UDCMPSFY - BSc (Hons) Computer Science (including foundation year)
Course Specification
Validation status | Validated | |||||||||||
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Highest award | Bachelor of Science | Level | Honours | |||||||||
Possible interim awards | Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science, Preparatory Diploma, Preparatory Certificate | |||||||||||
Total credits for course | 480 | |||||||||||
Awarding institution | London Metropolitan University | |||||||||||
Teaching institutions | London Metropolitan University | |||||||||||
School | School of Computing and Digital Media | |||||||||||
Subject Area | Computer Science and Applied Computing | |||||||||||
Attendance options |
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Course leader |
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
The BSc Computer Science (including Foundation Year) is specifically designed for those students who wish to specialise in the design and implementation of modern software systems. The course fosters development using a range of tools and development platforms and encourages students to critically evaluate the role of computer-based systems in a variety of contexts. Emphasis throughout is on what the student learns and is able to do as a result of the learning.
In the first year of the four-year degree programme, students will have the opportunity to develop basic skills in the fundamentals of Computing, Programming and Problem-solving which underpin subsequent learning and practice. The foundation year will provide a broad, varied and simulating experience which allows students to assess their aptitudes and interests and thus prepares them for modules at higher levels.
The foundation year is designed to develop key academic skills and competencies in a way integrated into the curriculum, and to model the theoretical approach coupled with practice-based learning that is developed later in the curriculum. Assessments at this level are aimed to introduce and develop key skills integral to academic success at higher levels including writing, presenting, researching, and mathematical and technological skills. Also, at this level, early formative assessment is useful as an early indicator of students’ strengths, in addition to giving a hands-on training of submission processes.
Students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice. Particularly, students will be encouraged to complete weekly tutorial and workshop exercises as well as periodic formative diagnostic tests to enhance their learning. During tutorial and workshop sessions students will receive ongoing support and feedback on their work to promote engagement and provide the basis for tackling the summative assessments.
Teaching materials such as lecture content are conveyed in different ways e.g. using diagrams, speech, text, discussion and practical tasks. Use is also made of multimedia technologies such as videos, podcasts and screencasts in lectures which are then made available on Weblearn. Competency with software and hardware tools is achieved through weekly practical sessions, demonstrations from external software vendors, signposted access to online technical guides, encouragement of participation in Computing online forums, access to all required equipment.
A range of assessment methods is employed throughout the course. Module assessment typically consists of a combination of assessment instruments including courseworks, in-class tests and unseen exams. Coursework can include an artefact such as a website, a database or program code in addition to a written report/essay. The volume, timing and nature of assessment enable students to demonstrate the extent to which they have achieved the intended learning outcomes.
Appropriate blended learning technologies, such as the University’s virtual learning environment WebLearn, Library’s e-books and Online Databases, are used to facilitate and support student learning, in particular to:
• deliver content;
• encourage active learning;
• provide formative and summative assessments with prompt feedback;
• enhance student engagement and learning.
Formative and summative feedback will be provided using a variety of methods and approaches, such as learning technologies, one to one and group presentation of the submitted work, at various points throughout the teaching period and will adhere to University policy regarding the timing of feedback. Students will also receive feedback from tutors and peers enabling them to reflect on their progress based on the evidence available. This process assists students in developing as independent learners, identifying their strengths and weaknesses.
Foundation year students will be supported during the early stages with focus on introduction to support facilities including Academic Mentor, Success coaches, Course Leader and Academic tutor and Course Weblearn sites. This support mechanism will facilitate transition and progression through the levels. The students will also receive early scheduled sessions with the Subject Librarian which will continue as they progress through the degree.
During the foundation year, cohort identity is fostered through opportunities for engaging with peers and with existing Level 4 (and higher) students at social events, at Career-focused events and through Course-related forums. These opportunities continue throughout the course.
Course aims
The main aim of the course is to equip students with the core academic and technical skills needed to progress through higher education, via a structured and scaffolded pathway, and on to relevant employment in the IT industry.
The specific aims of this course include:
• To provide an education in the development and use of software that will equip students with intellectual, practical and problem-solving skills;
• To provide graduates with transferable skills to enable progression in either management or technical areas, with the ability to master new developments and have flexibility in career structure in an era of rapid organisational change and technological innovation;
• To equip graduates with the necessary ability and study skills to progress to advanced postgraduate courses of study;
• To provide industry, commerce and research laboratories with the effective and adaptive computer scientists that society demands.
