BSc (Hons) Computing

Teaching & Learning

Modules on this programme will be taught in line with best practices across the university and in the sector. A variety of approaches, and good use of the latest technology, will be blended together to engage students in learning in class and beyond and to encourage full student participation. Meanwhile, the Course Team will strive to ensure that all modules embrace current industrial practice wherever possible.

The teaching and learning strategies employed throughout the course are those judged to be the most appropriate for each module at each stage and level of the course. The strategies have been designed to ensure that there is a progression from formal teaching through to student-centered independent learning as the student progresses through the levels of the course(s).

A range of teaching methods will be used, including:

Lectures

This is the most formal teaching strategy employed in teaching the modules. It is generally used to deliver a body of theoretical information to a large group of students and is most effective when followed up by a seminar or tutorial session to consolidate learning.

The lecture format may be supported by written handouts, Web, or library references, which reinforce and expand the audio-visual information presented. In addition, staff will make appropriate use of the VLE (Blackboard) facilities. This should enable lecturers to enhance the traditional communication and learning mediums, as well as making material available to students at home and university.

Tutorials / Practical Sessions

Often in smaller groups, tutorials are guided learning sessions, which can either support a formal lecture by students working through tutorial sheets with the help of a lecturer or by students working through practical exercises in, say, a computing room.

Assessment Strategies

A variety of assessment vehicles will be used as appropriate to the module, including assignments carried out in the student’s own time, in-class assignments, workshops, presentations, and formal examination. The form of assessment has been chosen so as to motivate students to achieve their best and create learning activities for the students. The assessment vehicles for individual modules are detailed in the module descriptor.

Assessments will be appropriate to the task, achievable, motivating, and vocationally focussed and will form a constructive part of the learning process.

Assessments will develop general transferable skills as well as academic skills.

Assessments will provide sufficient opportunity for the best students to exhibit a level of innovation and creativity associated with excellence.

Level 4 assessments will be primarily formative and will encourage the development of appropriate academic practice and concepts. The emphasis will be on frequent small-scale evaluations wherever possible, with a balance between formative and summative assessment.

Level 5 assessments will be more demanding, with the emphasis still on the development of knowledge, skills, and concepts but now encouraging learning at greater depth, emphasising the fundamental principles. There will be a shift towards summative assessment.

Level 6 assessments are designed so as to allow students to demonstrate their knowledge and skills so that they have become effective, independent learners. The emphasis is on summative assessment.

Advice, Feedback, and Collaborative Learning

Assessment is an integral part of the education process, promoting student learning by providing a focus for consolidating, applying, and demonstrating understanding of the subject matter. The listed summative assessment regime essentially measures and grades learner development and achievement in relation to the Intended Learning Outcomes. It also generates feedback information for students about the strengths and weaknesses in their work, with tutors affirming what students have done well whilst giving constructive and encouraging advice about areas requiring reflection and further improvement.

Subject Benchmark Statement

Computing February 2016

Entry Requirements

Applicants will be primarily assessed on their academic qualifications, although some previous experience and interest in software engineering or Computing or IT is desirable as part of the candidate’s overall profile. A typical offer will include GCSE Maths and English at grade C or above and a UCAS Tariff score of 80. A minimum of two full A-levels (or equivalent) is required. This score can be achieved from passes in two 6-unit GCE A-levels/AVCEs or a pass in a 12-unit AVCE. Every application is considered on an individual basis.

English Language Requirements: