ICON College of Technology and Management offers a BSc (Hons) Computing in partnership with Falmouth University, a TEF Gold Rated University.
The overall aim of the programme of awards is to develop students’ intellectual, practical and interpersonal skills to the best of their ability at their selected level of study, and to prepare them for, or advance their prospects in, a career in the field of Computing. This will be achieved by providing a thorough educational basis in the fundamental theoretical, practical, sustainable and managerial aspects of Computing, together with other complementary topics appropriate to the award’s level of study.
To meet the entry criteria for admission to level 6 BSc (Hons) Top up Courses,
A candidate must have either:
HND or above or equivalent qualifications from UK
Where applicants do not have a formal qualification to demonstrate capability in English to CEFR level B2 or equivalent, they need to provide evidence that their command of English is equivalent to IELTS (International English Language Testing System) 5.5 (including 5.5 for reading and writing). The expectation can also be met using other English language tests such as Pearson PTE, City & Guilds, Cambridge and ESOL etc.
Demonstrate a Commitment to Study and a reasonable expectation of success on the Course
Course Map – BSc (Hons) Computing Top - Up
Study Block 1
Study Block 2
COMP 610 (Part 1)
COMP 610 (Part 2)
Network Infrastructure & Design
Big Data Analytics Compulsory
Internet of Things (IoT)
Network Security Compulsory
Mobile Applications Development
Machine Learning and Artificial Intelligence
Course specific employability skills
The course tailors the development of learners’ technical skills towards the development and application of computer engineering relevant to the computing disciplines. These include the following:
Knowledge & Understanding
- Explain and apply essential facts, concepts, principles and theories relating to computing and computer applications as appropriate to the course of study;
- Discuss scientific and engineering practice and theory in computing and extend knowledge through self-led study;
- Discuss management issues concerning the planning, design and delivery of computer-based systems;
- Identify and model requirements for specialised computing systems and propose and evaluate solutions to fulfil them;
- Demonstrate knowledge of systems architecture;
- Use appropriate theories, practices and tools for the specification, design,implementation and evaluation of computer-based systems;
- Explain security issues in relation to the design and use of computer systems;
- Explain the concepts of computer programming and critically evaluate and predict their utility in models, tools and applications;
- Demonstrate advanced, specialist theoretical and practical knowledge in a range of computer science sub-fields;
- Explain the legal, social, ethical and professional issues involved in the use and exploitation of computer technology with respect to good professional practice.
Cognitive and Intellectual Thinking Skills
- Develop and critically evaluate specifications for specialist computer systems;
- Analyse and solve problems based on theoretical considerations;
- Analyse and abstract problems and propose and apply effective solutions;
- Synthesise information from disparate sources to compose systems and documents;
- Design and construct computer systems from given specifications;
- Identify the risks and benefits involved in a practical computing project;
- Apply controlled compromise in meeting requirements;
- Apply techniques and tools for modelling and managing information;
- Understand the commercial context in which content is developed and consumed.
Practical, Professional or Subject-specific Skills
- Understanding of and ability to use relevant materials, equipment, tools, processes, or products;
- Knowledge and understanding of workshop and laboratory practice;
- Ability to use and apply information from technical literature;
- Ability to use appropriate codes of practice and industry standards;
- Awareness of quality issues and their application to continuous improvement;
- Version control and continuous integration;
- Legal, social, ethical and professional issues and codes of practice;
- Professional standards and bodies in the computing sector;
- Materials and technologies appropriate to professional practice;
- Explain the issues of professionalism in computing, including the need for continuing professional development;
- Plan and manage a large-scale problem-solving computing project.
Transferable Key or Personal Skills
- Industry-relevant business practices and how to align them with future aspirations;
- The principles of communication design as it relates to personal branding;
- Adapting fundamental computing skills and knowledge to work in a diverse range of application domains;
- Communicating across technical specialisms and application domains;
- Assessing any risks or safety aspects that may be involved in the operation of computing and information systems within a given context;
- Understanding of the principles of managing engineering processes;
- Communicate requirements and proposals for computer systems to other
- To work as a member of a development team recognising the different roles within a team;
- Design and execute methodologically sound scientific and engineering studies;
- Plan work;
- Manage personal time;
- Present and communicate complex ideas;
- Apply sound research methods;
- Understand, evaluate, synthesise and apply complex ideas.
Career/Future Study Opportunities
The skills offered as part of the BSc (Hons) in Computing can provide graduates with the opportunity to work in many different areas of the Computing sector. Below are some
examples of job roles to which each qualification could lead:
- Systems Analyst/Data Scientist
- Network Engineer
- Software Engineer
- System Administrator
- IT Project Manager
- Software developer
- Business analyst
- Web developer
- Technical architect
- Technical Manager
- User experience designer
- Helpdesk Engineer
- Lead Programmer/Chief Technical Officer
- Network Programmer
- Trainer/ Educator
- Platform to continue further higher studies at postgraduate level and research
Structure of Course Delivery
The course is delivered and assessed via a coordinated combination of: lectures (including programmed student activity); supervised tutorials; supervised laboratory work; independent coursework; group project work; and individual project work and dissertation. The teaching and assessment methods used throughout the course is to require increasingly thorough levels of analysis, autonomy, etc. as the learner progresses throughout the course.
