i3e"y to ta3e at "east three forms=
identification of components ithin a supp"ied program and an e&tension of its
functiona"ity
production of an ob?ect(oriented design to a gi!en specification
production of a simp"e program hich uses components from a supp"ied "ibrary to
demonstrate the princip"e of component(based softare*
E&p"oration of the range of app"icabi"ity of ob?ect(oriented methods cou"d e"" be carried
out as sma""(group in!estigations into particu"ar areasD assessed using presentations hich
ensure that the entire c"ass benefits from the research*
-in)s
5earners shou"d ha!e or3ing s3i""s and 3no"edge in basic programming techni9ues so
that the princip"es presented here are de"i!ered in conte&t* 5earners i"" dra on their
3no"edge and s3i"" deri!ed from 7nit .= $rogramming Concepts*
@uch of the or3 done here i"" "in3 to 7nit ..= Forma" @ethodsD and cou"d pro!ide a
good starting point for an indi!idua" programming pro?ect* If de"i!ered using Ca!aD then the
7nit .<= Ca!a $rogramming i"" be of useD other "in3s inc"ude 7nit -<= Internet Ser!er
@anagement and 7nit .6= ;isua" $rogramming Fundamenta"s*
62
There are a"so "in3s ith the 7nit )%= Data Structures and 8"gorithms*
Beyond thatD the princip"es de"i!ered in this unit pro!ide "in3s across many other units*
*esou!ces
8 "anguage trans"ator capab"e of ob?ect(oriented programming and its supporting
en!ironment needs to be a!ai"ab"e to "earnersD together ith support in a se"ected ob?ect(
oriented design method* The C8SE too"s used in other modu"es may he"p* Softare that
cou"d be used are Ca!aD ;isua" BasicD CUU and De"phi
+uppo!t mate!ials
Text"oo*s
Deite"D H C22 .ow to +rogram Brd Edition ($rentice Ha""D -<<-# ISBN=
<%.%%%22%% * F"anaganD D ?a#a Examples in a 6uts!ell (A:4ei""yD -<<<# ISBN=
</60<<<.6% * F"anaganD D Ca!a in a Nutshe"" .rd Edition (A:4ei""yD -<<-# ISBN=
</60<<-2.%
Schi"dtD H C22% T!e Complete 8eference (Asborne @cGra(Hi""D -<<-# ISBN=
<<1---02<.
SeedD G An Introduction to ,";ect1orientated +rogramming in C22 (Springer(
;er"ag Ber"in and Heide"bergD %660# ISBN= ./)<10<)-.
SnaithD $ T!e Complete Idiots 9uide to C22 (8"phaD%662# ISBN= <1261%2%0-
:e"sites
*programmershea!en*comF
66
/nit 3<4 7B Ente!p!ise Deelopment
5earning hours= 0<
Description of unit
Systems that ser!e a corporate enterprise common"y emp"oy a c"ient ser!er mode" to
separate the user interfaceD the business ru"es and the data* This unit focuses on ho to
bui"d three(tier c"ient ser!er so"utions in ;isua" Basic and ho ;isua" Basic i"" assist in
imp"ementing and managing such systems* The unit co!ers strategies for enterprise
de!e"opmentD CA@ components hich are dep"oyed using @icrosoft Transaction Ser!er
(@TS#D ;isua" Basic features such as 8cti!e T componentsD S>5 Ser!er and NT Ser!er*
The unit assumes a good 3no"edge of creating app"ications in ;isua" BasicD inc"uding
techni9ues such as 8cti!eT contro"sD using the 8cti!eT Data Ab?ects mode" to access data
sources such as 8ccess or S>5 Ser!erD creating and using CA@ D55s and CA@ ETE
components and c"asses e9ui!a"ent to that gained in 7nit .2= ;isua" $rogramming
De!e"opment* The unit assumes fami"iarity ith creating ;isua" Basic app"ications for the
sing"e user des3top en!ironment and fami"iarity ith ;isua" Basic coding at a "e!e" as
gained in 7nit .6= ;isua" $rogramming Fundamenta"s* The unit can be used as preparatory
materia" for the @icrosoft Certified $rofessiona" e&amination 1<%1/ ;isua" Basic
Distributed 8pp"icationsD a"though it is e&pected that on"y a proportion of "earners i""
reach this standard*
%* 7nderstand the concepts of enterprise de!e"opment strategy
-* Create and use CA@ components
.* 7se @icrosoft Transaction Ser!er
)* 8ccess data using 8cti!eT Data Ab?ects and S>5 Ser!er*
Content
%<<
1. Concepts o" ente!p!ise deelopment st!ateg#
Enterprise de#elopment strateg(= c"ient ser!erD three tierD internetD interoperabi"ityD
integrationD CA@D message 9ueuingD @S@>D synchronousFasynchronous communicationD
c"ustering
Microsoft olutions 0ramewor*= process mode"D app"ication mode"D user ser!icesD business
ser!icesD data ser!ices
2. /se C9; components
C,M components= c"assesD types of componentsD interfacesD I7n3nonD IDispatchD type
"ibrariesD G7IDs
Creating C,M components= propertiesD methods and e!ents* Instancing property* 4aising
errors from components* ;ersions* Testing
-sing components= setting referencesD instantiatingD ear"y bindingD "ate bindingD setting
propertiesD responding to e!ents and errorsD testingD registeringD registry 3eys
3. ;ic!oso"t T!ansaction +e!e!
MT arc!itecture= componentsD pac3ages* @TS E&p"orerD e&portingD insta""ingD registry*
StateD acti!ationD connection poo"ing
MT transaction ser#ices= managing transactionsD propertiesD transaction e!entsD enab"ingD
committing and aborting transactionsD conte&t ob?ectD instancing propertyD debugging and
error hand"ing
4. .ctieD Data 9&>ects and +=- +e!e!
Arc!itecture= 7ni!ersa" Data 8ccessD A5EDBD ADBCD 4DSD 8DA
Acti#eF 'ata ,";ects= data sourceD connectionsD commandsD recordsetsD parameters*
Na!igating recordsetsD updating data sources* S>5 E&ecute methods* Cursors (typeD
"ocation#D record "oc3ingD disconnected recordsetsD conf"icts* Error hand"ing
7) er#er= o!er!ieD data integrity (dec"arati!eD procedura"#D creating stored procedures
from ;isua" BasicD using parameters (inputD output# and return codesD debugging and error
hand"ingD T(S>5 Debugger* S>5 transactionsD Transact S>5 (!ariab"esD contro" f"o
statements#* Security (standardD integratedD mi&edD usersD ro"esD groupsD @TSD pac3age
securityD component security#
%<%
Autcomes 8ssessment
criteria for pass
To achie!e each outcome a "earner must demonstrate
the abi"ity to=
% 7nderstand the concepts
of enterprise de!e"opment
strategy
discuss re9uirements and strategies of so"utions for
enterprise systems
describe the Component Ab?ect @ode" (CA@# and
its ad!antages
describe the features of the @icrosoft So"utions
Frameor3 and the $rocess and 8pp"ications
@ode"s
- Create and use CA@
components
create CA@ ob?ects for @TS
create propertiesD methods and e!ents for the CA@
ob?ect
raise errors in the CA@ ob?ect
test the CA@ ob?ect
describe the issues of ear"y and "ate binding
create occurrences of CA@ ob?ects in an
app"ication
. 7se @icrosoft Transaction
Ser!er
describe transaction processing in @TS
use @TS to manage CA@ ob?ects that are used by
mu"tip"e c"ients
app"y debuggingD error hand"ingD and security
techni9ues in a three(tier app"ication
) 8ccess data using
8cti!eT Data Ab?ects and
S>5 Ser!er
create @icrosoft S>5 Ser!er stored procedures to
imp"ement business ser!ices
create @icrosoft S>5 Ser!er stored procedures to
imp"ement data ser!ices
use 8cti!eT Data Ab?ects (8DA# code to access
data
maintain S>5 Ser!er data integrity
imp"ement S>5 Ser!er security
%<-
Guidance
Delie!#
The focus of this unit is the use of ;isua" Basic in a c"ient ser!er en!ironment* @uch of the
unit is concerned ith the management of access to data sourcesD typica""y S>5 Ser!erD and
the maintenance of data integrity and security* 5earners shou"d gain an appreciation of the
specific issues in!o"!ed in enterprise de!e"opment and the benefits of component(based
de!e"opment strategy in such en!ironments* They shou"d gain a c"ear understanding of the
dataD business and presentation tiers and the @icrosoft So"utions Frameor3*
The unit re9uires a c"ear understanding of the use of data ithin ;isua" BasicD specifica""y
understanding of 8DA programming and basic S>5* Some 3no"edge of S>5 Ser!er such
as gained in 7nit .1= ;B Enterprise De!e"opment i"" be usefu"*
.ssessment
The main e!idence for this unit is "i3e"y to be in the form of ;isua" Basic app"ication
programs demonstrating the achie!ement of the "earning outcomes* 8pp"ications shou"d
i""ustrate the ad!antages offered by three(tier architecture* Typica""y app"ications i""
imp"ement business ru"es in CA@ D55s and use 8DA to access data ser!ices pro!ided by
S>5 Ser!er stored procedures*
-in)s
5earners shou"d ha!e good s3i""s and 3no"edge in ;isua" Basic programming techni9ues
so that the princip"es presented here are de"i!ered in conte&t* Some 3no"edge of +indos
NT and S>5 Ser!er is recommended* 5earners ithout significant programming
e&perience are ad!ised to comp"ete both and 7nit .2= ;isua" $rogramming De!e"opment
and 7nit .6= ;isua" $rogramming Fundamenta"s*
*esou!ces
8 copy of ;isua" Basic 0 Enterprise Edition inc"uding Enterprise Too"s needs to be
a!ai"ab"e to "earners* The @SDN ;isua" Basic he"p "ibrary and search features shou"d be
insta""ed* The unit a"so re9uires access to S>5 Ser!er De!e"oper Edition ith ser!ice pac3
/ and the S>5 Ser!er Debugger* @icrosoft NT) (S$.# and NT) option pac3 (Front$age62
ser!er e&tensionsD IISD @S@>D @@CD Data 8ccess componentsD Transaction Ser!er# are
%<.