Course learning outcomes
On successful completion of this course, students will be able to:
LO1. Apply basic problem-solving and analytical techniques, present findings, explain results and justify choice of methods;
LO2. Demonstrate solid understanding of fundamental knowledge in computer science;
LO3. Apply analytical and design techniques to solution of problems in computer science;
LO4. Develop and use software applications and tools across a range of platforms;
LO5. Use self-evaluation;
LO6. Work effectively as a member of a team;
LO7. Demonstrate an awareness of the importance of legal, social, ethical and professional issues underpinning the IT discipline;
LO8. Research, plan, structure and deliver an academic report and presentation;
LO9. Demonstrate an understanding of the personal qualities, skills and qualifications needed for employment in a range of roles and organisations.
ULO. Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline.
Principle QAA benchmark statements
Subject benchmark: Computing [March 2022]
https://www.qaa.ac.uk/the-quality-code/subject-benchmark-statements/computing
Assessment strategy
Students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice. Particularly, students will be encouraged to complete weekly tutorial and workshop exercises as well as periodic formative diagnostic tests to enhance their learning. During tutorial and workshop sessions students will receive ongoing support and feedback on their work to promote engagement and provide the basis for tackling the summative assessments.
A range of assessment methods is employed throughout the course. Module assessment typically consists of a combination of assessment instruments including courseworks, in-class tests and exams. Coursework can include an artefact such as a website, a database or program code in addition to a written report/essay. The volume, timing and nature of assessment enable students to demonstrate the extent to which they have achieved the intended learning outcomes.
Formative and summative feedback will be provided using a variety of methods and approaches, such as learning technologies, one to one and group presentation of the submitted work, at various points throughout the teaching period and will adhere to University policy regarding the timing of feedback.
Inclusive development and assessment are the leading principle in our learning, teaching and assessment provisions. Each module development and assessment design take account of the students’ background and groups. In this process, we ensure that all aspects of learning, teaching and assessment are fair and accessible for all students, particularly minority and those with disabilities. In the module and assessment design process, students are involved to review the content, marking criteria and delivery methods. Students express their views through the VLE discussion board, Student Hub, emails, face-to-face discussions and through student representatives. Students are encouraged to raise issues such as fairness of marking and allocations, the academic support process and accessibility of assessments. The team review the issues during staff and course committee meetings in the presence of Student Representatives.
Organised work experience, work based learning, sandwich year or year abroad
Students take the module CS6W50 Career Development Learning at Level 6. The School works with the Employability Service and Careers Service teams to provide support in finding relevant opportunities. The module enables students to undertake an appropriate short period of professional activity, related to their course at level 6, with a business or community organization and to gain credit for their achievements. The activity can be a professional training, a volunteering activity, employment activity, placement or business start-up activity.
Course specific regulations
British Computer Society (BCS) accreditation is awarded according to the following additional course regulation:
The project must be passed in order for a student to obtain BSc (Hons) Computer Science.
The project must be passed without compensation.
Arrangements for promoting reflective learning and personal development
Students will be expected and encouraged to produce reflective commentaries and an action plan for personal development on the learning activities and tasks that they carry out to complete their work, e.g. in the form of an assessed section of their coursework’s and final year project’s reports.
Reflective learning is also fostered by group discussions and teamwork, e.g. in the implementation of group assignments, and in the Work-Related Learning module’s project at a workplace.
Additionally, in the module on Professional Issues, Ethics and Computer Law, students evaluate their development of their academic, professional and technical skills.
Career, employability and opportunities for continuing professional development
Numerous and regular events (both online and campus-based) are organized by the University’s Careers Service and by the School of Computing and Digital Media. External presenters are invited to address students at all levels of the degree course.
Students are encouraged to participate in subject-discipline extra-curricular activities and Student Societies.
The core module Professional Issues, Ethics and Computer Law includes coverage of job search, CV writing, interviewing and aptitude assessments.
Graduates gain employment in the financial, industrial, health and service sectors. Job titles include: Chief Technology Officer, Software Engineer, Network Engineer, Mobile Application Programmer, Web Developer, Software Engineer, Java Developer. Graduates can also pursue careers in research and development in scientific areas of computing.
