Higher Nationals

Computing/Computing for
England

Effective assignment design for the Higher

Nationals in Computing/Computing for
England: Authorised Assignment Briefs

First Teaching from September 2022

Issue 1

For use with:

Higher National Certificate and Higher National Diploma in Computing
Higher National Certificate and Higher National Diploma in Computing for England
About Pearson
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All information in this specification is correct at time of publication.

Effective assignment design for the Higher Nationals in Computing/Computing for

England: Authorised Assignment Briefs

All the material in this publication is copyright

© Pearson Education Limited 2022
Contents

Glossary of terms used in this booklet 3

1 Setting effective assessments 5

1.1 Setting the number and structure of assessments 5
1.2 Assessment approaches 6
1.3 Designing valid and reliable assessments 8
1.4 Assessment methods 10
1.5 Assessment evidence 13

2 The Assignment Brief 14

2.1 Providing an Assignment Brief 14
2.2 Designing an Assignment Brief 15
2.3 Steps to writing an Assignment Brief 18

3 Using Authorised Assignment Briefs 19

3.1 The Authorised Assignment Briefs approach 20
3.2 The Example Assessment Brief versus the Authorised Assignment Brief 21
3.3 Difference between internal verification approaches of EABs and AABs 23
3.4 The Authorised Assignment Brief assessment profile 23

4 Unit Authorised Assignment Briefs 27

Unit 1: Programming 28
Unit 2: Networking 37
Unit 3: Professional Practice 47
Unit 3 & 13: Professional Practice & Website Design & Development 57
Unit 4: Database Design & Development 73
Unit 5: Security 80
Appendix 1 – Current Security Policy for Wargrave College 91
Appendix 2 – Current Risk Assessment for Wargrave College 93
Unit 5 & 32: Security & Information Security Management 94
Unit 7: Software Development Lifecycles 105
Appendix 1 – Enomy-Finances Client Project Information 114
Unit 7 & 22: Software Development Lifecycles & Application Development 117
Unit 13: Website Design & Development 127
Unit 17: Business Process Support 137
 Unit 26: Big Data Analytics and Visualisation 148
Unit 29: Network Security 154
Unit 52: Digital Sustainability 160
Appendix 1 - Greenhouse Gas (GHG) Activity Information Sheet – WDS Ltd. 168

5 Support materials 169

5.1 Training Video – Assignment Writing and Assessment for RQF Pearson
BTEC Higher Nationals 169
5.2 Training Video – Pearson-set Assignment for RQF Pearson BTEC Higher
Nationals 169
5.3 Training Video – Pearson-set Assignment for RQF Pearson BTEC Higher
Nationals 169

6 Appendices 171
Appendix 1: Glossary of terms used for internally assessed units 172
Appendix 2: summary of the types of assessment methods 175
Glossary of terms used in this booklet
Assessment Assessment refers to the process of measuring the level of
a student’s achievement of required learning.
Assignment An assignment is the articulation of the work that a
student will be required to undertake in order to provide
evidence that can be evaluated in the assessment.
Effectively, the assignment enables assessment to take
place.
Assignment brief/ The assignment brief is the document issued to students
assessment at the start of the assessment process; it defines all
instrument aspects of the assessment process, setting context,
conditions, activity and evidence requirements. This is also
called the assessment instrument. In Pearson guidance
documents, these terms are interchangeable and have the
same meaning.
Assessment activity The assignment should define an action or assessment
activity for the student to undertake that will allow them to
achieve the Learning Outcome(s) at Pass, Merit or
Distinction.
Learning Outcomes Learning Outcomes define the skills and knowledge that a
student should be able to evidence on completion of the
unit.
Assessment Criteria Statements that identify the learning that needs to be
present in the assessment evidence. Assessment Criteria
have been designed to provide students and assessors
with a clear description of the learning that must be
evidenced for a student to achieve at each specified level.
Assessment method The assessment method is a means of collecting the
evidence of student competence, knowledge and learning
that matches the Learning Outcomes. An assessment
method must provide opportunity to generate assessment
evidence across all the grades of achievement.
Assessment evidence The output material that a student is asked to prepare and
submit for assessment. To show evidence of student
competence, knowledge and learning that matches the
Learning Outcomes.
Assessment Approaches to assessment influence the way of teaching
approaches something and how students’ study. Approaches will vary
depending on the Learning Outcomes of the unit.

