1 | P a g e

PROGAMME HANDBOOK
BTEC Edexcel Level 5
HND in Computing and Systems Development

Term 1

Cohort: January 2013

2 | P a g e



Table of Contents
Number Description Page
1 Introduction 03
2 Course Structure 06
3 Assessment Schedule 09
4 Business Skills for e-Commerce 10
5 Computer Systems 16
6 Study Skills 24
7 Malpractice Policy 28
8 Health and Safety Policy 30
9 Appeals Policy 32














3 | P a g e

Course Introduction

The Qualifications and Credit Framework (QCF) has been introduced to replace the
National Qualifications Framework (NQF). The qualifications remain as Intermediate
level qualifications on the Framework for Higher Education Qualifications (FHEQ).

Progression to Edexcel BTEC Higher Nationals continues to be from level 3
qualifications and progression from Edexcel BTEC Higher Nationals will normally be
to qualifications at level 6. Learners progression routes do not necessarily involve
qualifications at every level.
As a nested qualification the HNC is an embedded component of the HND. However,
it can be taken as a stand-alone qualification.
If a learner enrols for an HNC they would be eligible to gain a grade for the HNC. If
they then move onto an HND, the learner is graded on their HND performance. The
grade for the HND will include units from the previously achieved HNC.

BTEC HND in Computing and Systems Development

The qualifications remain as Intermediate level qualifications on the Framework for
Higher Education Qualifications (FHEQ). Progression to Edexcel BTEC Higher
Nationals continues to be from level 3 qualifications and progression from Edexcel
BTEC Higher Nationals will normally be to qualifications at level 6. Learners
progression routes do not necessarily involve qualifications at every level.

Edexcel BTEC Higher Nationals are designed to provide a specialist vocational
programme, linked to professional body requirements and National Occupational
Standards where appropriate.
They offer a strong, sector-related emphasis on practical skills development
alongside the development of requisite knowledge and understanding.

The qualifications provide a thorough grounding in the key concepts and practical
skills required in their sector and their national recognition by employers allows
direct progression to employment.
A key progression path for Edexcel BTEC HNC and HND learners is to the second or
third year of a degree or honours degree programme, depending on the match of
the Edexcel BTEC Higher National units to the degree programme in question.

The Edexcel BTEC HNC Diploma and HND Diploma in Computing and Systems
Development offer a progression route to the professional qualifications offered by
the British Computer Society (BCS).

Programme Aims

Equipping individuals with knowledge, understanding and skills for success in
employment in the computing industry.
Enabling progression to further professional qualification in computing or a
4 | P a g e

related area.
Providing opportunities for specialist study relevant to individual vocations and
contexts.
Supporting individuals employed or entering employment in the computing
industry.
Developing the individuals ability in the computing industry through effective use
and combination of the knowledge and skills gained in different parts of the
programme.
Developing a range of skills and techniques, personal qualities and attributes
essential for successful performance in working life and thereby enabling learners
to make an immediate contribution to employment.
Providing flexibility, knowledge, skills and motivation as a basis for future studies
and career development in computing.

Programme Objectives

Edexcel BTEC Higher Nationals in Computing and Systems Development have been
developed to focus on:

providing education and training for a range of careers in computing and
systems development
providing opportunities for facilities managers to achieve a nationally
recognised Level 4/5 vocationally specific qualification
providing opportunities for full-time and part-time learners to gain a
nationally recognised, vocationally specific qualification to enter
employment in computing and systems development or to progress to
higher education vocational qualifications such as a full or part time
degree in computing or a related area
developing the knowledge, understanding and skills of learners in the field
of computing and systems development
providing opportunities for learners to focus on the development of higher-
level skills in a computing and systems development context
providing opportunities for learners to develop a range of skills and
techniques and attributes essential for successful performance in working life.

The qualification meets the needs of the above by:

equipping learners with knowledge, understanding and skills for success in
employment in the computing industry
enabling progression to an undergraduate degree or further professional
qualification in computing or a related area
providing opportunities for specialist study relevant to individual vocations
and contexts
supporting individuals employed or entering employment in the computing
industry
developing the learners ability in the computing industry through effective
use and combination of the knowledge and skills gained in different parts of
5 | P a g e

the programme
developing a range of skills and techniques, personal qualities and attributes
essential for successful performance in working life and thereby enabling
earners to make an immediate contribution to employment
providing flexibility, knowledge, skills and motivation as a basis for future
studies and career development in computing and systems development.

Entry Requirements

Candidates must have one of the following

A BTEC Level 3 qualification in IT

A GCE Advanced level profile which demonstrates strong performance in a
relevant subject or an adequate performance in more than one GCE subject. This
profile is likely to be supported by GCSE grades at A* to C

Other related Level 3 qualifications

An Access to Higher Education Certificate awarded by an approved further
education institution

Programme Structure

The Edexcel BTEC Level 5 HND Diploma in Computing and Systems Development
(QCF) is a qualification with a minimum of 240 credits of which 65 credits are
mandatory core.

The Edexcel BTEC Level 5 HND Diploma programme must contain a minimum of 125
credits at level 5. The structure detail is as follows

1 Qualification credit value: a minimum of 240 credits. A minimum of 65 credits must
be at level 4; and a maximum of 30 credits may be at level 6.

2 Minimum credit to be achieved at the level of the qualification (level 5): 125
credits.

3 Mandatory core unit credit: 65 credits.
4 Specialist unit credit: (240-65) = 175 credits.

5 The requirements of the HNC have to be met.

6 A maximum of 60 credits can be centre devised or imported from other QCF

Edexcel BTEC Higher National qualifications to meet local needs. Level rules and
mandatory core units must not be changed.

