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Programme Specification
HNC Computing (Cyber Security)
1 Key Dates Date of Production: Latest Revision Date: June 2022 June 2022 2 School Faculty Computing Health Sciences, Meditech and Technology 3 Awarding Organisation Pearson 4 Teaching Institution Bradford College 5 Precise title of the final award Pearson BTEC Level 4 Higher National Certificate in Computing (Cyber Security) 6 Programme title Higher National Certificate in Computing (Cyber Security) 7 Details of Accreditation Pearson/BTEC Regulated Qualifications Framework (RQF) - September 2022 8 FHEQ Level (does not apply to HNC) Level 4 9 UCAS Code - 10 Mode of Attendance and normal duration of the award [full- time or part-time] 1 year/2 years Full-time: 1 Year Part-time: 2 Years 11 Relevant QAA Subject Benchmark Statements Subject benchmark statements (although not specifically applicable to Higher Nationals provision) provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject or subject area. They also represent general expectations about standards for the award of qualifications at a given level in terms of the attributes and capabilities that those possessing qualifications should have demonstrated. Pearson BTEC Higher National qualifications have been aligned to the Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland, and have been accredited to the Ofqual Regulated Qualifications Framework (RQF). The programme has been informed by the QAA subject benchmark statement for Computing.
12 Criteria for Admission to the Programme 80 UCAS tariff points with a minimum of three GCSEs at Grade C/4-5 or above and including Mathematics and English. Applicants who do not meet the criteria for Mathematics and English will be considered and will be invited for interview where they will sit a numeracy and literacy skills assessment. The School of Computing welcomes applications from candidates who do not meet the above criteria. Where this is the case, applicants will be invited for interview at which they will be expected to provide a portfolio (either physical or digital) that: Demonstrates professional industry experience in a Computing discipline; OR Provides examples of computer skills appropriate to Level 4/ study. Examples could include: Network administration and automation Website development Database design Programming skills Network security Data security Candidates will also be required to undertake literacy and numeracy skills assessment along with a Computing aptitude test. 13 Educational Aims of the Programme Pearson BTEC Higher Nationals are designed to help students secure the knowledge, skills and behaviours needed to succeed in the workplace. They represent the latest in professional standards and provide opportunities for students to develop behaviours for work. The Pearson BTEC Level 4 Higher National Certificate in Computing (Cyber Security) offers students a broad introduction to the subject area via a mandatory core of learning, while allowing for the acquisition of skills and experience through mandatory and specialist units across a range of occupational sectors at Level 4. This builds underpinning core skills while preparing students for further subject specialisation at Level 5. Students will gain a wide range of sector knowledge tied to practical skills gained in research, self-study, directed study and workplace scenarios. Students successfully completing the Pearson BTEC Higher National Certificate in Computing (Cyber Security) will be able to demonstrate a sound knowledge of the foundational concepts of general computing, including hands-on practical experience. They will be able to communicate accurately and appropriately and will have the qualities
14 Programme Learning Outcomes By the end of the programme, students will have developed a deeper understanding of the principles, technical skills and professional skills that are required by the Computing industry. Students will have the potential to enter the world of work or to pursue entry onto a Level 5 programme within the School of Computing. On successful completion of the programme, the student will be able to demonstrate the following: Knowledge and Understanding KU1 Knowledge and understanding of the fundamental principles and practices of the contemporary global computing environment. KU2 Understanding and insight into different organisations, their diverse nature, purposes, structures and operations and their influence upon the external environment. KU3 A critical understanding of the evolving concepts, theories and models within the study of computing across a range of practical and hypothetical scenarios. KU4 An ability to evaluate and analyse a range of concepts, theories and models to make appropriate decisions. KU5 An appreciation of the concepts and principles of CPD, staff development, leadership and reflective practice as methods and strategies for personal and people development. KU6 Knowledge and understanding of vital concepts, principles and theories relating to computing and computer applications, software development, networking and media systems. KU7 Critical understanding of how computer-based technologies interrelate and communicate with one another, support processes and lead to a computerised solution to a problem. KU8 Understanding of the application of appropriate mathematical techniques in the design and development of software and computer systems. KU9 Critical understanding of the use of industry-standard technical documentation and practices. KU10 Develop a range of multi-disciplined programming and coding skills. KU11 Deploy appropriate tools, theories, principles and methodologies to analyse, specify, construct, test and evaluate a computer-based system in an appropriate context. KU12 An ability to apply industry-standard methods in human-computer interaction to inform the development of usable interfaces. KU13 An understanding of the appropriate techniques and methodologies used to resolve real-life problems in the workplace. Cognitive Skills CS1 Deploy appropriate theory, practices and tools in order to analyse, specify, design and implement computing systems and software applications. CS2 Recognise and critically evaluate the professional, economic, social, environmental, moral and ethical issues that influence the sustainable exploitation of computer-based technologies. CS3 Critique a range of systems and operations and their application to maximise and successfully meet strategic objectives. CS4 Interpret, analyse and evaluate a range of data, sources and information to inform
pressure and meeting challenging targets within given deadlines. TS14 Use quantitative skills to manipulate data, evaluate and verify existing theory. TS15 Show awareness of current developments within the computing industry and their impact on employability and CPD. TS16 Manage small to medium scale projects using appropriate planning and time management techniques. TS17 Display emotional intelligence and sensitivity to diversity in relation to people and cultures.