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Holistic Assessment Holistic assessment is when the Assessor evaluates
student achievement as a whole, rather than breaking
things down into separate components. Holistic
assessment encourages students to consider their learning
and achievement as a set of relationships, and enables
them to think about areas of subject knowledge as
interrelated rather than as parts.

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1 Setting effective assessments
Assessment of learning is fundamental to shaping and influencing student experience
and behaviours. Evidence suggests that different approaches to assessment can
either support or diminish student motivation and performance. In other words, if
assessment is inaccurately planned, designed and implemented it can have a
detrimental effect on student learning, achievement and progression. Therefore, an
effective assessment strategy is one which requires students to engage with a variety
of assessment methods that are accessible, appropriately challenging and engaging,
and which support the development of student self-efficacy and self-confidence.
A diverse range of assessment instruments designed by centres should ensure
collective coverage of all the Learning Outcomes and Assessment Criteria in each unit
and give students opportunities to generate evidence across all grades of
achievement. Centres should place emphasis on practical application of the
Assessment Criteria, providing a realistic scenario that students can adopt, making
maximum use of work-related practical experience and reflecting typical practice in
the sector concerned. The creation of assessment instruments that are fit for purpose
is vital to achievement and the development of lifelong learning skills

1.1 Setting the number and structure of assessments

In designing your own assignment briefs, you should bear in mind the following
points.
● The number of assignments for a unit must not exceed the number of Learning
Outcomes listed in the unit descriptor
● You may choose to create a single assignment to cover all the Learning Outcomes
for the entire unit
● You may choose to assess, through two or more assignments, staged assignment.
In this case, each assignment will be designed to give students the opportunity to
show their achievement of one or more Learning Outcomes
● You may also choose to combine all or parts of different units into single
assignments, provided that all units and all their associated Learning Outcomes
are fully addressed in the programme overall. If you choose to take this integrated
assignment approach, you need to make sure that students are fully prepared, so
that they can provide all the required evidence for assessment, and that you are
able to track achievement in assessment records. A Learning Outcome must
always be assessed as a whole and must not be split into two or more elements
● The assignment must be targeted to the Learning Outcomes, but the Learning
Outcomes and their associated criteria are not tasks in themselves. Criteria are
expressed in terms of the outcome shown in the evidence.

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You do not have to follow the numerical order of the Learning Outcomes in a unit in
setting assignments, but later Learning Outcomes often require students to apply the
content of earlier Learning Outcomes and they may require students to draw their
learning together.
Assignments must be structured to allow students to demonstrate the full range of
achievement at all grade levels. In fairness to all students, if they have the ability to do
so, they need be given the opportunity to achieve a higher grade.
As assignments provide a final assessment, they will draw on the specified range of
essential teaching content for the Learning Outcomes. The specified essential unit
content must be taught/delivered. The evidence for assessment need not cover every
aspect of the teaching content as students will normally be given particular examples,
case studies or contexts in their assignments. For example, if a student is carrying out
one practical performance or an investigation of one organisation, then they will
address all the relevant range of content that applies in that instance.
Centre programme planning at the beginning of the year must include assignment
mapping to ensure that unit Learning Outcomes are fully met during delivery and that
students are able to provide evidence for assessment that demonstrates full
achievement of all the assessment criteria.
Assignment mapping will allow centres to monitor:
● that all Assessment Criteria, from every unit being delivered, will be assessed
● arrangements for staffing and resourcing of assessment activities where criteria
from two or more units might be integrated in one assignment
● that assessment evidence is varied the planning of the internal verification of
assessment during the programme.

1.2 Assessment approaches

In selecting and designing assessment, it is good practice to take a holistic and
strategic approach to deciding the most suitable assessment strategy and the
methods to be used.
A well-developed assessment strategy can ensure that the range of assessment
instruments chosen gives students the opportunity to develop and demonstrate the
full range of knowledge, skills and competences required to achieve the Learning
Outcomes. The assessment strategy for each unit, and the design of assessment, is
informed by the assessment approach to be applied to the unit.
The table below gives some examples of different approaches to assessment and how
they can support achievement of knowledge, skills and behaviours specified in unit
Learning Outcomes. Units are often delivered using a combination of assessment
approaches as Learning Outcomes combine a range of cognitive, psychomotor and
affective learning.