re9uired*
+uppo!t mate!ials
Text"oo*s
5hot3a et a" +rofessional Visual Basic Enterprise 'e#elopment (+ro& $ressD
%666# ISBN= %20%<<.)//
Fo&D D +ure Visual Basic (SamsD %666# ISBN= %/1-.%-%0/
Chappe""D D -nderstanding Acti#eF and ,)E (@icrosoft $ressD %660# ISBN=
%/1-.%%-%0/
:e"sites
+ebsites that support the de!e"opment of this unit inc"ude those of computing or IT
associations and emp"oyers* The fo""oing may be usefu"=
http=FFmsdn*microsoft*comF @SDN on"ine "ibraryF3no"edge base
http=FFmspress*microsoft*comFprodFboo3sF6<%*htm @icrosoft $ub"ications
http=FFmsdn*microsoft*comF!basicF $roduct informationD @icrosoft 3no"edge base
http=FFSearch;B*com $orta" for ;isua" Basic de!e"opers
*programmershea!en*comFGone%Finde&*htm 5in3s to many other ;isua" Basic
sites
*microsoft*comFcomF @icrosoft CA@ ebsite
http=FFmsdn*microsoft*comF"ibraryFdefau"t*asp,
ur"IF"ibraryFenusFado-1<FhtmFmdconintroduc tion*asp @icrosoft 8DA
$rogrammers: Guide*
%<)
/nit 3E4 7isual '!og!amming Deelopment
5earning hours= 0<
Description of unit
$rior to the "aunch of ;isua" Basic in %66%D de!e"oping for the +indos en!ironment as
typica""y a difficu"t and time(consuming tas3* ;isua" Basic enab"ed programmers to create
+indos app"ications in a graphica" en!ironment by using a graphica" interface* Since its
"aunchD ;isua" Basic has gained ne featuresD enhancements and performance
impro!ements that ha!e made it a "eading too" in the de!e"opment of +indos(based
systems* The current !ersionD !ersion 0D pro!ides many features that enab"e de!e"opers to
create user(friend"y app"ications that ta3e ad!antage of today:s techno"ogies such as the
internet*
This unit focuses on the component mode" of softare de!e"opment using ;isua" Basic 0*
The unit co!ers the more ad!anced ;isua" Basic featuresD inc"uding database accessD !isua"
data too"sD 8cti!eTD ob?ect orientationD component(based de!e"opment (CA@# and internet
app"ications*
The unit assumes fami"iarity ith creating ;isua" Basic app"ications using forms and
contro"s and fami"iarity ith ;isua" Basic coding at a "e!e" as gained in 7nit .6= ;isua"
$rogramming Fundamenta"s* The unit can be used as preparatory materia" for the @icrosoft
Certified $rofessiona" e&amination 1<(%10 ;isua" Basic Des3top 8pp"ications a"though it is
e&pected that on"y a sma"" proportion of "earners i"" reach this standard* The unit prepares
"earners for further ;isua" Basic study as in 7nit ./= Distributed Design and De!e"opment
and 7nit .1= ;B" Enterprise De!e"opment*
%* 7nderstand and use re"ationa" databases in ;isua" Basic
-* Create and use 8cti!eT contro"s
.* Bui"d and use components
%</
)* Create ;isua" Basic internet pro?ects*
Content
1. *elational data&ases in 7isual Basic
8elational data"ase concepts= tab"esD rosD co"umnsD re"ationsD 9ueriesD referentia"integrityD
security
7)= S>5 SE5ECT commandsD bui"ding +HE4E criteriaD using S>5 Bui"derD stored
proceduresD parameters
'ata"ase programming= 7ni!ersa" Data 8ccessD A5EDBD ADBCD 8cti!eT Data Ab?ects
mode"D connectionsD commands and recordsets* Types of recordsetsD cursorsD "oc3ing and
securityD disconnected recordsets* Na!igating recordsets (@o!eFirstD @o!e$re!iousD
@o!eNe&tD @o!e5ast#D EAF and BAFD updating recordsets (8ddItemD 7pdateD De"ete#*
S>5 E&ecute command (INSE4T INTAD 7$D8TED DE5ETE#* Error hand"ing* Dynamic
recordsets* Data integrity* Security* Transactions
Visual 'ata Access Tools= 8DA data contro"* Data En!ironment DesignerD Data ;ie
indoD Data 4eport Designer* connectionsD commandsD parametersD groupingD aggregates*
$resenting dataD bound formsD na!igation* Data Form iGard
2. .ctieD cont!ols
Create Acti#eF controls= using constituent contro"sD 8cti!eT contro" interface iGardD
creating propertiesD methods and e!entsD creating he"p pages* $roperty procedures* 8mbient
properties* Creating property pagesD $roperty $age iGard* $ersisting propertiesD
$ropertyBag ob?ect* Compi"ing contro"s* Testing* Data bound contro"s
-se Acti#eF controls= ;isua" Basic 8cti!eT contro"sD party 8cti!eT contro"sD setting
propertiesD ca""ing methodsD responding to e!ents
3. Components
Class modules= C"ass Bui"der add(inD c"ass modu"e e!entsD adding component propertiesD
methods and e!ents* 4aising errors* 8dding component informationD he"p* 7sing the Ab?ect
Broser* Data bound c"ass modu"es* Dec"aring and instantiating the c"ass* 7sing c"ass
propertiesD methods and e!ents
Creating C,M components= in(processD out(of(processD propertiesD methods and e!entsD
%<0
instancing property* Error hand"ingD sty"esD raising errors* Testing* Compi"ing and
registering interna" and e&terna" components* 7sing ;isua" Component @anager* Ab?ect
mode"sD co""ections
-sing C,M components= setting referencesD using propertiesD methods and e!ents*
Dec"aring and instantiating ob?ects* BindingD (ear"yD "ate#* 4e"easing ob?ects* 7sing Ab?ect
Broser* Type "ibraries* Internet E&p"orer type "ibrary
Creating an executa"le= $ro?ect $roperties dia"ogD !ersionsD compi"e options* 4esource
fi"es* He"p fi"es* Aptimisation considerations
4. 7isual Basic inte!net p!o>ects
Internet pro;ects= +ebBroser contro"* 8cti!e DocumentsD 7serDocument ob?ectD
migrating forms to 8cti!e Documents* DHT@5 app"ications* IIS app"icationsD +ebC"ass
DesignerD 4esponse ob?ectD riting code
+ac*age and deplo(ment= pac3age and dep"oyment iGardD scriptsD types of pac3agesD
insta""ation "ocationsD Set7p fi"esD C8B fi"es* Internet dep"oymentD HT@5 ob?ect tag*
5icensing and signing contro"s
Autcomes 8ssessment criteria
for pass
To achie!e each outcome a "earner must demonstrate
the abi"ity to=
% 7nderstand and use
re"ationa" databases in ;isua"
Basic
access an A5EDB data source (@S 8ccess and
S>5 Ser!er# from ;isua" Basic
use the 8cti!eT data contro" to disp"ay data from
a data source on a form
use the ;isua" Basic !isua" data designers= Data
En!ironmentD Data ;ie indoD Data 4eport
Designer and Data Form iGard
rite 8DA code to create connectionsD commands
and recordsets
disp"ay data in contro"s on a form
rite code to na!igate around the recordset
use recordset methods to update data in a data
source
%<1
use S>5 E&ecute methods to update data in a data
source
hand"e database errors programmatica""y
- Create and use 8cti!eT
contro"s
bui"d an 8cti!eT contro" using standard ;isua"
Basic contro"s
create an 8bout form for an 8cti!eT contro"
create $roperty Get and 5et procedures for an
8cti!eT contro"
create methods and e!ents for an 8cti!e T contro"
add property pages for an 8cti!eT contro"
test the contro" ithin a pro?ect group
imp"ement data capabi"ities of an 8cti!eT contro"
use an 8cti!eT contro" as a component in another
pro?ect
. Bui"d and use components create c"asses
create propertiesD methods and e!ents of a c"ass
dec"are and instantiate an occurrence of a c"ass
create propertiesD methods and e!ents for 8cti!eT
D55 and ETE components
raise errors from a CA@ component
test the CA@ component
set references to CA@ components in ;isua"
Basic pro?ects
use the ob?ect broser to chec3 propertiesD
methods and e!ents of the CA@ component
use the e&posed propertiesD methods and e!ents of
the CA@ component in a ;isua" Basic pro?ect
) Create ;isua" Basic internet
pro?ects
use the +ebBroser contro"
create an 8cti!e Document pro?ect
create a DHT@5 pro?ect
create an IIS pro?ect
use pac3age and dep"oyment iGard to create an