The College will accommodate a variety of methods for the delivery of modules throughout the course as appropriate to meet the module expectations at different levels. The delivery will therefore be flexible, based on learning styles of the learners as well as diversity of the contents.
Project work plays an important course Stage in the Computing course. The Group Project provides learners with experience of the issues involved in network/software development projects as well as enhancing team-working and related transferable skills.
In the Individual Project learners are expected to carry out an independent investigation of a significant computing problem, allowing them to apply what they have learned throughout the course. This activity is carried out under the supervision of academic staff, offered through a series of supervision sessions.
Lectures are normally used to: (a) present and explain the theoretical concepts underpinning a particular subject; (b) highlight the most significant aspects of a module's syllabus; and (c) indicate additional topics and resources for private study. Tutorials are used to help learners to develop skills in applying the concepts covered in the lectures of the relevant module, normally in practical problem-solving contexts.
Laboratory sessions serve a similar purpose as the tutorials, but are geared towards demonstrating application of concepts and techniques through the use of software development tools, network design tools and environments.
Project supervision sessions will be used to indicate theories, methods, techniques and concepts which are relevant to the issues being investigated by the particular project as well as ways of applying these instruments in specific problem-solving contexts.
The ICON Virtual Learning Environment (ICON VLE) tools will be used to supplement face-to-face delivery through pre-recorded video, discussion fora, breakout sessions and so on, in order to support learners in different modules. The ICON VLE will continue to be used for submitting coursework’s for summative and formative assessments.
Throughout the module delivery tutors will be urged, through formative assessment, to keep track of learners’ achievement in gaining specific employability skills outlined as relevant to specific module. In addition, guest lectures from relevant industries will share their experience of employability skills required in the field of computing. Special workshop sessions in formative assessment will be used to assess the learners’ level of achievement in employability skills, including critical thinking, creativity, research and analysis, team working and self-management.
The Teaching and Learning
Through our teaching and learning, we aim to develop course-related employability skills along with knowledge and understanding of academic content, models and theories. (See details of ICON College Teaching, Learning and Assessment Strategy in the ICON Quality Manual pp 80).
To achieve these learners:
- Experience a range of delivery/teaching styles that address a diverse range of learning styles
- Become independent learners through taking responsibility for own learning
- Have access to resources on the ICON VLE that will help them
- Receive support that enhances learning.
To support the above, staff will:
- Provide a curriculum that is current, relevant and underpinned by up-to-date research and professional practice
- Provide a varied diet of teaching and learning methods.
Course Assessment Strategy
A broad range of skills and knowledge are in demand in the computing profession and assessments are tailored to the particular activity being undertaken and to learners learning needs. Assessed activities include the development of working software, the design of computer network systems, the application of theory to practical problems, teamwork, project work and the communication of problem analysis and solutions through reports and presentations. The assessment of these activities is guided by relevant assessment criteria.
The assessment strategy aims to measure the skill and competence of the individual learner by means of a structured and integrated approach to a defined coursework schedule. The assessment strategy has been devised to reflect the diverse nature of the module content with a balance between those modules assessed through coursework and class tests, and others that are examined during or at the end of the session. A coursework descriptor will be issued with each element of assessment, which will provide details and guidance notes on the specified requirements.
Oral presentations aimed at developing the learner’s communication and oratory skills are used at all levels, especially in design and project modules, where the ability to express ideas, concepts and thoughts are required. This addresses modern industry requirements for graduates to be able to present information confidently. Elements of self- and peer-assessment are used, especially in group design and project activities.
Further details of assessments including types of assessment, word counts for reports, tests and presentation duration will be given in coursework descriptors.
Feedback on assessment is given in a variety of ways in order to maximise learners learning opportunities. For written reports or problem-solving tasks, the feedback may be written, while feedback on lab work, presentations and some group work will be given face-to-face. In all cases feedback is given in such a way that learners can learn the most they can from the work that they have done and apply that learning to future activities.
Feedback will be provided in line with the College Assessment Policy which would normally include a provisional grade or mark. This feedback session will enable learners to identify any deficiencies and areas for improvement and further development.
Non-mark bearing (formative) assessment also constitutes an important part of the assessment process. Formative assessment includes all the feedback received from tutors and in peer-review sessions. It provides the opportunity to receive constructive feedback on work at various stages of each module. Learners can use this feedback to shape the work being submitted for summative assessment. Level 6, assessments will provide progressively less scaffolding and more space to explore individual interests in ways that individuals determine will be most effective. This is to ensure that learners will be confident in developing independently and pitching their own solutions by the time they graduate.
Assessment Methods: Modular assessment methods reflect the specific Aims and Learning Outcomes. Coursework remain the major method of assessment and are designed to facilitate learning and how learners develop knowledge, along with critical and reflective thinking. Some coursework’s may have more than one method used for assessment purposes. The Module Guide provides an explanation on how each module will be assessed. The following are typical assessment methods used in this course:
- CT: Class Test
- TH: Dissertation
- PO: Portfolio
- PP: Presentation of work
- CA: Coursework Assessment
- OT: Other type of assessment
- EX: Exam
- CR: Critical Review
Course Learning Outcomes
Learners who have successfully completed the BSc Computing Top-UP degree would be expected to demonstrate the following Learning Outcomes:
LO Name Level
Construct reusable and deployable Software systems, with appropriately verified functional coherence.
