University of Chester, University College Isle of Man
Thornton Science Park, University College Isle of Man
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
3 years (6 years part time)
Annual - September
Science & Engineering
Seeking Institute of Engineering and Technology accreditation
Computer Science Undergraduate Board
Wednesday 29th March 2017
To promote the academic, vocational and personal development of students
To encourage a critically and theoretically informed and reflective approach to academic study
To foster learning and research related to the academic, personal and vocational concerns of its students and staff
To facilitate access to higher education and lifelong learning through adaptive learning and teaching styles
To develop skills and knowledge appropriate to preparation for postgraduate study or further research, and to a range of vocations and careers, particularly in the area of Computer Science
To provide effective, structured learning opportunities for undergraduate study in Computer Science which promote the development of knowledge and understanding, research skills, skills of analysis and interpretation, the practical application of Computer Science in industry, business and research domains
To increase self-awareness and insight into both professional and ethical issues relevant to the discipline of Computer Science
To promote the vocational and personal development of students and ensure they have the basis for continuing professional development
FHEQ Level 4
FHEQ Level 5
FHEQ Level 6
Demonstrate key skills required of the computing professional, comprising oral and written communication, along with an awareness of professional aspects of computing practice, including ethical, legal and social implications of computing.
Demonstrate an understanding of theory and mathematics for computing towards the creation of effective algorithms and data structures.
Demonstrate an understanding of the technologies which underpin the internet and world-wide-web.
Demonstrate knowledge of the factors that underpin human computer interaction, in particular aspects affecting the user experience.
Demonstrate knowledge of core principles of design and implementation of software, including common programming paradigms such as object orientation and imperative programming.
Demonstrate an understanding of computer architecture, operating systems and networking.
Demonstrate an awareness of data entities, structure, data querying and object relation mapping tools.
Demonstrate an awareness of the wider application of computer science.
The statements below indicates how the cognitive skills determined by the AQA Subject Benchmark Statements for Computing (2016) map to the modules within the programme.
Demonstration and apply computational thinking.
Apply appropriate scientific methods.
Consider professional implications of the development of computing systems.
Analyse problems and be able to derive appropriate solutions.
Model real world problems in a computational context.
Critically evaluate and reflect upon design and implementation methodologies.
The statements below indicates how the practical skills denoted in the AQA Subject Benchmark Statements for Computing (2016) map to modules within the programme which teach those skills
The following outcomes are covered across the range of modules on the programme
Specify, design and construct reliable, secure and usable computer-based systems.
Use tools for the construction and documentation of computer applications, with particular emphasis on understanding the whole process involved in the effective deployment of computers to solve practical problems.
The following are covered by specific modules:
FHEQ Level 4
FHEQ Level 5
FHEQ Level 6
Evaluate systems in terms of quality attributes and possible trade-offs presented within the given problem.
Plan and manage projects to deliver computing systems within constraints of requirements, timescale and budget.
Recognise any risks and safety aspects that may be involved in the deployment of computing systems within a given context.
The ability to critically evaluate and analyse complex problems, including those with incomplete information, and devise appropriate solutions, within the constraints of a budget.
Self-management: self-awareness and reflection; goal setting and action planning; independence and adaptability; acting on initiative; innovation and creativity. The ability to work unsupervised, plan effectively and meet deadlines, and respond readily to changing situations and priorities.
Team working and management: the ability to recognise and make best use of the skills and knowledge of individuals to collaborate.
Describe and discuss technological issues clearly and accurately both orally and in written work (all modules)
Be able to write for an academic audience (all modules)
Ability to work as an individual and as part of a team.
Communicate fluently with members of a team.
Ability to communicate with multiple stakeholders in an appropriate way, in a variety of forms.
Ability to negotiate and compromise on possible solutions to software project problems.
Produce fluent and accurate written communication, based on clear and critical argument and evidence-based reasoning.
Fluent oral communication suitable for an academic audience.
The MComp Computer Science, BSc Computer Science and Applied Computing share a common first year, with compulsory modules. At level 5 all modules are also compulsory.
The compulsory modules at level 6 are CO6008 - Innovation Project and CO6225 Programming III.