6 | P a g e

Course Structure

Y
e
a
r

1


Semester 1

Unit 1: Business Skills for e-Commerce
Unit 2: Computer Systems
Unit A: Study Skills


Semester 2

Unit 3: Employability & Professional Development
Unit 9: System Analysis and Design
Unit 14:Website Design


Semester 3

Unit 17: Database Design Concepts
Unit 18: Procedural Programming
Unit 24: Network Technologies

Y
e
a
r

2


Semester 1

Unit 4: Project Design, Implementation & Evaluation
Unit 33: Data Analysis & Design
Unit 35:Web Applications Development


Semester 2

Unit 37: Digital Image Creation & Development
Unit 41: Programming in Java
Unit 36: Internet Server Management


Semester 3

Unit 45:Wide Area Networking Technologies
Unit 39: Computer Games Design and Development
Unit 41: Programming in Java



Qualification Number 500/8253/X
Cohorts Jan / May / September
Mode of Study Full Time (FT)
Duration: 24 Months (FT)
QCF Level 5
Credits 240
7 | P a g e

Career Path & Progression


After successfully completing their Higher National Diploma students could naturally
progress into any of the following fields:

Software Engineering & Development
Web Engineering
Distributed Systems
Network Management

Additionally, student could continue academically at any British University
for one year to complete:

BSc (Hons) in Computing & Systems Development
BSc (Hons) in Computing
BSc (Hons) in Software Engineering
BSc (Hons) in Information Technology
BSc (Hons) in Information Systems


Results


Throughout each term you will have assessments, feedback for which you will get
at the beginning of following term.

At the end of every level Colleges Assessment Board meets to finalise the
Assessment outcome of that level.

You will receive a transcript of these marks at the beginning of next term.

Failure


No Criteria elements of the units for the first semester should be completed by re
appearing that element before finishing whole level of their intended programme.
Academic Office will notify student about exam dates and deadlines for failed
modules


8 | P a g e

Plagiarism

Plagiarism encompasses, but is not

limited to

Collaborating with any other person when the work is supposed to be individual,
Taking another person's computer file/program/designs/drawings,
Submitting another persons work as ones own,
The use of unacknowledged material published on the web,
Using published work without referencing (the most common),
Copying published work but with minor paraphrasing,
Copying coursework essays or allowing one's work to be copied,
Using work previously submitted for another award,
Purchase of model assignments from whatever source and
Copying another students results.

Coursework, dissertations, or creative work are meant to be your own
original work. Obviously you will use the work of others.

Not only is this inevitable, it is expected. All scholarship builds on the work of
others.

The important thing to remember is always to acknowledge your sources.

Consult your tutors if you have any problems, in particular with the method of
citing books and articles, which may differ from subject to subject.

There are no penalties for asking for advice and guidance; there are severe
penalties for plagiarism!













9 | P a g e

Assessment Schedule

No.
Module
Code Module Name
Case Study Presentation Assignment 2
Weight Due
Submission
Type Weight Due
Submission
Type Weight Due
Submission
Type
1 BSE /01
Business Skills
For e-Commerce
40% 15/02/13 ICS 60%
04
th

Apr
2013
OTS
2 CSYS /02
Computer
Systems
30 %
21 st
Mar
2013
EMS 70 %
18
th

Apr
2013
OTS
3 SSK Study Skills 100 %
25
th

Apr
2013

OTS



*OTS Online Turn it in submission
*EMS -. Please email the assignment soft copy to examinations@mordencollege.co.uk by 4:00pm of
submission deadline

*HSS - Hard & Soft Copy submission. Drop the hard copy with attached filled-in submission form to the
assigned programme submission box and email the soft copy to assignments@mordencollege.co.uk
*ICS- In Class Submission




10 | P a g e

Unit 1: Business Skills for e-Commerce
Unit code: Y/601/1244
QCF Level 4: BTEC Higher National
Credit value: 15
Aim

To enable learners to apply the business skills needed to design an e-Commerce
solution for an organisation.


Unit abstract

Organisations of all sizes, structures and aims can benefit from the opportunities
made available by the intelligent application of communication based technologies
and there will always be a need for practitioners who have a good understanding of
those technologies.

E-Commerce has become a vital part of an organisations ability to reach out to the
marketplace and position itself to maximise commercial returns on investment.

Poor choices of technology and processes will result in poorly managed opportunities
which could lose business, market position and profitability.

Learners will investigate the values of business skills by exploring current, topical
examples of e-Commerce practices.

Learners will consider how to design an e-Commerce solution to the best advantage
of the organisation and its stakeholders (for example employees, suppliers and
customers).

Learners will explore current legislation concerning e-Commerce based trading,
organisational responsibilities and finance/payment systems.

The first part of the unit considers the structure and aims of organisations to better
understand how they could benefit from an e-Commerce structure.

Then follows an opportunity to investigate and evaluate the impact of e-Commerce
systems on organisations and their stakeholders.

Once these areas have been studied the learner will be in a position to examine the
process of the development of an e-Commerce presence followed by the opportunity
to design an e-Commerce system.





11 | P a g e

Learning outcomes and assessment criteria

Learning Outcomes

On successful completion of
this unit a learner will be:


Assessment Criteria for pass

The Learner can:

LO1
Understand the sturucture
and aims of business
organisations

1.1 assess an organisations core business
fucntions

1.2 evaluate an organisations business aims
and show how they relate to stakeholders


LO2
Understand the impact of e-
Commerce

2.1 analyse the impact, includinh the risks, of
introducing and e-Commerce system to an
organisation

2.2 discuss the global impact on e-Commerce
on society


LO3
Be able to design e-
Commerce solutions

3.1 Investigate market potention for an e-
Commerce opportunity

3.2 evaluate current e-Commerce systems in
use by organisations

3.3 discuss the financial implications of an e-
Commerce solution

3.4 design an e-Commerce solution

3.5 evaluate the suitability of an e-Commerce
solution.

