Introduction

The BTEC (Business Technology Engineering Council) Higher National Diploma (HND) is a specialist programme with a strong workrelated emphasis. The qualification provides a thorough grounding in the key concepts and practical skills required in the sector with national recognition by employers allowing progression direct into employment or to degree.

This HND in Computing is ideal for those wish to study at under graduate level Business Information Technology or System Development or network engineering for better prospect.

Introduction

The BTEC (Business Technology Engineering Council) Higher National Diploma (HND) is a specialist programme with a strong workrelated emphasis. The qualification provides a thorough grounding in the key concepts and practical skills required in the sector with national recognition by employers allowing progression direct into employment or to degree.

This HND in Computing is ideal for those wish to study at under graduate level Business Information Technology or System Development or network engineering for better prospect.

Entry Requirements

To meet the entry criteria for admission to level 5 HND Courses, 
A candidate must have either:
 A level 3 qualification
 A level 2 qualifications and relevant work experience
 or substantial work experience related to the field of proposed study 
and,
 Demonstrate capability in English equivalent to CEFR level B2 e.g. IELTS 5.5 (including 5.5 for reading and writing), PTE 51 or equivalent. 
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..

Where applicants do not have a formal qualification to demonstrate capability in English, they will be required to undertake the College's written English Language test before an offer of a place on a course is made. Judgement of their capability in spoken English will be assessed by the Admission Tutors at the interview. Suitable alternative arrangements to written tests will be made where a student declares a disability, specific learning difficulty or long-term health condition on their application form, e.g, oral questioning, amanuensis, etc.

Course Structure

This course consists of 15 units (8 core units + 7 optional units) including a Project. There are 60 learning hours for each unit and 120 learning hours for the Project.

Unit No Level 4 Units (Eight Units, 120 Credit Value) Unit Unit Credit
1

Programming

Core 15
2

Networking

Core 15
3

Professional Practice

Core 15
4

Database Design and Development

Core 15
5

Security

Core 15
6

Managing a Successful Computing Project
(Pearson-set)

Core 15
10

Website Design and Development

Optional 15
11

Maths for Computing

Optional 15

 

 

Unit No Level 5 Units (Seven Units, 120 Credit Value) Unit Unit Credit
13

Computing Research Project
(Pearson-set)

Core 30
14

Business Intelligence

Core 15
15

Transport Network Design

Optional 15
16

Cloud Computing

Optional 15
19

Data Structures and Algorithms

Optional 15
20/43

Advanced Programming/ 
Internet of Things

Optional 15
30

Application Development

Optional 15

Note: All units in the above table are subject to change as and when required by the College without prior notice.  

Semester breakdown

Course Assessment

This HND programme is assessed by a mixture of assignments and presentations where applicable. Each unit is internally assessed and graded by qualified tutors/assessors and internal verifiers, and then externally by an Pearson examiner. Grades awarded are Pass, Merit and Distinction.

Progression Route

You may top-up your HND to a BSc(Hons) at many UK universities. With a UK Honours degree you will be able to compete in the global jobs market or even go for a Master's degree.Please click here for the employment details.

Specifications

Course title

BTEC Higher National Diploma (HND) in Computing and Systems Development

Awarding Institution

Pearson Educations Ltd

Teaching Institution

ICON College of Technology and Management

Accreditation

Pearson BTEC Level 5 Higher National Diploma in Computing: 603/0471/6
Approval date: 01 August 2017
Expiry date: 31 August 2022

 

Final award

Pearson BTEC Level 5 HND in Computing and Systems Development

Progression

A progression path for Pearson BTEC HNC and HND learners is to the second or third year of a degree or honours degree Course, depending on the match of the Pearson BTEC Higher National units to the degree Course in question.
Details of entry requirements for BTEC Higher National graduates into degree Courses at institutions in the UK and internationally can be found on the Degree Course Finder website (http://degreecoursefinder.pearson.com/).
The skills offered as part of the Pearson BTEC Higher National Diploma can provide graduates with the opportunity to work in many different areas of the Computing sector. Below are some examples of job roles each qualification could lead to:
  • Systems Analyst
  • Data Designer 
  • Systems Tester
  • Database Administrator
  • IT Project Manager
  • IT Support Technician
  • Web Designer

Aims of Course

  • Equipping individuals 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
  • 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
  • Developing a sound understanding of the principles in their field of study and will have learned to apply those principles more widely. They will have learned to evaluate the appropriateness of different approaches to solving problems. They will be able to perform effectively in their chosen field and will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decisionmaking.

