To all our Recognised Centres,

The success of an ABMA learner is dependent on a number of factors.

The dedication of the learner to their studies, the devotion of the
teaching staff to deliver the knowledge and skills effectively and the
commitment of the Awarding Organisation to continually ensure that
the skills obtained by the learner throughout their studies are relevant,
in demand and extremely valuable.

This syllabus has been created with the support of industry and
education experts and, coupled with the teaching expertise of your
staff, will ensure that ABMA learners continue to demonstrate talent,
capability and experience in their chosen industry.

The structure of this syllabus has been created specifically to ensure

ease of delivery for lecturers, helping learners progress their
knowledge at each level while at the same time gaining exciting skills
that far surpass not only the competition but also the expectations of
well established industry employers.

I wish your learners good luck in their studies and look forward to
hearing about the achievements of ABMA learners in the near future.

Kind regards,

Alan Hodson
ABMA Education Senior Executive

Vocational Qualifications,
our Strength, your Future
Computing and Information Systems - Level 4 Diploma

Assessment and Grading Criteria

The units for this qualification are assessed via examination.

In order to pass each of the units, learners are required to demonstrate that they can meet the stated
learning outcomes outlined in the syllabus. Learners must study and understand the full unit content as any
part of this could be tested during the examination.

Each question in an examination is weighted at 20% of the total marks. It is the accumulated total of marks
for each question which will determine if a learner has achieved a Pass, Merit or Distinction for the unit.
Marks of 39% or less will be graded as a Fail. A learner must achieve a minimum mark of:

 40% to achieve a Pass

 60% to achieve a Merit
 75% to achieve a Distinction

The following grading criteria indicate the general expectations placed on a learner at each of the
grading bands of this Level:

Level 4

Fail Pass Merit Distinction

39% or less 40% - 59% 60% - 74% 75%+
Category

The learner will have... The learner will have... The learner will have... The learner will have...

Provided an answer Provided an answer Provided an answer

that is clearly related that is clearly related that is clearly related
Provided an answer
Relation to the to, and/or has directly to, and/or has directly to, and/or has directly
that is related to the
Question answered the answered the answered the
question
problem posed by problem posed by problem posed by
the question the question the question
A few ideas without Relevant, though
Ideas necessarily going into sometimes sporadic, Relevant ideas Clear ideas
depth ideas
Demonstrated that
Demonstrated that Demonstrated that Demonstrated that
they have an
they have a basic but they have a good they have a very
Knowledge and underlying
evident knowledge knowledge and good knowledge and
Understanding knowledge and
and understanding of understanding of the understanding of the
understanding of the
the subject subject subject
subject
Made or cited some Made or cited
Made or cited
Factors, Points Made or cited a few factors/points/charac relevant
relevant
and/or factors/points/charac teristics not factors/points/charac
factors/points/charac
Characteristics teristics necessarily all teristics going into
teristics
relevant depth
Provided a basic
Provided a basic but Provided and
and/or Provided a good
Argument slightly developed developed a basic
underdeveloped argument throughout
argument argument
argument
Attempted to make a Made and reached a
Made a reasonable Made and reached a
Conclusion reasonable convincing
conclusion conclusion
conclusion conclusion

3
 Provided an answer
that will not Provided an answer Provided a logically Provided a well
Structure
necessarily be well that is structured structured answer structured answer
structured

Please note that the table above provides a general overview of the grading criteria for each level. Each
of the different command verbs that are used in examinations will have a different set of criteria
expectations ascribed to them, for example, if a learner were asked to ‘illustrate’, they would be expected
to support their illustrations with examples or diagrams.

All of our learning outcomes are set at the highest skill level and have been developed using Bloom’s
Taxonomy. Learners are required to either:

 ‘Analyse’,
 ‘Apply’, or
 ‘Evaluate’.

The command verbs that will be used in examinations are grouped under these terms:

Analyse Apply Evaluate

Compare Illustrate Assess
Compare and Contrast Calculate Describe*
Describe* Write Discuss*
Differentiate Explain*
Discuss* Identify*
Distinguish Recommend
Explain* State*
Identify* Suggest
State*

*The command verbs that have an asterix (*) appear in both the Analytical and Evaluative columns. These
verbs can be used to test both ‘Analyse’ and ‘Evaluate’ learning outcomes. The questions posed using the
asterixed command verbs will be written to elicit an answer that would satisfy the learning outcome.

