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BSc. (Hons) Computing with Networking

Top-up

PROGRAMME GUIDE

2020/21

ContentsGeneral Information...............................................................................................3

Welcome from the Head of Department.........................................................................4

Programme Team Pen Portraits......................................................................................5

Programme Team and Support Staff Contact Details.......................................................6

External Examiner Details...............................................................................................7

Programme Details.................................................................................................8

Academic Calendar.........................................................................................................9

History of the Programme.............................................................................................11

Attendance Requirements............................................................................................11

Opportunities Available on Completion........................................................................11

Programme Awarding Body..........................................................................................11

Programme Learning Outcomes....................................................................................11

Programme Specification......................................................................................13

Module Specifications...........................................................................................46

Student Support and Guidance............................................................................109

Safeguarding and Prevent...........................................................................................110

Induction Arrangements.............................................................................................110

Personal Learning Coaches (PLCs)................................................................................110

Academic Study Support Tutor....................................................................................111

Careers Advice and Guidance......................................................................................111

Careers Information, Advice and Guidance..................................................................111

Counselling and Student Welfare................................................................................112

Support for Disabled Students.....................................................................................112

Financial Advice and Support......................................................................................112

Opportunities for Personal Development Planning......................................................113

Opportunities and Support for Studying Abroad..........................................................114

Facilities and Services.........................................................................................115

Library Resources........................................................................................................116

Computing Facilities....................................................................................................116

Technical Support.......................................................................................................117

Catering Services.........................................................................................................117

Specialist Resources....................................................................................................117

Assessment and Progression Regulations............................................................119

Dissertations and Projects Support and Guidance...............................................121

Overview of Support Arrangements............................................................................122

Internal Students (Progressing from an NCD FdSc course)...........................................122

International Students (Progressing from an overseas institution)...............................122

External UK Students (Progressing from a UK institution)............................................122

Pastoral Support.........................................................................................................123

Support with Coursework...........................................................................................123

Determination of Results....................................................................................124

Assessment Weightings...............................................................................................124

Communication of Results..........................................................................................125

Classification Criteria..................................................................................................125

Role of the Assessment Boards and External Examiner................................................126

Policies and Regulations.....................................................................................127

Equality, Diversity and Inclusion Statement................................................................128

Data Protection...........................................................................................................128

Health and Safety........................................................................................................129

Student Participation and Evaluation..................................................................130

Student Feedback and its Utilisation...........................................................................131

Student Representation..............................................................................................131

Registered Student Organisations...............................................................................131

Student Voice and Programme Evaluation..................................................................131

Teaching, Learning and Assessment....................................................................133

Feedback and Assessment...........................................................................................134

Referencing.................................................................................................................134

How and Where to Submit Completed Assignment.....................................................135

Extensions..................................................................................................................135

Presentation of Written Work.....................................................................................135

Mitigating/Extenuating Circumstances........................................................................136

Academic Misconduct.................................................................................................137

Academic Appeals.......................................................................................................137

Complaints Procedure.................................................................................................138

The Office of the Independent Adjudicator (OIA).........................................................138

Cancelled Classes........................................................................................................138

Table of Content

General Information

Welcome from the Head of DepartmentYou are now a student on the BSc. (Hons) Computing with Networking Programme and we are delighted to welcome you to your course and to the School of Sport, Business, Public Services and IT. Your course has been designed to be:

A valuable award for those seeking employment and advancement with many local and national employers.

A set of integrated modules that will enable you to gain a thorough understanding of your specialist chosen area of study.

Clearly aligned theory to vocational practice to enable you experience a fully rounded study of your chosen occupational area.

Embarking upon a course in higher education can be an anxious and exciting time. Initially you will find yourself being presented with a lot of information about your course and the College. It is normal that there may be some confusion, but you do not need to panic. Whatever your concerns may be, there are many members of staff here at the College who can help and will be happy to answer any queries that you may have.

Within this course guide there are contact details of key staff that can help you, whether it is to do with the course or any area of support. The rest of this guide contains some really useful information that will help you throughout your course. And don’t forget if you have any questions then do not hesitate to contact myself, your course leader or any member of the course team. You will also be provided with The Higher Education Student Handbook that contains a set of really useful general information on the College, so please do keep this to hand throughout your studies.

Every higher education course at the College is appointed an external examiner to support the course and help assure our quality standards. Jonathan Westlake is the External Examiner for BSc. (Hons) Computing with Business, your course. Their annual report on your course will be shared and discussed with you as part of your induction programme and will give you a real feel for your programme.

Our priority is to give you the best possible learning experience to help you to realise your goals and aspirations. We want you to enjoy your course and complete it successfully.

I wish you every success in your studies and I am sure you will enjoy being a student in the School of Sport, Business, Public Services and IT.

Kind regards,

Peter Morrison

Head of School

E-Mail [email protected] Tel: 0191 375 4437

Programme Team Pen PortraitsColin Ellison: Module Leader Network Management and Routing and SwitchingColin Ellison has been teaching Cisco courses since 2000. Colin spent 13 years at City of Sunderland College, now Sunderland College, which was a specialist networking centre delivering CCNA, CCNP, CCSP, voice, wireless, cabling, all of which Colin is a qualified instructor for, Colin is also qualified to deliver a wide range of Microsoft qualifications.

Colin has worked as one of the Cisco team of lecturers, teaching on CCNP and CCSP programmes and has taught every version of the Cisco Academy Programme since its inception.

Since 2012, Colin has taught at New College Durham and been module leader for all of the Networking modules on Computing and IT Higher Education Programmes and been ensures that CCNA and Cisco training is incorporated effectively at Foundation Degree level.

Neil Layfield: Module Leader Ethical HackingNeil joined the Computing and IT curriculum team at New College Durham in 2012 as a Lecturer and has been working in education since 2007. Neil is study programme leader for the BTEC Level 3 programmes at New College, teaching games development, web design and multimedia units. Neil has a background in web design and digital graphics.

Neil is studying for a master’s degree MSC. Cybercrime Investigation and has a passion in all aspects of cyber security and mobile applications.

David Ray: Module Leader Project ManagementDave started his technical pathway in 2008 whilst completing his Degrees in Computing and Business. Upon completion of these he completed his Teacher Training and went on to deliver IT courses until he stared working in Digital Marketing for a Digital Startup. This was in a Digital Incubator where Dave’s digital and project management experience accelerated, working with the regions biggest Tech companies. From here, Dave has had the opportunity to work with the biggest tech company in the world and deliver training in Digital Marketing across the country. As well as this, he was involved in the Project Management for Googles Digital Garage across the UK.

Dave has also worked within the regions largest Digital Agencies that specialize in Web Development and E commerce creation and management. He had the opportunity to go back into education, and with his industry experience, felt now was the best time to get back into the

class. But this does not stop Dave from keeping his technical skills inline with current industry trends. He has completed an industry placement with a large online gaming company and also keeps up to date by regularly updating his industry qualifications from Google, Moz, SEMrush, Hubspot, Hootsuite and G suite. Dave also practices what he delivers on the program by having an online business that’s currently ranking in the top three places of Google that creates bespoke websites targeted for conversions as well as consults for many organisations in the North East.

Veronica Spowart: Curriculum Manager Veronica is the Curriculum Manager of Computing and IT at New College Durham and has several years’ industrial experience in the Computing and IT Industry as well as being an Executive Director in a family owned Limited Liability Company (Ltd.). Veronica teaches on a range of Computing and IT programmes at all levels and her subject specialism is web services development. She encourages all students to develop their employer engagement links and she is currently leading a research project looking into how to enhance the student experience using social media.

Students will be encouraged to provide feedback on an action research project Veronica is leading on involving the investigation of effective and meaningful assessment feedback and its impact on student development throughout 2016-17. This will involve feedback from students on programme and the findings are likely to be published in academic journals.

Veronica recently led the computing and IT curriculum team through the revalidation of the FdSc Applied Business Computing and FdSc Computing with Networking programmes. This involved engagement with a wide range of employers from the subject sector including NVIDIA, BT Global, British Airways, Leighton Group and others to ensure the programmes are current and relevant and include the technical and soft skills employers look for when recruiting new staff in this rapidly changing sector.

Veronica will be working with the Open University to develop two top-up degree programmes: BSc (Hons) Business Computing and BSc. (Hons) Computing with Networking throughout this academic year to provide progression for students completing NCD Computing and IT Foundation Degrees. Both of these programmes should be available from September 2017.

As well as liaising with employers during the development and validation of new programmes, Veronica also works closely with academics and the sector skills council for Business and IT, e-skills and the students on programme. This ensures that all stakeholders have the opportunity to agree the modules and content are current, relevant,

challenging, aimed at the right academic level and prepare students for higher study and employment.

Programme Team and Support Staff Contact Details

Veronica Spowart 0191 375 4987 [email protected]

Colin Ellison 0191 375 4588 [email protected]

David Ray 0191 375 [email protected]

Neil Layfield 0191 375 4078 [email protected]

Karen Forster 0191 375 4470 [email protected]

External Examiner Details

Jonathan Westlake

mailto:[email protected]





Programme Details

Academic Calendar 2020-2021 (Full-Time)Week

CommencingWeekNo. Module Studied (Full Time) Assignment Deadlines

Semester 1(September)

Research MethodsRouting & SwitchingProject Management

1234 A1: Project Proposal (25%) Project Management56 A1: Research Proposal (25%) Research Methods7

Half Term Half Term89

101112 A1: Project Report (75%) Routing & Switching13 A2: Project Plan and Critical Evaluation (75%) Project Management14 A2: Research Project (75%) Research Methods

Christmas Break Christmas BreakChristmas Break Christmas Break

15 A2: Exam (25%) Routing & SwitchingInter Semester Break Inter Semester Break

Semester 2(January)

Ethical HackingNetwork ManagementComputing Project

1234 A1: Report (25%) Computing Project

Reading Week Reading Week5 A1: Report (25%) Ethical Hacking678 A2: Report (25%) Ethical Hacking9

10Easter Break Easter BreakEaster Break Easter Break

11 A1: Network Management Report (75%) Network Management1213 A2: Report (75%) Computing Project

14 A2: Exam (25%)A3: Presentation (50%)

Network ManagementEthical Hacking

Please note: The Programme Team will endevour to work to this schedule throughout your programme. However, there be times when the programme timetable and assessment plan need to be ajusted to meet unforseen circumstances. The Programme Team will notify you of any changes at the earliest opportunity.

Academic Calendar 2020-2021 (Part-Time)Week

CommencingWeekNo. Module Studied (Part Time) Assignment Deadlines

Semester 1(September)

Research MethodsRouting & Switching

123456 A1: Research Proposal (25%) Research Methods7

Half Term Half Term89

101112 A1: Project Report (75%) Routing & Switching

1314 A2: Research Project (75%) Research Methods

Christmas Break Christmas BreakChristmas Break Christmas Break

15 A2: Exam (25%) Routing & Switching

Inter Semester Break Inter Semester BreakSemester 2(January) Network Management

12345 Reading Week Reading Week6789

1011

Easter Break Easter BreakEaster Break Easter Break

12 A1: Network Management Report (75%) Network Management

131415 A2: Exam (25%) Network Management

Please note: The Programme Team will endevour to work to this schedule throughout your programme. However, there be times when the programme timetable and assessment plan need to be ajusted to meet unforseen circumstances. The Programme Team will notify you of any changes at the earliest opportunity.

History of the ProgrammeThe BSc. (Hons) Computing with Networking course is a newly validated programme that aims to provide students with interdisciplinary and collaborative working opportunities. The course aims to facilitate learning for students with varied interests and specialisms such as: Routing & Switching, Network Management, Project Management, Concurrent & Distributed Systems and Ethical Hacking.

Attendance RequirementsThis course requires a minimum attendance of 2 days per week at module specific activities, contact with module tutors is across the academic year beginning in early September and ending in May, over the duration of 30 weeks. Students are able to attend college outside of timetabled contact with tutors by utilising self-directed learning within eLearning centre and HE cyber cafe, progressing module activities independently across the whole working week.

Opportunities Available on CompletionProgression could include working in a range of computing disciplines in the computing and IT industry such as Network Engineer, Network Management, Systems Support and Project Management. Students need to include consideration of modules achieved in Foundation Degree level.

Programme Awarding BodyThe Open University.

Programme Learning OutcomesKey: A = Knowledge and Understanding B = Cognitive and Intellectual C = Practical Professional D = Key Transferable

NO Course Outcome

A1 A1: Articulate the purpose of research and explain theories and methods. Articulate the principles of module theory.

A2 A2: Evaluate the purpose and products of research. Evaluate the principles of project management.

A3 A3: Identify some of the challenges associated with digital security and using ethical hacking as an investigation tool.

A4A4: Demonstrate a systematic understanding of the types of security confidentiality, authentication; non-repudiation; service integrity) and security big picture (network security; host OS security; physical security)

A5 A5 : Demonstrate an understanding of synchronisation concepts, techniques and principles

A6A6: Explain, and perform/troubleshoot, configurations for switching and routing, including VLANs, inter-VLAN routing, distance vector and link state routing protocols, WAN, security and VPNs

A7 A7: Develop advanced switch and router configurations

A8 A8: Demonstrate knowledge of WAN devices and Technologies, security and VPN design

B1 B1: Conduct a literature review.

B2 B2: Applies analytical and critical thinking skills to Technology Solutions

development and to systematically analyse and apply structured problem solving techniques to complex systems and situations.

B3 B3: Demonstrate confidence and flexibility in identifying and defining complex problems.

B4 B4: Define the role of fault, configuration, accounting, performance and security management in relation to network management.

C1 C1: Conduct reflective evaluation

C2 C2: Work independently to a professional standard

C3 C3: Develop a security case against recognised security threats and recommend mitigation, security controls and appropriate processes.

C4 C4: Plan, design and document a computer network, given the basic parameter requirements

D1 D1: Able to conduct effective research, using literature and other media, into IT and business related topics.

D2 D2: Employ effective time management skills

D3 D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.

3. Programme outcomes

Intended learning outcomes are listed below.

3A. Knowledge and understanding

Learning outcomes: Learning and teaching strategy/ assessment methodsA1: Articulate the purpose of research and explain theories and methods. Articulate the principles of module theory.

A2: Evaluate the purpose and products of research. Evaluate the principles of project management.

A3: Identify some of the challenges associated with digital security and using ethical hacking as an investigation tool.

A4: Demonstrate a systematic understanding of the types of security confidentiality, authentication; non-repudiation; service integrity) and security big picture (network security; host OS security; physical security)

A5 : Demonstrate an understanding of synchronisation concepts, techniques and principles

A6: Explain, and perform/troubleshoot, configurations for switching and routing, including VLANs, inter-VLAN routing, distance vector and link state routing protocols, WAN, security and VPNs

A7: Develop advanced switch and router configurations

A8: Demonstrate knowledge of WAN devices and Technologies, security and VPN design

A1: Research Methods

Learners will gain a systematic understanding of a range of research methods which they will be able to demonstrate through the production of a research proposal which incorporates evidence of consideration of a range of research methods, consideration of any need for ethics approval and a rationale for their research proposal.

Learning and teaching strategies will include lectures to introduce theories and methods and seminars which will look at a range of potential research methods and explore appropriate strategies to gain desired outcomes. Some group work will take place to encourage collaborative learning and formative assessment will aim to reinforce learning and challenge potential misunderstanding.

A1: Project Management

Learners will gain a systematic understanding of the principles of project planning which they will be able to demonstrate through the production of a project proposal which incorporates evidence of consideration of an appropriate methodology for initiating their project proposal.

Learning and teaching strategies will include lectures to introduce the principles of project management and seminars to discuss with learners the application of these principles to their project.

3A. Knowledge and understandingLearners will engage in group work in which they will research the principles of project management and be formatively assessed throughout the first half of the semester. This will be in the form of informal presentations formatively assessed by peers and the tutor.

A1: Ethical Hacking

Learners will gain a systematic understanding of the fundamental concepts and underpinning principles of organisational security which they will be able to demonstrate through the production of a report.

The learning and teaching strategy will include lectures, case studies,

3A. Knowledge and understandingLearners will engage in group work in which they will research the principles of project management and be formatively assessed throughout the first half of the semester. This will be in the form of informal presentations formatively assessed by peers and the tutor.

A1: Ethical Hacking

Learners will gain a systematic understanding of the fundamental concepts and underpinning principles of organisational security which they will be able to demonstrate through the production of a report.

The learning and teaching strategy will include lectures, case studies, individual and group work, peer assessment, independent research and directed study into the threats, preventative methods and considerations that organisations face. Learners will undertake flipped learning where they will be given case studies to investigate and evaluate prior to module seminars. Formative feedback will be given throughout on small group presentations and case study evaluations prior to the final summative assessment.


Learners will demonstrate an in-depth knowledge and understanding of the purpose and products/outcomes of research which will be evident in their research proposal.