Learning Outcomes

1. Knowledge and Understanding

Learners will be expected to gain the following knowledge during the programme of study:

  • Developing the knowledge, understanding and skills of learners in the field of computing
  • Equipping learners with knowledge, understanding and skills for success in employment in the computing industry
  • Providing opportunities for specialist study relevant to individual vocations and contexts
  • Developing the learner’s ability in the computing industry through effective use and combination of the knowledge and skills gained in different parts of the Course
  • 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

2. Skills

Learners will be expected to develop the following skills during the programme of study:

  • The ability to read and use appropriate literature with a full and critical understanding
  • The ability to think independently and solve problems
  • The ability to take responsibility for their own learning and recognise their own learning style
  • Obtaining and integrating several lines of subject-specific evidence to formulate and test propositions
  • The ability to understand the need for ethical standards and professional codes of conduct when designing, planning, conducting and reporting an investigations
  • The ability to undertake investigations of computer systems in a responsible, safe and ethical manner

Assessment Strategies

The aims of the Teaching, Learning and Assessment Strategy is to achieve the following:

  • To educate students who are motivated and self-directed critical thinkers, capable of independent enquiry
  • To provide students with both sound academic knowledge and vocational expertise
  • To foster independent and collaborative learning among students and to encourage lifelong learning leading to enhancing their career potentials
  • To develop and implement approaches to feedback and assessment that maximise learning and student outcomes.
  • To widen participation from students who are mature, from Black and Minority Ethnic Communities, and come from lower socio-economic backgrounds

The generic components of teaching and learning strategy normally involve a variety of approaches and include delivering many of the following:

  • Regular use of formal lecture sessions in all units.
  • Regular assignment workshops and seminars in all units.
  • Regular use of individual and/or team-based projects in all units.
  • Regular use of self-directed and directed reading in all units.
  • Regular use of library resources in all units.
  • Regular use of tutor-and student-led discussion groups via e-learning platform; ICON VLE in all units.

The assessment is criterion-referenced and learners’ are assessed against published learning outcomes and assessment criteria. All units are individually graded as ‘Pass’, ‘Merit’ or ‘Distinction’. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications.

Assessment Regulations

Computing units will be assessed using a variety of assessment methods, including case studies, assignments and work-based assignments, together with projects, performance observation, PowerPoint (or similar) presentations and time constrained assessment (written tests). All the assessment material should be valid, reliable and fit for purpose.

An assignment provides the final assessment for the relevant Learning Outcomes and is normally a final assessment decision. A student who, for the first assessment opportunity, has failed to achieve a Pass for that unit specification shall be expected to undertake reassessment.

  • Only one opportunity for reassessment of the unit will be permitted.
  • Reassessment for course work, project- or portfolio-based assessments shall normally involve the reworking of the original task.
  • For examinations, reassessment shall involve completion of a new task.
  • A student who undertakes a reassessment will have their grade capped at a Pass for that unit.
  • A student will not be entitled to be reassessed in any component of assessment for which a Pass grade or higher has already been awarded.

Repeat units:

A student who, for the first assessment opportunity and resubmission opportunity, still failed to achieve a Pass for that unit specification:

  • At Centre discretion and Assessment Board, decisions can be made to permit a repeat of a unit
  • The student must study the unit again with full attendance and payment of the unit fee
  • The overall unit grade for a successfully completed repeat unit is capped at a Pass for that unit
  • Units can only be repeated once.

Student support

The teaching philosophy at Icon requires students to be exposed to a range of learning methods and materials.

All faculties now support their classes by the use of “ICON VLE”, a suite of electronic webbased materials that permits students to use the Icon intranet to access materials such as syllabi, schedule of work, digital library materials, reading assignments, and PowerPoint presentations for each of their units.

Course evaluation by students is the primary method of obtaining and gauging student feedback at ICON. The evaluation forms are comprised of both qualitative and quantitative elements. Also student and staff liaison committee meetings, held each semester, to discuss course issues and concerns is another way to support the student.

Evaluation and Revision

The Assessment Boards (AsBs) evaluates the external examiner’s reports every year and makes sure the action plans produced from their reports are well managed and the progress is reported to Academic Board. The College also conducts a feedback on assignments to students by a progress monitoring sheet (control sheet) which has been commended by standard verifiers of Pearson as supportive and effective.

Internal verification ensures that before any assignment brief is released to students, clear assessment criteria, and correct administrative information on assignment are included. Internal verifier teams identify what changes if any in the assignment brief are required and what corrective action should be taken by assessor and should ensure that it is fit for purpose. Internal verifiers check a range of assessment decisions for all assessors and units by sampling some of the assignments. In case of unexpected assessment decisions, (e.g. everybody achieving Distinction in the assignment), additional sampling will be conducted on individual units/assessors and reported to Assessment Boards for decision.

Further Information

See the Pearson website https://qualifications.pearson.com for more information about HNDs.

Course Handbook in PDF