Assessments Case Study: (40%)
Assignment: Written Report of 2000 words (60%)

Teaching Method Lectures, Seminars, Presentations, Pair work, Group
work, Workshops, Case Studies, Scenarios

Pre-requisite None
Co-requisite None
Number of Lectures 10
Duration of Lectures 3 hours per week
12 | P a g e

Unit contents

1 Understand the structure and aims of business organisations

Organisations: type eg private, public, voluntary, charitable business organisations;
aims eg profit, market share, Return on Capital Employed (ROCE), sales; growth,
customer service; Political, Economic, Social and Technological (PEST) analysis

Stakeholders: identification of stakeholders; satisfying stakeholder objectives;
pluralist perspectives; the concept of corporate mission objectives and policies

Business functions: key internal business functions eg marketing, sales, accounting,
administration; Management Information Systems (MIS), operations

2 Understand the impact of e-Commerce
Consumer impact: empowered customers eg online sales, direct communication with
customers, greater choice, lower prices, availability of new products; global markets;
new marketing models; on-line advertising

Business impact: global business and consumer markets; issues eg challenge of new
technology, security issues, impact and implications of dealing with customers on-
line, creating new distribution channels, greater competition, challenge to monopoly
power, retraining of staff, lower overheads, new selling chains; legislation

3 Be able to design e-Commerce solutions
Objectives: business idea eg unique selling proposition, business-to-business
opportunities, business to consumer markets; domain name

Market research: purpose of research eg identifying information sources, online and
offline competition; types of research eg primary, secondary

Target markets: market analysis eg size, characteristics, dynamics, competitors,
historical background, emerging trends, market share, market segmentation

Key processes: technology requirements eg hardware, software, security,
maintenance, back end systems; supply sources; distribution channels

e-Commerce: payment systems eg electronic cheque, PayPal, NoChex, credit or
debit cards; start-up capital; working capital; funding sources

Security: key areas eg prevention of hacking, viruses, identity theft, firewall, impact
on site performance, Secure Sockets Layer (SSL), Secure HTTP (HTTPS), digital
certificates, strong passwords, alternative authentication methods

Legislation: relevant legislation eg Data Protection Act 1998, Computer Misuse Act
1990, Consumer Credit Act 1974, Trading Standards, Freedom of Information Act
2000, copyright legislation.

13 | P a g e

Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications.

This unit has links to the Level 4 and Level 5 National Occupational Standards for IT
and Telecoms, Professionals, particularly the areas of competence of:

Systems Analysis
Systems Design
Systems Development
Change and Release Management
Supplier Management.

Essential requirements
Learners must have access to a wide range of material covering current and
proposed e-Commerce implementations encompassing a number of organisations
from small start-ups to large multi-nationals. The material can be sourced online, for
example organisation websites, journals, newspapers, broadcast material and
visiting speakers who are experts in their subject area.




Lectures Schedule
LECTURE # LECTURE TOPICS
Lecture 1


Introductory class


Lecture 2

Organisations: type eg private, public, voluntary, charitable
business organisations; aims eg profit, market share, Return on
Capital Employed (ROCE), sales; growth, customer service;
Political, Economic, Social and Technological (PEST) analysis
Lecture 3
Stakeholders: identification of stakeholders; satisfying
stakeholder objectives; pluralist perspectives; the concept of
corporate mission objectives and policies,
Business functions: key internal business functions eg marketing,
sales, accounting, administration; Management Information
Systems (MIS), operations
Lecture 4
Consumer impact: empowered customers eg online sales, direct
communication with customers, greater choice, lower prices,
availability of new products; global markets; new marketing
models; on-line advertising
14 | P a g e

Lecture 5
Business impact: global business and consumer markets; issues
eg challenge of new technology, security issues, impact and
implications of dealing with customers on-line, creating new
distribution channels, greater competition, challenge to monopoly
power, retraining of staff, lower overheads, new selling chains;
legislation
Reading Week
Exam Week
Lecture 6

Objectives: business idea eg unique selling proposition, business-
to-business opportunities, business to consumer markets; domain
name


Lecture 7
Target markets: market analysis eg size, characteristics,
dynamics, competitors, historical background, emerging trends,
market share, market segmentation
Lecture 8
Key processes: technology requirements eg hardware, software,
security, maintenance, back end systems; supply sources;
distribution channels
Lecture 9

e-Commerce: payment systems eg electronic cheque, PayPal,
NoChex, credit or debit cards; start-up capital; working capital;
funding sources

Security: key areas eg prevention of hacking, viruses, identity
theft, firewall, impact on site performance, Secure Sockets Layer
(SSL), Secure HTTP (HTTPS), digital certificates, strong passwords,
alternative authentication methods.
Lecture 10

Legislation: relevant legislation eg Data Protection Act 1998,
Computer Misuse Act 1990, Consumer Credit Act 1974, Trading
Standards, Freedom of Information Act 2000, copyright legislation.

Assignment Brief Session


15 | P a g e

Resources

Books
Chaffey D E-business and E-Commerce Management, Fourth Edition (FT
Prentice Hall, 2009) ISBN 0273719602

Courtland B, Thill J Business in Action (Pearson, 2010) ISBN 0132546884

Hall D, Jones R, Raffo C, Anderton A, Chambers I and Gray D Business
Studies (Causeway Press, 2008) ISBN 1405892315

Laudon K, Guercio Traver C E-Commerce 2010: International Version:
Business, Technology, Society (Pearson, 2009) ISBN 0135090784

Malmsten E, Leander K, Portanger E and Drazin C Boo Hoo: A Dot.com
Story from Concept to Catastrophe (Arrow Books Ltd, 2002) ISBN
0099418371

Rich J Design and Launch an eCommerce Business in a Week (Entrepreneur
Magazine's Click Starts) (Entrepreneur Press, 2008) ISBN 1599181835

Ridderstrale J and Nordstrom K Funky Business Forever (Prentice Hall,
2007) ISBN 0273714139

Stanwick P, Stanwick S Understanding Business Ethics (Prentice Hall, 2008)
ISBN 013173542X

Vise D The Google Story (Pan, 2008) ISBN 0330508121

Wood G and Mellahi K The Ethical Business: Possibilities, Challenges and
Controversies (Palgrave Macmillan, 2002) ISBN 0333949935







Journals

Business Review Magazine (Phillip Allan Publishers see
www.phillipallan.co.uk)

The Economist (The Economist Newspaper Group, Inc)



16 | P a g e

Computer Systems
Unit code: L/601/0446
QCF Level 4: BTEC Higher National
Credit value: 15
Aim
To enable learners to understand computer systems and apply theoretical knowledge
to practical application when building, configuring and maintaining computer
systems.