15 Key Learning & Teaching Strategy Methods The learning and teaching strategy for the HNC Computing (Cyber Security) is explicitly designed to contribute to the achievement of the intended learning outcomes which are clearly expressed at programme and unit level. Lectures and Seminars Along with workshops, these are the most common techniques used by lecturers in the Computing team. They offer an opportunity to engage with the full cohort of students, where the focus is on sharing knowledge through the use of presentations. Unit tutors have extensive subject specialist knowledge and experience which is embedded into lectures and seminars to ensure that the students have up-to-date and industry specific knowledge. Workshops and Labs These are used to build on knowledge shared via tutors and seminars. They allow student to experience first-hand the range of specialist software and hardware used in industry. Teaching can be more in-depth where knowledge is applied, for example, to case studies or real-life examples. Workshops could be student-led, where students present, for example, findings from independent study. Workshops are timetabled for each unit to ensure that students are able to stretch their learning and seek additional support from teaching staff. The balance between lectures, seminars and workshops is dictated by the learning outcomes for each unit. Tutorials These provide an opportunity for focused one-to-one support, where teaching is led by an individual student’s requirements. These can be most effective in the run up to assessment, where tutors can provide more focused direction, perhaps based on a formative assessment. Students will have a structured tutorial programme and can request additional tutorials if required. All students will participate in an extensive induction which will commence at the start of the programme and continue throughout their studies. This will include re-visiting and developing academic skills including academic writing, research and referencing, alongside developing key soft skills. Virtual Learning Environments (VLEs) These are invaluable to students studying on a face-to-face programme. Used effectively, VLEs not only provide a repository for taught material such as presentation slides or handouts, but could be used to set formative tasks such as quizzes. Further reading is located on the VLE, along with a copy of the programme documents, such as the handbook and assessment timetable. The subject specialist librarian regularly accesses and updates VLE pages to ensure that the most relevant and up-to-date journals and e-books are linked and students have access to them. Tutors provide a wide range of resources on the VLE and through MS Teams, including further reading, videos, flipped learning tasks and links to essential sources. Work Based The School of Computing works closely with a number of industry
English Language workshops. Through lectures, students are encouraged to develop the understanding of the concepts, theories and principles prior to application. Students will develop skills in listening and selective note taking and appreciate how information is structured and presented. 16 Key Assessment Strategy/Methods The programme assessment strategy was developed with reference to the College HE Learning, Teaching and Assessment Strategy. The assessment process for the HNC Computing (Cyber Security) programme reflects both the aims and learning objectives of the programme and establishes clear links with the underlying philosophy of the learning and teaching strategy. This requires the use of a wide range of assessment methods involving an appropriate balance between formative and summative methods. Formative assessment is primarily developmental in nature and designed to give feedback to students on their performance and progress. Assessment designed formatively should develop and consolidate knowledge, understanding, skills and competencies. It is a key part of the learning process and can enhance learning and contribute to raising standards. Through formative assessment, tutors can identify students’ differing learning needs early on in the programme and so make timely corrective interventions. Tutors can also reflect on the results of formative assessment to measure how effective the planned teaching and learning is at delivering the syllabus. Each student should receive one set of written formative feedback. This type of formative assessment encourages reflective practice, develops academic and personal skills and builds student confidence. Formative assessment is in evidence in all units throughout the programme. Summative assessment is where students are provided with the assignment grades contributing towards the overall unit grade. For summative assessment to be effective it should also give students additional formative feedback to support ongoing development and improvement in subsequent assignments. All formative assessment feeds directly into the summative assessment for each unit and lays the foundations from which students develop the necessary knowledge and skills required for the summative assessment. Each unit has a set of assessment criteria which the student must demonstrate to achieve a pass grade. Students will undertake one or more pieces