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 Assessment approach Approaches in terms of application to
unit assessment

Research based Research-based assessment aims to

promote and develop student competencies
related to research practice. Appropriate for
meeting unit Learning Outcomes that
require assessment of knowledge and
understanding.
Practical based A practical approach to assessment is aimed
at linking knowledge and understanding to
practical application, using real-
life/simulated situations and activities.
Appropriate for meeting unit Learning
Outcomes that require application,
demonstration and technical skills
development.
Work based Work-based assessment involves learning
through work, learning for work and/or
learning at work. It consists of authentic
structured opportunities for learning that
are achieved in a workplace setting or which
are designed to meet an identified
workplace need. This is an appropriate
approach for students who are in work and
who can achieve unit Learning Outcomes by
completing work activities.
Problem based Problem-based assessment actively engages
student learning through the experience of
finding solutions to solve open-ended
problems. The required knowledge and skills
are achieved in the process of solving
authentic problems. This is an appropriate
approach to meet unit Learning Outcomes
that require solutions, recommendations
and improvements to meet complex
problems.
Project based Project-based assessment enables students
to gain knowledge and skills by investigating
and responding to an authentic, engaging
and complex question, problem or challenge
in a real-life context. An appropriate

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 approach for meeting unit Learning
Outcomes that support a planned, individual
or collaborative, approach to achieving a
specific aim.
Investigation based Similar to problem solving and project
based, this learning enables students to ask
questions, identify problems and find
solutions by exploring and investigating real-
life case studies. This approach is
appropriate for achieving Learning
Outcomes that require exploration and
examination of facts and information.
Reflective based Reflective assessment involves students
reflecting on their learning experiences,
often applied through practice, to make
meaningful connections. This is appropriate
for meeting Learning Outcomes that require
observation, reflection and self-evaluation.
Portfolio based Portfolio-based assessment is a process that
leads to the culmination of student efforts
and learning being presented in a portfolio
of evidence. Portfolios for assessment can
demonstrate student improvement and skill
mastery over a set period of time. This
approach is appropriate for meeting those
Learning Outcomes that lead collectively to
progressive learning.
Performance based Performance-based assessment requires
students to apply or use their knowledge,
following instruction. This approach is
appropriate if Learning Outcomes require
students being able to do or perform specific
skills as a result of instruction.

1.3 Designing valid and reliable assessments

To help ensure that valid and reliable assignments are designed to be consistent
across all units, centres should consider a number of actions.
Use of language
The first aspect of an assignment that a Centre should focus on is ensuring that the
language used in assignments makes assessment activities and guidance accessible to
students.

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Command verbs, i.e. the verbs used in unit Assessment Criteria, must be considered
in terms of the activities and guidance provided for the achievement of the unit
Assessment Criteria. Assignment activities and guidance must use appropriate
command verbs that are at the same level of demand as the Learning Outcome and
its given Assessment Criteria. Assignment briefs can use the command verbs as
published in the qualification specification or different verbs as long as they are of
the same demand and/or that they imply the same action of the published command
verb.
As per the table below, if an Assessment Criterion states ‘analyse’ then using ‘evaluate’
command verbs for the Assignment Brief to support achievement of that criterion is
not appropriate. For example, written guidance in the Assignment Brief may require
the student to ‘critique’ or ‘appraise’ subject matter but would not require them to
‘justify’ or ‘assess’ or ‘evaluate’ subject matter. This would be viewed as over-assessing.
Similarly, it is possible to under-assess; written guidance in the Assignment Brief
would, in this example, not require students to ’describe’, ‘explain’ or ‘summarise’
subject matter.
An example of the learning level and command verbs is given below.