Learning and teaching strategies will involve independent research using recommended reading and seminars will group discussions. Formative assessment and feedback will ensure appropriate understanding. Individual summative assessment will include marks for an evaluation of the purpose and products of research.

A2: Project Management

Learners will demonstrate an in-depth knowledge and understanding of

3A. Knowledge and understandingthe purpose and products/outcomes of project management which will be evident in their reflective evaluation.

Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. Learners will acquire the knowledge of the principles of project management in class lecturers and seminars. Group and individual research tasks will be formatively assessed and will provide the knowledge and skills needed to evaluate the principles of project management.

The learners will be summatively assessed towards the end of the semester by way of a formal presentation to the module tutor.


Learners will be introduced to quantitative and qualitative data analysis tools and techniques and will gain systematic understanding to the extent they are able to interpret and evaluate research based findings which will be evident in their Research project.

Teaching and Learning strategies will include an introduction to appropriate analysis tools and techniques and tutorials will be facilitated to develop learners’ skills and competence in the use of statistical analysis software. Example data will be used to practice analysis techniques and formative assessment will be used to provide learners with feedback on their skills and competence and appropriate guidance for improvement.

Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at

3A. Knowledge and understandingthe start of a lecture, seminar or workshop.

A3: Ethical Hacking

Learners will demonstrate confidence and flexibility in identifying a range of challenges that are associated with digital security and the application of ethical hacking which will be evident in their summatively assessed presentation.

The learning and teaching strategy will include case studies and scenario based learning experiences. Independent research and flipped learning will be used alongside a virtual learning environment where learners will share ideas and concepts. Formative assessment will be done throughout the module to assess learning with an individual presentation used to facilitate formative assessment and related feedback.

A4: Ethical Hacking

Learners will demonstrate a systematic knowledge and understanding of the types of security confidentiality, authentication; non-repudiation; service integrity) and security big picture (network security; host OS security; physical security).

Employer links have been established with SRM (Security Risk Management) Solutions who will be able to provide guest speakers specifically for ethical hacking but also for cyber security concepts in general. Formative assessment will be done through discussion, questioning and peer evaluation of presentations

A6: Routing and Switching

Learners will be gain an in-depth knowledge and understanding of the configuration and troubleshooting of switching and routing, which they will able to demonstrate through the evidence provided in the formative exams during the course and the summative exam assessment which

3A. Knowledge and understandingwill occur at the end of the module.

A7: Network Management

Learners will gain the ability to develop advanced switch and routing configurations, through formative group and individual practical skills tasks, which they will be able to demonstrate in their Network Management Report based on an existing topology that requires modification to accommodate additional requirements.


Learners will gain the ability to develop advanced switch and routing configurations, through formative group and individual practical skills tasks, which they will be able to demonstrate in their Project Report based on an existing topology that requires modification to accommodate additional requirements.

A8: Network Management

Learners will be able to demonstrate their ability to incorporate security and VPNs into an existing topology, the evidence of which will appear in their Network Management Exam and Network Management Report.

Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop.


Learners will be able to demonstrate their ability to incorporate security and VPNs into an existing topology, the evidence of which will appear in their Project Report. Learners will engage in a range of teaching and learning strategies including flipped learning which require them to

3A. Knowledge and understandingaccess work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop.

A8: Computing Project

Learners will carry out research into a problem which they have defined. They will build on the knowledge, understanding and skills developed to date to apply advanced principles and techniques in the development of their proposed solution.

Learners will draw on a range of sources including technical papers, books, manufacturers’ literature and the internet to investigate their chosen topic. Throughout the project they will be set tasks through tutor marked assignments which will help them plan and progress the various stages of the project.

3B. Cognitive skills

Learning outcomes: Learning and teaching strategy/ assessment methodsB1: Conduct a literature review.

B2: Applies analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations.

B3: Demonstrate confidence and flexibility in identifying and defining complex problems.

B1: Research Methods

Learners will develop the skills required to conduct a literature review applying knowledge in unfamiliar contexts, they will then write a critical literature review which will be formatively assessed and will evident is their Research project.

Learners will be introduced to a range of techniques used to conduct a literature review. Case studies will be used as a focus and learners will work in pairs (or small groups) and receive peer and tutor feedback.

3B. Cognitive skillsB4: Define the role of fault, configuration, accounting, performance and security management in relation to network management.

Formative assessment will be provided in workshops and individual work will be summatively assessed.

B1: Routing and Switching

Learners will develop the skills required to conduct a critical review of their initial network design, they will then write a critical review which will be formatively assessed and will be evident in their Project Report.

B2: Research Methods

Learners will be introduced to range of tools and techniques to analyse research findings. This will lead to the need to interpret and analyse both quantitative and qualitative data effectively. Learners will demonstrate effective analytical skills in judging the reliability, validity and significance of evidence to support their conclusions and/or recommendations.

Teaching and Learning strategies will include an introduction to appropriate analysis tools and techniques and tutorials will be facilitated to develop learners’ skills and competence. Example data will be used to practice analysis techniques and formative assessment will be used to provide learners with feedback on their skills and competence and appropriate guidance for improvement. Evidence of effective analysis will be summatively assessed in the Research project.

B2: Network Management

Learners will be introduced to a range of complex theories and concepts and will need to apply analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations. The application and critical thinking skills will be formatively assessed using exams containing sample problems throughout the module, and the summative assessments will be carried out using the

3B. Cognitive skillsNetwork Management exam and Network Management Report.

B2: Computing Project

Learners will be employ a range of tools and techniques to analyse technology based solutions and apply structured problem solving techniques to produce their proposed artefact.

In the three few weeks there will be group delivery to ensure all learners have a clear understanding of the module outcomes and are able to produce a clearly defined project proposal. Learners will be allocated a project supervisor who will provide 1-2-1 academic tutorials throughout the semester to offer guidance and support throughout systems development of the artefact and reflective evaluation.

B3: Project Management

Learners will be introduced to the principles of project management and a range of methodologies. They will work in small groups to consider and agree their project and follow a systematic methodology to initiate, plan, execute, control and complete their project. Learners will have the opportunity to gain formative feedback throughout the project management cycle by way of academic tutorials and will keep an individual log to record their contribution to the project throughout the year; this will provide evidence for their reflective evaluation. Lectures and seminars will provide the theoretical knowledge to allow the learners to identify and define complex problems within their own project.

Within their small groups throughout the year, learners will be given formative feedback on presentations in which they aim to demonstrate their knowledge on the principles and methodologies of project management. Academic tutorials will be available for learners in which they can discuss and receive formative feedback on the specifics of their

3B. Cognitive skillsproject.

Flipped learning will require learners to access work/resources from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop.

Learners will be summatively assessed on their ability to identify and define a complex problem within their first assignment. Here they will research, evaluate and justify a solution to an identified problem.


Learners will be introduced to the fundamental principles of network management. They will gain experience and confidence in defining, planning and applying network infrastructures to specified requirements, and implement and configure the devices necessary to maintain the infrastructure environment. Learners will have the opportunity to gain formative feedback throughout the module and will develop confidence in making appropriate recommendations.

Learners will demonstrate confidence and flexibility in identifying and defining the five key activities associated with network management. The supplied sample networks will contain features that fully test the learner’s ability to demonstrate their skills in each key activity. These abilities will be formatively assessed using exams containing sample problems throughout the module, and the summative assessments will be carried out using the Network Management exam and Network Management Report.

B3: Ethical Hacking

Learners will be introduced to the fundamental principles of organisational security and a range of methodologies, tools and techniques for penetration testing. They will consider a range of potential

3B. Cognitive skillsthreats and identify ethical issues in the exploitation of technologies and work within professional, ethical and legal constraints. Learners will have the opportunity to gain formative feedback throughout the module and will develop confidence in making appropriate recommendations.


Learners will demonstrate an in-depth knowledge and understanding of the underlying purpose, requirements and stages associated with the five key activities associated with network management which will be formatively assessed using exams containing sample problems throughout the module, and the summative assessments will be carried out using the Network Management exam and Network Management Report.

3C. Practical and professional skills

Learning outcomes: Learning and teaching strategy/ assessment methodsC1: Conduct reflective evaluation

C2: Work independently to a professional standard

C3: Develop a security case against recognised security threats and recommend mitigation, security controls and appropriate processes.

C4: Plan, design and document a computer network, given the basic parameter requirements.

C5: Undertake analysis and design to create artefacts such as use cases to produce robust software designs.

C1: Research Methods

Learners will develop skills in self-reflection which informs their ability to seek and apply new techniques to their own performance and identify how these might be evaluated.

Throughout the semester, learners will be encouraged to reflect on their own learning and they will have opportunities to receive formative feedback through group and 1-2-1 academic tutorials. Learners will include a reflective evaluation in their Research project which is summatively assessed.

3C. Practical and professional skillsC1: Project Management

Learners will develop skills in self-reflection which informs their ability to seek and apply new techniques to their own performance and identify how these might be evaluated. Learners will produce a reflective evaluation which they will present at the end of the module. This reflective evaluation will be summatively assessed.

Learners will carry out formative assessments by way of presentations from the start of the module. This will provide learners will the practical and professional skills needed to conduct a reflective evaluation on their project. They will also have opportunities to receive formative feedback through group and 1-2-1 academic tutorials

Learners will be summatively assessed by way of a formal individual presentation at the end of the module in which they critically evaluate their own performance against the agreed project plan.

Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. This will be summatively assessed within the formal presentation (Assignment 2).

A presentation in which learners critically evaluate their performance against the project plan will be summatively assessed for LO4 at the end of the module. The presentation will be submitted at the same time as the project plan (LO2, LO3) but presented shortly after.

C1: Computing Project

Learners will apply skills in self-reflection which informs their ability to seek and apply new techniques to their own performance and identify how these might be improved. Learners will submit a reflective

3C. Practical and professional skillsevaluation for formal assessment.

C2: Research Methods

Learners will work independently to a produce work to a professional standard in the teaching and learning environment, in the self-study and in the research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning and this will be summatively assessed in the research proposal and the Research project.

C2: Network Management

Learners will work independently to a produce work to a professional standard in the self-study and research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning and this will be assessed in the Network Management Report.

Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies.

C2: Ethical Hacking

Learners will work independently to a produce work to a professional standard in the teaching and learning environment, in the self-study and in the research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning within this module.

The teaching and learning strategy will include producing critical reviews and learners will be introduced to techniques and methods used to conduct them. Learners will be given feedback on the structure and

3C. Practical and professional skillspresentation of their work to ensure that professional standards are developed.

C2: Routing and Switching

Learners will work independently to a produce work to a professional standard in the self-study and research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning and this will be assessed in the Project Report.


Learners will work independently to a produce work to a professional standard in the teaching and learning environment, in the self-study and in the independent learning they engage in. There will be opportunities to receive formative assessment throughout the teaching and learning in 1-2-1 academic tutorials with their allocated project supervisor throughout the development of the project.

C3: Ethical Hacking

Learners will be introduced to recognise security threats and be able to develop a security case against them, recommend mitigation, security controls and appropriate processes.

Employer links have been established with SRM (Security Risk Management) Solutions who will be able to provide guest speakers specifically for ethical hacking but also for cyber security concepts in general. Formative feedback will take place through questioning and discussion with peers about their findings.

C4: Routing and Switching

Learners will gain the necessary skills to be able to plan, design build and test a modification to an existing network, and provide evidence of

3C. Practical and professional skillstheir planning and documentation, including the devices/cabling used and the IP subnets employed, and this will be assessed in the research proposal and the Project Report.


In developing the artefact, learners will follow a systems development methodology to carry out appropriate analysis of the problem and design and create a suitable artefact which meets solution criteria.

3D. Key/transferable skills

Learning outcomes: Learning and teaching strategy/ assessment methodsD1: Able to conduct effective research, using literature and other media, into IT and business related topics.

D2: Employ effective time management skills

D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.

D1: Research Methods

Learners will develop effective research skills such that they are able to identify an appropriate research subject and carry out and appropriate research activity leading to outcomes that inform.

Teaching and learning strategies will include the employment of a range of examples of research into different topics and discussions about the strategies used. Learners will be tasked to read case studies independently and draw conclusions which they will bring to seminars and discuss with peers. Peer assessment will be sued to encourage debate and formative assessment will be provided. Individual research will be evident in the Research project which will be summatively assessed.

D1: Network Management

3D. Key/transferable skillsLearners will develop effective research skills so that they can identify an appropriate research subject and carry out and appropriate research activity leading to outcomes that inform. This will be evident in the Network Management Report.

D1: Ethical Hacking

Learners will apply effective research skills to identify emerging technologies and the identification of some of the challenges associated with digital security and the application of ethical hacking.

D1: Learners will develop effective research skills so that they can identify an appropriate research subject and carry out and appropriate research activity leading to outcomes that inform. This will be evident in the Project Report.

D1: Computing Project

Learners will develop effective research skills such that they are able to identify an appropriate problem and carry out appropriate research activity and independent learning to apply an appropriate solution.


Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. Both the research proposal and the Research project will need to be submitted to a deadline in order to avoid assessment penalties.

3D. Key/transferable skillsD2: Project Management



Learners will work in groups and must ensure they meet agreed deadlines to ensure their contributions compliment the work of their peers and do not cause unnecessary delays. Lectures and Seminars will provide the knowledge on the principles of project management including the use of Microsoft Project to enable learners to effectively manage their time.

Group academic tutorials will be available to enable learners to gain formative feedback on their time management. Clear deadlines and milestones will be set by the learner within their groups and will be discussed at the academic tutorials.

Learners will have their time management skills summatively assessed by way of a written report which covers LO1, LO2 and LO3. This includes key documents which will cover the time management of the project. A presentation in which learners critically evaluate their performance against the project plan will be summatively assessed for LO4 at the end of the module. The presentation will be submitted at the same time as the project plan (LO2, LO3) but presented shortly after.


3D. Key/transferable skillsLearners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. The Network Management Report will need to be submitted to a deadline.

D2: Ethical Hacking

Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. The teaching and learning strategy for this will involve discussion and learners will be expected to contribute to discussions based on recent developments.

Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. Teaching and learning strategies will include assessments with deadlines that learners will have to adhere to and group tasks that require work to be completed by deadlines. Learners will need to self-manage their time and workloads to meet this. Formative feedback leading to assessment will be done through questioning, peer reviews and presentations.

D2: Routing and Switching

Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an

3D. Key/transferable skillsonline learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. The Project Report will need to be submitted to a deadline.

D2: Computing Project

Learners will need to employ time management skills in order to ensure they complete work at agreed stages throughout the project and are able to evaluate their progress and performance at key stages with their project supervisor.


Learners will prepare written documentation throughout the module in a range of formats including presentations, essays and reports. Learners will prepare such documents to a specified format and structure and apply Harvard referencing.

An in-class marking sheet and rubric will be used to encourage self and peer assessment and formative assessment will be provided to help develop learners’ skills and competence to a professional standard. Similar grading criteria will be used in the summative assessment for both the research proposal and the research project written reports which will be summatively assessed.

D3: Project Management

Learners will prepare written documentation throughout the module in a range of formats including reports, logs, project plans and presentations. Learners will prepare such documents to a specified format and structure and apply Harvard referencing wherever appropriate.

3D. Key/transferable skillsLearners will carry out a range of different formatively assessed pieces of group work during the early stages of the module. Group presentations will be used to enable learners to develop their professional communication skills and will be formatively assessed by the module tutor and their peers. LO4 will be summatively assessed by way of a formal individual presentation.


Learners will demonstrate their written communication skills through the Network Management Report. Learners will prepare this documents to a specified format and structure and apply Harvard referencing.

D3: Ethical Hacking

Learners will prepare written documentation throughout the module in a range of formats including presentations, essays and reports. Learners will prepare such documents to a specified format and structure and apply Harvard referencing.

D3: Routing and Switching

Learners will demonstrate their written communication skills through the Project Report. Learners will prepare this document to a specified format and structure and apply Harvard referencing.

D3: Learners will prepare written documentation throughout the module in a range of formats including a weekly log of progress which will be recorded on the learning management system; regular updating and monitoring of the project plan; and preparation for academic tutorials with the project supervisor.