of assessment for each unit and will need to show the assessment criteria for the unit have been met. Some of the assessments have elements of negotiation where the student can make decisions and agree with the tutor what will be undertaken for assessment. This ensures that the work has personal and professional relevance. Underpinning assessment are the following principles: Assessment is valid - in that it tests an appropriate skill or ability. Assessment is reliable - in that the same result would be achieved, if repeated. Assessment is relevant - in that it is set in the context of the practices and needs of industry. Assessment forms part of a student’s learning - in that assessment is not seen as simply a measurement tool but as a key part of the learning process and, through formative feedback, a means of supporting progression.
For each year of study, the programme team will monitor summative assessment requirements across units in order to, where possible, smooth student workload. Each unit in the programme has a set of assessment criteria which the student must demonstrate to pass the unit. Students will undertake one or more pieces of assessment for each unit and will need to show the assessment criteria for the unit have been met. Some of the assessments have elements of negotiation where the student can make decisions and agree with the tutor what will be undertaken for assessment. This ensures that the work has personal and professional relevance. Assessments may include elements of: practical assessments; portfolios of evidence; ‘in class’ tests; lab work; case studies; examinations, both open and closed book; reflective activities where you look back over your experiences, analyse them with the assistance of relevant theory and reflective tools, and learn from the experience; online discussions that you have had with your peers, tutors and invited contributors to the programme; oral and written reports; journals, blogs and log books; plans (e.g., action plans, plans for your group activities); presentations; and time-constrained tasks. All written work related to assessments will be submitted via Turnitin to ensure authentication of students’ work.
18 Programme Structure Both the full-time and part-time HNC Computing (Cyber Security) structures are delivered in a semesterised approach. The units are sequenced to provide students with a coherent learning experience which will satisfy the programme aims and outcomes and enhance student retention. The structure will also ensure a practicable, even spread of student assessments throughout the academic year. The units on this programme have been designed from a learning time perspective. For example, a 15 credit point unit is equivalent to approximately 150 learning hours, of which 60 hours will be guided learning hours (i.e. when your tutor is present in a lecture or workshop). The HNC Computing (Cyber Security) programme has a total value of 120 credits and is equivalent to approximately 1200 hours total learning time (TLT). Within this learning time - which is time taken by students to complete the learning outcomes of each unit determined by the assessment criteria - there are Guided Learning Hours (GLHs). These are defined as time when your tutor is present and giving specific guidance (e.g.: lectures, tutorials, workshops). On this programme, there could be approximately 480 GLHs. The full-time structure of the HNC Computing (Cyber Security) is the same for both a September and January start. The decision to run both the September and January starts is dependent on recruiting a viable cohort. Part-time students will typically study alongside full-time students. However, consideration will be given to running a separate part-time cohort where there is specific industry demand. Full-time September start and full-time January start programme structure Full-Time - Year 1 Semester 1 Semester 2 Unit 1: Programming Unit 5: Security Unit 2: Networking Unit 6: Planning a Computing Project (Pearson set) Unit 3: Professional Practice Unit 10: Cyber Security Unit 4: Database Design and Development Unit 13: Website Design and Development Part-time September start programme structure Part-Time - Year 1 Semester 1 Semester 2 Unit 1: Programming Unit 5: Security Unit 2: Networking Unit 10: Cyber Security Part-Time - Year 2 Semester 1 Semester 2
and unit level, as well as additional learning resources and links to off-site study support. Independent learning is encouraged through the use of student forums, blogs and message boards. These are also used to provide students with regular and timely formative feedback. At the start of each academic year all students undertake a numeracy and literacy skills test. The results of these are analysed and allow for student specific additional support to be offered where required. A tutorial system is in place that provides academic and pastoral support to all students. Staff are available on both a walk-in and by-appointment basis. Staff are also contactable via e-mail, the VLE and through MS Teams. A Personal Tutor is assigned to each student to provide pastoral care and an opportunity to discuss any issues that may arise throughout the academic year. The Computing team’s teaching and learning areas are equipped with hardware and software that reflects the standards required by industry. Specialist software is provided and hardware and software requirements are reviewed annually. The College have extensive library facilities including a wide range of on-line resources. Library resources are reviewed by the School on an annual basis. Group study areas are available within the library. The Teaching Team operates a series of additional workshops throughout the academic year. A specialist tutor is available at each of these to offer support and guidance to students. to students. 