internet dep"oyment pac3age
Guidance
%<2
Delie!#
The focus of this unit is the database and 8cti!eT component features of ;isua" Basic 0* It
re9uires a c"ear understanding of e!ent(dri!en programmingD the use of appropriate design
methodsD and a range of e&perience in riting ;isua" Basic programs* 5earners shou"d ha!e
practica" e&perience of as many of the features introduced in the unit as possib"e and shou"d
gain so"id e&perience in using ;isua" Basic to access data sources together ith an
appreciation of the benefits of component(based de!e"opment* The unit co!ers ad!anced
;isua" Basic topics such as c"assesD 8DAD 8cti!eT and components and "earners i""
re9uire good programming s3i""s*
.ssessment
The main e!idence for this unit is "i3e"y to be in the form of ;isua" Basic app"ication
programs demonstrating the achie!ement of the "earning outcomes* 8t "east one of the
app"ications in the unit shou"d be of sufficient comp"e&ity to simu"ate a rea"(or"d
app"ication* This app"ication i"" be a database app"ication that disp"ays and updates data
from a re"ationa" database imp"emented in S>5 Ser!er or @S 8ccess* 5earners shou"d ha!e
opportunities to create and use !isua" data too"s to create connections to a database and
disp"ay data in forms and reports* The pro?ect shou"d pro!ide opportunities to rite 8DA
code to access and update the dataD shou"d use c"ass modu"es here appropriate and inc"ude
in(process and out(of(process CA@ components*
-in)s
5earners shou"d ha!e good s3i""s and 3no"edge in ;isua" Basic programming techni9ues
so that the princip"es presented here are de"i!ered in conte&t* 5earners ithout significant
;isua" Basic programming e&perience are ad!ised to comp"ete 7nit .6= ;isua"
$rogramming Fundamenta"s* This unit bui"ds on the concepts and s3i""s "earned in 7nit .6
to ta3e "earners to the "e!e" re9uired for @icrosoft certification in ;isua" Basic* The unit
can be used as preparatory materia" for the @icrosoft Certified $rofessiona" e&amination
1<%10 ;isua" Basic Des3top 8pp"icationsD a"though it is e&pected that on"y a sma""
proportion of "earners i"" reach this standard* The unit has "in3s ith other programming
unitsD for e&amp"eD 7nit %1= @S Affice So"ution De!e"opmentD 7nit ./= Distributed Design
and De!e"opmentD 7nit .0= AA$ $rogramming and 7nit .1= ;B Enterprise De!e"opment*
%<6
*esou!ces
8 copy of ;isua" Basic 0 $rofessiona" Edition needs to be a!ai"ab"e to "earners* The @SDN
;isua" Basic he"p "ibrary and search features shou"d be insta""ed* 8ccess to suitab"e data
sources is re9uired* 4ecommended data sources are S>5 Ser!er 0*/ or 1 and @icrosoft
8ccess 61D -<<< or T$* If this is a remote data sourceD netor3 capabi"ities i"" be re9uired*
In this caseD it i"" not be necessary for the host app"ication to be insta""ed on a"" "earner
machines* 5earner computers shou"d be set up ith NT) Ser!er and the NT Aptions $ac3*
If "earners are to create ;isua" Basic Internet Information Ser!er pro?ects they i"" re9uire
either IIS or $ersona" +eb Ser!er insta""ed on their computers*
+uppo!t mate!ials
Text"oo*s
used for reference purposes* Sufficient "ibrary resources shou"d be a!ai"ab"e to enab"e
"earners to achie!e this unit* Te&ts that are particu"ar"y re"e!ant are=
Chappe""D D -nderstanding Acti#eF and ,)E (@icrosoft $ressD %66/# ISBN=
%/1-.%-%0/
Conne""D C Beginning Visual Basic D 'ata"ase +rogramming (+ro& $ressD %662#
ISBN= %20%<<%<0%
Fo&D D +ure Visual Basic (>ueD%666# ISBN= <01-.%/62T
Fran3"inD C Visual Basic D Internet +rogramming (Cohn +i"eyD %666# ISBN=
<)1%.%)620
@any more boo3s can be found at *!isua"basicboo3s*comF
:e"sites
http=FFmsdn*microsoft*comF!basicF $roduct informationD @icrosoft 3no"edge base
*programmershea!en*comFGone%Finde&*htm 5in3s to many other ;isua" Basic
sites
*!isua"basicboo3s*comFacti!eTtutoria"*htm" 8cti!eT on"ine tutoria"
%%<
*astentech*comFtutoria"sF8cti!eT*htm" 8cti!eT on"ine tutoria"
*microsoft*comFcomFnesFdrgui*asp Dr G7I:s Gent"e Guide to CA@ *
;isua" Basic 9uestions sites
%%%
/nit 3@4 7isual '!og!amming :undamentals
5earning hours= 0<
Description of unit
This unit concentrates on the fundamenta"s of ;isua" $rogramming= the princip"es of e!ent(
dri!en programmingD designing the user interface and riting the program code to add the
app"ication functiona"ity* The unit pro!ides a grounding for more ad!anced or3 in !isua"
programming inc"uding 8cti!eTD ob?ect orientation and component(based de!e"opment
(CA@# as co!ered in 7nit .2= ;isua" $rogramming De!e"opment*
%7nderstand e!ent(dri!en programming concepts
- 7se the !isua" programming Integrated De!e"opment En!ironment (IDE# to create
app"ications
.7nderstand and demonstrate princip"es of user interface design
)7nderstand and rite e!ent(dri!en code*
Content
1Eent,d!ien p!og!amming concepts
oftware de#elopment= user in!o"!ement in designD rapid app"ication de!e"opment (48D#D
modu"arityD reusabi"ityD encapsu"ationD interacti!ity* E!ent(dri!en systems* Stages of
app"ication de!e"opment in a !isua" programming en!ironment
C!aracteristics of e#ent1dri#en s(stems= user(centric designD ob?ectsD e!entsD
e!entprocedures
27isual p!og!amming (nteg!ated Deelopment Eni!onment 1(DE3
I'E components= menusD too"barsD too"bo&D indos (FormD Code EditorD $ropertiesD
$ro?ect E&p"orerD Form 5ayoutD Immediate#* Na!igation methods* Code comp"etion
%%-
features* $ro?ect temp"ates (pre(defined temp"atesD user(defined#* En!ironment optionsD
doc3ing
8unning and testing programs= starting and stopping e&ecutionD brea3 mode* Types of
errors* Debugging techni9ues= brea3 pointsD step throughD +atch e&pressionsD 5oca"s
indoD Ca"" stac3D use of Immediate indoD Debug options
0ile t(pes= identification of common fi"esD fi"e "ocations
'istri"uting an application= creating e&e fi"esD $ac3age and Dep"oyment iGardD setup fi"es
3/se! inte!"ace design
,";ects= formsD contro"sD propertiesD methodsD e!ents* Design time properties* Arder of
e!ents* 5oadingD un"oadingD shoing and hiding forms* @oda" and mode"ess forms*
Creating an 8bout form* Disab"ing and enab"ing contro"s
Menus= menu editorD shortcut 3eys* Creating and acti!ating popup menus
Acti#eF controls= adding 8cti!eT contro"sD +indos common contro"s (image "istD too"barD
status barD DateTime$ic3er#D common dia"og contro"D mas3ed edit contro"D 8DA data
contro"
+rinciples of user interface design= user contro"D moda" interactionsD simp"icityDconsistencyD
persona"isationD feedbac3D user assistance
4Eent,d!ien code
Varia"les and constants= dec"aration and use of !ariab"es and user(defined constants* Static
!ariab"es* Scope of !ariab"es* Data types (StringD IntegerD 5ongD Sing"eD Doub"eD CurrencyD
Boo"eanD ;ariant#* Con!ersion beteen data types* 7se of pre(defined constants*
Dec"aration and use of fi&ed and dynamic arrays
Control flow structures= IfThen***E"seD Se"ect CaseD Do5oopD ForNe&tD For***Each
Communication wit! users= @sgBo&D InputBo& functions* Beyboard e!ents (Bey$ressD
Bey7pD BeyDon#D Bey$re!ie property* ;a"idation (fie"d "e!e"D form "e!e"#D ;a"idate
e!entD ;a"idationError e!ent
Error !andling= error trapsD error hand"ersD Err ob?ectD 4esume optionsD error hand"ing
sty"esD in"ine error hand"ing
+rocedures and functions= functions (string functionsD format functionD date functions etc#*
Genera" procedures and functionsD passing arguments to procedures and functions* Standard
%%.