Therefore, it is important to note that when an examination question asks the learner to ‘explain’
something, a brief explanation will likely not suffice; the learner will be expected to provide a detailed
explanation in order to satisfy the learning outcome with which that question is associated.

When preparing for examinations, it is essential that learners refer to the ABMA ‘Never have to take a re-sit
again: A guide to examination success’ as this document provides relevant guidance in terms of how
learners should approach and answer examination questions.

4
Unit 1: Information Systems

Unit Aim

This unit aims to help learners understand the capabilities of different types of information
systems and the role of information systems within organisations. The unit also helps learners to
understand professional issues associated with information systems.

Unit Overview

This unit is designed for those seeking to develop a career in computer and information systems.
It equips learners with the knowledge and skills relevant to the deployment of information
systems (IS) in organisations, as well as the appropriate management practices associated with
their use. They will explore the different areas of work in which information systems professionals
operate and become aware of their responsibility and accountability.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Evaluate the characteristics of different types of information system

2. Analyse how common office applications integrate with information systems
3. Analyse how information systems support organisations
4. Analyse the roles people have in information systems
5. Evaluate the professional issues associated with information systems

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Evaluate the characteristics of different types of information system

a. Organisational needs for information systems

b. Features and capabilities of different types of information systems
c. Abstract characteristics of information systems
d. Common examples of information systems used to support: schools; hospitals; airport check-
ins; marketing; order management
e. Technology used in different information systems (e.g. desktop and mobile computers)

Learning Outcome 2: Analyse how common office applications integrate with information
systems

a. Common office applications (e.g. word processors, spreadsheets, database management

systems, presentation slideshow systems, optical character recognition, etc.)
b. Examples of how common office applications are used by organisations (e.g.
communication, collaboration, image processing, office management, etc.)
c. Integration between common office applications and business processes

5
d. Combining available tools to create, store, manipulate and relay business-critical data
across networks
e. Office Automation Systems (OAS)

Learning Outcome 3: Analyse how information systems support organisations

a. Functions within an organisation

b. Range of functions within an organisation that information systems support (e.g. order
management, communications, logistics, procurement, asset management, etc.)
c. Functionality of common information systems
d. Benefits that computerised information systems have over non-computerised systems
e. Roles previously managed through people and/or physical systems

Learning Outcome 4: Analyse the roles people have in information systems

a. Identifying people within an organisation with key stakes in and/or management

responsibility for an information system
b. Management roles with responsibilities for data and data protection
c. Recognising the importance of avoiding a fragmented approach to information
management and the issues associated with the duplication of information across an
organisation
d. Responsibility of individuals and groups for security (e.g. behaviour, culture, strategy,
practice, etc.) and who is responsible (e.g. security managers, technical architects, systems
managers, system users, etc.)
e. Key points of interaction between information systems and people

Learning Outcome 5: Evaluate professional issues associated with information systems

a. Physical and electronic security concerns associated with information systems

b. Analysis of key issues of data security and accountability particular to information systems
professionals
c. Risk management strategies
d. Key aspects of security policies (e.g. confidentiality and privacy, access, accountability,
authentication, authorisation, availability and IT systems, network maintenance, etc.)
e. Legal obligations of information systems professionals

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.

The activities recommended may include:

6
 Initially presenting foundational material to learners
 Guiding learners in terms of how and where to find suitable examples and learning resources
 Empowering learners to engage in research, present their ideas, participate in group
discussion, and demonstrate their practical work
 Acting as a sounding board at different stages in the learning process
 Facilitating deliberative practice and continuing personal development

For best results it is recommended that the teaching and learning activities are informed by the
following:

 Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
 Where possible, visits to different types and sizes of organisations that managing projects
 Where possible, visits from guest speakers, professionals or those with relevant expertise

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learners understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.

Resources

Textbooks on the ABMA Education eLibrary

The Editors of Salem Press (2014) Information Systems and Technology. Ipswich Massachusetts.