Unit abstract
Most IT professionals will at some stage have to set up, use, customise and maintain
computer systems. In order to do so effectively they will need to understand how
computer systems work. Learners will understand the theoretical aspects of
computer systems, and how information is processed. This unit explores the
hardware, software and peripheral components that make up a computer system.

There are many different manufacturers of computer systems and each
manufacturer will produce a wide range of models with different specifications.
Deciding which particular model is appropriate for a given situation depends on a
variety of factors. Custom-built computer systems are also an advantage when
meeting specialised requirements, whilst maintaining performance and keeping costs
low. These aspects are explored in this unit so that learners can make informed
choices when designing a computer system for a given purpose.

Learners will be able to apply their theoretical knowledge to practical application by
building, configuring and testing a functional computer system which will meet a
given specification.

Computer users also need the skills required to set up and carry out routine
maintenance of computer systems. Although this unit does not extensively cover
fault finding and repair, it includes the basic maintenance skills that would normally
be expected of most computer users.

Learning outcomes

On successful completion
of this unit a learner will:

Assessment criteria for pass
The learner can:


LO1
1 Understand the function of
computer systems



1.1 explain the role of computer systems in different
environments

1.2 explain the hardware, software and peripheral
components of a computer system

1.3 compare different types of computer systems
17 | P a g e


LO2
2 Be able to design computer
systems


2.1 produce a system design specification to meet a
clients needs
2.2 evaluate the suitability of a system design
specification

3 Be able to build and
configure computer systems


3.1 build and configure a computer system to meet a
design specification
3.2 test and document a computer system


LO4
Be able to undertake routine
maintenance on computer
systems


4.1 perform routine maintenance tasks on a
computer system
4.2 upgrade the hardware and software on a
computer system

Unit content

1 Understand the function of computer systems

Computer systems: microcomputers eg personal computers; mobile computers;
minicomputers eg mid-range servers, workstations; mainframes eg large scale
network systems; supercomputers eg high performance systems; models;
multiprocessing Environments: home, business, computer gaming, networking, real-
time, communication

Function: main components (Arithmetic Logic Unit (ALU), control unit, memory and
input/output devices), connection eg busses; Central Processing Unit (CPU) (control
unit, arithmetic logic unit, registers, input/output); memory (Random Access Memory
(RAM), Read Only Memory (ROM), registers, programmable, cache), auxiliary
storage; computer architecture

Hardware: central processing unit; motherboard, power supply unit, cooling units,
backing storage eg hard disc drive; controllers, ports, main memory, memory types,
battery, specialised cards eg Peripheral Component Interconnect (PCI), Accelerated
Graphics Port (AGP), network, graphics, modem, sound, optical drives; performance
factors

Software: systems software eg operating systems, utility programs, library
programs, translator programs; applications software eg special purpose software,
be-spoke software; performance factors

Peripherals: printers, plotters, cameras, scanners; keyboard and mouse; monitors,
display adapters; multimedia devices; storage media; networking; portable drives;
plug and play components; performance factors


18 | P a g e


2 Be able to design computer systems
Needs analysis: client and system requirements, problems/limitations with
current/new system, functionality, costs, timescales, resources,
Investigation/analytical techniques eg interviews, questionnaires

Selection: costs, client requirements, maintenance contracts, outputs required,
compatibility; system integration eg home entertainment; storage capacity;
accessibility; performance eg speed, time, power, efficiency, effectiveness, usability,
alternative solutions

System specification: client requirements, system requirements, system
components, configuration, time, tools and resources, alternatives eg processor
types, backup options; security measures; documentation Be able to build and
configure computer systems Health and safety: health and safety practices;
electrostatic precautions eg antistatic mats, antistatic wrist straps

System installation: hardware: assemble and disassemble a computer system;
install motherboard, processor, heat-sink and fan, memory, power supply unit and
connect to internal components; install hard disc drive, optical drive; install
specialised cards eg graphics, network, modem, audio; install and configure software
eg operating system, application software, utility software; install peripheral devices
eg printer, scanner, camera; install communication devices eg modem, router

System configuration: configure Basic Input Output System (BIOS) eg date/time,
power management, security; install latest antivirus/security updates; update user
profiles; configure desktop, icon size, font size, colour, background, customise
menu; file management, files and folders, setting file/folder sharing permissions;
peripheral devices, printer, scanner, camera; communication devices

System testing: fault detection, Power On Self Test (POST), diagnostic faults,
troubleshoot devices; technical support documentation eg reference manuals, online
manufacturer support; test hardware eg input/output devices, peripheral devices;
test software; documentation eg test plan

Software maintenance: upgrade software eg virus definition files;
patches/updates; scheduling maintenance tasks; utility software eg defragmentation,
clean-up, back-up, system profilers; other third party utility software eg compression
utilities, spyware/malware removal

Hardware maintenance: upgrade hardware; install and configure new peripherals
eg printers, scanners; install and configure additional or replacement devices eg
hard drive, memory, graphics, sound, optical media, network; cleaning equipment
File management: manage files/folders; back-up procedures




19 | P a g e

Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications

This unit has links to the Level 4 and Level 5 National Occupational Standards for IT
and Telecoms Professionals, particularly the areas of competence of:

Systems Architecture
Systems Design
IT/Technology Infrastructure Design and Planning
Systems Development
IT/Technology Solution Testing
IT/Technology Service Operations and Event Management
IT Application Management/Support
IT/Technology Management and Support
Technical Evaluation


Essential requirements


Learners must have access to computer systems that they can disassemble,
assemble and configure. They will also need a range of components and peripherals
that they can install and configure.