4. Programme StructureProgramme Structure - LEVEL 3

Compulsory modules Credit points

Optional modules Credit points

Research MethodsProject ManagementNetwork ManagementComputing ProjectEthical HackingRouting and Switching

202020202020

No Optional Modules

BSc. (Hons) Computing with Networking - September Starts

Sem

este

r 1 Full Time Se

mes

ter 1 Part Time

Research Methods Research Methods Routing & Switching Routing & Switching Project Management

Sem

este

r 2 Full Time

Sem

este

r 2 Part Time Network Management Network Management Ethical Hacking Computing Project

Sem

este

r 1 Full Time

Sem

este

r 3 Part Time Research Methods Project Management Routing & Switching Project Management

Sem

este

r 2 Full Time

Sem

este

r 4 Part Time Network Management Ethical Hacking Ethical Hacking Computing Project Computing Project

BSc. (Hons) Computing with Networking - January Starts

Sem

este

r 1 Full Time

Sem

este

r 1 Part Time Network Management Network Management Ethical Hacking Ethical Hacking Computing Project

Sem

este

r 2 Full Time

Sem

este

r 2 Part Time Research Methods Research Methods Routing & Switching Project Management

Sem

este

r 1 Full Time

Sem

este

r 3 Part Time Network Management Project Management Ethical Hacking Computing Project Computing Project

Sem

este

r 2 Full Time

Sem

este

r 4 Part Time Research Methods Routing & Switching Routing & Switching Project Management

5. Distinctive features of the programme structure Where applicable, this section provides details on distinctive featurs such as: where in the structure above a professional/placement year fits in and how it may

affect progression any restrictions regarding the availability of elective modules where in the programme structure students must make a choice of pathway/route

Learners progressing from New College Durham foundation degrees will have had an opportunity to engage in a significant work placement as part of their level 5 studies. Examples include learners who spend twelve weeks working in Europe for Computing and IT business organisations where they gain real work training and experience.

The programme will endeavour to provide the opportunity for learners to engage in, and gain credit for, the development of industry based work.

This programme is designed to meet the creative and intellectual needs of learners from diverse computing and IT disciplines, and as required by national and international sectors. Learners from varied specialisms and prior experience, including internal and external/UK and international learners, promote cross-collaboration.

This programme does not incorporate a professional placement year as it is a top-up programme. Wherever appropriate however, live clients are used and each module will include at least one visit from a guest speaker who specialises in the module subject.

Through collaboration with European HEIs, learners will have an opportunity to engage in a BusIT week whereupon they can travel to a European destination to work with students from a range of institutes to collaborate on a project and present their product. This provides learners with the opportunity to build their confidence and competence in working with new people to develop a product on a new concept, idea and/or with new emerging technology and then convince a panel that their product is the right solution. Such opportunities provide a personalised experience in a chosen discipline, to support further progression into employment, self-employment or further study.

6. Support for students and their learning

There are support mechanisms to provide both academic and pastoral support for students. Quantitative and qualitative evidence is used to gauge the effectiveness and increased utilisation of these services, evidenced particularly in the responses from student questionnaires, and ASC service learner feedback and evaluation processes. Additional learning support is available to students who have learning difficulties and/or disabilities.

Student InductionAll students joining the course will undertake an induction programme at their point of entry. The aims of the induction are:

To provide students with full details of the BSc. Computing with Networking degree programme, including its aims and objectives, modules, skills associated with their studies, its assessment strategy, and its approach to learning;

To induct students to the learning resources available to them whilst on the course, such as learning management system (student intranet and Schoology) and eLearning Centre

To allow students the opportunity to identify issues which need to be resolved;

To enable students to meet the tutors involved in delivering the programme;

To meet and interact with fellow students;

To introduce students to the code of conduct and regulations of the College;

To make students aware of the relevant systems and structures available to support them, including the Advice, Support Careers Services (ASC), Personal Learning Coach, and the Student Union.

Overview of Support ArrangementsSupport needs are addressed with learners on an individual basis during diagnostic activities taking place within induction. Those students who are new to the college, and not previously known to the course team, are encouraged to engage with additional support via Personal Learning Coach (PLC) and Academic Support Tutor to ensure fluid transition into level 6 study.

Internal Students (Progressing from FdSc Level 5)Designated personal tutor and 1:1 tutorials.

Optional Personal Learning Coach (PLC) Support / continued support for those previously using PLC’s.

Access to Academic Support Tutor.

International StudentsDesignated personal tutor and 1:1 tutorials.

Support from International Office.

Personal Learning Coach (PLC) Support encouraged

Access to Academic Support Tutor encouraged.

External UK StudentsDesignated personal tutor and 1:1 tutorials.

Personal Learning Coach (PLC) Support encouraged.

Access to Academic Support Tutor encouraged.

Personal Tutor SystemA comprehensive personal tutor system is in place to make sure that students have a direct personal contact with an individual member of the course team to discuss academic and personal matters relevant to their learning.

All students are allocated a personal tutor when first registering to the course. It is intended wherever possible a student will have the same personal tutor for the length of their course.

The personal tutor will be responsible for the induction programme to ensure students are comfortable with the course. At the induction the personal tutor will meet students to ascertain any particular learning or support needs and thereafter will meet with individual students on a regular basis to monitor progress and discuss any issues arising.

Academic SupportIn addition to support from their personal tutor each student will receive academic

support from their module tutors. Support is given to learners via tutorials at set intervals during the academic year and there is likely to be opportunity within some workshop sessions for additional support. Further support is available within critique-based activities where both tutor and peers are able to give constructive advice as to the progress and development of group assignment work.

Students have access to a dedicated academic support tutor. This post has been acknowledged by QAA assessors as being an invaluable resource enabling students who do not come from an academic background to achieve at a higher education level.

Pastoral SupportThe College is committed to providing high quality, confidential and impartial information, and advice and guidance service. This is provided by the comprehensive Advice, Support Careers (ASC) Service. All students receive induction on the ASC service at the start of their course. The ASC service is designed to provide effective and timely information, advice and guidance on funding and welfare, career planning and provides access to confidential personal counselling support. The ASC service offers appointments and a ‘drop-in’ service. ASC information is also available to download from the College website, student intranet or from the dedicated ASC area within the eLearning Centre (eLC), foyer of the Neville Building and the Sports Block. The Learner Development Co-ordinator, based in the Students’ Union, also helps with social and health related issues.

The PLC service does not have any specific criteria for referral, and any student who may benefit from such support can access the service. Students can be referred by their tutor, lecturer, and external advisor, such as ASC or Connexions or by themselves. This personalised referral system helps in identifying new students as well as continuing communication with progressing students. There is a dedicated page on the College internet and intranet. The service is also advertised via the College television system, allowing students in communal areas of college to become aware of the provision.

Career GuidanceStudents have access to a comprehensive range of relevant, up to date resources on learning and work via online ASC services and also as hard copy which is available at the ASC facility. The ASC staff also provide on-programme support via class-based sessions on Careers Education, including careers management and finding employment both in the UK and abroad. Prospective and actual students are provided with detailed access to careers and funding services for general enquires.

Support with Coursework Students are supported in their preparation for assessments by their module tutor and where relevant other academic staff within the curriculum team. Students have access to additional academic support particular to assessment tasks from an independent Academic Support Tutor. The tutor offers specific study skills advice and guidance, on for example, Academic Writing, Assignment/Essay Planning and Structuring, The Harvard System (for references & bibliographies), Open Athens & Online Information Retrieval, Literature Searching, Presentation Skills, Reading Efficiently, Report Writing, Revision and Examination Skills. Electronic advice and guidance booklets are available on the student intranet to download.

In order to protect students against unfair competition, the college may need to ensure

that the students are not submitting assessments which have been copied or plagiarised or which are not substantially the student’s own work. The College uses the software Turnitin to enable staff and students to check work for originality. Students can upload their assignments prior to submission for marking and get a report confirming their references. This can be extremely effective in ensuring against plagiarism and providing a student and staff member with the confidence that the work is original.

Module specific material is provided on Schoology; this information is reviewed and updated annually to coincide with the nature and specific requirements of assignments being delivered in a given year. Documents include planners, programme handbook, module handbooks, PowerPoint presentations, and assignment briefs.

Self-directed study is an important aspect within the programme to provide students the opportunity to develop their assignments when resources are not available outside of the college campus. Students will have access computer rooms, specialist software, and printing facilities. This is to enable learners to build on their practical skills independently to support the level individualised learning expected at level 6.

7. Criteria for admission

The College admissions policy is to encourage access to higher education through an equal opportunity regardless of race, gender, disability, sexual orientation, religious belief or age.

To gain entry to the programme a student must satisfy the standard or non-standard entry requirements to the course. Candidates with non-standard entry applications will be considered on the basis of relevant work experience and attainment of skills, which demonstrate an ability to study at this level. Given the potential wide range of experience of potential applicants to this programme, applications for Accreditation of Prior Learning (APL) and Accreditation of Experiential Learning (APEL) are welcomed in accordance with Academic Regulations. However, these must be discussed as part of the admissions process as once a student is registered to a programme APL/APEL may not be considered for approval.

Standard Entry criteria Applicants should be working towards, or have attained, a level 5 qualification

(HND / FdSc. / international equivalent 120 ECTS Credits) in a related discipline.

All applicants must be interviewed by the curriculum team (international applicants via internet (e.g. Skype).

To have or be working towards Level 2 or equivalent in maths and English Language (or a minimum 5.5 IELTS in each band for international applicants).

Non-standard entry criteria: Evidence of appropriate computing and IT experience or employment within the

Computing and IT sector. All applicants must be interviewed by the curriculum team (international

applicants via internet (e.g. Skype). To have or be working towards Level 2 or equivalent in maths and English

Language (or a minimum 5.5 IELTS in each band for international applicants). Attend a HE Pre-induction day to assess suitability.

Admissions ProcessOnce an application has been received it is recorded and acknowledged by the college admissions team. The course team then views the application.

The process for interview is as follows:

Applications welcomed through UCAS and NCD Application Form. All applicants are interviewed by the curriculum team (international applicants

via internet (e.g. Skype). Acceptance or rejection via UCAS and NCD application process after interview.

Entry to the course is at the discretion of the course team and based upon the combination of successful interview and achievement of 240 credits from previous relevant study that illustrates an ability to meet level 6 course learning outcomes.

http://www.newcollegedurham.ac.uk/apply/apply-online/

8. Language of study

The programme is conducted using English language.

9. Information about assessment regulations

Regulations for validated awards of the Open University delivered at New College Durham (Approved December 2016)

10. Methods for evaluating and improving the quality and standards of teaching and learning.

Rigorous and robust monitoring of Quality and Performance is embedded across the School. Quality Reviews take place at systematic intervals throughout the year at programme level and at area level. These reviews are led by the Quality Department which identify potential performance issues at an early stage.

The Head of School has four Performance Management meetings throughout the year to monitor quality and performance across all areas of the School. IT was not subject to external Peer Observations last year however the Curriculum Manager carried out learning walks across a range of staff covering themes such as maths and English, employability, stretch and challenge and personalised learning. The Head of School also carried out non-graded observations on staff within the School which helps identify any support needs and issues relating to underperformance. None were identified in the Computing & IT Curriculum area and the student performance and feedback strongly indicate excellence in teaching and learning.

All curriculum staff engage in staff development activities at least three times a year and are responsible for managing an individual Teaching Learning and Assessment Development Plan to identify areas for improvement and strategies to share best practice. The TLA team within the college are available to support curriculum staff in

their development and deliver twilight development and/or bespoke sessions to curriculum areas upon request.

Annexe 1: Curriculum map

Annexe 2: Notes on completing the OU programme specification template

Annexe 1 - Curriculum mapThis table indicates which study units assume responsibility for delivering (shaded) and assessing () particular programme learning outcomes.

Programme outcomesLevel Study module/unit

A1

A2

A3

A4

A5

A6

A7

A8

B1

B2

B3

B4

B5

B6

B7

B8

C1

C2

C3

C4

C5

C6

C7

C8

D1

D2

D3

D4

D5

D6

D7

3 Research Methods

Project Management

Network Management

Computing Project

Ethical Hacking

Routing and Switching

http://www.newcollegedurham.ac.uk/apply/apply-online/

Annexe 2: Notes on completing programme specification templates1 - This programme specification should be aligned with the learning outcomes detailed in module specifications.

2 – The expectations regarding student achievement and attributes described by the learning outcome in section 3 must be appropriate to the level of the award within the QAA frameworks for HE qualifications: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/default.aspx

3 – Learning outcomes must also reflect the detailed statements of graduate attributes set out in QAA subject benchmark statements that are relevant to the programme/award: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

4 – In section 3, the learning and teaching methods deployed should enable the achievement of the full range of intended learning outcomes. Similarly, the choice of assessment methods in section 3 should enable students to demonstrate the achievement of related learning outcomes. Overall, assessment should cover the full range of learning outcomes.

5 - Where the programme contains validated exit awards (e.g. CertHE, DipHE, PGDip), learning outcomes must be clearly specified for each award.

6 - For programmes with distinctive study routes or pathways the specific rationale and learning outcomes for each route must be provided.

7 – Validated programmes delivered in languages other then English must have programme specifications both in English and the language of delivery.

Module Specifications

Module specification

IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification.2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form.3. The number of learning outcomes should be sufficient to show the character of the module and differentiate it from other modules, and may vary according to content. Experience suggests that the fewer learning outcomes the better, and certainly no more than twelve per module. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes.5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 and the QAA website http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx .6. This form covers the minimum set of information required by the Open University but institutions may add other information for internal use if required.

1. 1. Factual information

Module title Research Methods Level 6

Module tutor Veronica Spowart Credit value 20

Module type Taught Notional learning hours

200

2. Rationale for the module and its links with other modulesThis module introduces a variety of research approaches and examines how to specify and contextualise a research problem, collect data, analyse and present data, and evaluate the methodology adopted.

The aim of the module is to demystify research and research methods and provide students with transferable skills. Students will undertake advanced study in order to define, plan and develop a proposal for a research investigation and scope, plan, develop and produce an academic research ‘paper’. To undertake this module students utilise online bibliographic databases to search for relevant research papers, assimilate and evaluate research, present reasoned arguments and develop advanced writing skills.

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/default.aspx

3. Aims of the moduleLO1. Define, plan and develop a research proposal with clearly defined outcomes

LO2. Research and critically evaluate relevant research data and publications

LO3. Carry out research and employ appropriate quantitative and/or qualitative methods to evaluate output

LO4. Develop and produce an academic research paper

4. Pre-requisite modules or specified entry requirementsThere are no pre-requisites for this module. Standard course entry criteria applies to this module.

5. Intended learning outcomesA. Knowledge and understanding Learning and teaching strategyAt the end of the module, learners will be expected to:

A1: Articulate the purpose of research and explain theories and methods

A2: Evaluate the purpose and products of research

A3: Evaluate quantitative and qualitative data analysis

A1: Learners will gain a systematic understanding of a range of research methods which they will be able to demonstrate through the production of a research proposal which incorporates evidence of consideration of a range of research methods, consideration of any need for ethics approval and a rationale for their research proposal.

Learning and teaching strategies will include lectures to introduce theories and methods and seminars which will look at a range of potential research methods and explore appropriate strategies to gain desired outcomes. Some group work will take place to encourage collaborative learning and formative assessment will aim to reinforce learning and challenge potential misunderstanding.

A2: Learners will demonstrate an in-depth knowledge and understanding of the purpose and products/outcomes of research which will be evident in their research proposal.

Learning and teaching strategies will involve independent research using recommended reading and seminars will group discussions. Formative assessment and feedback will ensure appropriate understanding. Individual summative assessment will include marks for an evaluation of the purpose and products of research.

A3: Learners will be introduced to quantitative and qualitative data analysis tools and techniques and will gain systematic understanding to the extent they are able to interpret and evaluate research based findings which will be evident in their Research project.

Teaching and Learning strategies will include an introduction to appropriate analysis tools and techniques and tutorials will be

http://www.qaa.ac.uk/aboutus/glossary/pages/glossary-c.aspx

http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010

5. Intended learning outcomesA. Knowledge and understanding Learning and teaching strategy

facilitated to develop learners’ skills and competence in the use of statistical analysis software. Example data will be used to practice analysis techniques and formative assessment will be used to provide learners with feedback on their skills and competence and appropriate guidance for improvement.


B. Cognitive skills Learning and teaching strategy

At the end of the module learners will be expected to:

B1: Conduct a literature review

B2: Applies analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations.

B1: Learners will develop the skills required to conduct a literature review applying knowledge in unfamiliar contexts, they will then write a critical literature review which will be formatively assessed and will evident is their Research project.

Learners will be introduced to a range of techniques used to conduct a literature review. Case studies will be used as a focus and learners will work in pairs (or small groups) and receive peer and tutor feedback. Formative assessment will be provided in workshops and individual work will be summatively assessed.

B2: Learners will be introduced to range of tools and techniques to analyse research findings. This will lead to the need to interpret and analyse both quantitative and qualitative data effectively. Learners will


demonstrate effective analytical skills in judging the reliability, validity and significance of evidence to support their conclusions and/or recommendations.

Teaching and Learning strategies will include an introduction to appropriate analysis tools and techniques and tutorials will be facilitated to develop learners’ skills and competence. Example data will be used to practice analysis techniques and formative assessment will be used to provide learners with feedback on their skills and competence and appropriate guidance for improvement. Evidence of effective analysis will be summatively assessed in the Research project.