Plotkin, R. (2012) Computers in the workplace. United States: Checkmark Books.

Krogstie, J. (ed.) (2013) Frameworks for developing efficient information systems: Models, theory,
and practice. United States: Idea Group,U.S.

Norfolk, D. (2011) IT Governance. By David Norfolk. United Kingdom: Thorogood.

Lott, S. (2015) Functional python programming. United Kingdom: Packt Publishing

Fu, K.S. and Kunii, T.L. (2015) Data structures, computer graphics, and pattern recognition. Edited
by A. Klinger. New York: Saunders College Publishing/Harcourt Brace.

Morin, P. (2013) Open data structures: An introduction. Canada: AU Press.

Business Reference Guide (2014) Information Systems & Technology (2014).

7
Journals

Information Systems Research (ISR)

Journal of Management Information Systems

MIS Quarterly (MISQ)

Websites

BookRags, n.d. Office Automation Systems. BookRags. [online] Available at:

<www.bookrags.com/research/office-automation-systems-csci-01/> [Accessed 2 November
2016]

Laudon, K. C. and Laudon, J. P., 2014. Management Information Systems: Managing the Digital
Firm. 13th ed. Prentice Hall. [online] Available at:
<https://harisvanjava.files.wordpress.com/2015/12/laudon-management-information-systems-
13th-global-edition-c2014.pdf> [Accessed 2 November 2016]

Riley, J., updated 2012. ICT – Types of Information System. Tutor2U. [online] Available at:
<www.tutor2u.net/business/ict/intro_information_system_types.htm> [Accessed 20 January 2016]

Other

Association for Information Systems. [online] Available at: <http://start.aisnet.org/> [Accessed 2

November 2016]

8
Unit 2: Computer Programming

Unit Aim

The unit aims to help learners to understand the differences and similarities between different
programming languages, the advantages conferred by object-orientated programming, and
how to leverage programs to solve problems.

Unit Overview

This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with the knowledge and skills required to understand the
fundamentals of data structures and algorithms, giving a thorough introduction into different
programming languages, their suitability for different tasks, and the reasons why one language
might be chosen over another. This unit will also help learners to understand object-oriented
programming (OOP) concepts.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Evaluate common programming languages

2. Apply common data types, data structures, and algorithms to problem solving
3. Analyse the process of source code compilation and machine code execution
4. Apply code tracing methods to determine the output of a function for a given input
5. Analyse the advantages of object-orientated programming

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Evaluate common programming languages

a. Common programming languages (Java, C#, Python, Lua, C, Ruby, PHP, ObjectiveC, C++,
Assembly, Swift, etc.)
b. Historic development and updating of the common programming languages
c. Key strengths and weaknesses of interpreted and compiled languages
d. Key strengths and weaknesses of imperative, object-orientated, and functional languages
e. Factors affecting the suitability of a language for particular tasks (e.g. client-side web
scripting, server-side web scripting, mobile apps, scientific data processing, office
applications, games, etc.)

Learning Outcome 2: Apply common data types, data structures, and algorithms to problem
solving

a. Common primitive data types (e.g. boolean, float, double, integer, long, character, string,
etc.)
b. Difference between composite and primitive data types
c. Common data structures (arrays, linked lists, dictionaries, maps, trees, etc.)

9
d. The advantages and disadvantages of different data structures (e.g. retrieval, updating,
insertion, etc.)
e. Common programming constructs (e.g. selection, iteration, recursion, function call, etc.)

Learning Outcome 3: Analyse the process of source code compilation and machine code
execution

a. Difference between source code and machine code

b. Difference between compiled program execution and interpreted program execution
c. Process of source code compilation
d. Principles of CPU architecture
e. The fetch-execute cycle

Learning Outcome 4: Apply code tracing methods to determine the output of a function for a
given input

a. Functions, arguments, and return values

b. Using flow charts and pseudo-code to describe algorithms
c. Practical code tracing methods
d. The use of trace tables to support code tracing
e. Difference between a pointer and a value

Learning Outcome 5: Analyse the advantages of object-orientated programming constructs

a. Principles and history of object-oriented programming

b. Advantages and disadvantages of object-orientated paradigm versus imperative and
functional
c. Key object-orientated concepts and constructs (e.g. inheritance, encapsulation,
polymorphism, dynamic dispatch, open recursion, code reuse, etc.)
d. Difference between a class, an object and an instance
e. Object-orientated design considerations (e.g. visibility modifiers, coupling versus cohesion,
etc.)