Learners must understand the functions of computer systems before they can begin
the practical aspects of this unit. It is important that the underpinning knowledge of
computer systems supports the practical approach to building and configuring
computer systems.

Centres must begin this unit by giving an overview of the topics that will be covered,
and what benefits the unit will bring to those who aspire to get involved with IT
support and networking.

Centres must give a brief history of computer systems, and how they have evolved.
The different generations of computer systems will be useful at this point.

There are different types of computer systems, and this must be covered in detail in
terms of their functionality, performance and where they are typically used
(environments).

The benefits and drawbacks of computer systems must also be discussed,
particularly IT security.

Centres must keep abreast of modern developments in computer systems, and must
also present mobile computing technologies as well.

The future of computer systems must also be covered in respect of emerging
20 | P a g e

technologies.

Learners must explore the full range of hardware, software and peripheral
components.

Centres must demonstrate and explain the role of common components, including
the central processing unit, memory, motherboard, power supply unit, optical drives,
storage devices and specialised cards.

Centres must present a range of typical client and system requirements, and discuss
the range of components needed to fulfil those requirements.

The range of hardware, software and peripheral components covered in this unit is
at the centres discretion. However, these components must be available for practical
activities to ensure that fully functional computer systems can be built.

Centres must cover health and safety guidelines before commencing any practical
work, and ensure that the working environment is safe and hazard free.

Learners must also practice using electrostatic equipment to prevent any damage to
components. Centres must demonstrate (in stages) the processes involved with
building, configuring and testing a functional computer system.

Computer systems at some stage will need to be monitored and maintained to
ensure consistency, reliability and performance.

Learners must be equipped with the skills to maintain computer systems and follow
a recommended schedule of activities. Learners must also be able upgrade a
computer system.


Teaching Methods

You will be expected to read the relevant chapter of the textbook and to compile your
own notes from it. Ideally, you should do this before you attend each class to derive the
maximum benefit from it.
Short lectures during class sessions will be used to emphasise key issues, to introduce
additional material or to introduce alternative perspectives.

In this module, formal lecture input will be kept to a minimum. For each topic in
the course reading references will be provided, mainly from the set text. Additional
reading from other sources is given in the reading list below.

Pre-requisite None
Co-requisite None
Number of Lectures 10
Duration of Lectures 3 Hours Per week
21 | P a g e

Lectures Schedule
LECTURE # LECTURE TOPICS
Lecture 1

Computer systems: microcomputers eg personal computers;
mobile computers; minicomputers eg mid-range servers,
workstations; mainframes eg large scale network systems;
supercomputers eg high performance systems; models;
multiprocessing Environments: home, business, computer gaming,
networking, real-time, communication
Lecture 2
Function: main components (Arithmetic Logic Unit (ALU), control
unit, memory and input/output devices), connection eg busses;
Central Processing Unit (CPU) (control unit, arithmetic logic unit,
registers, input/output); memory (Random Access Memory (RAM),
Read Only Memory (ROM), registers, programmable, cache),
auxiliary storage; computer architecture

Hardware: central processing unit; motherboard, power supply
unit, cooling units, backing storage eg hard disc drive; controllers,
ports, main memory, memory types, battery, specialised cards eg
Peripheral Component Interconnect (PCI), Accelerated Graphics
Port (AGP), network, graphics, modem, sound, optical drives;
performance factors

Lecture 3

Software: systems software eg operating systems, utility
programs, library programs, translator programs; applications
software eg special purpose software, be-spoke software;
performance factors

Peripherals: printers, plotters, cameras, scanners; keyboard and
mouse; monitors, display adapters; multimedia devices; storage
media; networking; portable drives; plug and play components;
performance factors

Lecture 4

Needs analysis: client and system requirements,
problems/limitations with current/new system, functionality, costs,
timescales, resources, Investigation/analytical techniques eg
interviews, questionnaires

Selection: costs, client requirements, maintenance contracts,
outputs required, compatibility; system integration eg home
entertainment; storage capacity; accessibility; performance eg
speed, time, power, efficiency, effectiveness, usability, alternative
solutions


22 | P a g e

Lecture 5
System specification: client requirements, system requirements,
system components, configuration, time, tools and resources,
alternatives eg processor types, backup options; security measures;
documentation Be able to build and configure computer systems
Health and safety: health and safety practices; electrostatic
precautions eg antistatic mats, antistatic wrist straps
Reading Week
Exam Week
Lecture 6
System installation: hardware: assemble and disassemble a
computer system; install motherboard, processor, heat-sink and
fan, memory, power supply unit and connect to internal
components; install hard disc drive, optical drive; install specialised
cards eg graphics, network, modem, audio; install and configure
software eg operating system, application software, utility
software; install peripheral devices eg printer, scanner, camera;
install communication devices eg modem, router
Lecture 7
System configuration: configure Basic Input Output System
(BIOS) eg date/time, power management, security; install latest
antivirus/security updates; update user profiles; configure desktop,
icon size, font size, colour, background, customise menu; file
management, files and folders, setting file/folder sharing
permissions; peripheral devices, printer, scanner, camera;
communication devices



Lecture 8
System testing: fault detection, Power On Self Test (POST),
diagnostic faults, troubleshoot devices; technical support
documentation eg reference manuals, online manufacturer support;
test hardware eg input/output devices, peripheral devices; test
software; documentation eg test plan