C. Practical and professional skills Learning and teaching strategyAt the end of the module, learners will be expected to:

C1: Conduct reflective evaluation


C1: Learners will develop skills in self-reflection which informs their ability to seek and apply new techniques to their own performance and identify how these might be evaluated.

Throughout the semester, learners will be encouraged to reflect on their own learning and they will have opportunities to receive formative feedback through group and 1-2-1 academic tutorials. Learners will include a reflective evaluation in their Research project which is summatively assessed.

C. Practical and professional skills Learning and teaching strategyC2: Learners will work independently to a produce work to a professional standard in the teaching and learning environment, in the self-study and in the research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning and this will be summatively assessed in the research proposal and the Research project.


D Key transferable skills Learning and teaching strategyAt the end of the module, learners will be expected to:

D1: Able to conduct effective research, using literature and other media, into IT and business related topics.



D1: Learners will develop effective research skills such that they are able to identify an appropriate research subject and carry out and appropriate research activity leading to outcomes that inform.

Teaching and learning strategies will include the employment of a range of examples of research into different topics and discussions about the strategies used. Learners will be tasked to read case studies independently and draw conclusions which they will bring to seminars and discuss with peers. Peer assessment will be sued to encourage debate and formative assessment will be provided. Individual research will be evident in the Research project which will be summatively assessed.

D2: Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop.

D Key transferable skills Learning and teaching strategyLearners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. Both the research proposal and the Research project will need to be submitted to a deadline in order to avoid assessment penalties.

D3: Learners will prepare written documentation throughout the module in a range of formats including presentations, essays and reports. Learners will prepare such documents to a specified format and structure and apply Harvard referencing.


6. Indicative content. This module provides learners with the knowledge, understanding and competence to carry out academic research effectively, collect meaningful qualitative and quantitative data, interpret, analyse and evaluate that data, draw conclusions and make reasoned and justified recommendations which are supported by current and relevant research. Learners will be introduced to a range of research methods and will have opportunities to gain formative feedback throughout the module to support their development in carrying out research, writing a critical review and identifying a research subject.

Flipped learning will be used significantly throughout this module to encourage independent learning such that learners will bring work to class which will form the basis of professional discussions and debates. Learners will develop skills in peer assessment which will lead to effective self-assessment and skills in self-evaluation and reflective learning.

Learners will be introduced to the latest principles, theories, tools and techniques which may evolve year on year as the programme is delivered.

6. Indicative content. In carrying our academic research, learners will be introduced to:

The purpose and products of research

Participants and research ethics

Reviewing literature

Research methods

Quantitative data analysis

Qualitative data analysis

Presentation of research

A range of teaching and learning strategies will be used to develop learners to become independent learners who take ownership and responsibility for their own learning while benefitting from tutor support throughout the development of their research proposal and final report including:

Lectures

Tutorials (group and 1:1)

Seminars/Workshops

Independent learning

Group work

Scheduled Learning and Teaching Activity Number of Hours

Lectures 15

6. Indicative content. Seminars/Workshops 20

Tutorials (group and 1:1) 10

Total scheduled learning hours 45

Guided Independent Study

Directed reading 50

Preparation for assessment and classes 90

Reflection 15

Total Independent Study Hours 155

Total student learning hours 200

7. Assessment strategy, assessment methods and their relative weightingsThis module contains 2 components:

Research proposal, 25% weighting (LO1)

Research project, 75% weighting (LO2, LO3, LO4)

Research proposal, report (LO1)

Learners will be introduced to a range of research methods and strategies for critical review and through classroom activities will gain formative

7. Assessment strategy, assessment methods and their relative weightingsfeedback. Learners will need to consider their research method and whether ethics proposals are required and if so apply for such. Learners will develop competence in peer and self-assessment during the learning process in preparation for independent learning and the ability to identify a suitable research subject and develop a research proposal.

In the development of the research proposal, learners will be assessed on LO1: Define, plan and develop a research proposal with clearly defined outcomes which will be the basis of assessment 1; Research Proposal. This assessment also provides the opportunity for learners to demonstrate competent knowledge in their ability to: A1: Define the purpose of research and explain theories and methods; A2: Evaluate the purpose and products of research; B1: Conduct a literature review; C2: Work independently to a professional standard; D2: Employ effective time management skills and D3: Demonstrate professional written communication skills.

Research project, report (LO2, LO3, LO4)

Upon completion of assignment 1, learners will be introduced to tools and techniques used to analyse outcomes of research which they will then need to interpret and express formal and justified judgements in evaluating their findings. Learners will receive formative feedback throughout the development of their Research project through seminar delivery and academic tutorials.

The Research project will be assessed on LO2: Research and critically evaluate relevant research data and publications; LO3: Carry out research and employ appropriate quantitative and/or qualitative methods to evaluate output and LO4: Develop and produce an academic research paper. This assessment also provides the opportunity for learners to demonstrate competent knowledge in their ability to: A3: Evaluate quantitative and qualitative data analysis; B2: Analyse qualitative and quantitative data; C1: Conduct reflective evaluation; C2: Work independently to a professional standard; D1: Apply effective research skills; D2: Employ effective time management skills and D3: Demonstrate professional written communication skills.

8. Mapping of assessment tasks to learning outcomes

Assessment tasks

Learning outcomesA1 A2 A3 B1 B2 C1 C2 D1 D2 D3

Research Proposal

Research project

9. Teaching staff associated with the module Name and contact details

Veronica Spowart; [email protected]; 0191 375 4987; Room OR1.44

Neil Layfield: [email protected]; 0191 375 4078; Room OR1.44Tim Skelton: [email protected]; 0191 375 4986; Room OR1.44Sean King: [email protected]; 0191 375 4522; Room OR1.44Dan Marley: [email protected]; 0191 375 4033; Room OR1.44

10. Key reading list Author Year Title Publisher LocationNeil J Salkind 2013 Exploring Research Pearsons

Gary Thomas 2013 How to do Your Research Project

Sage Publications Ltd.

Nicholas Walliman 2010 Research Methods: The Basics

Routledge

11. Other indicative text (e.g. websites)www.sagepub.co.uk/thomas




Module title Project Management Level 6

Module tutor Tim Skelton Credit value 20

Module type Taught, Project Notional learning hours

200

2. Rationale for the module and its links with other modules

Knowledge of Project management is essential for any person working in the computing and IT industry. Project management is key to the successful delivery of change and meeting key business objectives/results.

This module aims to develop learner’s knowledge and skills to follow a systematic methodology for initiating, planning, executing, controlling, and closing technology solutions projects. Learners will apply industry standard processes, methods, techniques and tools to execute projects. Learners will have the opportunity to demonstrate their ability to manage a project including identifying and resolving deviations and the management of problems and escalation processes.

3. Aims of the moduleLO1. Develop a professional project proposal.

LO2. Demonstrate effective project management principles to contribute to the completion of the approved project.

LO3. Contribute effectively to the management of the project.

LO4. Critically evaluate performance against the agreed project plan.


http://www.sagepub.co.uk/thomas







A1: Articulate the principles of project management.

A2: Evaluate the principles of project management.

A1: Learners will gain a systematic understanding of the principles of project planning which they will be able to demonstrate through the production of a project proposal which incorporates evidence of consideration of an appropriate methodology for initiating their project proposal.

Learning and teaching strategies will include lectures to introduce the principles of project management and seminars to discuss with learners the application of these principles to their project.

Learners will engage in group work in which they will research the principles of project management and be formatively assessed throughout the first half of the semester. This will be in the form of informal presentations formatively assessed by peers and the tutor.

A2: Learners will demonstrate an in-depth knowledge and understanding of the purpose and products/outcomes of project management which will be evident in their reflective evaluation.

Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. Learners will acquire the knowledge of the principles of project management in class lecturers and seminars. Group and individual research tasks will be formatively assessed and will provide the knowledge and skills needed to evaluate the principles of project management.

The learners will be summatively assessed towards the end of the semester by way of a formal presentation to the module tutor.






B3: Learners will be introduced to the principles of project management and a range of methodologies. They will work in small groups to consider and agree their project and follow a systematic methodology to initiate, plan, execute, control and complete their project. Learners will have the opportunity to gain formative feedback throughout the project management cycle by way of academic tutorials and will keep an individual log to record their contribution to the project throughout the year; this will provide evidence for their reflective evaluation. Lectures and seminars will provide the theoretical knowledge to allow the learners to identify and define complex problems within their own project.

Within their small groups throughout the year, learners will be given formative feedback on presentations in which they aim to demonstrate their knowledge on the principles and methodologies of project management. Academic tutorials will be available for learners in which they can discuss and receive formative feedback on the specifics of their project. Flipped learning will require learners to access work/resources from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop.

Learners will be summatively assessed on their ability to identify and define a complex problem within their first assignment. Here they will research, evaluate and justify a solution to an identified problem.


C1: Conduct reflective evaluation

C1: Learners will develop skills in self-reflection which informs their ability to seek and apply new techniques to their own performance and identify how these might be evaluated. Learners will produce a reflective evaluation which they will present at the end of the module. This reflective evaluation will be summatively assessed.

Learners will carry out formative assessments by way of presentations from the start of the module. This will provide learners will the practical and professional skills needed to conduct a reflective evaluation on their project. They will also have opportunities to receive formative feedback through group and 1-2-1 academic tutorials

Learners will be summatively assessed by way of a formal individual presentation at the end of the module in which they critically evaluate their own performance against the agreed project plan.

Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. This will be summatively assessed within the formal presentation (Assignment 2).

A presentation in which learners critically evaluate their performance against the project plan will be summatively assessed for LO4 at the end of the module. The presentation will be submitted at the same time as the project plan (LO2, LO3) but presented shortly after.

D Key transferable skills Learning and teaching strategyAt the end of the module, learners will be expected to: D2: Learners will engage in a range of teaching and learning

D Key transferable skills Learning and teaching strategyD2: Employ effective time management skills

D3: Demonstrate professional written communication skills

strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop.


Learners will work in groups and must ensure they meet agreed deadlines to ensure their contributions compliment the work of their peers and do not cause unnecessary delays. Lectures and Seminars will provide the knowledge on the principles of project management including the use of Microsoft Project to enable learners to effectively manage their time.

Group academic tutorials will be available to enable learners to gain formative feedback on their time management. Clear deadlines and milestones will be set by the learner within their groups and will be discussed at the academic tutorials.

Learners will have their time management skills summatively assessed by way of a written report which covers LO1, LO2 and LO3. This includes key documents which will cover the time management of the project. A presentation in which learners critically evaluate their performance against the project plan will be summatively assessed for LO4 at the end of the module. The presentation will be submitted at the same time as the project plan (LO2, LO3) but presented shortly after.

D3: Learners will prepare written documentation throughout the module in a range of formats including reports, logs, project plans and presentations. Learners will prepare such documents to a specified

D Key transferable skills Learning and teaching strategyformat and structure and apply Harvard referencing wherever appropriate.


Learners will carry out a range of different formatively assessed pieces of group work during the early stages of the module. Group presentations will be used to enable learners to develop their professional communication skills and will be formatively assessed by the module tutor and their peers. LO4 will be summatively assessed by way of a formal individual presentation.

6. Indicative content. This module provides learners with the knowledge, understanding and competence to carry follow a systematic methodology for initiating, planning, executing, controlling and closing a project. Learners will apply industry standard processes, methods, techniques and tools to manage a technology solution project. Learners will demonstrate an ability to effectively manage a project including identifying and resolving deviations and the management of problems and escalation processes.

Learners will be introduced to the principles of project planning and a range of methodologies and will have opportunities to gain formative feedback throughout the module to support their development in completing and documenting a project to a professional standard.

Flipped learning will be used significantly throughout this module to encourage independent learning such that learners will bring work to class which will form the basis of professional discussions and scaffolding for new learning. Learners will develop skills in peer assessment which will lead to effective self-assessment and skills in self-evaluation and reflective learning.

Learners will be introduced to the latest principles, theories, tools and techniques which may evolve year on year as the programme is delivered.

6. Indicative content. In developing project management knowledge and skills, learners will be introduced to:

Principles of project management

Project scope and methodology

Activity estimates

Project plan

Project costs

Project risk analysis

Project tolerances

Project escalation processes and mitigation

A range of teaching and learning strategies will be used to develop learners to become independent learners who take ownership and responsibility for their own learning while benefitting from tutor support throughout the development of their project including:

Lectures


Seminars/Workshops


Teamwork


Lectures 15

6. Indicative content. Seminars/Workshops 20




Directed reading 50


Reflection 15




Project proposal, 25% weighting (LO1)

Project plan and Reflective Evaluation, 75% weighting (LO2, LO3, LO4)

Project proposal, 25% weighting (LO1)Learners will be introduced to a range of project management methodologies and the principles of project management and through classroom

7. Assessment strategy, assessment methods and their relative weightingsactivities will gain formative feedback. Learners will need to work effectively in a group and consider their chosen project carefully. Their project proposal will include a rationale for their chosen project together with clear scoping identifying project deliverables, the project domain and the elected methodology together with well-reasoned activity estimates.

In the development of the project proposal, learners will be assessed on LO1. Develop a professional project proposal which will be the basis of assessment 1; Project proposal. This assessment also provides the opportunity for learners to demonstrate competent knowledge in their ability to: A1: Articulate the principles of project management; B3: Demonstrate confidence and flexibility in identifying and defining complex problems; D2: Employ effective time management skills and D3: Demonstrate professional written communication skills.

Project plan and reflective evaluation, 75% weighting (LO2, LO3, LO4)Learners will work in groups to execute, monitor, control and complete their project to the agreed timescales. They will apply industry standard processes, methods, techniques and tools to manage a technology solution project. The project plan will be accurate with a clear schedule of deliverables taking into account contingencies. There will be evidence that full costs have been identified and a clear project risk review has taken place. There will be a specification of tolerances as well as a defined escalation process and mitigation.

In the development of the project proposal, learners will be assessed on LO2. Demonstrate effective project management principles to contribute to the completion of the approved project, LO3. Contribute effectively to the management of the project and LO4. Critically evaluate performance against the agreed project plan. This assessment also provides the opportunity for learners to demonstrate competent knowledge and/or skills in their ability to: B3: Demonstrate confidence and flexibility in identifying and defining complex problems; D2: Employ effective time management skills and D3: Demonstrate professional written communication skills.

Learners will complete a log at least once each week throughout the life-cycle of the project to record their impression of how the project is going, identify any issues and associated resolutions, comment on their impression of the contributions of each of their team members and their record their own contribution. This log will be kept online and will be visible to the individual students and the tutor (and other members of the curriculum team as appropriate). Learners will complete a reflective evaluation to be presented at the end of the module which demonstrates a comprehensive understanding of what went well and what could have gone better.

The reflective evaluation will be assessed on LO4. Critically evaluate performance against the agreed project plan. This assessment also provides the opportunity for learners to demonstrate competent knowledge in their ability to: A2: Evaluate the principles of project management; B3: Demonstrate confidence and flexibility in identifying and defining complex problems; C1: Conduct reflective evaluation; D2: Employ effective time management skills and D3: Demonstrate professional written communication skills.


Assessment tasks

Learning outcomesA1 A2 B3 C1 D2 D3

Project Proposal

Project Evaluation


Tim Skelton; [email protected]; 0191 375 4986; Room OR1.44

Sean King, [email protected], 0191 375 4522, Room OR1.44

Neil Layfield: [email protected]; 0191 375 4078; Room OR1.44

10. Key reading list Author Year Title Publisher LocationCan Akdeniz 2015 Principles of Project

Management Explained: Volume 1

CreateSpace Independent Publishing Platform

John Carroll 2015 Agile Project Management in easy steps, 2nd edition

n Easy Steps Limited

Richard Newton 2016 Project Management Step by Step: How to Plan and Manage a Highly Successful Project. 2 edition

Pearson

10. Key reading list Author Year Title Publisher LocationJohanna Rothman 2016 Agile and Lean Program

Management: Scaling Collaboration across the Organization

Practical Ink

Paul Vii 2016 Agile Project Management: Agile: The Complete Overview of Agile Principles and Practices


11. Other indicative text (e.g. websites)

http://www.cio.com/article/2439500/project-management/project-management-definition-and-solutions.html

http://www.free-management-ebooks.com/dldebk-pdf/fme-project-principles.pdf

https://www.nibusinessinfo.co.uk/content/basic-principles-project-management




Module title Network Management Level 6

Module tutor Colin Ellison Credit value 20


200


This module examines the standards, models and protocols of the five key activities associated with network management. These include fault, configuration, accounting, performance and security management.

The aim of this module is to provide students with the necessary knowledge and skills to be able to define, plan and apply network infrastructures given their requirements, and to be able to implement and configure the devices necessary to maintain the infrastructure environment while being able to analyse and document their effectiveness.

This module links to the Routing and Switching Module.




3. Aims of the moduleLO1. Evaluate the standards, models and language associated with network management

LO2. Demonstrate an in-depth understanding of telecommunications, data communications and network management.