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.

The activities recommended may include:

 Initially presenting foundational material to learners

 Guiding learners in terms of how and where to find suitable examples and learning resources
 Empowering learners to engage in research, present their ideas, participate in group
discussion, and demonstrate their practical work

10
 Acting as a sounding board at different stages in the learning process
 Facilitating deliberative practice and continuing personal development

For best results it is recommended that the teaching and learning activities are informed by the
following:

 Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
 Where possible, visits to different types and sizes of organisations that managing projects
 Where possible, visits from guest speakers, professionals or those with relevant expertise

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.

Resources

Textbooks on the ABMA Education eLibrary

Lambert, K., 2014. Fundamentals of Python: Data Structures. Course Technology PTR

The Editors of Salem Press. (2014) Information Systems & Technology. Ipswich, Massachusetts.
Salem Press.

The Open University. (2006) Software Development in Java. Milton Keynes: Open University
Course Team.

Lott, S. (2015) Functional python programming. United Kingdom: Packt Publishing.

Morin, P. (2013) Open data structures: An introduction. Canada: AU Press.

Fu, K.S. and Kunii, T.L. (2014) Data structures, computer graphics, and pattern recognition. Edited
by A. Klinger. Burlington: Academic Press.

Journals

ACM Transactions on Programming Languages and Systems

Programming and Computer Software

Science of Computer Programming

11
Websites

101Computing, 2015. Dry Run Testing and Trace Tables. [online] Available at:
<www.101computing.net/trace-table/> [Accessed 2 November 2016]

Codecademy, 2012. Learn to Code at Codecademy [WWW Document]. Codecademy.

[online] Available at: <www.codecademy.com/#!/exercises/0> [Accessed 2 November 2016]

Shaw, Z. A., 2014. Learn Python The Hard Way: A Very Simple Introduction to the Terrifyingly
Beautiful World of Computers and Code. Upper Saddle River: Addison-Wesley. [online] Available
at: <www.souravsengupta.com/int2pro2014/python/LPTHW.pdf> [Accessed 2 November 2016]

Downey, A.B., 2012. Think Python. [online] Available at:

<www.greenteapress.com/thinkpython/thinkpython.html> [Accessed 2 November 2016]

Guzdial, M., 2002. Introduction to Media Computation: A Multimedia Cookbook in Python.

[online] Available at: <http://coweb.cc.gatech.edu/mediaComp-teach> [Accessed 2
November 2016]

Other

Association for Computing Machinery (ACM) [online] Available at: <www.acm.org> [Accessed
2 November 2016]

12
Unit 3: Information Systems Analysis and Design

Unit Aim

The unit aims to help learners to understand the processes of systems analysis, information system
modelling, and information systems project co-ordination.

Unit Overview

This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with the knowledge and skills relevant to understanding information
system development projects in terms of common development life cycles and the role of the
system analyst within the analysis and design stages of these cycles. It also helps them to explore
the contribution of ‘use cases’ and data flow diagrams as well as learn about what is involved in
planning and managing an information systems (IS) development project.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Analyse how common life cycles are used to manage information system projects
2. Evaluate the skills needed by a systems analyst
3. Apply modelling techniques to communicate the requirements for an information system
4. Apply modelling techniques to communicate the flow of information around an information
system
5. Evaluate planning and management tools for information system projects

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Analyse how common life cycles are used to manage information system
projects

a. Common life cycle models for systems development (e.g. Waterfall, Rapid Application
Development (RAD), Joint Application Development (JAD), Prototyping Model, Agile
Methodologies (such as SCRUM and Kanban), Synchronize-and-Stabilize, Spiral Model, etc.)
b. Advantages and disadvantages of different systems development models
c. Advantages of iterative over non-iterative approaches for change management
d. Systems development life cycle model as a structured approach to information system
development that guides all the processes from initial feasibility through to maintenance of
finished application
e. Advantages of using phased-life cycle approach in realising the deliverables at each stage