modu"es
'ata access= re"ationa" database conceptsD 8DA data contro"D binding contro"sD S>5 Se"ect
statement* Na!igating recordsets* 7pdating and manipu"ating recordsets (8ddItemD 7pdateD
De"eteD Find#* DataForm iGard
'rag and drop= mouse e!entsD drag modesD drag and drop e!entsD drag iconD A5E drag and
drop
Autcomes 8ssessment criteria for
pass
To achie!e each outcome a "earner must
demonstrate the abi"ity to=
% 7nderstand e!ent(dri!en
programming concepts
describe the stages in !isua" app"ication
de!e"opment
ana"yse ho e!ent dri!en programming is
different from procedura" programming
identify and respond to user e!ents
-7se the ;isua" $rogramming
Integrated De!e"opment
En!ironment (IDE# to create
app"ications
identifyD na!igate and manage the component
indos in the ;isua" $rogramming IDE
startD pause and stop program e&ecution
use debugging too"s
set options to change the de!e"opment
en!ironment
identify fi"e types and their purpose
use the pac3age and dep"oyment iGard to
create a insta""ation program
use the Set7p program to insta"" an
app"ication
. Demonstrate princip"es of user
interface design
use the standard contro" too"s to create the
user interface
set properties of forms and contro"s at design
time
create and use contro" arrays
create mu"ti(form pro?ectsD "oadD un"oadD hideD
%%)
sho formsD moda""y and mode"ess"y
use 8cti!eT contro"s to enhance a user
interface
create menus and imp"ement menu
functiona"ity
demonstrate use of princip"es of user
interface design
) 7nderstand and rite e!ent access and set properties of contro"s from
code dri!en code
dec"are and use !ariab"esD arraysD user(
defined constants
use pre(defined constants
get and !a"idate data from users
use data types correct"y
use con!ersion functions to con!ert beteen
data types
use contro" f"o statements of se"ection and
iteration
create and use procedures and functions
create a standard modu"e
use comments to document code
rite an error hand"er
use the 8DA data contro" to access and
manipu"ate data in a database tab"e
Guidance
Delie!#
The focus of this unit is the achie!ement of a so"id grounding in the use of a !isua"
programming "anguage* It re9uires a c"ear understanding of e!ent(dri!en programmingD the
use of appropriate design methodsD and a range of e&perience in creating programs* To this
endD assessment shou"d inc"ude the abi"ity to design functiona" and effecti!e user interfaces
and the abi"ity to rite e"" documented programs that imp"ement the functiona"ity in a
%%/
coherent and structured manner*
5earners shou"d a"so sho an aareness of the contribution of e!ent(dri!en programming
in creating user(friend"y +indos app"ications and the princip"es of the +indos system*
.ssessment
The main e!idence for this unit is "i3e"y to be in the form of simp"e app"ication programs
ritten in the !isua" programming "anguage and demonstrating the achie!ement of the
"earning outcomes* 8t "east one of the app"ications in the unit shou"d be of sufficient
comp"e&ity to simu"ate a rea"(or"d app"ication*
5earners shou"d demonstrate the use of user interface design princip"es and effecti!e
documentation and testing*
-in)s
The unit re9uires prob"em(so"!ing s3i""s and a basic 3no"edge of programming such as
that gained from studying 7nit .= $rogramming Concepts* 5earners shou"d ha!e or3ing
s3i""s and 3no"edge in basic programming techni9ues so that the princip"es presented here
are de"i!ered in conte&t* The unit forms a grounding for more ad!anced units in !isua"
programmingD for e&amp"eD 7nit ./= Distributed Design and De!e"opmentD 7nit .0= AA$
$rogrammingD 7nit .1= ;B Enterprise De!e"opment and 7nit .2= ;isua" $rogramming
De!e"opment* S3i""s gained in this unit can be app"ied in 7nit %1= @S Affice So"ution
De!e"opment*
*esou!ces
8 copy of a !isua" programming app"icationD for e&amp"eD ;isua" BasicD ;isua" CUUD
De"phiD needs to be a!ai"ab"e to "earners* The recommended de!e"opment en!ironment is
;isua" Basic $rofessiona" Edition ;ersion 0* @uch of this unit can be de"i!ered using other
de!e"opment en!ironments a"though more ad!anced ;isua" Basic units i"" re9uire features
not a!ai"ab"e in a"" de!e"opment en!ironments* The @SDN he"p "ibrary and search features
shou"d be insta""ed*
+uppo!t mate!ials
Text"oo*s
%%0
8ndresD @ )earn Visual C22 6ow (@S$ressD %66/# ISBN= %//0%/2)/6
BuchananD + Mastering +ascal and 'elp!i +rogramming ($a"gra!e(@ac@i""anD
%662# ISBN= <...1.<<1<
CantWD @ Mastering 'elp!i G (Sybe&D %666# ISBN= <12-%-/0/)
Ha"!orsonD @ Microsoft Visual Basic D&< +rofessional tep "( tep Awit! C'18omC
(@icrosoft $ressD %662# ISBN= <1./0<1-6T
HortonD I Beginning Visual C22 (+ro& $ressD %662# ISBN= %20%<<%601
ConesD $ Visual Basic% A Complete Course (ContinuumD -<<%# ISBN=
<2-0)/)</)
5ischnerD 4 'elp!i in a 6uts!ell (A:4ei""y -<<<# ISBN= %/0/6-0/6/
$erryD G Teac! 3ourself Visual Basic D in 45 .ours Awit! C'18omC ($earsonD
%666# ISBN= <01-.%/../
+rightD $ Beginning Visual Basic D (+ro& $ressD IncD%662# ISBN= %20%<<%</.
:e"sites
5earn ;isua" Basic NoD Se"f(pacedD instructiona" CD(4om that inc"udes mu"timedia
!ideo "essonsD and hands(on "ab e&ercises
http=FFmsdn*microsoft*comF!basicF $roduct informationD @icrosoft ;isua" Basic
3no"edge base
http=FFmsdn*microsoft*comF!isua"cF $roduct informationD @icrosoft 3no"edge base*
*!b(boo3mar3*comF;isua"C$$*htm" ;isua" CUU resource centre
http=FFiam*c"assics*unc*eduF"ociF%0F%0Xres*htm" De"phi resources
*simp"ythebest*netFinfoFde"phinf*htm" De"phi resources
*hamarashehar*comFpoerbui"der Introduction to e!ent dri!en programming
*programmershea!en*comFGone%Finde&*htm 5in3s to many other ;isua"
$rogramming sites
*a"manac*esmarteb*comFprogramF!basicFinde&*htm" Tutoria"sD 9uiGGes and
%%1
boo3s
%%2
/nit 4?4 +o"t%a!e Testing
5earning hours= 0<
Description of unit
In this unit the "earner i"" or3 ith a medium(siGed app"icationD de!e"oping a fu"" and
detai"ed testing procedureD documenting the resu"ts* They i"" then be ab"e to e!a"uate the
effecti!eness of the app"ication and the testing procedures emp"oyed*
%* Demonstrate an understanding of testing stages and re9uirements
-* Create a customised test strategyD p"an and techni9ues for a gi!en specification
.* 7nderta3e the test p"anD producing associated outcomes
)* $ro!ide a detai"ed e!a"uation of the test p"an and its associated outcomes*
Content
1. Testing stages and !e0ui!ements
tages% user needs (ana"ysis of re9uirementsD e&pected outcomes#P dry run of design (gi!en
dataD e&pected outcomes#P imp"ementation (b"ac3 bo& or functiona" testingD hite (or g"ass#
bo& testingP sub(systemD integration (ho"e systemD interface#P top donD bottom up#P
maintenance (fo""oing changes or re!iesD after "ength of timeD stressFo!er"oad#P user
e!a"uation (ana"ysis of re9uirementsD actua" outcomesD acceptanceD a"phaD beta
8e/uirements% resourcesD documentation (e*g* system and program specificationsD user
re9uirementsD p"ans and "ogs#
2. Test st!ateg#C plan and techni0ues
Test strateg(% timingD ?ustificationD functiona"ityD maintainabi"ity
Test plan% e&amp"e data (norma"D erroneousD e&treme#D e&pected outcomes (!a"idD in!a"idD
information gained#D priority
Tec!ni/ues% b"ac3 bo& or functiona" testing (eg contro" f"oD data f"o#D hite (or g"ass#
bo& testing (eg boundary !a"ueD branch condition#P !a"idationD !erification
%%6
3. 9utcomes
,utcomes% actua" resu"ts (!a"id information or actionD in!a"id information or actionP system(
generated messagesD program(generated messages#
Modifications% changes to specificationD changes to ana"ysisD designD amendments to code
rittenD a"terations to test strategy and p"an
4. Ealuation
E#aluation% functiona"ityD accuracyD effecti!enessP a"terations to tests carried outD possib"e
impro!ementsP program specification and designD se"f(ref"ectionD management aspects
Maintaina"ilit(% usefu"ness to se"fD usefu"ness to others
%* Demonstrate an
understanding of testing
stages and re9uirements
identify the testing stages in!o"!ed in re"ation to the
gi!en specification
?ustify the rationa"e behind the choice of testing
stages
describe the re9uirements in!o"!ed at each testing
stage in re"ation to the gi!en specification
-* Create a customised test
strategyD p"an and
techni9ues for a gi!en
specification
estab"ish a test strategy for the gi!en specification
and resu"tant app"ication
de!e"op a fu"" and detai"ed test p"an re"ating to the
associated test strategy
discuss the techni9ues emp"oyed in performing the
"isted tests
.* 7nderta3e the test p"anD
producing associated
outcomes
perform the tests identified in the test p"an
pro!ide a detai"ed "og of a"" test resu"ts
identify modifications made to the gi!en
specificationD the associated app"ication and the test
strategy and p"an
)* $ro!ide a detai"ed
e!a"uation of the test p"an
discuss the reasons for a"" modifications made at
each stage of the testing procedure
%-<
and its associated
outcomes
e!a"uate the effecti!eness of the test strategy and the
associated test p"an
e!a"uate the maintainabi"ity of the test procedure
Guidance
Delie!#
This unit cou"d be de"i!ered in con?unction ith any of the programming units as "isted
abo!eD as e"" as combining those ith 7nit %<= Softare De!e"opment $ro?ect or 7nit %.=
Database 8na"ysis and Design* Centres shou"d pro!ide "earners ith case studies in order to
demonstrate the !arious stages and techni9ues of softare testing* Centres are reminded
that the "earners shou"d be aare of the need to pro!ide documentation in a format suitab"e
for use by other members of a softare testing team*
.ssessment
The e!idence for this unit shou"d comprise the detai"ed testing processes carried out for a
gi!en specification* The gi!en specification is re"ated to an e&isting medium(siGed program
comprising at "east fi!e modu"es or a suite of sma""er programs hich may ha!e been
de!e"oped as part of the e!idence for other units* The "earner shou"d produce a fu""D detai"ed
and ?ustified test "og appropriate to the gi!en specificationD an e!a"uation of the processes
underta3en and ref"ection of the management aspects of testing*
-in)s
This unit can be used in con?unction ith any of the programming unitsD for e&amp"e= 7nit
.=$rogramming ConceptsD 7nit .<= Ca!a $rogrammingD 7nit .0= AA$ $rogramming and
7nit )-= ;isua" $rogramming ithin the Softare De!e"opment stream of the HN* It i""
a""o "earners the opportunity to demonstrate detai"ed testing of app"ications de!e"oped*
*esou!ces
5earners need a gi!en specification re"ated to a medium(siGed program comprising at "east
four modu"es or a suite of sma""er programs* Suitab"e softare is re9uired for the p"anning
and management of the test procedureD the app"ication de!e"opment re"ated to the gi!en
specification and the presentation of the outcomes*
%-%
+uppo!t mate!ials
Text"oo*s
Ga"inD D oftware 7ualit( Assurance 0rom T!eor( to Implementation (8ddison(
+es"eyD -<<.# ISBN= <-<%1<6)/1
%--
/nit 414 Data +t!uctu!es and .lgo!ithms
5earning hours= 0<
Description of unit
This unit pro!ides the "earner ith a range of e&periences in using the a"gorithms and data
structures that underpin much of today:s computing* The !arious techni9ues presented
shou"d be seen in the conte&t of so"!ing prob"ems using computers* The unit aims to
de!e"op the forma" concepts of data structuresD a"gorithms and their re"ationships to each
other and to the concepts of ob?ect(oriented programming* This shou"d a""o "earners to
de!e"op so"utions using data structures for a range of commercia" needs*
%* 8pp"y concepts of abstraction in designing ob?ect(oriented data structures
-* Specify and imp"ement abstract data types (8DTs#
.* E!a"uate and imp"ement data structures
)* Custify the se"ection of an appropriate data structureFa"gorithm*
Content
1. .&st!action in designing o&>ect,o!iented data st!uctu!es
Complexit(% in softare de!e"opmentD interfaces and encapsu"ation
'efinition of a"stract data t(pes% co""ectionD structure
Values, states, and o";ects% types and c"assesD encapsu"ationD inheritance
2. .&st!act data t#pes
A'Ts% "oo3 at e&amp"es of 8DTs (stac3sD 9ueues#
Implementation% "oo3 at ho different data structures can imp"ement the same 8DT (arrays
and sing"e "in3ed "ists#
3. Data st!uctu!es
Context% common comp"e& data structures and typica" app"ications
%-.