LO3. Research and critically evaluate the processes involved in each of the five key activities associated with network management.

LO4. Define, plan and apply network infrastructures to specified requirements, and implement and configure the devices necessary to maintain the infrastructure environment.

4. Pre-requisite modules or specified entry requirementsAn understanding of routing and switching is desirable.

https://www.nibusinessinfo.co.uk/content/basic-principles-project-management

http://www.free-management-ebooks.com/dldebk-pdf/fme-project-principles.pdf

http://www.cio.com/article/2439500/project-management/project-management-definition-and-solutions.html




A7: Learners will gain the ability to develop advanced switch and routing configurations, through formative group and individual practical skills tasks, which they will be able to demonstrate in their Network Management Report based on an existing topology that requires modification to accommodate additional requirements.

A8: Learners will be able to demonstrate their ability to incorporate security and VPNs into an existing topology, the evidence of which will appear in their Network Management Exam and Network Management Report.



B2: Apply analytical and critical thinking skills to Technology Solution development and to systematically analyse and apply structured problem solving techniques to complex systems and situations.


B4: Define the role of fault, configuration, accounting, performance and security management in relation to network management.

B2: Learners will be introduced to a range of complex theories and concepts and will need to apply analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations. The application and critical thinking skills will be formatively assessed using exams containing sample problems throughout the module, and the summative assessments will be carried out using the Network Management exam and Network Management Report.

B3: Learners will be introduced to the fundamental principles of




network management. They will gain experience and confidence in defining, planning and applying network infrastructures to specified requirements, and implement and configure the devices necessary to maintain the infrastructure environment. Learners will have the opportunity to gain formative feedback throughout the module and will develop confidence in making appropriate recommendations.

Learners will demonstrate confidence and flexibility in identifying and defining the five key activities associated with network management. The supplied sample networks will contain features that fully test the learner’s ability to demonstrate their skills in each key activity. These abilities will be formatively assessed using exams containing sample problems throughout the module, and the summative assessments will be carried out using the Network Management exam and Network Management Report.

B4: Learners will demonstrate an in-depth knowledge and understanding of the underlying purpose, requirements and stages associated with the five key activities associated with network management which will be formatively assessed using exams containing sample problems throughout the module, and the summative assessments will be carried out using the Network Management exam and Network Management Report.




C2: Learners will work independently to a produce work to a professional standard in the self-study and research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning and this will be assessed in the Network Management Report.






D1: Learners will develop effective research skills so that they can identify an appropriate research subject and carry out and appropriate research activity leading to outcomes that inform. This will be evident in the Network Management Report.

D2: Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. The Network Management Report will need to be submitted to a deadline.

D3: Learners will demonstrate their written communication skills through the Network Management Report. Learners will prepare this documents to a specified format and structure and apply Harvard

D Key transferable skills Learning and teaching strategyreferencing.

6. Indicative content. This module provides learners with the necessary attributes to be able to demonstrate their knowledge and skills in defining, planning and applying network infrastructures, given their requirements, and to be able to implement, configure and troubleshoot the devices necessary to maintain the infrastructure environment while being able to analyse and document their effectiveness., providing evidence in a timely and professional manner. Learners will have opportunities to gain formative feedback throughout the module to support their development.


Learners will be introduced to the latest principles of networking that will evolve year on year as the programme is delivered. This will involve research of developments in networking which are current or proposed.


Lectures


Seminars/Workshops


Group work


6. Indicative content. Lectures 15

Seminars/Workshops 20




Directed reading 50


Reflection 15




Network Management, Exams, 25% weighting (LO1, LO2, LO3, LO4)

Network Management Report, 75% weighting (LO1, LO2, LO3, LO4)

Exams (LO1, LO2, LO3, LO4)

7. Assessment strategy, assessment methods and their relative weightingsLearners will have their understanding and skills tested using formative exam assessments throughout the module for all aspects of this Network Management Module, from fundamental to advanced network concepts. Formative exam assessments will be flexible in that they will be available to be taken at any time, either in College or elsewhere. The Final module exam will be summative, will address all areas of Routing and Switching covered by this module, and will be formally invigilated by a member of the Curriculum Team other than the module leader. Formal exam conditions will be applied throughout.

The exams aim to offer learners the opportunity to be formally assessed on: LO1. Evaluate the standards, models and language associated with network management; LO2. Demonstrate an in-depth understanding of telecommunications, data communications and network management; LO3. Research and critically evaluate the processes involved in each of the five key activities associated with network management; LO4. Define, plan and apply network infrastructures to specified requirements, and implement and configure the devices necessary to maintain the infrastructure environment. The exams also provide the opportunity for learners to demonstrate competent knowledge in their ability to: A8: Demonstrate knowledge of WAN devices and Technologies, security and VPN design; B2: Apply analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations; B3: Demonstrate confidence and flexibility in identifying and defining complex problems and B4: Define the role of fault, configuration, accounting, performance and security management in relation to network management.

Network Management Report (LO1, LO2, LO3, LO4)

The Network Management Report is independent of the assessment exams.

The Network Management Report will be assessed on: LO1. Evaluate the standards, models and language associated with network management; LO2. Demonstrate an in-depth understanding of telecommunications, data communications and network management; LO3. Research and critically evaluate the processes involved in each of the five key activities associated with network management; LO4. Define, plan and apply network infrastructures to specified requirements, and implement and configure the devices necessary to maintain the infrastructure environment. This assessment also provides the opportunity for learners to demonstrate competent knowledge in their ability to: A7: Develop advanced switch and router configurations; A8: Demonstrate knowledge of WAN devices and Technologies, security and VPN design; B2: Apply analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations; B3: Demonstrate confidence and flexibility in identifying and defining complex problems; B4: Define the role of fault, configuration, accounting, performance and security management in relation to network management; C1: Work independently to a professional standard; D1: Able to conduct effective research, using literature and other media, into IT and business related topics; D2: Employ effective time management skills and D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.


Assessment tasks

Learning outcomesA7 A8 B2 B3 B4 C2 D1 D2 D3

Exam

Network Management Report


Colin Ellison; [email protected]; 0191 375 4588; Room OR1.44

Sean King: [email protected]; 0191 375 4522; Room OR1.44

10. Key reading list

Author Year Title Publisher Location

Cisco Networking Academy 2015 CCNA Security Course Booklet Version 2

Cisco Press

Mani Subramanian 2010 Network Management, 2nd Edition

Pearson Education

11. Other indicative text (e.g. websites)https://www.youtube.com/watch?v=spbZmJaoitY

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.125.3183&rep=rep1&type=pdf




Module title Computing Project Level 6

Module tutor Veronica Spowart Credit value 20


200


This module enables learners to explore computing, information and communications technologies in substantial depth. It provides learners the opportunity to develop their abilities in solution development and gain practical experience of independent learning and reflective practice in solution development.

Learners will apply advanced principles and techniques to produce a solution (in the form of an artefact) to a problem which they have defined and write up their experience and findings in a substantial report. Learners will be responsible for choosing their own project, developing the project solution and writing it up with the help of a supervisor to advise and guide them.

Learners will gain skills and experience in formulating and completing an individual project of

https://www.youtube.com/watch?v=spbZmJaoitY




their choice in any area of computing and IT that they have studied at this level. The module tutor will advise and guide them however they will be expected to work independently without close supervision. The emphasis is on the learner being a reflective practitioner developing not only technical aspects of their project but also justifying their approach and reviewing and thinking about what they have learned. They will be expected to employ Project Management Skills using the knowledge and skills from the Project Management Module and develop a professional report detailing all aspects of the module learning outcomes.

3. Aims of the moduleLO1. Produce a detailed proposal and project plan.

LO2. Carry out the project

LO3. Attend scheduled meetings with a project supervisor to discuss and monitor progress and agree targets

LO4. Produce a comprehensive, reflective evaluation of the project outcome


http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.125.3183&rep=rep1&type=pdf

https://www.youtube.com/watch?v=spbZmJaoitY

5. Intended learning outcomesA. Knowledge and understanding Learning and teaching strategyAt the end of the module, learners will be expected to:A8: Demonstrate the ability to effectively apply software analysis and design approaches.

A8: Learners will carry out research into a problem which they have defined. They will build on the knowledge, understanding and skills developed to date to apply advanced principles and techniques in the development of their proposed solution.

Learners will draw on a range of sources including technical papers, books, manufacturers’ literature and the internet to investigate their chosen topic. Throughout the project they will be set tasks through tutor marked assignments which will help them plan and progress the various stages of the project.


At the end of the module learners will be expected to:B2: Applies analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations.


B2: Learners will be employ a range of tools and techniques to analyse technology based solutions and apply structured problem solving techniques to produce their proposed artefact.

In the three few weeks there will be group delivery to ensure all learners have a clear understanding of the module outcomes and are able to produce a clearly defined project proposal. Learners will be allocated a project supervisor who will provide 1-2-1 academic tutorials throughout the semester to offer guidance and support throughout systems development of the artefact and reflective




evaluation.

C. Practical and professional skills Learning and teaching strategyAt the end of the module, learners will be expected to:C1: Conduct reflective evaluation


C5: Undertake analysis and design to create artefacts such as use cases to produce robust software designs.

C1: Learners will apply skills in self-reflection which informs their ability to seek and apply new techniques to their own performance and identify how these might be improved. Learners will submit a reflective evaluation for formal assessment.

C2: Learners will work independently to a produce work to a professional standard in the teaching and learning environment, in the self-study and in the independent learning they engage in. There will be opportunities to receive formative assessment throughout the teaching and learning in 1-2-1 academic tutorials with their allocated project supervisor throughout the development of the project.

C5: In developing the artefact, learners will follow a systems development methodology to carry out appropriate analysis of the problem and design and create a suitable artefact which meets solution criteria.



D1: Learners will develop effective research skills such that they are able to identify an appropriate problem and carry out appropriate

D Key transferable skills Learning and teaching strategyD2: Employ effective time management skills


research activity and independent learning to apply an appropriate solution.

D2: Learners will need to employ time management skills in order to ensure they complete work at agreed stages throughout the project and are able to evaluate their progress and performance at key stages with their project supervisor.

D3: Learners will prepare written documentation throughout the module in a range of formats including a weekly log of progress which will be recorded on the learning management system; regular updating and monitoring of the project plan; and preparation for academic tutorials with the project supervisor.

6. Indicative content. This module provides learners with the opportunity to gain skills and experience in formulating and completing an individual project of their choice in the area of computing and IT that they are studying at this level. Learners will be expected to produce their work independently and without close supervision. The emphasis is on the learner being a reflective practitioner, developing not only the technical aspects of the proposed project but also justifying their approach and reviewing and thinking about what you have learned.

The main elements of your project will be:

choosing a project topic: the topic will be based on modules studied

getting information and finding out about developments in the proposed topic area

producing a detailed proposal and project plan: including the selection of suitable methods, setting realistic goals and deciding what resources will be needed

carrying out the project itself: it could take many forms (eg a software system, a critical analysis and report, an investigation and set of recommendations, etc.)

writing up and evaluating the project: this will include a reflective evaluation of the approach to the project and its completion.

6. Indicative content.


Lectures 3





Directed reading 60

Preparation for assessment and tutorials 70

Reflection 20



7. Assessment strategy, assessment methods and their relative weightings

This module contains 2 components:

7. Assessment strategy, assessment methods and their relative weightingsProject proposal and plan, 25% weighting (LO1)

Artefact and evaluation, 75% weighting (LO2, LO3, LO4)

Project proposal and plan, report (LO1)

In the development of the project proposal and plan, learners will be assessed on LO1: D Produce a detailed proposal and project plan which will be the basis of assessment 1; Project proposal and plan. This assessment also provides the opportunity for learners to demonstrate competent knowledge in their ability to: B2: Applies analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations; B3: Demonstrate confidence and flexibility in identifying and defining complex problems; C1: Conduct reflective evaluation; C2: Work independently to a professional standard; D1: Able to conduct effective research, using literature and other media, into IT and business related topics; D2: Employ effective time management skills and D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.

Artefact and evaluation, artefact and report (LO2, LO3, LO4)

Learners will receive formative feedback throughout the development of their project through academic tutorials with their project supervisor. The artefact and evaluation will be assessed on LO2. Carry out the project; LO3. Attend scheduled meetings with a project supervisor to discuss and monitor progress and agree targets and LO4. Produce a comprehensive, reflective evaluation of the project outcome. This assessment also provides the opportunity for learners to demonstrate competent knowledge in their ability to: A8: Demonstrate the ability to effectively apply software analysis and design approaches; B2: Applies analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to complex systems and situations; C1: Conduct reflective evaluation; C2: Work independently to a professional standard; C5: Undertake analysis and design to create artefacts such as use cases to produce robust software designs; D2: Employ effective time management skills and D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.


Assessment tasks

Learning outcomesA8 B2 B3 C1 C2 C5 D1 D2 D3

Project proposal and plan

Artefact and evaluation


Veronica Spowart; [email protected]; 0191 375 4987; Room OR1.44Neil Layfield: [email protected]; 0191 375 4078; Room OR1.44Tim Skelton: [email protected]; 0191 375 4986; Room OR1.44Sean King: [email protected]; 0191 375 4522; Room OR1.44Dan Marley: [email protected]; 0191 375 4033; Room OR1.44

10. Key reading list Author Year Title Publisher LocationDr Christian Dawson 2015 Projects in Computing and

Information Systems: A Student's Guide; 3rd Edition

Pearson Education ISBN-10: 1292073462

ISBN-13: 978-1292073460

Karl A Cox 2017 Managing Your Individual Computing Project 2nd Edition: An Agile Approach


ISBN-10: 1542778115

ISBN-13: 978-1542778114

10. Key reading list Author Year Title Publisher Location

for Students and Supervisors

John Carroll 2015 Agile Project Management in easy steps, 2nd edition

In Easy Steps Limited ISBN-10: 1840786418

ISBN-13: 978-1840786415

Robert C. Martin 2013 Agile Software Development, Principles, Patterns, and Practices

Pearson ISBN-10: 1292025948

ISBN-13: 978-1292025940

11. Other indicative text (e.g. websites)http://www.agilenutshell.com/https://www.youtube.com/watch?v=PSorv6xE79chttp://www.softwaretestinghelp.com/agile-scrum-methodology-for-development-and-testing/http://www.ambysoft.com/essays/agileLifecycle.html




Module title The Fundamentals of Ethical Hacking Level 6

Module tutor Neil Layfield Credit value 20


200


With the rapid evolution of technology, such as WiFi, Bluetooth and Mobile connections, ensuring the security and privacy of sensitive data is increasingly becoming more and more challenging for organisations and security professionals. The emergence of the ‘Internet of Things’ has also made everyday devices such as cars, televisions, mobile phones and games consoles potential targets for cyber-attacks. Ethical hacking is a process where the same tools that cyber criminals utilise to launch attacks are used to identify potential threats and prevent them from happening by finding flaws and vulnerabilities in systems and software first.

This module will introduce learners to the fundamental principles of ethical hacking. The module will look at the legal, social, ethical and professional aspects of ethical hacking when undertaking any ethical hacking operations. Learners will look at the reasons why ethical hacking takes place, gain an overview of common and emerging threats, the fundamental concepts of ethical hacking and security and some of the challenges and concepts associated







with digital security.

3. Aims of the moduleLO1. Demonstrate a systematic understanding of the fundamental concepts of organisational security

LO2. Critically evaluate the legal and social aspects of ethical hacking

LO3. Demonstrate confidence and flexibility in identifying some of the challenges associated with digital security and the application of ethical hacking

LO4. Evaluate a range of tools available to perform ethical hacking and penetration testing including any associated limitations and constraints


http://www.ambysoft.com/essays/agileLifecycle.html

http://www.softwaretestinghelp.com/agile-scrum-methodology-for-development-and-testing/

https://www.youtube.com/watch?v=PSorv6xE79c

http://www.agilenutshell.com/


A1: Articulate the fundamental concepts of organisational security

A3: Identify some of the challenges associated with digital security and using ethical hacking as an investigation tool

A4: Demonstrate a systematic understanding of the types of security confidentiality (authentication, non-repudiation, service integrity) and security big picture (network security; host OS security; physical security)

A1: Learners will gain a systematic understanding of the fundamental concepts and underpinning principles of organisational security which they will be able to demonstrate through the production of a report.

The learning and teaching strategy will include lectures, case studies, individual and group work, peer assessment, independent research and directed study into the threats, preventative methods and considerations that organisations face. Learners will undertake flipped learning where they will be given case studies to investigate and evaluate prior to module seminars. Formative feedback will be given throughout on small group presentations and case study evaluations prior to the final summative assessment.

A3: Learners will demonstrate confidence and flexibility in identifying a range of challenges that are associated with digital security and the application of ethical hacking which will be evident in their summatively assessed presentation.