120 credits at Level 4 entitles the student to a Certificate of Higher Education
240 credits by the end of Level 5 entitles the student to a Diploma of Higher Education
360 credits by the end of Level 6 entitles the student to a Bachelor’s degree
In order to progress from level 4 to 5 a maximum of 20 credits may be compensated. (IET Accreditation Guidance R3a April 2016)
Where modules include two assessment modes (coursework and examination) that assess different Learning Outcomes a pass threshold should be adopted for each mode that contributes more than 30% to the overall module mark, with this pass threshold no more than 10% below the normal module pass mark. (IET Accreditation Guidance G1 April 2016)
As per the IET Policy for Accreditation of New or recently Introduced Programmes, it is envisaged that the application for accreditation will be made once the first set of students reach their final year. Accreditation, if conferred, will be subject to a 'First Output Review' by the IET
The level of accreditation applied for will be IEng - This is professional recognition as a Incorporated Engineer.
Further to course accreditation, Students also need to become a paying member of a recognising body (e.g. IET, BCS) then apply for IEng status, paying the appropriate fee.
For admission, each of the following must be obtained:
120 UCAS points
A-level in Computer Science, Computing or Mathematics at grade C or above
GCSE Mathematics at grade C or above
The University has a strategy for Widening Access and Participation and seeks to recruit students from backgrounds and areas which might not be viewed as 'traditional'. Applicants who do not meet the above criteria, but for example, have prior experience such as time spent working in a related field will be subject to individual consideration.
The subject benchmark statement for Computing (2016, section 2.16) does not include content or outcomes, rather it makes recommendation as to bodies which do. In recognition of this, the content and outcomes for the modules within this programme have been developed in light of the ACM Computer Science Curricula 2013.
Level 4: Learning is predominantly tutor-designed and guided, and students are offered opportunities for individual initiative within this framework, which provides groundwork in subject-specific and transferable study skills and encouragement to communicate accurately. There is a bias towards workshop and lab-based teaching as opposed to lectures
Level 5: Learning remains largely tutor-guided and students are encouraged to work in collaboration with tutors and fellow students. There is opportunity for consolidation and development of appropriate study skills and for experiencing a range of appropriate methods for tasks in hand. A 20 credit experiential learning module at level five provides opportunity for practical engagement with real-world projects from industry.
Level 6: Students develop a greater responsibility for their own learning, both independent and collaborative. There is a consolidation of appropriate study skills and their application to independent enquiry in the form of a major individual research development project.
Opportunities for the student to demonstrate achievement of the learning outcomes are provided through the following summative assessment methods:
Written Examinations are typically 90 minutes or less in duration. The content of these exams is previously unseen by the student, and many modules use written exams to assess knowledge and understanding, and selected subject-specific intellectual skills. Different modules will use open or closed book, multiple choice, open-ended and essay type exams as appropriate to the subject matter.
Coursework Assignments are used throughout the curriculum where students are required to seek additional information so that they can develop and demonstrate their understanding of the course material. The exact form of assignment reflects the subject matter. In particular, practical implementations are used where the attainment of a subject specific practical skill is relevant. Reports are used where the use of primary source material and some form of evaluation or analysis is required. Coursework may constitute the only or the major form of assessment in some modules, and can be conducted on an individual basis at the beginning of the degree programme, or as small groups.
Oral Presentations are often included as part of coursework assignments. These presentations allow students to develop their communication skills.
Peer Assessment is often used in modules that involve a substantial team-working element. Normally, students will moderate the final marks for the group project to reflect the contributions of different team member to encourage full an equal participation by each student. Students may also peer review other students' coursework to develop their critical thinking skills, but in this case, the quality of the peer review is assessed.
The Innovation Project is the largest project and is undertaken during the third year of the degree programme with students working individually on an innovative technology product for a real client. The project is assessed via a written report, the practical implementation, an oral presentation and the student’s response to questions. It is expected to be at a professional level.
There are clear assessment criteria and a marking scheme for every assessment. Marking schemes identify levels of performance against specific learning outcomes. They indicate how the final mark will be derived, and are designed to facilitate second marking and constructive feedback to students from the tutor.
Formative Assessments do not contribute to the final marks achieved for each module, but provide an opportunity for students to monitor their own academic progress. They also provide a useful opportunity for lecturers to give feedback to the students and to monitor and improve the students learning experience. Students will have opportunities to develop their oral and presentation skills during workshops.
A graduate of this programme will be able to solve problems and communicate solutions across a broad range of areas within computing, and will be able to evaluate and analyse alternatives from a number of theoretical models.
On completion of their study a graduate will be able to enter a range of careers, typically:
Software Test Engineer
Application Support Analyst
Computer Systems Analyst
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
The programme is delivered in English and provided the student has attained the defined standard there are no other cultural issues.
As a technology-oriented degree, there is a high likelihood that the majority of disabilities can be addressed using appropriate specialist hardware and software; individual applicants will be invited to discuss their individual needs with the programme leader and the applicant will be advised as to the provision that can be made for them, prior to accepting a place.
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