Lecture 9

Software maintenance: upgrade software eg virus definition
files; patches/updates; scheduling maintenance tasks; utility
software eg defragmentation, clean-up, back-up, system profilers;
other third party utility software eg compression utilities,
spyware/malware removal

Lecture 10
Hardware maintenance: upgrade hardware; install and configure
new peripherals eg printers, scanners; install and configure
additional or replacement devices eg hard drive, memory, graphics,
sound, optical media, network; cleaning equipment
File management: manage files/folders; back-up procedures


Assignment Brief Session
23 | P a g e

Resources

Books
Anfinsin, D IT Essentials: PC Hardware and Software Companion Guide (Cisco
Press, 2010) ISBN 158713263X

Dick, D The PC Support Handbook: The Configuration and Systems Guide
(Dumbreck Publishing, 2009) ISBN 9780954171131

MacRae K The Computer Manual: The Step-by-step Guide to Upgrading and
Repairing a PC (Haynes Group, 2002) ISBN 1859608884

MacRae K and Marshall G Computer Troubleshooting: The Complete Step-by-step
Guide to Diagnosing and Fixing Common PC Problems, Second Edition (Haynes
Group, 2008) ISBN 1844255174

White R and Downs T How Computers Work (Que, 2003) ISBN 0789730332


Journals
Computer Weekly Which? Computer


Websites
www.bized.co.uk
www.computerweekly.com






























24 | P a g e

Study Skills
Study Skills is widely used in all educational establishments to help to increase
the students performance and objectives. It is also the key that allows the
students to refocus their skills, talent and experience, to develop the most
appropriate practice for their academic success. Study Skills teaching is a
powerful tool that can enable students to study confidently. This can lead to
good communication with lecturing staffs and will help young people to achieve
their individual aspirations and potentials.

Aim of the Module: The overall aim of this module is to develop study and
communication skills before taking a subject -based module. Students will try out
fresh approaches to learning, and debate new ideas and concepts relevant to the
study. To ensure students adjust to the future demands of employment by raising
awareness of the skills necessary for successful study and subsequent successful
employment. To promote an active approach towards managing learning, and to
aid the development of a clear idea of what is important to learn beyond the
academic content of the course.


Teaching Objectives: On completion of the is of module student will able to
Demonstrate entry levels of ability and understanding and enforce
own improvement of levels of key skills, through the maintenance
and regular review of a personal development portfolio
Conduct regular reviews of developing competencies, Prepare and
produce a range of materials (including assi gnment s ) and
presentati ons, reflect appropri atel y upon experience at work
or in University
Provide evidence of career planning strategy post-qualification
Review employers needs linked to award
Diagnose own strengths and weaknesses in personal development
and learning, and understand the need to maintain and develop a
range of personal key skills
Demonstrate developing key skill competence and approaches to
career planning and realizing targets


Teaching Methods: In this module, formal lecture input will be kept to a
minimum. For each topic in the course reading references will be provided, mainly
from the set text. Additional reading from other sources is given in the reading list
below. You will be expected to read the relevant chapter of the textbook and to
compile your own notes from it. Ideally, you should do this before you attend each
class to derive the maximum benefit from it. Short lectures during class sessions will
be used to emphasise key issues, to introduce additional material or to introduce
alternative perspectives.




25 | P a g e

Module Name Study Skills
Code SSK
Level N/A
Credit 00
Assessments Assignment: Written Report of 1500 words (100%)
Teaching Method Lectures, Seminars, Presentations, Pair work, Group
work, Workshops, Case Studies, Scenarios
Pre-requisite None
Co-requisite None
Number of Lectures 10
Duration of
Lectures
3 Hours Per week

6. LECTURE SCHEDULE
NUMBER LECTURE TOPICS
Lecture 1 Introduction to course. This session will be intended to explain
fully the aims of the module, the approach to teaching and
learning and the assessment strategy. Review of skills needed for
effective study at university level. Self-evaluation.

Lecture 2 Introduction to Unfair Practice

Lecture 3 Avoiding Unfair Practice and paraphrasing, in-text referencing and
full referencing
Lecture 4
Interpretation of data Qualitative
- Quantitative research briefing
Lecture 5 Forms of academic writing: Essay vs. report structure, the stages of
academic writing, effective writing and paragraphs
Exam Week
Lecture 6 Case Study Analysis
Lecture 7 Assignment writing, Effective writing, meeting the assessment
criteria: question analysis & planning your assignment
Lecture 8 Develop the logical analytical and critical analysis skills
Lecture 9 Report writing skills
Lecture 10 Module Revision

Assignment Brief session
26 | P a g e

References
Text Books
Hoinville G and Jowell R Survey Research Practice (Avebury, 1985)
ISBN 0566051567
Kane E Doing Your Own Research, 2nd Edition (Marion Boyars, 2001)
ISBN 0714530433
Lock D Project Management, 9th Edition (Gower Publications, 2007)
ISBN 0566087723
Marshall L A Guide to Learning Independently, 3rd Edition (Longman, 1998)
ISBN 0582811708
McNiff J and Whitehead J Doing and Writing Action Research (Sage Publications,
2009) ISBN 1847871755
Murray R How to Write a Thesis, 2nd Edition (Open University Press, 2006)
ISBN 0335219683
Robson C Real World Research, 2nd Edition (John Wiley and Sons, 2002)ISBN
0631213058
Saunders M, Lewis P and Thornhill A Research Methods for Business Students,
5th Edition (Financial Times/Prentice Hall, 2009) ISBN 0273716867
Bell J Doing your Research Project, 5th Edition (Open University Press, 2010)
ISBN 0335235824
Best J W and Kahn J V Research in Education, 10th Edition (Allyn and Bacon,
2005) ISBN 0205458408
Coghlan, D and Brannick T Doing Action Research in Your Own Organization, 3rd
Edition (Sage Publications, 2009) ISBN 1848602162
Cohen L, Manion L and Morrison K Research Methods in Education, 6th Edition
(Routledge, 2007) ISBN 0415368782
Elliott J Action Research for Educational Change (Open University Press, 1991)
ISBN 0335096891
Gill J and Johnson P Research Methods for Managers, 4th Edition (Sage
Publications, 2010) ISBN 1847870945