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
This course is accredited as fully meeting the educational requirement for Chartered IT Professional (CITP) registration.
You'll be eligible to apply for Membership of the British Computer Society (MBCS) upon graduating.
Career opportunities
Completing this degree will give you the skills needed to work in a variety of IT professions. You could find employment in computer-aided design (CAD), cyber security, forensic computer analysis, games development, software engineering, search engine optimisation (SEO), IT consultancy, web development and data analysis amongst many others.
Entry requirements
In addition to the University's standard entry requirements, you should have:
- at least one A level (or a minimum of 32 UCAS points from an equivalent Level 3 qualification, eg BTEC Subsidiary/National/BTEC Extended Diploma)
- English Language and Mathematics GCSEs at grade C/4 or above (or equivalent, eg Functional Skills at Level 2)
If you meet the UCAS points criteria but obtained a D/3 in English and/or Maths at GCSE you may be offered a University test in these areas.
Official use and codes
Approved to run from | 2019/20 | Specification version | 1 | Specification status | Validated |
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Original validation date | 25 Jul 2019 | Last validation date | 13 Apr 2023 | ||
Sources of funding | HE FUNDING COUNCIL FOR ENGLAND | ||||
JACS codes | |||||
Route code | CMPSFY |
Stage 1 Level 03 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
CC3101 | Cyber Security Fundamentals | Core | 30 | NORTH | AUT+SPR | WED | PM | |
CS3101 | Programming | Core | 30 | NORTH | AUT+SPR | MON | PM | |
CT3102 | Introduction to Robotics and Internet of Things | Core | 30 | NORTH | AUT+SPR | WED | AM | |
MA3101 | Mathematics | Core | 30 | NORTH | SPR+SUM | WED | AM | |
NORTH | AUT+SPR | MON | AM |
Stage 1 Level 03 January start Not currently offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
CC3101 | Cyber Security Fundamentals | Core | 30 | |||||
CS3101 | Programming | Core | 30 | |||||
CT3102 | Introduction to Robotics and Internet of Things | Core | 30 | |||||
MA3101 | Mathematics | Core | 30 |
Stage 2 Level 04 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
CC4057 | Introduction to Information Systems | Core | 15 | NORTH | AUT | TUE | PM | |
CS4001 | Programming | Core | 30 | NORTH | AUT+SPR | TUE | AM | |
CS4051 | Fundamentals of Computing | Core | 15 | NORTH | SPR | TUE | PM | |
CT4005 | Computer Hardware and Software Architectures | Core | 30 | NORTH | AUT+SPR | MON | PM | |
MA4005 | Logic and Mathematical Techniques | Core | 30 | NORTH | AUT+SPR | THU | AM |
Stage 3 Level 05 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
CC5051 | Databases | Core | 15 | NORTH | AUT | WED | AM | |
CC5067 | Smart Data Discovery | Core | 15 | NORTH | SPR | FRI | AM | |
CS5002 | Software Engineering | Core | 30 | NORTH | AUT+SPR | MON | AM | |
CS5003 | Data Structures and Specialist Programming | Core | 30 | NORTH | AUT+SPR | MON | PM | |
CS5053 | Cloud Computing and the Internet of Things | Core | 15 | NORTH | AUT | FRI | AM | |
CS5071 | Professional and Ethical Issues | Core | 15 | NORTH | SPR | THU | PM |
Stage 4 Level 06 September start Offered
Code | Module title | Info | Type | Credits | Location | Period | Day | Time |
---|---|---|---|---|---|---|---|---|
CS6006 | Distributed, Cloud and IoT Systems | Core | 30 | NORTH | AUT+SPR | MON | PM | |
CS6051 | Mobile Applications | Core | 15 | NORTH | SPR | MON | AM | |
CS6053 | Artificial Intelligence and Machine Learning | Core | 15 | NORTH | SPR | WED | AM | |
CS6055 | Formal Languages | Core | 15 | NORTH | AUT | WED | AM | |
CS6P05 | Project | Core | 30 | NORTH | AUT+SPR | WED | PM | |
CS6W50 | Career Development Learning | Core | 15 | NORTH | SPR | WED | PM | |
NORTH | AUT | WED | PM |