Learning Outcome 2: Evaluate the skills needed by a systems analyst

a. Role of the systems analyst in an information systems project

13
b. Requirements gathering techniques (e.g. interviews, group interviews, observation,
facilitated session, joint-development, questionnaires, rapid prototype demos, use-cases,
requests for proposals, etc.)
c. Differences with different areas of work in which other information systems professionals may
operate (e.g. programmers, business administrators, etc.)
d. Different skills to undertake key roles (e.g. feasibility study, requirements gathering and
analysis, design, and evaluation of information systems, etc.)
e. Importance of key employability skills (e.g. teamwork, communication, problem solving,
etc.) and continuing professional development required to develop them

Learning Outcome 3: Apply modelling techniques to communicate the requirements for an

information system

a. Different categories of requirement that projects may have (e.g. functional, non-functional,
performance, states, environmental, interface, physical, design, etc.)
b. Comparing different categories of requirements in information systems (e.g. data, data
conversion, data quality objectives, business intelligence reporting requirements, functional
requirements and system performance requirements)
c. Drawing UML use-case diagrams
d. Analysing and illustrating the requirements of common information systems
e. Approach to use cases in object-oriented methods of information systems analysis and
design for organisations with data-processing resources

Learning Outcome 4: Apply modelling techniques to communicate the flow of information

around an information system

a. Key differences between diagrams used to illustrate data flow in an information system
b. Drawing context diagrams
c. Drawing systems data flow diagrams to illustrate the flow of information between two or more
agents
d. Drawing UML sequence diagram
e. Analysing and illustrating the data flow in common information systems

Learning Outcome 5: Evaluate planning and management tools for information system projects

a. The importance of specifying clear goals for a project

b. The value of having SMART (specific, measurable, achievable, realistic and time-bound)
objectives
c. Selecting an appropriate methodology for a project for the given circumstances (e.g. rapidly
changing requirements, safety-critical objectives, etc.)
d. The strengths and weaknesses of project management methodologies (e.g. Prince2, SCRUM,
etc.)
e. Project management tools (e.g. work breakdown structure, gantt charts, schedule, RAID log,
etc.)

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the

14
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.

The activities recommended may include:

 Initially presenting foundational material to learners

 Guiding learners in terms of how and where to find suitable examples and learning resources
 Empowering learners to engage in research, present their ideas, participate in group
discussion, and demonstrate their practical work
 Acting as a sounding board at different stages in the learning process
 Facilitating deliberative practice and continuing personal development

For best results it is recommended that the teaching and learning activities are informed by the
following:

 Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
 Where possible, visits to different types and sizes of organisations that managing projects
 Where possible, visits from guest speakers, professionals or those with relevant expertise

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.

Resources

Textbooks on the ABMA Education eLibrary

Avison, D.E., Torkzadeh, R. and Torkzadeh, G. (2008) Information systems project management.
Thousand Oaks: SAGE Publications.

Baumann, H., Baumann, P. and Grassle, P. (2005) UML 2.0 in action: A project-based Tutorial.
United Kingdom: Packt Publishing.

Additional Reading

Satzinger, J. W., Jackson, R. B. and Burd, S. D., 2012. Systems Analysis and Design in a Changing
World. 6th ed. Boston: Cengage Learning

15
Valacich, J.S., 2012. Essentials of Systems Analysis and Design. 5th Ed. Prentice Hall

Wazlawick, R.S., 2014. Object-orientated Analysis and Design for Information Systems. Morgan
Kaufmann (Elsevier)

Journals

Information Systems Research (ISR)

Journal of Management Information Systems

MIS Quarterly (MISQ)

Websites

Bowman, D., 2009. Information Systems Analysis. Information Management Architect. [online]
Available at: <www.information-management-architect.com/information-systems-analysis.html>
[Accessed 3 November 2016]

Carnegie Mellon University, n.d. UML Use Case Diagrams: Tips and FAQ. Carnegie Mellon
University. [online] Available at: <www.andrew.cmu.edu/course/90-754/umlucdfaq.html>
[Accessed 3 November 2016]