Journals/magazines
Information Technology and People (Emerald, Bradford)
International Journal of Information Management (Pergamon Press)
Journal of Management Studies (Blackwell)
Knowledge Management (Arkgroup)
Management Today (Chartered Institute of Management)
MIT Sloan Management Review (MIT Sloan School of Management)
Organisation Studies (Sage Publications)
Organisations (Sage Publications)
Academy of Management Journal (Academy of Management)
British Journal of Management (Blackwell)
California Management Review (University of California, Berkeley)
Harvard Business Review (Harvard Business School)
Information Management (Elsevier)


27 | P a g e

Videos
BBC and The Centre for Tomorrows Company Communications from the Building
Tomorrows Company series (1999), available from:
235 Blackfriars Road
London SE1 8NW
Telephone: 020 7021 0550
Fax: 020 7021 0549
Email: info@tomorowscompany.com
Website: www.tomorrowscompany.com

Websites
www.gov.uk/www.direct.gov.uk UK Online, Office of the e-Envoy
www.i-l-m.com Institute of Leadership and Management
www.kmmagazine.com Knowledge Management magazine
www.managers.org.uk Chartered Institute of Management
www.mintel.co.uk Mintel International on consumer markets
www.statistics.gov.uk UK National Government Statistics
www.niesr.ac.uk National Institute of Economic and Social research
www.bbc.co.uk British Broadcasting Corporation
www.bized.co.uk business case studies for educational purposes
www.business.com business search engine on business background
www.cipd.uk Chartered Institute of Personnel and Development
www.enterprisenetworks.co.uk Sunday Times Archive
www.findarticles.com Looksmart search for articles from more than 500
publications
www.ft.com Financial Times Archive

















28 | P a g e

Academic Misconduct Policy
Section 1 : Outline of the Policy

Academic misconduct is subject to disciplinary measures. It has three taxonomies in
terms of our Academic Policy.

1. Plagiarism Utilizing unacknowledged quotations from, or direct copying of
another persons work and presenting it for assessment as if student own
work
2. Collusion Copying from other students work without his / her permission
and working with other students (without tutors permission) and presenting
as if students own work
3. Infringement of Examination Room Rules communicate with other
candidates, passing notes to another candidate, taking notes to your table in
the examination room or referring to notes during the examination.

Personnel involved in the academic management, assessment and quality assurance
of the programmes and candidates studying the programmes are fully aware of the
contents of the policy. Any allegations will be notified to the Head of the Department
of the particular discipline by the Exam invigilator or the Assessor (I st Marker of the
Assignment) prior to the Assessment Board meeting. The Assessment Committee will
formulate the final decision and then will be notified to the candidate in a letter with
copy to the Head of the Academic Committee.

Follow up Measures after Allegation
It does not need to prove that the student deliberately planned to academically
dishonest nor that student would have acquired unfair advantage over other
students. The 3DMC will consider that to be student responsibility to guarantee the
quality of the work submitted for assessment and to make sure that students are not
involved, through negligence or foolishness, in any behaviour which can be
interpreted to be an infringement of the Assessment.
However, the 3DMC is that students are given the opportunity to answer the
allegation. In this context,
1. Students may wish to Accept the Allegation
2. Students Amy wish to Deny the Allegations

Section 2: Student Response for Malpractice
1. Accept the Allegation

A. If the student is accepting the allegation, but want to mitigating
circumstances which influenced students action into account when a penalty
is being devised.

Mitigating Circumstances could be
a. Illness
b. Family problem
c. Financial difficulties
29 | P a g e


In this case the student should furnish documentary piece of evidence with the reply
to the allegation in writing to the Head of Academic Board within 10 working days of
the date of the letter of allegation. In this case students should also give as much
detail as possible about the allegations

For Plagiarism / Collusions:

How the student prepared the work / worked together with others /copied of others/
why didnt acknowledged the sources

B. If the student is accepting the allegation, but doesnt consider mitigating
circumstances influenced students actions

In this circumstances student should wait for the decision of the assessment board
with regard to their penalty.

Deny the Allegations:

If student is disputing the allegations that student was academically dishonest in the
assessment. The student should reply to the Head of Academic Board, within 10
working days of the date of the letter of allegation.
The student should state that s/he deny the allegations by providing as much as
possible as to the reasons about the disputing of allegations.
If student deny the allegations, this will be forwarded to the assessment board. If
the student explanation of allegations is refused by the assessment board it will be
given to the Academic Board with the proof.

Section 3: Penalties for Malpractices

A. Allegation in only one Module/Unit.
Minor Breach: Module results will be Fail and Marks will be given as MB. In this
case student has to resubmit the work with the given deadline. A written warning
will be given for any further offences will have serious consequences for that
particular semester.

B. Allegations in more than one module / Unit
Major Breach: Module results will be Fail ad Marks will be given as F. In this case
the student has to retake the full modules with all elements with the given
deadlines.

Grave Breach
Student has to re do the whole course with attendance and this will be
notified to the awarding body / University.

Expulsion from the College, incorporating failure of last academic year


30 | P a g e

Health and Safety Policy Statement

3D Morden College is committed to putting in best efforts in everything it does and
this includes the management of health and safety as follows:

1. At the College we are committed to giving health and safety the highest priority in
all of our activities.

2. We expect staff, students, visitors, contractors and other employers who work at
3D Morden College to share this commitment by complying with our policies and,
where appropriate, our procedures and to understand that they too have legal and
moral obligations to themselves and to one another.