Refactor software systems in correspondence with relevant theories, practice, and discourse in the computing sector.
Synthesise knowledge of computing to address complex technical challenges.
Assess the legal, social, ethical, and professional issues in research and development contexts in correspondence with the relevant law, codes of conduct, and theory.
Defend an argument that addresses a research question(s), using appropriate primary and
secondary sources and academic conventions.
Plan your post-graduation pathway, with reference to how you will overcome obstacles, and how you will build a personal brand that highlights your professional attributes.
Produce work as part of a multidisciplinary team critically appraising practices, approaches, and tools; applying them to enhance development pipelines.
Evaluate existing artefacts to identify opportunities, emphasise unique features that would fill
a gap, and suggest optimal routes to audiences.
Produce prototypes based on your own intellectual property that deliver distinguished experiences, justifying how and why it could engage, immerse an audience, and/or lead to
The classification of the degree shall be determined in accordance to the following criteria:
First Class (1):
- Learners achieving an overall mean score of 70% or above.
- Learners achieving an overall mean score of between 68% and 70% with at least 60 Level 6 credits at above 70% with the approval of the Assessment Board.
Upper Second Class (2:1):
- Learners achieving an overall mean score of between 60% and 69%.
- Learners achieving an overall mean score of between 58% and 60% with at least 80 Level 6 credits at above 60% with the approval of the Assessment Board.
Lower Second Class (2:2):
- Learners achieving an overall mean score of between 50% and 59%.
- Learners achieving an overall mean score of between 48% and 50% with at least 80 Level 6 credits at above 50% with the approval of the Assessment Board.
Third Class (3):
- Learners achieving an overall mean score of between 40% and 49%.
Learners submit coursework through the ICON VLE where a check for plagiarism is made and feedback from the tutor is provided. A learner will not be able to submit their coursework if their attendance is too low and not in line with College attendance policy.
Coursework submitted after the final submission deadline, and within one week of the deadline, will be capped at 40% (Pass) unless extenuating circumstances apply. Any coursework submitted later than two weeks after the deadline (week one being final submission and week two, the following week, being the late submission window) will not be accepted. A learner should then follow the relevant submission and resubmission process.
Where circumstances beyond a learner’s control impact negatively on an assessment opportunity, a learner may submit a claim for exceptional extenuating circumstances and their work will be not be capped at Pass if it is accepted.
A learner who, for the first assessment opportunity and resubmission opportunity, still fails to pass the module will be allowed to repeat the module. The module will be capped at Pass and can be repeated only once.
For further information on Assessment regulations, please refer to the Student Handbook. For further information on Assessment regulations regarding submission, resubmission and repetition of the module, please refer to the Student Handbook
The College assigns every learner a designated Personal Tutor who is available by appointment throughout the academic year. The Personal Tutor is the first contact point at the College who will act as a mentor, and guide learners who encounter non-academic problems, e.g. financial hardship, accommodation matters, learning disabilities and so on. All Personal Tutors will be expected to have online meetings with each of their tutees at least once a semester.
The aims of the Personal Tutoring System are:
- To ensure a learner has someone who provides general advice and can point him/her in the direction of other resources in place to support the learner;
- To ensure a learner has someone who will support their academic progression and identify any problems;
- To ensure that a learner has a named person to whom they can go for support.
The College has a Hardship Fund intended to provide support to all learners who are experiencing exceptional financial difficulty during their studies.
The College provides pastoral care and counselling through a Private Therapy Clinic (an external healthcare company). A Student Career and Welfare Officer is available for published hours each week (including Saturdays) to provide counselling and welfare advice to ensure equality of access to provision.
The College has two members of staff, including the College Student Career and Welfare Officer, to provide advice regarding academic transition and progression following Course completion. The members of staff publish their availability on a noticeboard outside their office detailing the times each week they are available to provide this advice, including in the evening.
The College is committed to providing equality of access to education to all learners through disability support services. The Student Career and Welfare Officer is responsible for liaising with the learner and the relevant staff to implement all reasonable measures.
Evaluation and Revision
The Assessment Board receives and evaluates the external examiner’s reports every year and evaluates the standard achieved by the learners and the quality of the provision of their work. They then produce a report for submission to the Academic Board.
The College also gives formative feedback on coursework to learners through an online Formative Feedback Forum.
The internal moderator checks a range of assessment decisions for all assessors and modules by sampling some of the coursework. In the event of unexpected assessment decisions, e.g. a preponderance of First-Class grades in the coursework, additional sampling will be conducted on individual modules/assessors.
The Academic Board has the responsibility to oversee the management of academic standards and quality of teaching and learning for all Courses and to ensure that the requirements of the College are fulfilled.
See the ICON College website https://www.iconcollege.ac.uk for more information about the BSc (Hons) Computing .