Japenga, R., n.d. What Makes a Great Software Requirements Specification? [online] Available
at: <www.microtoolsinc.com/Howsrs.php> [Accessed 3 November 2016]

ProjectsSmart, 2013. A Collection of Twenty Essential Project Management Skills, Methods, Tools,
and Compentencies Needed For Success. [online] Available at:
<www.projectsmart.co.uk/tools.php> [Accessed 3 November 2016]

Riley, J., updated 2012. ICT – Types of Information System. Tutor2U. [online] Available at:
<www.tutor2u.net/business/ict/intro_information_system_types.htm> [Accessed 3 November
2016]

TutorialsPoint, n.d. Learn the Software Development Life Cycle [online] Available at:
<www.tutorialspoint.com/sdlc/index.htm> [Accessed 3 November 2016]

Other

PMI Information Systems Community of Practice. [online] Available at:

<http://is.vc.pmi.org/Public/Home.aspx> [Accessed 3 November 2016]

16
Unit 4: Information Presentation and Analysis

Unit Aim

The unit aims to help learners become familiar with presenting information alongside the
fundamental empirical research methods and statistical analyses underpinning the creation of
such information.

Unit Overview

This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with knowledge and skills required to present and analyse information.
Specifically, they learn methods of calculating descriptive statistics, methods of illustrating data,
as well as how to assess the quality of information based on the research methods and statistical
analyses used to derive it.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Apply formulae to calculate descriptive statistics using standard notation

2. Analyse the principles of probability and statistical analysis
3. Evaluate appropriate methods for illustrating data
4. Apply statistical principles to the interpretation of the results of statistical calculations
5. Evaluate empirical research methods

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Apply formulae to calculate descriptive statistics using standard notation

a. Standard statistical notation (e.g. for probability p, degrees of freedom d.f., the population
mean μ, the population variance σ2, the population correlation ρ, the sample mean x̅, the
sample variance s2, the sample correlation coefficient r, expected value of X E[X], variance
of X var[X], covariance of X and Y cov[X, Y], standard Normal distribution z α or z(α), t-
distribution with v degrees of freedom tα,ν or t(α,ν), chi-squared distribution with v degrees of
freedom or , F-distribution with v1 and v2 degrees of freedom or F(α,ν1,ν2),
etc.)
b. Standard mathematical expressions and operators (e.g. sum ∑, square root √, less than <,
more than >, is approximately equal to ≈, is not equal to ≠, etc.)
c. Formulae for calculating variance, standard deviations, and confidence intervals
d. Formulae for calculating mean, median and mode averages
e. Formulae for calculating the range, inter-quartile range, ratios, and percentages

Learning Outcome 2: Analyse the principles of probability and statistical analysis

a. The purpose and application of statistical methods

b. Probability theory

17
c. Discrete and continuous probability distributions (including the normal distribution)
d. Data models, inference, and prediction
e. Types of data (e.g. dichotomous, nominal, ordinal, interval, ratio, etc.)

Learning Outcome 3: Evaluate appropriate methods for illustrating data

a. The relative merits of different formats of presenting data (e.g. text, tables, figures,
pictographs, etc.)
b. The quality of descriptions of statistics and their interpretations, with respect to APA
conventions
c. The conventions associated with the tabular presentations of data
d. Graphical methods of presenting data (including pie chart, bar chart, histogram, line graph,
box plot and scattergram)
e. The relative merits of different graphical methods of presenting data and how to use them to
determine the best method to use

Learning Outcome 4: Apply statistical principles to the interpretation of the results of statistical
calculations

a. Differences in interpretation between mean, median and mode averages

b. Differences in the interpretation of the mean under different distributions with varying skew,
varying kurtosis, and the presence of outliers
c. The validity, reliability, accuracy, and precision of research instruments and their implications
for statistical analysis
d. The relevance of statistical analyses subject to different types of data (e.g. dichotomous,
nominal, ordinal, interval, ratio, etc.) and sampling methods (e.g. non-probability and
probability)
e. Common assumptions associated with parametric and non-parametric statistics

Learning Outcome 5: Evaluate empirical research methods

a. Key research philosophies underpinning empirical research (e.g. positivism, interpretivism,

critical realism, pragmatism, etc.)
b. Key differences between qualitative and quantitative measurement and their implications
c. Advantages and disadvantages of different methods of research (including experiments,
surveys, interviews, tests, lab observation, general observation, ethnography, etc.)
d. Design considerations for implementing different research practices (e.g. experiment design,
data collection technique, sampling method, etc.), and the creation of data collection
instruments (e.g. questionnaire items, interview questions, criteria for content analysis, etc.)
e. Approaches to determining the most appropriate research method for a given research
question

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to

18
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.

