To meet the entry criteria for admission to level 6 BSc (Hons) Courses,

A candidate must have either:

A minimum of two completed A-Levels with grades D and above or

A level 3 qualification with minimum 60 credits or

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

4 GCSEs with grades D and above and 3 Years’ Experience or

A level 2 qualifications with minimum 30 credits and 2 years relevant work experience or

and,

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.

and,

Demonstrate a Commitment to Study and a reasonable expectation of success on the Course

International qualifications at the appropriate level will also be accepted. The College will use UK NARIC to determine the equivalence of any international qualifications.

                                                                       Stage 1 – Level 4

                                                                      Stage 2 – Level 5

Stage 3 – Level 6

The course tailors the development of student’s technical skills towards the development and application of computer engineering relevant to the computing disciplines. These include:

      Knowledge & Understanding

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• Explain and apply essential facts, concepts, principles and theories relating to computing and computer applications as appropriate to the programme 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 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 beneficiaries 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 are 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 to 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;
• Communicating requirements and proposals for computer systems to other computing professionals;
• Working as a member of a development team, recognising the different roles within a team;
• Designing and execute methodologically sound scientific and engineering studies;
• Planning work;
• Managing personal time;
• Presenting and communicating complex ideas;
• Applying sound research methods 
• Understanding, evaluating, synthesising and applying complex ideas.

ICON College of Technology and Management offers a BSc (Hons) Computing in partnership with Falmouth University, a TEF Gold Rated University.

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
• Consultant
• System Administrator
• IT Project Manager
• Software developer
• Business analyst
• Web developer
• Technical architect
• Technical Manager
• Technologist
• User experience designer
• Helpdesk Engineer
• Lead Programmer/Chief Technical Officer
• Programmer
• Network Programmer
• Trainer/ Educator
• Platform to continue further higher studies at postgraduate level and research

The programme 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 are largely consistent throughout the programme, although the level of each module determines the level at which assessment is carried out; i.e. it is the nature of the problems encountered and the solutions required which determines the level of the modules, not the activities performed. The intention is to require increasingly greater levels of analysis, autonomy, etc. as students progress through the programme.

This is reflected in the programme structure: fundamental concepts and skills are addressed first, followed by core knowledge that builds on this, which in turn prepares students for advanced modules and a large individual or group project in the final Programme Stage.

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 the learning styles of the students as well as diversity of the contents.

Project work plays an important Programme Stage in computing programme. The Group Project provides students with experience of the issues involved in network/software development projects as well as enhancing team-working and related transferrable skills.

In the Individual Project, students are expected to undertake an independent investigation of a significant computing problem, allowing them to apply what they have learned throughout the 

programme. 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 students 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 to tutorials, but their emphasis will be to demonstrate application of concepts and techniques through the use of software development tools, network design tools and environments.

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 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.

Project supervision sessions will be used to indicate theories, methods, techniques and concepts which are relevant to the issues investigated by the particular project as well as ways of applying these instruments in specific problem-solving contexts.

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.

A variety of teaching methods will be utilised as individual learners learn in different ways.

Lecturers will base their teaching on the Five Steps Model developed and indicated in the weekly plan:

• Introduction (information of the objectives of the session: introduce concept, theories and models)
• Lectures and delivery method (session lecturer on specific topic, with learners participating answering questions: task-based learning will be used to develop problem solving skills and to relate theory to practice)
• Activity (Group work during breakout sessions based on a case study, reading an article, blog, etc. This will encourage learners to communicate, share ideas and experiences and learn from each other)
• Reflection and feedback (from group work: reflection and discussion will encourage application and analysis. This will also enable learners to develop higher level of learning skills of synthesis and evaluation)
• Consolidation and integration (learners will share their experience and share the summaries of Topic or case study. This will enable the learners to engage in the pursuit of life-long learning

In addition, Feedback and Tutorial support classes for either groups or individuals will be provided regularly and also by appointment.

Learners will be expected to work independently both at home using the resources available on the ICON VLE and in the College library

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 students’ 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 assessment criteria.

The assessment strategy aims to measure the skill and competence of the individual student 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 assignments, 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 of and guidance notes on the specified requirements.

Oral presentations aimed at developing the student’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 assessment briefs for each of the Levels 4, 5 and 6 respectively.

Feedback on assessments is given in a variety of ways in order to maximise student 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 provided such that students 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. In particular, students will normally be provided with feedback within two to three weeks of the submission deadline or assessment date. This would normally include a provisional grade or mark.

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 allows for the opportunity to receive constructive feedback on work at various stages of each module. Students can use this feedback to shape the work submitted for summative assessment. For Level 4 to 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 students will be confident in independently developing and pitching their own solutions by the time they graduate.

Modular assessment methods reflect the specific Aims and Learning Outcomes. Assignments remain the major method of assessment and are designed to facilitate learning and how students develop knowledge, along with critical and reflective thinking. Some assignments 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: Thesis and Dissertation
• PO: Portfolio
• PP: Presentation of work
• CA: Coursework Assessment
• OT: Other type of assessment
• EX: Exam
• CR: Critical Review

The classification of the degree shall be determined in accordance to the following criteria:

First Class (1):

• Students achieving an overall mean score of 70% or above.
• Students 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):

• Students achieving an overall mean score of between 60% and 69%.
• Students 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):

• Students achieving an overall mean score of between 50% and 59%.
• Students 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):

• Students achieving an overall mean score of between 40% and 49%.

Students submit assignments through the ICON VLE where a check for plagiarism is made and feedback from the tutor is provided. A student will not be able to submit their assignments if their attendance is too low and not in line with College attendance policy.

Assignments submitted after the final submission deadline, and within one week of the deadline, will be capped at 40% (Pass) unless extenuating circumstances apply. Any assignment 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 student should then follow the relevant submission and resubmission process.

Where circumstances beyond a student’s control impact negatively on an assessment opportunity, a student may submit a claim for exceptional extenuating circumstances and their work will be not be capped at Pass if it is accepted.

A student 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 student 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 students 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 student has someone who provides general advice and can point him/her in the direction of other resources in place to support the student;
  • To ensure a student has someone who will support their academic progression and identify any problems;
  • To ensure that a student has a named person to whom they can go for support.

The College has a Hardship Fund intended to provide support to all students 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 students through disability support services. The Student Career and Welfare Officer is responsible for liaising with the student and the relevant staff to implement all reasonable measures

•  
• The Assessment Board receives and evaluates the external examiner’s reports every year and evaluates the standard achieved by the students 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 assignments to students 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 assignments. In the event of unexpected assessment decisions, e.g. a preponderance of First Class grades in the assignment, 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 .

Download Course Handbook in PDF