The learning and teaching strategy will include case studies and scenario based learning experiences. Independent research and flipped learning will be used alongside a virtual learning environment where learners will share ideas and concepts. Formative assessment will be done throughout the module to assess learning with an individual presentation used to facilitate formative assessment and related feedback.

A4: Learners will demonstrate a systematic knowledge and understanding of the types of security confidentiality, authentication; non-repudiation; service integrity) and security big picture (network



5. Intended learning outcomesA. Knowledge and understanding Learning and teaching strategy

security; host OS security; physical security).

Employer links have been established with SRM (Security Risk Management) Solutions who will be able to provide guest speakers specifically for ethical hacking but also for cyber security concepts in general.




B3: Learners will be introduced to the fundamental principles of organisational security and a range of methodologies, tools and techniques for penetration testing. They will consider a range of potential threats and identify ethical issues in the exploitation of technologies and work within professional, ethical and legal constraints. Learners will have the opportunity to gain formative feedback throughout the module and will develop confidence in making appropriate recommendations.

C. Practical and professional skills Learning and teaching strategyAt the end of the module, learners will be expected to: C2: Learners will work independently to a produce work to a

professional standard in the teaching and learning environment, in the

C. Practical and professional skills Learning and teaching strategyC2: Work independently to a professional standard

C3: Develop a security case against recognised security threats and recommend mitigation, security controls and appropriate processes.

self-study and in the research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning within this module.

The teaching and learning strategy will include producing critical reviews and learners will be introduced to techniques and methods used to conduct them. Learners will be given feedback on the structure and presentation of their work to ensure that professional standards are developed.

C3: Learners will be introduced to recognise security threats and be able to develop a security case against them, recommend mitigation, security controls and appropriate processes.

Employer links have been established with SRM (Security Risk Management) Solutions who will be able to provide guest speakers specifically for ethical hacking but also for cyber security concepts in general.

Formative feedback will take place through questioning and discussion with peers about their findings.





D1: Learners will apply effective research skills to identify emerging technologies and the identification of some of the challenges associated with digital security and the application of ethical hacking

D2: Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. The

D Key transferable skills Learning and teaching strategyteaching and learning strategy for this will involve discussion and learners will be expected to contribute to discussions based on recent developments.

Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. Teaching and learning strategies will include assessments with deadlines that learners will have to adhere to and group tasks that require work to be completed by deadlines. Learners will need to self-manage their time and workloads to meet this. Formative feedback leading to assessment will be done through questioning, peer reviews and presentations.

D3: Learners will prepare written documentation throughout the module in a range of formats including presentations, essays and reports. Learners will prepare such documents to a specified format and structure and apply Harvard referencing.

Summative assessment will be provided on the professional standard of learner’s work in the feedback. The learners will pick up techniques in other aspects of the programme, such as Research Methods, that they may be able to utilise when discussing and presenting information.

6. Indicative content. This module provides learners with the knowledge, understanding and competence to understand organisational security and the legal and social implications of ethical hacking. Learners will be introduced to the fundamentals of ethical hacking and will have opportunities to gain formative feedback throughout the module to support their development.

6. Indicative content. Flipped learning will be used significantly throughout this module to encourage independent learning such that learners will bring work to class which will form the basis of professional discussions and debates. Learners will develop skills in peer assessment which will lead to effective self-assessment and skills in self-evaluation and reflective learning.

Learners will be introduced to the latest principles, theories, tools and techniques which may evolve year on year as the programme is delivered. This module will cover a range of topics including:

Organisational security

Cybercrime

Security threats

Preventative measure

Tools and techniques for ethical hacking

Emerging vulnerabilities, threats and risks

Network and wireless security methodologies

Penetration testing


Lectures


Seminars/Workshops


Group work

6. Indicative content. Guest Speakers – SRM Solutions


Lectures 15





Directed reading 50


Reflection 15




Organisational Security Report, 25% weighting (LO1)

7. Assessment strategy, assessment methods and their relative weightingsLegal and Social Implications of Ethical Hacking Presentation, 25% weighting, (LO2)

Critical Evaluation of Ethical Hacking Report, 50% weighting, (LO3, LO4)

Organisational Security Report, 25% weighting (LO1)Learners will be introduced to the fundamental principles and concepts of organisational security and through classroom activities will gain formative feedback. Learners will develop competence in peer and self-assessment during the learning process in preparation for independent learning and the ability to identify a suitable research subject and develop a research proposal.

In the development of the organisational security report, learners will be assessed on LO1. Demonstrate a systematic understanding of the fundamental concepts of organisational security. This assessment also provides the opportunity for learners to demonstrate: A1: Articulate the fundamental concepts of organisational security; A3: Identify some of the challenges associated with digital security and using ethical hacking as an investigation tool; A4: Demonstrate a systematic understanding of the types of security confidentiality, authentication; non-repudiation; service integrity) and security big picture (network security; host OS security; physical security); B3: Demonstrate confidence and flexibility in identifying and defining complex problems; C2: Work independently to a professional standard; D1: Able to conduct effective research, using literature and other media, into IT and business related topics; D2: Employ effective time management skills and D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.

Legal and Social Implications of Ethical Hacking Presentation, 25% weighting, (LO2)Learners will be introduced to the legal and social aspects of ethical hacking and through classroom activities will gain formative feedback. Learners will develop competence in peer and self-assessment during the learning process in preparation for independent learning and the ability to identify a suitable research subject and develop a research proposal.

In the development of the legal and social implications of ethical hacking presentation, learners will be assessed on LO2. Critically evaluate the legal and social aspects of ethical hacking. This assessment also provides the opportunity for learners to demonstrate: A1: Articulate the fundamental concepts of organisational security; C2: Work independently to a professional standard; D1: Able to conduct effective research, using literature and other media, into IT and business related topics; D2: Employ effective time management skills and D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.

Critical Evaluation of Ethical Hacking Report, 50% weighting, (LO3, LO4)Learners will be introduced to methodologies, technologies, tool and techniques and associated limitations and constraints of ethical hacking and penetration testing and through classroom activities will gain formative feedback. Learners will develop competence in peer and self-assessment

7. Assessment strategy, assessment methods and their relative weightingsduring the learning process in preparation for independent learning and the ability to identify a suitable research subject and develop a research proposal.

In the development of the legal and social implications of ethical hacking report, learners will be assessed LO3. Demonstrate confidence and flexibility in identifying some of the challenges associated with digital security and the application of ethical hacking and LO4. Evaluate a range of tools available to perform ethical hacking and penetration testing including any associated limitations and constraints. This assessment also provides the opportunity for learners to demonstrate: A3: Identify some of the challenges associated with digital security and using ethical hacking as an investigation tool; A4: Demonstrate a systematic understanding of the types of security confidentiality, authentication; non-repudiation; service integrity) and security big picture (network security; host OS security; physical security); B3: Demonstrate confidence and flexibility in identifying and defining complex problems; C2: Work independently to a professional standard; C3: Develop a security case against recognised security threats and recommend mitigation, security controls and appropriate processes; D1: Able to conduct effective research, using literature and other media, into IT and business related topics; D2: Employ effective time management skills and D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.


Assessment tasks

Learning outcomesA1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 D1 D2 D3 D4

Report

Presentation

Research Project and report


Neil Layfield; [email protected]; 0191 375 4078; Room OR1.44


Dan Marley: [email protected]; 0191 375 4033; Room OR1.44Sean King: [email protected]; 0191 375 4522; Room OR1.44

10. Key reading list Author Year Title Publisher LocationMajid Yar 2013 Cybercrime and Society Sage Publications, 2nd Revised Edition Amazon

Patrick Engebretson 2013 The Basics of Hacking and Penetration Testing: Ethical Hacking and Penetration Testing Made Easy

Syngress Amazon

Kevin Beaver 2016 Hacking for Dummies John Wiley and Sons Amazon

Georgia Weidman 2014 Penetration Testing: A Hands-On Introduction to Hacking

No Starch Press Amazon

11. Other indicative text (e.g. websites)

https://www.cybrary.it/course/ethical-hacking/

http://uk.businessinsider.com/red-team-security-hacking-power-company-2016-4?r=US&IR=T





Module title Routing and Switching Level 6

Module tutor Colin Ellison Credit value 20


200


This module focuses on the ability to install, configure, operate, and troubleshoot medium-size routed and switched networks.

The aim of this module is to provide students with the necessary skills to be able to expand their knowledge of a variety of comprehensive networking concepts, from network applications to the protocols and services provided to those applications by the lower layers of the network. Students will progress from basic networking to more complex enterprise and theoretical networking models.

Provision will also be made so that students will be able to acquire the associated Industry qualification through CCNA certification.

https://www.cybrary.it/course/ethical-hacking/




This module links to the Network Management Module.

3. Aims of the moduleLO1. Design, plan and document computer networks

LO2. Explain, and perform/troubleshoot, configurations for switching and routing, including VLANs, inter-VLAN routing, distance vector and link state routing protocols

LO3. Develop advanced switch and router configurations

LO4. Demonstrate knowledge of a range of WAN devices/technologies, basic network security and VPN design


http://uk.businessinsider.com/red-team-security-hacking-power-company-2016-4?r=US&IR=T


A6: Explain, and perform/troubleshoot, configurations for switching and routing, including VLANs, inter-VLAN routing, distance vector and link state routing protocols, WAN, security and VPNs



A6: Learners will be gain an in-depth knowledge and understanding of the configuration and troubleshooting of switching and routing, which they will able to demonstrate through the evidence provided in the formative exams during the course and the summative exam assessment which will occur at the end of the module.

A7: Learners will gain the ability to develop advanced switch and routing configurations, through formative group and individual practical skills tasks, which they will be able to demonstrate in their Project Report based on an existing topology that requires modification to accommodate additional requirements.

A8: Learners will be able to demonstrate their ability to incorporate security and VPNs into an existing topology, the evidence of which will appear in their Project Report.



B1: Review of the learner’s original network design

B1: Learners will develop the skills required to conduct a critical review of their initial network design, they will then write a critical review which will be formatively assessed and will be evident in their Project Report.





C2: Work independently to a professional standard C4: Plan, design and document a computer network, given the basic parameter requirements

C2: Learners will work independently to a produce work to a professional standard in the self-study and research activities they perform. There will be opportunities to receive formative assessment throughout the teaching and learning and this will be assessed in the Project Report.

C4: Learners will gain the necessary skills to be able to plan, design build and test a modification to an existing network, and provide evidence of their planning and documentation, including the devices/cabling used and the IP subnets employed, and this will be assessed in the research proposal and the Project Report.





D1: Learners will develop effective research skills so that they can identify an appropriate research subject and carry out and appropriate research activity leading to outcomes that inform. This will be evident in the Project Report.

D2: Learners will engage in a range of teaching and learning strategies including flipped learning which require them to access work from an online learner management system, complete a task and be prepared at the start of a lecture, seminar or workshop. Learners will need to employ time management skills in order to ensure they complete work for each of the modules they are learning and meet deadlines set while in many cases juggling a range of personal responsibilities alongside their studies. The Project Report will need to be submitted to a deadline.

D3: Learners will demonstrate their written communication skills through the Project Report. Learners will prepare this document to a

D Key transferable skills Learning and teaching strategyspecified format and structure and apply Harvard referencing.

6. Indicative content. This module provides learners with the necessary skills to be able to design, plan and document computer networks, from simple to complex forms, providing evidence in a timely and professional manner and make reasoned and justified recommendations which are supported by current and relevant research. Learners will be introduced to the latest principles of networking that will evolve year on year as the programme is delivered, and will have opportunities to gain formative feedback throughout the module to support their development in carrying out research and developing both their practical and examination skills.


Learners will be introduced to the latest principles, theories, tools and techniques which may evolve year on year as the programme is delivered. This will involve research of developments in networking which are current or proposed.


Lectures


Seminars/Workshops


Group work


Lectures 15


6. Indicative content. Tutorials (group and 1:1) 10



Directed reading 50


Reflection 15




Routing and Switching, exam, 25% weighting (LO2)

Project Report, 75% weighting (LO1, LO2, LO3, LO4)

Routing and Switching exams (LO2)

Learners will have their understanding and skills tested using formative exam assessments throughout the module for all aspects of this Routing and Switching Module, from basic network fundamentals to advanced network concepts. Formative exam assessments will be flexible in that they will be available to be taken at any time, either in College or elsewhere. The Final module exam will be summative, will address all areas of Routing and Switching covered by this module, and will be formally invigilated by a member of the Curriculum Team other than the module leader. Formal exam conditions will be applied throughout.

In the routing and switching exams, learners will be assessed on: LO2. Explain, and perform/troubleshoot, configurations for switching and

7. Assessment strategy, assessment methods and their relative weightingsrouting, including VLANs, inter-VLAN routing, distance vector and link state routing protocols. The exams also provide the opportunity for learners to demonstrate competent knowledge in their ability to: A6: Explain, and perform/troubleshoot, configurations for switching and routing, including VLANs, inter-VLAN routing, distance vector and link state routing protocols, WAN, security and VPNs.

Project Report (LO1, LO2, LO3, LO4)

The project report is independent of the Routing and Switching exams.

The Project Report will be assessed on: LO1. Design, plan and document computer networks, LO2. Explain, and perform/troubleshoot, configurations for switching and routing, including VLANs, inter-VLAN routing, distance vector and link state routing protocols, LO3. Develop advanced switch and router configurations and LO4. Demonstrate knowledge of a range of WAN devices/technologies, basic network security and VPN design. The Project Report also provides the opportunity for learners to demonstrate competent knowledge in their ability to: A6: Explain, and perform/troubleshoot, configurations for switching and routing, including VLANs, inter-VLAN routing, distance vector and link state routing protocols, WAN, security and VPNs; A7: Develop advanced switch and router configurations; A8: Demonstrate knowledge of WAN devices and Technologies, security and VPN design; B1: Review of the learner’s original network design; C2: Work independently to a professional standard; C4: Plan, design and document a computer network, given the basic parameter requirements; D1: Able to conduct effective research, using literature and other media, into IT and business related topics; D2: Employ effective time management skills and D3: Demonstrate a professional standard of fluency in written communications and an ability to articulate complex issues.


Assessment tasks

Learning outcomesA6 A7 A8 B1 C2 C4 D1 D2 D3

Exam

Project Report


Colin Ellison; [email protected]; 0191 375 4588; Room OR1.44

Sean King: [email protected]; 0191 375 4522; Room OR1.44


10. Key reading list Author Year Title Publisher LocationAnthony Sequeira 2013 Interconnecting Cisco

Network Devices, Part 1 (ICND1) Foundation Learning Guide

Fourth Edition

Cisco Press

John Tiso 2013 Interconnecting Cisco Network Devices, Part 2 (ICND2) Foundation Learning Guide

Fourth Edition

Cisco Press

J Boney 2005 CISCO IOS in a nutshell: a desktop quick reference for IOS on IP networks 2nd edition

O’Reilly

11. Other indicative text (e.g. websites)Cisco Networking Academy - Cisco Systems. [ONLINE] Available at: HTTP://cisco.netacad.netFree MCTS MCITP CCNA CISSP and Network+ practice exams, study notes and forums. [ONLINE] Available at: http://www.techexams.net/

Network+ TechNotes:WAN Technologies. Network+ TechNotes:WAN Technologies. [ONLINE] Available at: http://www.techexams.net/technotes/networkplus/wantech.shtml.

Student Support and Guidance



Safeguarding and PreventProviding a safe working atmosphere at New College Durham, is an essential element of the student study experience. The College has a legal duty to provide a safe environment in which you can learn and develop and in which staff can perform their work role.

Safeguarding young people under the age of 18 and vulnerable adults within the College community, is a responsibility that is undertaken by trained staff. However, we would expect any incidents of concern to be reported by students, where the safety of students under the age of 18 and vulnerable adults is at risk. If you do have any concerns during the course of your studies, please report these to a member of your course teaching team, college reception, or at ASC.

PREVENT is an element of CONTEST, the UK Governments counter-terrorism strategy. It is defined as ‘Stopping people becoming or supporting terrorists or violent extremism’. This is an integral part of the College’s safeguarding ethos in encouraging students to respect Fundamental British Values. During the induction period of your course, the Course Leader will give you further detail on these values and PREVENT, and discuss with you your responsibilities, as a member of the College community, to report any incidents or concerns.

Induction ArrangementsAll students joining the course will undertake an induction programme at their point of entry. The aims of the induction are:

To provide students with full details of the BSc. (Hons) Computing with Networking degree programme, including its aims and objectives, modules, skills associated with their studies, its assessment strategy, and its approach to learning;

To induct students to the learning resources available to them whilst on the course, such as learning management system (student intranet and Schoology) and eLearning Centre

To allow students the opportunity to identify issues which need to be resolved; To enable students to meet the tutors involved in delivering the programme; To meet and interact with fellow students; To introduce students to the code of conduct and regulations of the College; To make students aware of the relevant systems and structures available to support

them, including the Advice, Support Careers Services (ASC), Personal Learning Coach, and the Student Union.