The activities recommended may include:

 Initially presenting foundational material to learners

 Guiding learners in terms of how and where to find suitable examples and learning resources
 Empowering learners to engage in research, present their ideas, participate in group
discussion, and demonstrate their practical work
 Acting as a sounding board at different stages in the learning process
 Facilitating deliberative practice and continuing personal development

For best results it is recommended that the teaching and learning activities are informed by the
following:

 Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
 Where possible, visits to different types and sizes of organisations that managing projects
 Where possible, visits from guest speakers, professionals or those with relevant expertise

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.

Resources

Textbooks on the ABMA Education eLibrary

Willemse, I. and Nyelisani, P. (2015) Statistical methods and calculation skills. South Africa: Juta
Legal and Academic Publishers.

The Editors of Salem Press (2014) Information Systems and Technology. Ipswich Massachusetts.

Fu, K.S. and Kunii, T.L. (2014) Data structures, computer graphics, and pattern recognition. Edited
by A. Klinger. Burlington: Academic Press.

McCrudden, M., Schraw, G. and Buckendahl, C. (eds.) (2015) Use of visual displays in research
and testing: Coding, interpreting, and reporting data. United States: Information Age Publishing.

Adams, J., Khan, H.T.A., Raeside, R. and Adams, C.J. (2014) Research methods for business and
social science students. 2nd edn. Los Angeles, CA: SAGE Publications India Pvt.

19
Additional Reading

Olofsson, P.-A.M., 2012. Probability, Statistics, and Stochastic Processes. John Wiley & Sons

Snee, H., Hine, C., Morey, Y., Roberts, S., and Watson, H., 2016. Digital Methods for Social
Science: An Interdisciplinary Guide to Research Innovation. Palgrave Macmillan

Journals

Computational Statistics & Data Analysis

Journal of Computational and Graphical Statistics

Websites

LabSpace, n.d. Market Research Methods. LabSpace. [online] Available at:

<http://labspace.open.ac.uk/mod/oucontent/view.php?id=425742&direct=1> [Accessed 3
November 2016].

University of Surrey, 2015. Numeracy Skills. [online] Available at:

<http://libweb.surrey.ac.uk/library/skills/Number%20Skills%20Leicester/index.htm> [Accessed 3
November 2016]

Other

Data Science Association. [online] Available at: <www.datascienceassn.org> [Accessed 3

November 2016]

The R Project for Statistical Computing. [online] Available at: <www.r-project.org> [Accessed 3
November 2016]

20
Unit 5: Web Technologies

Unit Aim

This unit aims to help the learner understand how to construct static and dynamic websites and
how to create usable web pages.

Unit Overview

This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with the knowledge and skills required for web development,
focussing on the use of HTML and CSS to define usable web pages. Learners will also study how
dynamic websites operate as well as the practical steps of deployment required to setup and
configure a web server.

Learning Outcomes

After successfully completing this unit, the learner will:

1. Analyse the structure of URLs and their role in HTTP and the DNS
2. Apply HTML and CSS to the definition of static web pages
3. Analyse how web servers and web browsers construct dynamic websites
4. Evaluate how usability inspection methods are used to design usable websites
5. Analyse the process of setting up and configuring a web server

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Analyse the structure of URLs and their role in HTTP and the DNS

a. Decomposing a URL down into components, including the difference between a URL and
URN
b. The difference between the WWW and the Internet
c. The function of each URL component
d. The purpose and uses of common HTTP verbs (e.g. GET, POST, PUT, DELETE, etc.)
e. Role of URLs in DNS and the Internet more broadly

Learning Outcome 2: Apply HTML and CSS to the definition of static web pages

a. Basic structure of an HTML document

b. Key components within HTML documents (e.g. divisions, forms, multimedia, etc.)
c. Marking up content using HTML for display in web browsers
d. Using CSS rules to style specific parts of an HTML document
e. The ability of CSS to override previous rules in specific instances and how to define such
‘cascading’ rules

Learning Outcome 3: Analyse how web servers and web browsers construct dynamic websites

a. Producing HTML output using server-side scripting languages (e.g. PHP, Python, Ruby, etc.)