Arra(s% tab"es (hashedD "oo3up#D matricesD dynamic memoryD "in3ed "ists (sing"eD
doub"e#Dtree (binary search treesD e&pression treesD 9uad#D graphs
Algorit!ms for data structures% appropriate a"gorithms inc"ude Hinsert:D Hde"ete:D Hsearch:
and Hsort: (ith many forms being natura""y recursi!e#
Code implementation% documented computer code that co!ers the range of data structures
4. Data st!uctu!e2algo!ithm
Applications% re"e!ant app"ication areasD research and re!ie of current uses of data
structures ithin app"ications
E#aluation% criteria for the use of data structureFa"gorithms for chosen app"ications (HBig
Ah: ca"cu"ations#D estimation of discFmemory re9uirementsD e!a"uation of data
structuresFa"gorithms against these criteriaD se"ection of the most suitab"e data structure
Testing% a"gorithmD measure of efficiency
9utcomes .ssessment c!ite!ia "o! pass To achiee each
outcome a lea!ne! must demonst!ate the a&ilit# to4
%* 8pp"y concepts of
abstraction in designing
ob?ect(oriented data
structures
determine appropriate properties and methods for
data structures
produce specifications for ob?ect(oriented data
structures
e&tend specifications of data structures to a
subc"ass of data structure
-* Specify and imp"ement
abstract data types (8DTs#
produce a specification of an 8DT
imp"ement 8DTs
describe a"ternati!e methods of imp"ementing the
8DT
.* E!a"uate and imp"ement
data structures
describe ho basic operations are imp"emented on
data structures (such as inserting into a tree#
describe a typica" app"ication here such a data
structure may be found
rite code to imp"ement a se"ection of data
structures
%-)
)* Custify the se"ection of an
appropriate data
structureFa"gorithm
re!ie current uses of data structures ithin
app"ication areas
perform estimates of the resource and time
re9uirements for a data structureFa"gorithm
?ustify the se"ection of the most appropriate data
structureFa"gorithm for a gi!en app"ication
Guidance
Delie!#
Centres are e&pected to co!er the fo""oing data structures=
8rrays= tab"es (hashedD "oo3up#D matricesD dynamic memoryD "in3ed "ists (sing"eD doub"e#*
Trees= (binary search treesD e&pression trees# and graphs*
8ppropriate "anguages supporting ob?ect orientation shou"d be chosen for the computer
imp"ementationD eg Ca!a*
For outcome . "earners i"" be e&pected to shoD by comparing performanceD ho they
se"ected the most appropriate data structure for an app"ication* 8pp"ication areas may be
chosen from the fo""oing= graphica" eg storing a map in memory or in a fi"eP C8D systemP
te&t processingFeditingP e&terna" storage and its maintenanceP searching a graph such as a
transport netor3P simu"ation using priority 9ueuesP finding a critica" path*
.ssessment
+here possib"eD the practica" side of this topic shou"d be emphasisedD ith "earners acti!e"y
imp"ementing data structures to so"!e prob"ems* 4eports and presentations shou"d
comp"ement the machine(based practica" outcomes* 5earners shou"d demonstrate ho they
se"ected the best data structure for an app"ication area*
-in)s
5earners shou"d possess significant e&perience in programming before attempting this unit*
Some mathematica" abi"ity i"" be assumed in the estimation of time and resources used by
a particu"ar a"gorithm* This unit "in3s ith= 7nit .<= Ca!a $rogrammingD 7nit .-= @aths for
Softare De!e"opmentD 7nit .0= AA$ $rogrammingD 7nit .1= ;B Enterprise De!e"opmentD
7nit .2= ;isua" $rogramming De!e"opment and 7nit .6= ;isua" $rogramming
%-/
Fundamenta"s*
+uppo!t mate!ials
The unit on"y re9uires access to a programming "anguage capab"e of supporting the !arious
types of data structures being presented*
Text"oo*s
StandishD T 8 'ata tructures, Algorit!ms and oftware +rinciples (8ddison(
+es"ey %66.# ISBN= <-<%/-22<<
+eissD @ 8 'ata tructures and Algorit!m Anal(sis in ?a#a (8ddison(+es"eyD
%662# ISBN= <-<%./1/)-

%-0
/nit 424 7isual '!og!amming
5earning hours= 0<
Description of unit
The de!e"opment of !isua" en!ironments has dramatica""y increased o!er the "ast decade*
@ost peop"e are no fami"iar ith graphica" based operating systems and programs*
These graphica" interfaces ha!e made the "ife of the end user much easier*
The aim of this unit is to enab"e "earners to de!e"op these graphica" interfaces in the form of
!isua" app"ications* The "earners i"" "earn ho to de!e"op a user interface and then bui"d
code into that en!ironment to create an app"ication*
%* 7se !isua" ob?ects
-* Design a !ariety of !isua" app"ications
.* 7se ad!anced features of a !isua" de!e"opment en!ironment to imp"ement an
app"ication
)* 7se suitab"e testing methods in a !isua" en!ironment*
Content
1. 7isual o&>ects
,";ect t(pes% some e&amp"es of the ob?ect types are as fo""os= buttonsD te&t bo&esD
indosD framesD data contro"sD option buttonsD timersD dri!e "ist bo&es etc Ab?ect structure=
attributesD methodsD propertiesD order of e!ents etc
Creating o";ects% p"acing ob?ects on a screen and customising attributes as appropriate
)in*ing o";ects% enab"ing different ob?ects to interact using programming or scripting
2. 7isual applications
'esign strategies% state transition diagramsD storyboardingD e!ent mode""ingD prototypingD
"ayout of forms inc"uding detai"s of design and properties of the ob?ects
'esign% using design strategies
%-1
3. 7isual deelopment eni!onment
Identification of features% in!estigation of current ad!anced too"s and de!e"opment methods
Emplo(ment of features% use of ad!anced features to satisfy the re9uirements of an
app"ication* Features a!ai"ab"e i"" !ary great"y beteen different de!e"opment
en!ironmentsD but typica" e&amp"es might be the use of drag and dropD simp"e animationD
"in3ing to databasesD internet de!e"opmentD 8cti!eT
4. Testing
Testing met!ods% testing at !arious stages of de!e"opmentD test data p"ansD methods for
ana"ysing !ariab"e !a"ues through code sections (e*g* trace tab"es#
Testing tools% bui"t(in app"ications for debugging and testing program codeD system
debugger ith appropriate trace faci"ities and inspection techni9ues for the ana"ysis of
!ariab"es and associated data structures* The ob!ious too"s are= stepD atchD brea3pointsD
and error trapping
%* 7se !isua" ob?ects use and customise !isua" ob?ects
demonstrate an understanding of the different
methods associated ith the ob?ects
de!e"op simp"e forms using interacting ob?ects
-* Design a !ariety of
!isua" app"ications
se"ect an appropriate design techni9ue for a gi!en
!isua" app"ication
use appropriate design techni9ues to produce an
app"ication that can be modified
demonstrate appropriate p"anning before
de!e"opment
.* 7se ad!anced features
of a !isua" de!e"opment
en!ironment to imp"ement
an app"ication
demonstrate an understanding of a number of
ad!anced !isua" programming features
bui"d a maintainab"e !isua" app"ication using
ad!anced features
create mu"ti(form app"ications
%-2
)* 7se suitab"e testing
methods in a !isua"
en!ironment
produce a suitab"e test p"an
demonstration of effecti!e use of debugging too"s
demonstrate the abi"ity to reso"!e errors found during
testing
Guidance
Delie!#
The focus of this unit is on the c"ear understanding and use of !isua" ob?ectsD the use of
appropriate design methodsD and e&perience in creating programs using a !ariety of !isua"
too"s* The importance of the interface and the "ayout and se9uence of e!ents a"so needs to
be stressed to the "earners*
It needs to be noted that the ad!anced features of a !isua" en!ironment may e"" change
o!er the ne&t fe years ith the de!e"opment of ne en!ironments*
.ssessment
The main e!idence of this unit is "i3e"y to be in the form of simp"e app"ication programs
ritten in the !isua" programming "anguage and demonstrating the achie!ement of the
"earning outcomes*
The "earners i"" need to demonstrate the abi"ity to use a number of different features of the
programming "anguage that has been se"ected from the basic contro"s to a number of
ad!anced features of the "anguage in 9uestion*
The "earners shou"d a"so be demonstrating the importance of designing an appropriate and
effecti!e user interface*
-in)s
5earners shou"d ha!e good or3ing s3i""s and 3no"edge in basic programming techni9ues
so that the princip"es presented here are de"i!ered in conte&t*
This unit has "in3s ith the fo""oing= 7nit %<= Softare De!e"opment $ro?ectD 7nit --=
Human Computer Interface and 7nit .0= AA$ $rogramming*
*esou!ces
In addition to standard computing resourcesD "earners need access to a !isua" en!ironment
%-6
and an appropriate de!e"opment too"* Centres need to 3eep de!e"opment too"s up(to(date
and shou"d pro!ide opportunities for "earners to in!estigate ne de!e"opments*
+uppo!t mate!ials
Text"oo*s
F"andersD CFGriffithsD I and Se""sD C Mastering Visual tudio 6ET (A: 4ei""y 7BD
-<<.# ISBN= </60<<.0<6
$erryD G and HettiheaD S ams Teac! 3ourself Visual Basic D in 45 .ours
(Sams $ub"ishingD %666# ISBN= <01-.%/../
+rightD $ Beginning Visual Basic D (+ro& $ressD %662# ISBN= %20%<<%</.