Personal Learning Coaches (PLCs)As a higher education student at New College Durham we wish to support you on the achievement of your programme of study, and raise your aspirations for further study and employment opportunities. Tutorial support is provided to you as part of your programme to and is guided by three key principles:

1. To recognise and respond to the individual needs of students.

2. To promote inclusive learning.

3. To set students challenging personal and academic targets to reach and achieve.

On your course you will receive:

A designated personal tutor A tutor introduction for your chosen course and the College Personal tutor support and support from any specialist support service where

appropriate Access through your tutor to help in making choices on progression and further

study.Tutorials will be integrated into the course of study and specific tutorials supplied by your tutor throughout the academic year.

http://cisco.netacad.net/

The Personal Learning Coach, (PLC), team provide one to one sessions on a wide range of study related issues. These include time management, organisation and motivation and a listening service for any personal issues you may experience during your course. The PLC Team work across all curriculum areas in the College and work with students at all ages and levels.

College PLC’s can access a wide range of resources for you from both external and internal agencies and there to further support you both inside and outside the classroom during your course. To contact the College PLC Team, just drop an e-mail to: [email protected]

Academic Study Support TutorAt the start of your course you will be introduced to a range of higher education skills which you will develop throughout your course. These include the skill of referencing your work, academic research skills, and critical thinking skills. Learning some of these higher skills can be a little daunting at first but you will quickly become proficient at them with practice. To help and support you in developing your higher skills whilst studying at the College, you can access help and support from our Higher Education Academic Support Tutor.

Our Academic Support Tutor is based in the Neville Building and can be contacted directly or through your Course Leader or Personal Tutor. They will be happy to support you throughout your course, but will be particularly useful in the early days of your studies as you become accustomed to the particular skill set required for higher study. Please do not be afraid to ask for any higher skill support and extra academic skill sessions throughout your study time here at the College. We are here to help you achieve your course qualification.

Careers Advice and GuidanceASC (Advice Support Careers) New College Durham is committed to providing a high quality, confidential and impartial information, advice and guidance service. ASC offers information, advice and guidance on careers and financial support and personal counselling. Our Learner Development Co-ordinator, based in the Students' Union, can also help with social and health related issues.

You can contact the ASC team before you start College and throughout your course you are entitled to a careers education programme and opportunities to discuss future options, career plans, funding opportunities, welfare issues or any personal concerns.

Advice on Funding and Welfare Funding for further and higher education courses, including fees for home, EU and

overseas students; Loans, grants and bursaries; Applications to Educational Trusts and Charities; Budgeting, debt management and managing money; Welfare issues; Travel Information; Childcare information; Conditions of employment.

Careers Information, Advice and GuidancePractical help in career planning:

Choice of course and career options Options on what to do next Preparation for work placement interviews Preparation for higher education Preparation for employment Finding voluntary work.

Further information about ASC can be found in the student handbook or on NCD Online.

ASC Contact details and opening times:

Advice Support Careers

New College Durham

Framwellgate Moor Campus

Durham

DH1 5ES

0191 375 4400

[email protected]

[email protected]

Counselling and Student WelfareProfessionally trained Counsellors will offer you an opportunity to talk to someone in a confidential setting, who will not judge you. Counselling may enable you to make changes in your life or help you to come to terms with things that you can't change.

Careful listening is the main part of what a Counsellor does - sharing your worries may help you feel less isolated. The Counsellor may also discuss with you other agencies or services that may be appropriate for your needs.

If you would like to contact a Counsellor directly about coming to counselling or a personal issue, you can send a message to: [email protected]

Support for Disabled StudentsThe Learner Support team are committed to ensuring that you have the opportunity to achieve and progress in your education and are able to fully participate in college life.

Our experienced team supports higher education learners with a wide range of special educational needs and disabilities including:

Dyslexia, Dyspraxia and other Specific Learning Difficulties Autistic Spectrum Conditions (ASC) Mobility and Physical difficulties Sensory difficulties Medical conditions Mental Health conditions

If you would like to talk to a member of the Learner Support Team about available support or to discuss your needs in more detail, please contact us:

E-mail: [email protected]: 0191 375 4380/4381/4387/4992

Financial Advice and SupportAdvice on funding can be sought from the Access Fund Office, located next to the Training Restaurant in the Main Building.

Opportunities for Personal Development PlanningReflection on personal development by students upon their studies is documented on an on-going basis and evidenced within SCIPS and Individual Learning Plans. Full time students

Term Time

Monday - Wednesday8.30am-6.30pm

Thursday 8.30am-5.00pm

Friday 8.30am-4.15pm

Holiday Time

Monday - Thursday 8.30am-5.00pm

Friday 8.30am-4.15pm

will have timetabled tutorials each work throughout the academic year. Part time students will attend group tutorials formally throughout one semester each year however they will have online contact with a personal tutor throughout the academic year.

To ensure students have appropriate opportunity for personal development a range of teaching methods appropriate to computing and IT disciplines will be used across modules at level 6 including lectures, tutorials, seminars and workshops. At level 6 the learning and teaching strategies used place emphasis on the development of research skills, experimentation, aesthetic sensibility, intellectual enquiry, team-working, analysis and evaluation of practical and theoretical activities, all being more independently led with tutor support. The course team will encourage the development of these skills through the use projects, teamwork and independent learning.

At level 6 the teaching and learning strategies used by tutors will build on the methods introduced at level 5 and develop the higher order thinking skills outlined by QAA to ensure students have some ability on graduation to:

Exercise self-management skills in managing their workloads and meeting deadlines Accommodate change and uncertainty Analyse information and experiences, and formulate reasoned arguments Benefit from critical judgments of others and recognise their personal strengths and

needs Apply interpersonal and social skills to interact with others Communicate ideas and information in visual, oral and written forms Present ideas and work to their audiences Apply information skills to navigate, retrieve, and manage information from a variety

of sources

Within BSc. (Hons) Computing with Networking lectures will be used predominantly within the induction stage of the programme and the introduction of fundamentals and new concepts. Independent learning will be encouraged and supported by the use of seminars and workshops to enable students to enhance their classroom learning and wider knowledge and skills. At level 6 students will also be expected to undertake more independent learning outside of the classroom and this should equal that of stated learning hours within the module guide as a minimum. Focus will also be placed on the development of self-evaluation through a variety of opportunities.

A key part of professional development will be the undertaking of a range of self-assessment activities at the start of the programme to allow students, with help from the course team, to plan their learning. The teaching team will draw on the results of these initial activities to ensure all learning styles are captured to support the development of personal and professional development. Students are encouraged to plan their own learning, those requiring additional support with planning may seek additional help from personal learning coaches.

Employer / practitioner links are maintained by the course team at all levels to provide opportunities for students to consider current practices in industry with guest speakers. Practitioners are utilised to support the course team in promoting a work related ethos and encourage entrepreneurial thinking to support the personal and professional development of students. Such activities would be an important inclusion within the curriculum of BSc. (Hons) Computing with Networking and support all modules with an increased student awareness of professional contexts and the employment opportunities that exist on graduation.

Students can access academic support tools and information through the HE intranet as well as through the Learner Management System (LMS): Schoology. BSc. (Hons) Computing with Networking will has its own Schoology course that will provide course specific teaching and learning information, induction materials, and teaching resources (such as PowerPoint presentations and copies of assignment briefs). All module specific information will be


provided within specific module folders and the course information section of the LMS contain module guides, specifications (including external examiner reports and survey results where available).

Employability skills are embedded across the course, students will engage in work related learning experiences that place emphasis on the development of employability skills such as Independent working / teamwork, developing working relationships, communication skills (writing, visual, verbal), IT skills, presentation skills, time management, initiative, planning, and managing the knowledge and skills development process to support the bridge between education and employment or self-employment.

Professional skills are developed across the programme formative feedback will be provided through self-reflection, peers assessment and tutor feedback wherever professional discussions, practical activities, presentations and written work take place. This could incorporate classroom activities or independently generated work experience with organisations such as charities or small businesses that require support with IT work. Such activities illustrate initiative and forward thinking and are highly encouraged and commended within the course if this is written into an independently conceived brief for the module.

While external work placement does not form any part of this programme, as a formal requirement, the course team highly encourage students to engage in such activities to enhance their learning and develop work based skills needed for progression.

Opportunities and Support for Studying AbroadNew College Durham holds the Erasmus Charter for Higher Education. This allows the college to apply for funding to enable staff and students to undertake an Erasmus period in Europe. We have relationships with many colleges throughout and work placement providers throughout Europe. Each academic year the college applies for funding and if successful full time students have the opportunity to apply for an Erasmus grant that will help support the financial costs towards a minimum 2 month work placement in another EU country. A grant for a study period in another EU country can also be applied for, depending on if this is transferable to your New College Durham degree programme.





Facilities and Services

Library ResourcesYou will find that students on all courses are actively encouraged to use our well-stocked Learning Centre. Our Learning Centre is very accessible and is open during term time as follows:

Term Time Monday - Wednesday - 8.30 am - 8.30 pmThursday - 8.30am - 6.30pmFriday - 8.30 am - 4.30 pmSaturday - 9.00 am - 1.00 pm

Half TermMonday - Wednesday - 8.30 am - 7.30 pmThursday - 8.30am - 6.30pmFriday - 8.30 am - 4.30 pmSaturday - Closed

Vacation TimeMonday - Thursday - 8.30 am - 5.00 pmFriday - 8.30 am - 4.30 pm Saturday - Closed

Computing Facilities When the library is closed students can access the catalogue and networked resources remotely.

You will also be given a computer account which will enable you to do on line research and send and receive email.

A specific “reading list” (where appropriate) for your course will be provided in each module guide and our eLC has a large database of magazines and journals online. You will need to use this resource throughout your studies to enable you to complete set assessments. The eLC produces a number of very useful guides and your course induction will include an introduction to the eLC.

The College has a Learner Management System (LMS) where you can access information about the College and your course. You will have access to all programme documentation, all course notes and supplementary reading and activity that the module leaders recommend outside of tutor contact time You will be able to access this site once you have enrolled on your course and been allocated a username and password.

Due to the work based nature of this course the Learner Management System is seen as an essential support tool so you will be able have access. In order to access the LMS from outside of the College you must download VM software. Information on this will be provided during the induction period.

Technical SupportICT [email protected]

0191 375 4416

ICT Reception in Gr116

We’re open: Monday - Wednesday - 8.30am - 7.00pm,

Thursday - 8.30am - 5.00pm

Friday - 8.30am - 4.30pm

Catering Services

Specialist ResourcesIn addition to the above resources there are specialised resources available to support the teaching and learning on this course including computing labs equipped with appropriate hardware including state of the art CISCO cabinets and specialist software to ensure students are able to access industry standard tools and gain hand on experience appropriate to employer expectations.

Equipment Required from Students Notepads Ring binder(s) and dividers Pens Access to a laptop or home computer

Assessment and Progression Regulations


Regulations for validated awards of the Open University delivered at New College Durham (Approved December 2016).

Overview of Support ArrangementsSupport needs are addressed with students on an individual basis during diagnostic activities taking place within induction and module delivery. Those students who are new to the college, and not previously known to the course team, are encouraged to engage with additional support via a Personal Learning Coach (PLC) and the Academic Support Tutor to ensure fluid transition into level 6 study.

Internal Students (Progressing from an NCD FdSc course) Designated personal tutor and 1-1 tutorials. Optional Personal Learning Coach (PLC) Support / continued support for those

previously using PLC’s. Access to Academic Support Tutor.

International Students (Progressing from an overseas institution) Designated personal tutor and 1-1 tutorials. Support from International Office. Opportunity for additional tutorials with all module tutors during induction period of

semester 1. Personal Learning Coach (PLC) Support encouraged. Access to Academic Support Tutor encouraged.

External UK Students (Progressing from a UK institution) Designated personal tutor and 1-1 tutorials. Opportunity for additional tutorials with all module tutors during induction period of

semester 1. Personal Learning Coach (PLC) Support encouraged. Access to Academic Support Tutor encouraged.

Personal Tutor SystemA comprehensive personal tutor system is in place to make sure that students have a direct personal contact with an individual member of the course team to discuss academic and personal matters relevant to their learning. All students are allocated a personal tutor when first registering to the course. It is intended wherever possible a student will have the same personal tutor for the length of their course. The personal tutor will be responsible for the induction programme to ensure students are comfortable with the course. At the induction the personal tutor will meet students to ascertain any particular learning or support needs and thereafter will meet with individual students on a regular basis to monitor progress and discuss any issues arising.

Academic SupportIn addition to support from their personal tutor each student will receive academic support from their module tutors. Support is given to students via tutorials at set intervals during the academic year.

Students have access to a dedicated academic support tutor. This post has been acknowledged by QAA assessors as being an invaluable resource enabling students who do not come from an academic background to achieve at a higher education level.

Dissertations and Projects Support and Guidance

Pastoral SupportThe college is committed to providing a high quality, confidential and impartial information, and advice and guidance service. This is provided by the comprehensive Advice, Support Careers (ASC) Service. All students receive induction on the ASC service at the start of their course. The ASC service is designed to provide effective and timely information, advice and guidance on funding and welfare, career planning and provides access to confidential personal counselling support. The ASC service offers appointments and a ‘drop-in’ service. ASC information is also available to download from the college website, intranet or to pick up from the dedicated ASC area, foyer of the Neville Building and the Sports Block. The Learner Development Co-ordinator, based in the Students’ Union, also helps with social and health related issues.

The PLC service does not have any specific criteria for referral, and any student who may benefit from such support can access the service. Students can be referred by their tutor, lecturer, and external advisor, such as ASC or by themselves. This personalised referral system helps in identifying new students as well as continuing communication with progressing students.

There is a dedicated page on the college internet and intranet. The service is also advertised via the college television system, allowing students in communal areas of college to become aware of the provision.

Support with Coursework Students are supported in their preparation for assessments by their module tutor and where relevant other academic staff within the course team. Students have access to additional academic support particular to assessment tasks from an independent Academic Support Tutor. The tutor offers specific study skills advice and guidance, on for example, Academic Writing, Assignment/Essay Planning and Structuring, The Harvard System (for references & bibliographies), Open Athens & Online Information Retrieval, Literature Searching, Presentation Skills, Reading Efficiently, Report Writing, Revision and Examination Skills. Electronic advice and guidance booklets are available on the student intranet to download.

In order to protect students against unfair competition the college may need to ensure that the students are not submitting assessments which have been copied or plagiarised or which are not substantially the student’s own work. The college uses the software Turnitin to enable staff and students to check work for originality. Students can upload their assignments prior to submission for marking and get a report confirming their references. This can be extremely effective in ensuring against plagiarism and providing a student and staff member with the confidence that the work is original.

Module specific material is provided on Schoology; this information is reviewed and updated annually to coincide with the nature and specific requirements of assignments being delivered in a given year. Documents include planners, course handbook, module handbooks, PowerPoint presentations, and assignment briefs.

Self-directed study is an important aspect within the course that will enable students the opportunity to develop their assignments when resources are not available outside of the college campus.

Assessment Weightings

Programme Structure - LEVEL 3

Compulsory modules Credit points Assessments and Weightings

Research Methods 20A1: Research Proposal (25%)

A2: Research Project (75%)

Project Management 20A1: Project Proposal (25%)

A2: Project Plan and Critical Evaluation (75%)

Network Management 20A1: Network Management Report (75%)

A2: Exam (25%)

Computing Project 20A1: Project proposal and plan (25%)

A2: Artefact and evaluation Report (75%)

Ethical Hacking 20

A1: Report (25%)

A2: Report (25%)

A3: Presentation (50%)

Routing and Switching 20A1: Project Report (75%)

A1: Exam (25%)

Communication of ResultsThe Programme Team will identify when your results will be presented to an Assessment Board. Following the Assessment Board for your programme, ratified results will be published in 7 days on the Learner Management System. You will receive a Statement of Results within 14 days of the Assessment Board.

Throughout your studies at the College, there will be times when we will need to contact you by phone, e-mail, or at your home address. A key part of this contact, will be issuing you with statements of results which will inform you of your progress on your chosen course. If any of your contact details change whilst you are studying with us, please ensure you inform the College and your tutor of the change, so you records can be updated. This will ensure any information the College needs to send to you will be delivered efficiently and promptly.

Classification CriteriaClassification of bachelor degrees will be based on the average mark across all

modules within Stage 3 (usually Credit Level 6) and Stage 2 (usually Credit Level 5)

at a ratio of 2:1 respectively unless the requirements of a Professional, Statutory and

Regulatory Body (PSRB) state otherwise.

Determination of Results

Honours degrees are classified as:

First Class Aggregate mark of 70% or above

Upper Second Class Aggregate mark between 60% and 69%

Lower Second Class Aggregate mark between 50% and 59%

Third Class Aggregate Mark between 40% and 49%

Role of the Assessment Boards and External ExaminerThe External Examiner will sample information and evidence of student assessment and make comments on the work, our college may act on their comments.