21
b. Manipulating HTML output using client-side scripting languages (e.g. Java script)
c. Models of interaction between browsers, servers, and databases
d. Basic methods of interaction between a server-side script and a database content (e.g. SQL
queries)
e. Difference between websites and web services

Learning Outcome 4: Evaluate how usability inspection methods are used to design usable
websites

a. Separating content and layout using Model-View-Controller and associated concepts,

alongside the effective such as the use of class attributes to create presentation semantics
b. The importance of creating usable and accessible web pages across user agents and
devices for a diverse range of users through following usability/accessibility guidelines and
using heuristic analysis
c. Different usability and accessibility inspection methods to assure appropriate levels of
usability/accessibility (e.g. heuristic analysis, usability testing, guideline/ standards checking,
etc.)
d. The advantages and disadvantages of usability and accessibility inspection methods
e. The concepts of progressive enhancement, graceful degradation, and responsive design

Learning Outcome 5: Analyse the process of setting up and configuring a web server

a. Cloud hosting platforms (e.g. Heroku, Joyent Cloud, Amazon Web Services, etc.) and non-
cloud platforms (e.g. home web server, data centre, etc.)
b. Basic UNIX commands (e.g., sudo, apt-get, ls, cd, rm, mv, cp, rm, passwd, chmod, mkdir,
etc.)
c. Setting up and configuring a LAMP server using Ubuntu, Python, PIP, mySQL, Apache, and
CGI
d. Using a third-party service to set up a web server using tools such as cPanel and
phpMyAdmin
e. Upload files into a web hosting account using appropriate tools (including FTP, SFTP (over
SSH), WebDav and rsync, etc.)

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.

The activities recommended may include:

 Initially presenting foundational material to learners

 Guiding learners in terms of how and where to find suitable examples and learning resources
 Empowering learners to engage in research, present their ideas, participate in group
discussion, and demonstrate their practical work

22
 Acting as a sounding board at different stages in the learning process
 Facilitating deliberative practice and continuing personal development

For best results it is recommended that the teaching and learning activities are informed by the
following:

 Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
 Where possible, visits to different types and sizes of organisations that managing projects
 Where possible, visits from guest speakers, professionals or those with relevant expertise

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.

Resources

Textbooks on the ABMA Education eLibrary

Brinck, T., Gergle, D. and Wood, S. D., 2002. Usability for the Web: Designing Web Sites that Work.
San Francisco: Morgan Kaufmann.

Farrel, A., 2004. The Internet and Its Protocols: A Comparative Approach. Morgan Kaufmann.

Gasston, P., 2013. The Modern Web: Multi-Device Web Development with HTML5, CSS3, and
JavaScript.

Journals

ACM Transactions on the Web (TWEB), ACM.

Websites

Alvit, n.d. The Web-Developer’s Handbook: Developing Web-sites, Exploring Imagination.

[online] Available from: <www.alvit.de/handbook/> [Accessed 21 January 2016]

Erack Network, 2008. Web Host Guide. [online] Available from: <www.tizag.com/webhost/>
[Accessed 21 January 2016]

23
Wan, A., 2015. How To Setup an Apache, mySQL, and Python (LAMP) Server Without Frameworks
on Ubuntu 14.04. [online] Available at: <www.digitalocean.com/community/tutorials/how-to-
set-up-an-apache-mysql-and-python-lamp-server-without-frameworks-on-ubuntu-14-04>
[Accessed 21 January 2016]

Other

W3C. [online] Available at: <www.w3.org> [Accessed 21 January 2016]

w3schools.com. [online] Available at: < www.w3schools.com > [Accessed 21 January 2016]

24
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