:e"sites
www.a!vbcode.com/
www.programmersheaven.com/one!/inde#.htm
%.<
/nit 1?4 ;ic!op!ocesso! +#stems
5earning hours= 0<
N>F "e!e" )= BTEC Higher Nationa"s E H%
Description of unit
The aim of this unit is to pro!ide "earners ith an understanding of microprocessor(based
systems and their use in instrumentationFcontro"Fcommunication systems* They i"" study
the practica" aspects of de!ice se"ection and the interfacing of e&terna" periphera" de!ices*
The de!e"opment cyc"e of specifyD designD bui"dD programD test and e!a"uate i"" be
co!ered*
%In!estigate microprocessor(based systems
-$roduce softare for a microprocessor(based system
.Interface microprocessor(based systems*
Content
1;ic!op!ocesso!,&ased s#stems
Microprocessor de#ice families= comparison based on speedD costD iFo faci"itiesD instruction
setD physica" siGe
Applications = contro" systems (eg car engine managementD roboticsD distributed contro"
systemsD coin(operated machinesD printers#P instrumentation systems (eg data ac9uisition
and "ogging systemsD indicator disp"ay systemsD Hinte""igent: pane" instrumentsD test
e9uipment#P communication systems (eg facsimi"e machinesD modemsD radio transmittersD
radar systems#P commercia" systems (eg e"ectronic funds transfer at point of sa"e systems
(EFT$AS#D e"ectronic ban3 te""er machinesD hand(he"d stoc3 "oggersD persona" computers#
2+o"t%a!e "o! a mic!op!ocesso!,&ased s#stem
'esign software= a"gorithms in the form of a structure chart shoing actions and conditions
or in pseudo code (structured Eng"ish#
:rite programs= for app"ications re9uiring interfacing to e&terna" de!ices (eg "ightsD
%.%
sitchesD motorsD heatersD 3eypadsD 5CD and 5ED disp"aysD printersD 8DCs and D8Cs#P
use of assemb"ers and high("e!e" "anguage compi"ers (eg CD $asca"#
Test software= suitab"e test data (eg inputs and e&pected outputs# shou"d be prepared prior
to running programs and resu"ts of the tests shou"d be documentedP use of softare
debugging too"s (eg Integrated De!e"opment En!ironment (IDE#D In(Circuit Emu"ation
(ICE#D simu"ators#
3(nte!"ace
+rogramma"le interface de#ices= seria" and para""e" interfacesP 784TsP $$IsP IFA mapped
de!icesP memory mapped de!icesP contro" signa"sP interruptsP po""ingP handsha3ingP port
current rating
'esign, "uild and test= a programmab"e interfaceP se"ect and use de!icesP rite and test
suitab"e softare in assemb"er or high("e!e" "anguage
Autcomes 8ssessment criteria for pass To achie!e each outcome
a "earner must demonstrate the abi"ity to=
% In!estigate microprocessor(
based systems
compare types of microprocessor de!ice fami"ies
e!a"uate three typica" app"ications of
microprocessor(based systems
- $roduce softare for a
microprocessor(based system
design softare to a gi!en specification using a
structured design techni9ue
rite programs to imp"ement designs using an
appropriate computer "anguage
test softare to ensure it meets the gi!en
specification
. Interface microprocessor(
based systems
e!a"uate and choose programmab"e interface
de!ices for a particu"ar situation
designD bui"d program and test an interface for an
e&terna" de!ice to a microprocessor(based system
Guidance
Delie!#
%.-
This unit is intended to be de"i!ered as a stand(a"one pac3ageD but cou"d be integrated into a
program of study ith other units* If it is de"i!ered in an integrated ayD care must be ta3en
to pro!ide trac3ing e!idence of outcomes* +here!er possib"eD a practica" approach shou"d
be adopted*
.ssessment
E!idence may be generated from assignmentsD "aboratory notes or reports of in!estigations*
-in)s
This unit may be "in3ed ith 7nit 6= E"ectrica"D E"ectronic and Digita" $rincip"es*
Entry re9uirements for this unit are at the discretion of the centre* Hoe!erD it is
recommended that "earners shou"d ha!e comp"eted the BTEC Nationa" @icroe"ectronics or
e9ui!a"ent and shou"d ha!e some 3no"edge of digita" e"ectronics (tri(state de!ices and
"atches#*
*esou!ces
8 microprocessor(based de!e"opment system shou"d be pro!ided*
5earners i"" a"so need softare de!e"opment systems (persona" computersFor3stationsF
termina"s capab"e of running program de!e"opment softare# and a softare(editorD
assemb"erFcompi"er debugging too"s for target processor*
The softare de!e"opment system and the target microprocessor(based system may be the
same
(eg a persona" computer#*
+uppo!t mate!ials
Text"oo*s
Bo"ton + E @icroprocessor Systems (5ongmanD -<<<# ISBN </2-)%22%T
Sayers I and 4obson 8 E $rincip"es of @icroprocessors (C4C $ressD %66%#
ISBN <0.-<-11/)
+i"son C and 4isse C E Introduction to @icroprocessor Theory and Aperation
(Butterorth(HeinemannD %666# ISBN <16<0%<0)1
%..
/nit 114 Digital and .nalogue Deices and Ci!cuits
5earning hours= 0<
Description of unit
This unit o!er"aps ith and e&tends the theory of operationa" amp"ifiers contained in the
unit E"ectronics* It pro!ides "earners ith a practica" understanding of a range of integrated
circuit operationa" amp"ifiers and digita" "ogic such as gatesD memory de!ices and counters*
They i"" a"so "earn ho to design the poer supp"ies necessary to poer such systems*
%* In!estigate poer supp"ies for e"ectronic systems
-* In!estigate operationa" amp"ifier circuits
.* In!estigate digita" e"ectronic circuits*
Content
1. 'o%e! supplies "o! elect!onic s#stems
,peration of dc power supplies= "inear regu"ated poer supp"ies (simp"e GenerdD series
transistor and IC regu"ators#P sitched mode poer supp"iesP practica" circuits in use in
modern e9uipment
'esign a linear power suppl(= input !o"tagesP output !o"tage and currentP "ine and "oad
regu"ationP identify de!icesD passi!e component !a"ues and circuit connections
Test a linear power suppl(= from test resu"tsD graphs of ;out Y ;in and ;out Y Iout "ine and "oad
regu"ation ca"cu"ated
2. 9pe!ational ampli"ie! ci!cuits
,perational amplifier as a de#ice= properties of the idea" operationa" amp"ifier (eg !ery
high gainD infinite input impedanceD neg"igib"e !o"tage difference beteen inputs#
Application circuits = comparator in!erting amp"ifierP non(in!erting amp"ifierP buffer
amp"ifier (!o"tage fo""oer#P differentia" amp"ifierP summing amp"ifierP deri!ation of
re"ationship beteen input and output !o"tages
%.)