The role of an External Examiner is primarily one of quality assurance, ensuring that procedures and processes allow students to gain an outcome from their studies, which is consistent with outcomes at other universities.

To ensure the quality of its provision and maintain the standards of its awards, The Open University places significant reliance on its External Examiners by:

requiring examiners to provide informed, independent and impartial judgements and advice to the University;

drawing upon the examiners professional advice and expertise and giving serious and active consideration to examiners reports.

The purposes of the External Examiner process are to:

assist the University in the comparison of academic standards of its awards across the Higher Education sector;

verify that standards are appropriate for the award or modules for which the External Examiners take responsibility;

ensure that the assessment process is equitable and is fairly operated in the marking, grading and classification of student performance, and that decisions are made in accordance with University Regulations;

report on the standards of student achievement; identify, where appropriate, examples of good practice and areas for enhancement.

Equality, Diversity and Inclusion StatementNew College Durham is proud of the social and

cultural diversity of its community, seeing it as a strength which inspires innovation and creativity. The College is firmly committed to being a place where learning and working exists in an environment that advances equality of opportunity, celebrates diversity and allows everyone to achieve their fullest potential.

The public sector Equality Duty requires public bodies to have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when carrying out their activities. The College maintains this commitment by ensuring that it embeds equality and diversity within all of its practices. Every opportunity is taken to advance equality and diversity and tackle all forms of discrimination. Staff and students are encouraged to celebrate diversity and difference; the College continually seeks to educate staff, students and the wider community in order to foster good relations and recognise the benefits of a diverse community.

Such commitment has been formally recognised by the achievement of the National Centre for Diversity Leaders in Diversity award in May 2016. Being a Leader in Diversity demonstrates to our students, partners, prospective employees and current employees that we are inextricably committed to Equality, Diversity and Inclusion.

The College operates a Single Equality Scheme, which serves to further support the College in meeting its legal requirements under the Equality Act 2010. The Scheme is based on the principle that people with protected characteristics should not be discriminated against in employment or in education. The College’s educational provision, services and partnerships provide opportunities for people with a wide range of backgrounds, abilities and aspirations. Against that background, College commitment is demonstrated through the Scheme which focuses on the key areas of service delivery, employment practices and working practices to meet the needs of students, staff and other stakeholders. The Scheme and associated policy and procedures describe how the College sets out to fulfil its moral, social and legal obligations to put equality, diversity and inclusion at the heart of everything it does.

Data ProtectionThis information is provided to ensure you know what will happen to the personal information you provide to the College in the course of your study

New College Durham is the Data Controller for the personal information you provide to us. When you enrol on your course we collect your basic personal data and contact details in order to process your enrolment and maintain contact with you. Whilst you are studying with us we will compile and store assessment, attendance and progress data to enable us to administrate the course and to assess your achievement.

We will routinely share this data with;

a. any Professional, Validating or Awarding Bodies, to enable them to administrate their award and to assess your achievement;

b. HE funding bodies, to secure College funding;

Policies and Regulations

c. plagiarism detection systems, to enable us to assess your progress on the course.

We may choose to share this data with;

a. organisations that have a legal right to access your data;

b. organisations providing services, grants or disbursements to which you have signed up.

If you are studying with us as part of an agreement with your employer, we may share information with them under this agreement.

We will keep your basic record, including details of your award and module marks permanently, so that we can provide References and replacement Statement of Results. Pease be aware that there may be a charge for the provision of a replacement Statement of Results. Other progress and administrative records will be held for 6 years after you leave the College.

Any information we have collected for marketing purposes will be held until you notify us that you no longer wish to receive marketing information. We may ask for other data from you and if this is collected you can expect to be informed at the time why we are asking for the data, what it will be used for, with whom it may be shared and how long we intend to keep it. If you have any further questions about Data Protection at the College or you want to make a request which relates to your personal data please contact the Information and Records Team at [email protected]

Health and SafetyAll students are to adhere to the health and safety regulations outlined within induction.

Student Participation and Evaluation

Student Feedback and its UtilisationTowards the end of each module you will be asked to complete a module evaluation form. This form allows you to rate your experience on the module in relation to areas such as organisation, timetables, assessment, teaching and learning and support. You are also encouraged to provide additional comments which the Module Tutor/team can use to develop the module for the future.

This feedback is discussed at Programme Boards and Action Plans for development are put in place. Previous students’ comments have resulted in changes to the types of learning activities and assessments within modules.

All students on the programme will be asked to complete an online survey for the “Start of Programme” questionnaire and then later an “On-Programme” questionnaire. These evaluations will allow you to provide feedback and comments relating to your whole experience on the programme. Your comments will be utilised to enhance and develop the programme for future students.

Remember you are not alone; the full programme team and your personal tutor are there to support you. Do not be afraid to ask.

Student RepresentationAll tutor groups will be offered the chance to be a student representative for the course. Student representatives are required to attend the HE Forum and Course Committee Meetings.

The role of the course committee will be to:

Review the course and recommend changes to the curriculum delivery, and assessment pattern;

Consider matters of general student welfare; Monitor the progress of student learning on the course; Monitor the quality of the student learning experience;

The course committee shall meet at least once every semester and may meet at such other times as the Curriculum Leader deems appropriate in order to satisfy the terms of reference of the Committee.

Registered Student OrganisationsNew College Durham is associated with the National Union of Students (NUS).

Student Voice and Programme EvaluationAs a student at New College Durham, we actively use a range of methods to seek your views and ideas about college higher education provision. There are many ways for you express your thoughts and ideas including college and national surveys. The National Student Survey for example, surveys every final year student at every University and College in England and Wales between January and March each year and publishes the student satisfaction results on the Unistats website.

We also ask you to formally evaluate of your studies through college module evaluation activities and the role of Higher Education Student Representative is a vital one in feeding back student views on college services. Each group, at the start of the course, elects a Representative to represent student views and opinions at course meetings and reviews and they are supported by the Students’ Union at the College. The important part in using your


student voice is that we, as course team and college, want to listen to your views and opinions so we are able to continually improve our service to you both now and in the future.

Teaching, Learning and Assessment

Feedback and AssessmentTimely and effective feedback on assessments are integral to the learning process. Within your programme a range of key ‘formative’ and ‘summative’ assessment methods are used. In summative assessments marks awarded are included in your record of progress and will contribute to your overall award classification.

Formative work does not directly count towards degree classification; it is important to remember however that formative work is designed to help you achieve the best mark you can in summative work so you should ensure that you fully engage in all work that your tutors set. You will complete a range of different formative and summative assessments throughout your course and these are designed to motivate, stimulate and inform learning and will include assessment types such as: case studies, simulations, essays, presentations, reports, time constrained tests and portfolios.

You will receive timely and constructive feedback on both formative and summative work. The feedback will clearly identify the strengths of your work and identify those areas for further development. Guidance will be provided on how to strengthen these areas. Feedback will be provided through a variety of mechanisms, as appropriate, and you will be encouraged throughout the programme to seek, reflect upon, and, respond to feedback. In addition to more formal feedback on summative work you should remember that feedback is provided in many different forms.

Note: You should receive summative assessment feedback within 4 weeks of submitting the assignment – please note that the 4 weeks does not include scheduled college holidays.

You are further encouraged to engage in feedback you receive on your work through our personal tutoring system. At appropriate times throughout the programme personal tutors will ask you to bring along any feedback you have received so that this can be discussed further particularly with respect to what you are doing well and those areas that you could develop in the future. It is often useful to reflect on feedback collectively in this way and you will be provided with a form that will help you do this.

ReferencingReferencing is an essential skill used to indicate where ideas, theories, quotes, facts and any other evidence or information used, can be found. In HE all pieces of work should be referenced and marks are awarded. Referencing has clear rules and conventions and if you follow these, you will be fine.

In-text citations are how you refer to another writer's work within your text.

Reference lists give full details of all sources, referred to in your essay, alphabetically, at the end of your work, on a separate page.

A Bibliography lists, alphabetically, documents/publications you have consulted, whether or not you have cited them, on a separate page.

We reference;

a. to avoid plagiarism, a form of academic theft;

b. to give credit to the sources and authors cited;

c. to demonstrate you have undertaken wide-ranging research and reading;

d. so the reader can consult the same materials for themselves.

How and Where to Submit Completed AssignmentYour course team will give you procedural details for the submission of assignments for each individual module. Academic staff will under no circumstances collect assignments from you.

The best advice is to be well prepared. It’s often the little things that can trip you up, such as leaving an assignment to the last minute and then running out of ink in your printer, or leaving your reference list to last and then realising you didn’t keep a record of the sources you used. Take an organised approach in completing and submitting assignments to achieve the best results for you.

Some important Information about the submission of assessments and re-sit opportunities:

a. You must attempt all assessments at the first opportunity.

b. You must work on each assessment (essay, project, report or portfolio) for every module. You should do this even if you don’t think you can fully complete the piece of work.

c. An Assessment Board, (which meets at defined stages of the academic year to look at all your marks), will decide whether you can re-sit or repeat study. The Assessment Board will take into account whether you have attempted all assessments. It is much more likely to give you an opportunity to take resit or repeat study if you have attempted all assessments. It is less likely to give you this opportunity if there are some assessments which you did not attempt at the first opportunity.

d. If you are unclear about this information or feel you are at risk of not being able to attempt any assessment, you should contact a member of academic staff for further advice before the hand-in / examination date as there are a variety of ways in which support can be given.

ExtensionsPenalty for Late SubmissionWhere coursework is submitted late and there are no accepted extenuating/mitigating circumstances, it will be penalised in line with the following tariff:

Submission within 8 days: a 10% reduction for each day late down to the 40% pass mark and no further.

Submission that is late by 9 or more days: submission is refused, mark of 0 is awarded.

Presentation of Written WorkOpen University Degree Programmes work to a set of standardised guidelines for the presentation of written assignments.

These guidelines identify the standard to be achieved when submitting assessed written assignments for modules in your course. Please refer to your module tutor or guide on any specific requirements for individual modules.

Assignment Format

Your assignment should consist of the following:

Title Page Assignment Reference list or bibliography Appendices (if applicable)

Title Page

This should contain the following information:

Name of course Your student enrolment number Module title (exactly as identified in your module guide or specification) Module code (exactly as identified in your module guide or specification) Module leader The assignment title The date of submission Total word count

The Assignment

This should be presented as follows:

Text should be in Arial font size 12 Line spacing of 1.5 (one and a half) Margin sizes should be the default ones used in Microsoft (2.54cm left and right, 3.17

cm top and bottom) A clear gap should be left between paragraphs to make it clear where they start and

end Direct quotes exceeding three lines long should be further indented by 1cm at left

and right hand side margins, with a clear line of spacing above and below. Double quotation marks, “ should start and finish all quotes.

Each page should be numbered as a minimum standard. As you become more skilled in word processing, you are encouraged to include a header or footer that includes your student enrolment number and the module code

You proof read and spell check all of your work to rectify spelling, punctuation and grammatical errors as well as ensuring the question has been answered fully.

You are reminded that you must adhere to the word limit that is identified on the assessment brief within the 10% tolerances stated (the word count excludes references/bibliography and appendices but DOES include direct quotes and references within the work itself).

Paraphrasing is preferred and direct quotes should be kept to a minimum. Written assignments should be in continuous prose. Bullet points and lists within the

main text should be kept to a minimum.

Mitigating/Extenuating CircumstancesAny mitigation applied for is subject to the New College Durham Mitigating Circumstances Procedure. Full procedure relating to mitigating circumstances is available at:

https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/pdfs/quality/qmp/he/HEQMP%204-2-1.pdf

Further guidance on New College Durham Mitigating Circumstances for Students is available on the student intranet including a short visual and audio presentation and application form.

https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/student/HE/Mitigating%20Circumstances.pptx

You are strongly recommended to read the key documents. They provide a detailed explanation of mitigating circumstances and the procedures expected to be followed when you feel that your performance in a summative assessment has been affected.

Mitigating circumstances or extenuating circumstances are defined by the College as circumstances outside of the control of the student that have significantly affected performance in any summative assessment.

The College’s intention is, wherever possible, to support you in completing your programme of study. It recognises that there may be times when you, through unforeseeable and unpreventable circumstances, find that you are unable to perform in an examination (or other form of assessment) to the full extent of your abilities. If you are unable to submit, or attend an examination, this procedure is also applicable to you. In such circumstances the Extenuating/Mitigating Circumstances Regulations enable you to request that your situation is taken into consideration. You are expected to have taken reasonable steps to ensure that you could not have prevented the circumstances from taking place. It is your responsibility to notify your module lecturer of any extenuating/mitigating circumstances, which you feel will affect, or may have affected, your performance in any summative assessment.

Any application you make has to be approved by the Mitigating Circumstances Board and if it does not meet the criteria then mitigation may not be granted.

An application for mitigating circumstances is only one of the support mechanisms available to you. There are other options for you to consider it is therefore important that you discuss your situation with a module lecturer or personal tutor who will be able to provide guidance on the most appropriate course of action. Where you are unable to meet the deadline for an assessment then an extension may be the better option for you. In circumstances which are likely to affect your progress over a longer time period, you may be advised to suspend your studies until the circumstances no longer have an impact on your studies.

Academic MisconductIn order to avoid academic malpractice, New College Durham is committed to continually educating students on how to develop good academic practice and writing skills.

Academic misconduct is treated very seriously and is defined as any activity or attempted activity which gives an unfair advantage to one or more students over their peers.

We strongly recommend you read the College Policy and guidance on academic misconduct which can be found at:

https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/pdfs/quality/policies/AcademicMalpracticeProcedure.pdfAcademic AppealsAcademic Appeals relate to a review of a decision of an academic body, (Assessment Board or Mitigation Panel), charged with making decisions on assessment, student progression and awards. Appeals may be made in respect of the following areas relating to the assessment process:

A formal assessment result A degree classification A decision taken as a result of academic failure e.g. termination of registration A decision taken as a result of unsatisfactory academic progress

Your Programme Leader will give you further guidance if you feel you have the need to appeal on any of the areas stated above and the College application for Academic Appeals can be found at: https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/word/quality/qmp/he/HEQMP%204-7-2-1.docx

Complaints ProcedureAlthough we expect you will be satisfied with the service we provide, please be assured that we will deal promptly and fairly with any complaint.

We strongly recommend that you talk over any issues with your Course Leader in the first instance to try and solve the issue informally and amicably. If this informal approach does not resolve the matter to your satisfaction you may wish to make a formal complaint. A college feedback and complaints form can be accessed by the following web link to our website:

http://www.newcollegedurham.ac.uk/download/File/0/5h4mnk.pdf/

The Office of the Independent Adjudicator (OIA)The Office of the Independent Adjudicator for Higher Education, (OIA), provide an independent scheme to review student complaints following a full investigation using the full college complaints procedure. The OIA is an independent review body, whose principal role is to consider whether a higher education provider, (university or college), has correctly applied it procedures, and whether the outcome of a complaint is reasonable in the circumstances. Following an independent investigation instigated by a Procedures Letter, the OIA will reach a judgement and set of recommendations on a referred case. It is recommended that you seek advice from the College Students Union if you are considering referring an outcome of a college complaint to the OIA. They will be able to provide you with a range of valuable guidance.

Further information on the services and role of the OIA, can be found on the OIA website: http://oiahe.org.uk/

Cancelled ClassesThe College recognises the beneficial impact on the overall student experience, of clear and effective communication arrangements between course teams and their students. There will be occasions when a tutor is unable to deliver a timetabled class due to sickness or personal circumstances. The College may be informed of these circumstances at short notice. The College will, in the first instance, try to identify an alternative member of staff to cover the class.

However, if a suitable member of staff cannot be identified, the College will inform affected students of the temporary class postponement by a combination of face to face announcements, e-mail, the college VLE, telephone, SCIPS, and text message. In addition to announcements through these communication channels, an official notice will be placed on the classroom door advising of the postponement. It is important, that in these circumstances, the time is used wisely for self-study and reading. Please note any cancelled classes are a postponement. The Course Leader will ensure that any learning missed due to a cancelled class, will be delivered at a later date.

The information contained in this Handbook is, as far as possible, accurate and up-to-date at the time of printing.

The express permission of New College Durham must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.





https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/word/quality/qmp/he/HEQMP%204-7-2-1.docx

https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/word/quality/qmp/he/HEQMP%204-7-2-1.docx

https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/pdfs/quality/policies/AcademicMalpracticeProcedure.pdf

https://ncdvwebthor01bb.ads.newdur.ac.uk/bbcswebdav/institution/intranet/docs/pdfs/quality/policies/AcademicMalpracticeProcedure.pdf

http://oiahe.org.uk/

http://www.newcollegedurham.ac.uk/download/File/0/5h4mnk.pdf/