20 Distinctive Features The HNC in Computing (Cyber Security) is a work-related qualification for students taking their first steps into employment, or for those already in employment and seeking career development opportunities. The programme will support progression into the workplace either directly or via enabling further study at Level 5 and is designed to meet employer needs. Pearson BTEC Higher National qualifications are widely recognised by industry as the principal vocational qualification at Level 4. When redeveloping the programme, Pearson collaborated with a wide range of students, employers, higher education providers, colleges and subject experts to ensure that the new qualification meets their needs and expectations. They also worked closely with the relevant professional bodies, to ensure alignment with recognised professional standards. There is now a greater emphasis on employer engagement and work readiness. The Pearson BTEC Higher National qualification in Computing (Cyber Security) is designed to reflect this increasing need for high quality professional and technical education pathways at Levels 4 and 5, thereby providing students with a clear line of sight to employment and to progression to a degree. The School of Computing has established close links with both local business and the local community. Wherever practicable, assessment on the programme reinforces these links. At the end of each academic year, the School of Computing holds an open event for local and regional businesses where students can demonstrate and showcase their Project work. This forms an integral part of the learning experience and helps create a valuable link
between the College, its students and employers. The event is sponsored by local employers who will mentor students undertaking project work as well as providing specialist talks and hosting student visits. 21 Regulation of Assessment Assessment regulations are as published by the College and are in accordance with guidance provided by Pearson/BTEC. Regulations relevant to this programme of study are published in the programme handbook. 22 Indicators of Quality and Standards Annual review and monitoring will be conducted in line with College processes and Pearson requirements. Measures are in place to ensure robust internal and external quality assurance. These quality-related processes are outlined below: Programme committee meetings and annual monitoring events which are attended by student representatives. Unit reviews which are completed by students. Moodle and MS Teams will host chatrooms and forums so that students can liaise regularly with one another as well as tutors. The delivery of the HNC Computing (Cyber Security) will be reviewed annually via production of an Annual Monitoring Report and, on a much more regular basis, through meetings of the programme delivery team. The programme will also be subject to external quality assurance processes such as external examiner review. 23 The Role of the Awarding Body As the awarding body, Pearson provides a programme of BTEC Higher Nationals offering specialist vocational study at Levels 4 and 5 which reflects the requirement of professional organisations and meets the National Occupational Standards for each sector or industry. BTEC Higher Nationals are directly available from Pearson as RQF qualifications. To offer BTEC Higher Nationals, colleges must have both Centre and Qualification Approval. Pearson operates a quality assurance system for all BTEC Higher National programmes which ensures that centres have effective quality assurance processes to review programme delivery and that the outcomes of assessment are to national standards. 24 External Examination Pearson/BTEC assures itself of the standard of provision offered at the College through a series of quality assurance activities, including external examining. An independent academic, appointed by Pearson/BTEC, visits the College and assures themselves and Pearson/BTEC (via an annual report) of the quality of facilities, academic
Map of Outcomes to Units Knowledge and Understanding Cognitive skills Applied skills Transferable skills Unit 1 2 3 4 5 6 7 8 9 1 0 1 1 12 13 1 2 3 4 5 6 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 1 0 1 1 12 13 14 1 5 1 6 17 1 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 2 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 3 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 4 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 5 X X X X X X X X X X X X X X X X X X X X X X 6 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 10 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 13 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