'esign= three different circuits shou"d be designed to meet gi!en specificationsP use of
computer simu"ation softare to confirm correct operation
Tests= designed bui"d circuits using prototype board or circuit trainers and testD using
appropriate test e9uipmentD to confirm that they meet the specificationP dra up a schedu"e
of test data ith proposed input signa"s and e&pected output signa"s before testing
3. Digital elect!onic ci!cuits
'igital electronic de#ices= "ogic fami"ies E TT5D C@AS (eg )<<< and 1) series#P
comparison beteen fami"ies (speedD poerD input and output currentD poer supp"y#P
interfacing beteen different fami"iesP sca"es of integration (SSID @SID 5SID ;5SI#P
programmab"e de!ices ($4A@D $85D $58#
'esign com"inational circuits= use an appropriate design techni9ue (eg Barnaugh
mapping#P so"utions using a sing"e type of gate (eg N8ND on"y#P specifications re9uiring
so"utions ith no "ess than four inputs and one outputP simu"ation using computer softare
to confirm correct operation*
'esign se/uential circuits= use appropriate design techni9uesP specifications ith no "ess
that se!en states (eg decade counter#P simu"ation using computer softare to confirm
correct operation
Test= circuits designed for this outcome shou"d be bui"t using prototype boards or circuit
trainers and testedD using appropriate test e9uipmentD to confirm that they meet the
specificationsP a schedu"e of test data ith proposed inputs and e&pected outputs shou"d be
dran up before testing
%* In!estigate poer supp"ies
for e"ectronic systems
e!a"uate the operation of different types of dc
poer supp"y
design and test a "inear poer supp"y to meet a
gi!en specification
-* In!estigate operationa"
amp"ifier circuits
e!a"uate the operationa" amp"ifier as a de!ice
describe different operationa" amp"ifier
%./
app"ication circuits
design operationa" amp"ifier circuits
test operationa" amp"ifier circuits
.* In!estigate digita" e"ectronic
circuits
compare different digita" e"ectronic de!ice
fami"ies
design and construct combinationa" and se9uentia"
digita" e"ectronic circuits using "ogic de!ices
test digita" e"ectronic circuits
Guidance
Delie!#
This unit is intended to be de"i!ered as a stand(a"one pac3age but it cou"d be integrated into
a programme of study ith other units* If it is de"i!ered in an integrated ayD care must be
ta3en to pro!ide trac3ing of e!idence of outcomes* +here!er possib"eD a practica" approach
shou"d be adopted*
.ssessment
E!idence of outcomes may be in the form of assignmentsD "aboratory notes or reports of
in!estigations* Ane possib"e approach ou"d be to produce a report co!ering the
in!estigati!e aspects of the unit and a "ogboo3 co!ering the design and test acti!ities*
-in)s
This unit may be "in3ed ith the units 7nit /= E"ectrica" and E"ectronic $rincip"esD 7nit %-=
E"ectronicsD and 7nit -/= Combinationa" and Se9uentia" 5ogic* Entry re9uirements for this
unit are at the discretion of the centre* Hoe!erD it is ad!ised that "earners shou"d ha!e
comp"eted the BTEC Nationa" unit E"ectronics or e9ui!a"ent* 5earners ho do not meet
these criteria may benefit from appropriate bridging studies*
*esou!ces
E"ectronic circuit test e9uipment (C4AD poer supp"yD signa" generatorD mu"timeterD "ogic
probe# shou"d be made a!ai"ab"e* $rototype board or digita" and ana"ogue circuit trainers
and e"ectronic circuit simu"ation softare are a"so re9uired*
%.0
+uppo!t mate!ials
Text"oo*s
C"ayton G and +inder S E ,perational Amplifiers (Butterorth(HeinemannD -<<<#
ISBN <1/<0)0.2
Green D C E 'igital Electronics (5ongmanD %662# ISBN </2-.%1.0.
@addoc3 4 C E Electronics for Engineers ($rentice Ha""D %66)# ISBN </2--%/2.2
%.1
/nit 124 Elect!onics
5earning hours= 0<
N>F "e!e" )= BTEC Higher Nationa"s E H-
Description of unit
This unit further de!e"ops the understanding of ana"ogue e"ectronics gained through
pre!ious study* It p"aces particu"ar emphasis on the use of current manufacturers: data and
modern circuit ana"ysis techni9ues*
%* In!estigate signa"s and noise
-* In!estigate types of amp"ifier
.* In!estigate circuits ith feedbac3
)* In!estigate osci""ators*
Content
1. +ignals and noise
)ogarit!mic units= decibe"sD re"ated to poerD current and !o"tage ratios
8eference le#els= dB8P dB+P dBm
T(pes and sources of noise= therma"P radiatedP distortion (eg c"ipping or cross(o!er#P mains
borneP spar3ingP cross(ta"3 and consider noise reduction techni9ues (eg screening#
Concepts= signa"(noise ratioP noise factorP noise temperature
2. T#pes o" ampli"ie!
Anal(se= using 9uantitati!e methodsP e9ui!a"ent circuitsP computer mode""ing
T(pes of amplifier= poerP tunedP operationa"
+erformance= fre9uency responseP gainFbandidth productP distortionP input and output
impedance
Modif( circuit designs= using manufacturers: dataP circuit ca"cu"ations
8e#ised specifications= using a"ternati!e components to achie!e "oer cost or to impro!e
performance
%.2
3. Ci!cuits %ith "eed&ac)
T(pes of feed"ac*= !o"tageP currentP seriesP shunt
Circuit performance= effect of feedbac3 on gainD bandidthD distortionD noiseD gain stabi"ityD
input and output impedance
Circuit= sing"e(stage transistor amp"ifierP operationa" amp"ifier
In#estigate= practica" measurementP computer simu"ation
4. 9scillato!s
Circuit conditions= %(8 I < at on"y one fre9uencyP gain(phase re"ationship in the circuit
Build and e#aluate= using gi!en formu"ae bui"d a typica" circuit configuration such as +ien
BridgeD phase shiftD 5C coup"edD transistor or operationa" amp"ifier
pecification= factors such as fre9uencyD stabi"ityD fre9uency driftD distortion
Cr(stal ,scillator ad#antages= fre9uency accuracy and stabi"ity
% In!estigate signa"s and noise use "ogarithmic units and reference "e!e"s to
e&press measured !a"ues of gain and attenuation
describe the types and sources of noise in
e"ectronic systems and methods of noise reduction
e&p"ain the concepts used to describe the effects of
noise and ma3e practica" measurements
- In!estigate types of
amp"ifier
ana"yse the operation of different types of
amp"ifier
e!a"uate the actua" performance of different types
of amp"ifier
compare the ana"ysis ith the measured resu"ts
modify circuit designs to meet re!ised
specifications
. In!estigate circuits ith
feedbac3
deduce an e&pression for the c"osed "oop gain of a
system ith feedbac3
%.6
describe types of feedbac3 and determine the
effects on circuit performance hen feedbac3 is
app"ied
design a circuit emp"oying negati!e feedbac3
in!estigate the effects of app"ying feedbac3 to
sing"e and mu"ti(stage circuits
) In!estigate osci""ators describe the circuit conditions and the methods
used to achie!e sinusoida" osci""ation
bui"d and e!a"uate a sine a!e osci""ator to a
gi!en specification
e&p"ain the ad!antages of crysta"(contro""ed
osci""ator circuits
Guidance
Delie!#
8 practica" approach to "earning shou"d be adopted here!er possib"eD ith tutors pro!iding
re"e!ant e&amp"es of the app"ication of theory in practice* The most "i3e"y ay to achie!e
this is through a series of co(ordinated assignments co!ering the main topic areas* $ractica"
or3 needs to be in!estigati!eD to a""o opportunities for "earners to pro!ide e!idence
across grades*
Computer simu"ation and ana"ysis of circuits shou"d be usedD here appropriateD so that
practica" ana"ysis can be compared ith computer(generated resu"ts for the same circuits*
This he"ps to ensure that "earners are fami"iar ith current industria" practice*
In outcome -D not a"" of the amp"ifiers need to be co!ered to the same depth* 5earners are
e&pected to be gi!en e&isting designs to ana"yse* They mayD hoe!erD be e&pected to
impro!e or change the designs to meet re!ised specifications* Not a"" methods of ana"ysis
need to be used for each circuitD a"though a"" ou"d benefit from computer mode""ing*
.ssessment
@uch of the e!idence for this unit i"" be achie!ed through assignment and pro?ect or3*
This may be forma" and informa" reports on practica" acti!itiesD presentations or ritten
assessments*
%)<
-in)s
This unit may be "in3ed to 7nit .= 8na"ytica" @ethods for EngineersD 7nit /= E"ectrica" and
E"ectronic $rincip"es and 7nit -.= E"ectronic Computer(8ided Design* Entry re9uirements
for this unit are at the discretion of the centre* Hoe!erD it is assumed that "earners ha!e
a"ready achie!ed a "e!e" of "earning e9ui!a"ent to the BTEC Nationa" unit Science for
Technicians or simi"ar* This unit bui"ds on and e&tends the materia" co!ered in the BTEC
Nationa" units E"ectronics and 8na"ogue E"ectronics*
*esou!ces
This unit is intended to in!o"!e at "east /<Z practica" or3D and i"" re9uire an appropriate
range of e"ectronic test e9uipment (eg signa" generatorsD osci""oscopesD fre9uency metersD
etc#* 5earners are e&pected to ha!e ready access to a computer based circuit ana"ysis
pac3age*
+uppo!t mate!ials
Text"oo*s
Green D C E 'igital Electronics (5ongmanD %662# ISBN </2-.%1.0.