3. We are dedicated to ensuring the health and safety of all persons who may be
affected by our activities by:

a. Providing, managing and maintaining a work environment, so far as
reasonably practicable, safe and in which risks to psychological and physical
health are controlled.

b. Providing adequate and appropriate facilities and arrangements for welfare
at work.

c. Providing, managing and maintaining our workplaces, grounds and
properties so that they are, so far as reasonably practicable, safe and that
risks to health are controlled.

d. Providing, managing and maintaining plant and equipment so that it is, so
far as reasonably practicable, safe and that risks to health are controlled.

e. Consulting with our staff and students in matters relating to their own
health and safety.

f. Identifying hazards and conducting formal risk assessments when
appropriate in order to minimise the risk for all activities undertaken by the
College.

g. Ensuring that control measures and emergency procedures are: in place;
effective; properly used; monitored and maintained.

h. Implementing systems of work that are safe and where risks to health are
controlled.

i. Providing the information, instruction, training and supervision at all levels
necessary to ensure that staff and students are competent to supervise or
undertake their work activities and are aware of any related hazards and the
measures to be taken to protect against them.
31 | P a g e


j. Providing the necessary organisation, expertise and resource, including
communication and consultation, planning, monitoring, inspection and
auditing procedures to ensure that there is effective management of health
and safety throughout the College.

k. Giving adequate information on relevant hazards to any person whose
health and safety might be affected by them.

l. Keeping up to date with best practice in relation to health and safety and
complying with all relevant legislation and authoritative guidance.

m. Monitoring the safety performance of contractors who work for us.

4. It is our stated intention to promote a positive health and safety culture in the
College and educate our staff and students in health and safety. Wherever possible,
information on health and safety legislation and standards applicable to a
particular course are included. In areas of work or research which are highly
regulated, staff and students will be expected to attend certain courses as a
mandatory requirement.

5. We undertake to continually review and develop our safety management
systems, with the overarching aim of conducting our activities in a manner which
does not affect the health and safety of any staff, students, contractors, visitors or
members of the public, or adversely affect the environment.

















32 | P a g e

Appeals Policy

Formulating an Appeal against the final decision of the Assessment Board

Student may appeal against the decision of the assessment board decisions. This
appeal should be formulated via established appeal procedures.

The Academic Board will convene a meeting with the panel consisting of two senior
staff involved in the college assessment, member of student union, the student
concerned, one member from the awarding body /university (if possible) and the
Head of Academic board.

Students could bring witness to the meeting or provide written statements. At that
meeting students have the opportunity to explain how they prepared their work.

After the evidence has been heard, the panel will consider its decision in private.
That decision will be recommended to the assessment board. The students will be
notified about the decision in seven working days from the date of the Academic
Board meeting.

This could be done on the following grounds
There is a new relevant evidence which you demonstrably and for the most
exceptional reasons were unable to furnish during the investigation (Also
include evidence in mitigation)
The procedures were not complied with, in such a way that it might cause
reasonable doubt as to whether the result would have been different.
There is documented evidence of prejudice or bias on the part of one or
more members of staff.
In this case the grade U (Under Investigation) will be given temporarily for the
first attempt an assessment, and while the investigation still take place.

You are entitled to and advised to re-sit the assessment at the first available
opportunity. However this is up to the students decision. In this case the student
should consider the following.
A grade will not have been given to the student work, and so it is unknown
whether you would have passed or failed.
For examinations: if student decide to wait until the investigation is
complete, then find you have failed, student will have to wait until the
normal schedule examination period re-sit and this may delay your
progression and extension of students stay.

Appeals on Assessment Decisions
Students could able to appeal against their assessment decisions to the assessment
boards. Normally the students assignments will be assessed by the Assessors and
the internal verifiers and therefore students are advised to appeal with concrete
grounds with good piece of evidence of their work.
Students will be given full assessment criteria and the descriptors for Merit and
33 | P a g e

Distinction with their assignment.
Students should provide full evidence why did they not satisfy with the decisions.
They should appeal against the Assessment board decision within 07 working days
from the date of Results with the proper explanation along with their evidence.
Assessment board will go through the students appeal with the panel of senior
academic staff and give the outcome of the appeal within 10 working days from the
date of appeal received.

Access to Fair Assessment
The college has a fair assessment policy for the students to access in their
examinations and Assignments. The assessment schedule sheet will distinctly
mention the date of assessments and the method of assessment.
The College has three different types of submission types for assignments and case
studies.

1. SHS- Soft and Hard Copy Submission-
2. EMS- E- Mail Submission
3. TOS Turn it in Online submission ( will be in place in due course)
The college has a dedicated e mail id for submission of assignments and reports
which is assignments@mordencollege.co.uk

Presentation Slides and reports will be submitted via EMS.
1. The college does possess a separate Department of Examinations which is
the whole responsible for exams in 3DMC. It will conduct the exams except
the awarding body / University Exam. Mid Term Exam This will be held in
mid of the each semester to evaluate the students standards in the half way
of the studies.
2. Mock Exam End of each Semester exam prior to the final Exam by the
awarding body.
Students will be given an exam permit by the department of examinations and they
could contact the exam office via a dedicated e mail of
examinations@mordencollege.co.uk to fulfil their requests about the exams.

Students have a free and fair atmosphere during their examinations and will have
spacious exam halls with more than one invigilator per exam hall to attend their
exams.
Assessment will be initially marked by the module lecturer (first marker / assessors)
and then the second marker (internal verifier) will do the second marking before
moderation.
Marking schemes will be provided by the academic department of the college to the
first markers with the consultation of assessment board meeting.
The assessment board will go through the assessment feedback of students and
then will give the approval to release the results.

The assessment board will convene every three months in an academic year.


34 | P a g e