$addock & ' (lectronics for (ngineers )*rentice +all, !--./ 0123 45677!5686
%)%
/nit 2?4 '!og!amma&le -ogic Cont!olle!s
5earning hours= 0<
Description of unit
The aim of this unit is to in!estigate programmab"e "ogic contro""er ($5C# concepts and
their app"ications in engineering* It focuses on the design characteristics and interna"
architecture of programmab"e "ogic contro" systemsD the signa"s hich are used and the
programming techni9ues* The "earners i"" be gi!en the opportunity to produce and
demonstrate a programme for a programmab"e "ogic de!ice*
%* In!estigate the design and operationa" characteristics of programmab"e "ogic contro""ers
-* In!estigate programmab"e "ogic contro""er information and communication techni9ues
.* In!estigate and app"y programmab"e "ogic programming techni9ues*
Content
1. Design and ope!ational cha!acte!istics
'esign c!aracteristics= unitaryP modu"arP rac3(mounted
Input and output de#ices= mechanica" sitchesP non(mechanica" digita" sourcesP
transducersP re"ays
Communication lin*s= tisted pairP coa&ia"P fibre(opticP netor3s
Internal arc!itecture= C$7P 857P storage de!icesP memoryP opto(iso"atorsP input and
output unitsP f"agsP shiftP registers
,perational c!aracteristics= scanningP performing "ogic operationsP continuous updatingP
mass IFA copying
2. (n"o!mation and communication techni0ues
0orms of signal= ana"ogue (<(%< ! dcD )(-< m8#P digita"
'igital resolution and relations!ips= 6(bitP %<(bitP %-(bit
6um"er s(stems= decima"P binaryP octa"P he&adecima"P BCD $rotoco"s= 4S-.-P IEE)22
%)-
(G$IB#P 4S)--P -< m8 current "oop
6etwor*ing met!ods and standards= master to s"a!eP peer to peerP ISAP IEEP @8$
)ogic functions= 8NDP A4P ETC57SI;E A4P N8NDP NA4
3. '!og!amming techni0ues
Met!ods of programming= "adder and "ogic diagramsP statement "istsP Boo"ean a"gebraP
function diagramsP B8SICD HC: and 8ssemb"erP Graphica" $rogramming "anguage
Ad#anced function= "ess thanP greater thanP binary to BCDP $ID contro"
+roducing and storing text= contact "abe"sP rung "abe"sP programming "istsP cross(
referencing
Testing and de"ugging= forcing inputsP forcing outputsP changing dataP comparing fi"es
(tapesD E$4A@D disc#P disp"ayed error ana"ysis
Associated elements= contactsP coi"sP timersP countersP o!erride faci"itiesP f"ip(f"opsP shift
registersP se9uences
Autcomes 8ssessment criteria for pass To achie!e each outcome a
"earner must demonstrate the abi"ity to=
% In!estigate the design and
operationa" characteristics of
programmab"e "ogic contro"
systems
e!a"uate the design characteristics of typica"
programmab"e "ogic de!ices
describe different types of input and output de!ice
e!a"uate the different types of communication "in3
used in programmab"e "ogic contro" systems
describe the interna" architecture of a typica"
programmab"e "ogic de!ice
describe the operationa" characteristics of the C$7
- In!estigate programmab"e
"ogic contro""er information
and communication
techni9ues
e!a"uate the different forms of signa" used in
programmab"e "ogic contro"
describe the reso"ution and re"ationship beteen
ana"ogue inputs and outputs and ord "ength
e&press numbers using different number systems
compare the typica" protoco"s used in signa"
%).
communication
e!a"uate netor3ing methods and netor3ing
standards
rite programs using "ogic functions based on re"ay
"adder "ogic
. In!estigate and app"y
programmab"e "ogic
programming techni9ues
e!a"uate methods of programming programmab"e
"ogic contro""ers
e!a"uate the range and type of ad!anced functions
of programmab"e "ogic contro""ers
demonstrate methods of producing and storing te&t
and documentation
use and ?ustify methods of testing and debugging
hardare and softare
identify e"ements associated ith the preparation of
a programmab"e "ogic contro""er program
produce and demonstrate a programmab"e "ogic
contro""er program of at "east /< instructions for an
engineering app"ication
Guidance
Delie!#
8 practica"D hands(on approach to "earning shou"d be adopted here!er possib"eD ith tutors
pro!iding re"e!ant e&amp"es of the app"ication of theory in practice* $ractica" or3 needs to
be in!estigati!eD to gi!e "earners opportunities to pro!ide e!idence for distincti!e
performance* ;isits to industria" insta""ations i"" be of !a"ue to supp"ement "earning
acti!ities*
.ssessment
E!idence of outcomes may be in the form of assignmentsD so"utions to app"ied prob"ems or
comp"eted testsFe&aminations* E!idence is "i3e"y to be at outcome "e!e" in order to pro!ide
ma&imum f"e&ibi"ity of de"i!ery*
E!idence may be accumu"ated by "earners bui"ding a portfo"io of acti!ities or by a tutor("ed
%))
combination of tests and assignments* In either caseD the e!idence must be both re"e!ant
and sufficient to ?ustify the grade aarded*
-in)s
This unit is designed to stand(a"oneD but it has "in3s ith 7nit -= Engineering Science and
7nit /= E"ectrica" and E"ectronic $rincip"es*
Entry re9uirements for this unit are at the discretion of the centre* Hoe!erD it is ad!ised
that "earners shou"d ha!e comp"eted the BTEC Nationa" unit $rogrammab"e Contro""ers or
e9ui!a"ent*
*esou!ces
Centres de"i!ering this unit must be e9uipped ithD or ha!e access toD industria"(standard
programmab"e "ogic contro" units and de!e"opment softare*
+uppo!t mate!ials
Text"oo*s
Bo"ton + E +rogramma"le )ogic Controllers (Butterorth(HeinemannD -<<<# ISBN
<1/<0)1)06
Dunning G E Introduction to +rogramma"le )ogic Controllers (De"marD -<<-# ISBN
<1002%1021
%)/
'a!t < .ppendix
1The template o" +cheme o" Wo!)4
BTEC CENTER of GDEI
SCHEME OF WORK
'!og!am HND in Computing 1+o"t%a!e Deelopment3
/nit No
/nit Title
Name o" Tuto!
Name o" (nte!nal 7e!i"ie!
Date +u&mitted
Wee) Topics To Be Coe!ed ;ode *ema!)s
%
-
.
)
/
0
1
2
6
%<
%%
%-
%.
%)
%/
%0
%1
%2
%)0
.ssessment 'lan
Assignment % - . *ema!)s
Week of issue
+ee3 of
submission
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8 @anua" for BTEC TutorsD 8ssessors and Interna" ;erifiers
2. .ssignment design template4
Guangdong Institute of Education
BTEC Cente!
$rogram= HND in
7nit Tit"e=
7nit No= 8ssignment Tit"e=
8ssignment No*=
Issue Date=
Submission Dead"ine=
8ssessorFTutor=
Interna" ;erifier=
Student:s Name=
Student:s C"ass=
Student:s 4eg* No=
NOTES TO STUDENTS
Chec3 carefu""y the submission date and the instructions gi!en ith the
assignment* 5ate assignments i"" not be accepted*
Ensure that you gi!e yourse"f enough time to comp"ete the assignment by the due
date*
Do not "ea!e things such as printing to the "ast minute E e&cuses of this nature
i"" not be accepted for fai"ure to hand(in the or3 on time*
Lou must ta3e responsibi"ity for managing your on time effecti!e"y*
If you are unab"e to hand in your assignment on time and ha!e !a"id reasons such
as i""nessD you may app"y (in riting# for an e&tension*
Fai"ure to achie!e a $8SS grade i"" resu"ts in a 4EFE4485 grade being gi!en*
+hen you refer to the or3 of other authors in your assignmentD you must
practice citation by fo""oing Har!ard System for 4eferencing*
Ta3e great care that if you use other peop"e:s or3 or ideas in your assignmentD
you proper"y reference them in your te&t and any bib"iography*
+T/DENT6+ DEC-.*.T(9N4
0 confirm that this is all my own work.
1tudent 1ignature:
%)2
:11(11$(3;
<utcome =riteria (vidence
:eed&ac)
8sse
ss
;e!it g!ades a%a!ded $! $7 $8
Distinction g!ades a%a!ded >! >7 >8
.ssesso!6s additional comments
.ssesso!6s signatu!e4 Date4
1tudent6s :eed&ac)
+tudent6s signatu!e4 Date4
%)6
5!ading +peci"ication
'ass
8"" criteria identified in the assignment are met*
;e!it
;1
;2
;3
Distinction
D1
D2
D3
Notes
.ssignment Desc!iption
+cena!io4
Tas)s4
%/<
3. Template o" the (76s "eed&ac) "o! assignment design4
$rogram= 7nit No ' Tit"e=
8ssignment Tit"e= 8ssignment No*=
8ssessor = Interna" ;erifier =
C!ite!ia "o! .ssignment Design Fes No
The re"e!ant assessment criteria are co!ered according to the assessment p"an
8ssessment criteria in this assignment are the first time to be assessed
Tas3 descriptors match the ording of the assessment criteria
8"" tas3s assigned to students are associated ith the assessment criteria
Grading descriptors match that in the guidance
Scenario pro!ides enough information for students to e&p"ore and perform the tas3s
5earning outcomes F assessment criteria can be achie!ed by comp"etion of the acti!ity
Tas3s are ritten in a "anguage understandab"e by students
Tas3s are rea"istica""y achie!ab"e
The opportunities for grading are possib"e through comp"etion of the tas3
Front sheets are comp"eted correct"y and fu""y
8ssignment acti!ities are signed and dated by assessor(s#
(76s Comments and +uggestions
I; Signature= Date=
.ssesso!6s Comments
%/%
8ssessor:s Signature= Date=
%/-
4. Template o" (76s "eed&ac) "o! assesso!6s assessment decisions4
$rogram= 8ssignment Tit"e=
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8ssessor= Interna" ;erifier=
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Student
8ssessed Items Grading
@% @- @. D% D- D.
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
8ssessor Decision
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8ssessor Decision
I; Decision
8ssessor Decision
I; Decision
:eed&ac) to .ssesso!4
(nte!nal 7e!i"ie! 1+ignatu!e34 Date4
.ssesso! Comment4
.ssesso!1signatu!e34 Date4
%/.
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$. Template o" !e,(7 *epo!t on assessment decisions4
$rogram= 8ssignment Tit"e=
7nit No ' Tit"e= 8ssignment No= XXXXXXXXXXXXXXXXXXXXXXXX
C"ass= Students Count= Samp"ing $ercentage=
8ssessor= Interna" ;erifier=
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A Manual For BTech Tutors and Accessors

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A Manual For BTech Tutors and Accessors

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The BTEC Center

of Guangdong Institute of Education

E&perientia" "earning in!o"!es a cyc"ica" se9uence of "earning acti!ities* Teaching

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