Remembering Understanding Applying Analysing Evaluating Creating

Remembering Understanding Applying Analysing Evaluating Creating

Remember Demonstrate an Apply Break down Make and Put parts

previously understanding knowledge to objects or ideas defend together
learned of the facts actual into simpler judgements with
information situations parts and find based on emphasis on
evidence to internal creating a
support evidence or new
generalisations external meaning or
criteria structure
Define Classify Apply Analyse Evaluate Arrange
Describe Discuss Employ Appraise Argue Assemble
Identify Explain Illustrate Critique Assess Compose
Label Summarise Interpret Differentiate Compare Construct
List Specify. Produce Distinguish Conclude Create
Match Show. Debate Contrast Design
Outline
Examine. Judge Develop
Select
Justify. Devise.
State.

The following can be used as a guide to support assignment design.

● Ensure that there is a holistic understanding (by tutors and students) and use of
command verbs
● Set assignment briefs that use a single command verb, focusing on the highest
level of demand expected for the Learning Outcome(s) that is (are) being tested

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● Assignments should be supported by additional guidance that helps students to
interpret the demand of the Assessment Criteria
● Time-constrained assessments should utilise the full range of command verbs (or
acceptable equivalents) appropriate to the academic level. Modes of time-
constrained assessments include in-class tests and exams that could be both
open- and closed-book. Centres should pay close attention to ensuring that tests
and exams are not replicated throughout the course of the year.

Consistency
This relates to the consistency of presentation and structure, the consistent use of
appropriate assessment language and the consistent application of grading criteria.
Where assignments are consistent, reliability is enhanced. Where validity is present in
assignments, this will result in assignments that are fit for purpose and which provide
a fair and equitable opportunity for all students to engage with the assignment
requirements.

Employing a diverse range of teaching methods

Just as variation in teaching methods used is important to the planning of a
programme structure, so too is the use of a range of assessment instruments
appropriate to the unit and its content. Centres should consider taking a holistic view
of assessment, ensuring a balanced assessment approach, with consideration given to
the subject being tested and what is in the students’ best interests.
No matter what assessment method is used, assignments should have a sector focus
(whether this is in a workplace context or through a case study) and be explicitly clear
in its instructions. In the absence of a case study, a scenario should be used to provide
some context. Finally, students should be clear on the purpose of the assignment and
which elements of the unit it is targeting.

1.4 Assessment methods

BTEC Higher Nationals have always allowed for a variety of assessment methods to be
used, provided they are suited to the types of Learning Outcome being assessed. For
many units, the practical demonstration of skills is necessary and for others students
will need to carry out their own research and analysis, working independently or as
part of a team.
The Authorised Assignment Briefs in this booklet give you information on suitable
types of assessment methods for students, so that they can apply a range of
employability or transferable skills. Centres may choose to use different assessment
methods than those proposed. Overall, students should be assessed using varied
types of assessment methods.

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These are some of the main types of assessment methods:
● reports
● essays
● in-class tests
● examinations
● creation of financial documents
● creation of business documents
● work-based projects
● simulated exercises
● academic posters, displays, leaflets, brochures
● exhibitions
● PowerPoint (or similar, e.g. storyboards, website pages) presentations
● a business pitch
● recorded discussion/debates
● student-led seminars
● recorded interviews/role play/performances
● problems and case-study analysis
● audio recordings, e.g. podcasts
● video presentations/webinars
● working logbooks, reflective journals and statements
● presentations with Assessor questioning
● production of visual- or audio materials, artefacts, products and specimens.
Some assessment methods are more suitable than others for meeting the evidence
requirements of different Learning Outcomes and skills domains; cognitive, affective
or psychomotor.

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 Skills domain (‘CAP’ Skills) Possible forms of assessment method

• Question + Answer (written/oral)

• Tests/exams
Cognitive (knowledge)
• Reports/essays
• Presentation.

• Evaluation of subject/knowledge through:

o witness statement
o review of evidence
Affective (attitudes, o reflective statements
behaviours) o student reflective journal
o observation
o performance review
(self-review, peer review etc.).

• Demonstration/presentation
• Project outcomes
• Case studies
Psychomotor (application) • Role play
• Work-based learning
• Producing documentation, e.g. business plan,
financial statement, project management.

The assessment methods selected must:

● allow the student to provide all the evidence required for the Learning Outcomes
and the associated Assessment Criteria at all grade levels
● allow the student to produce evidence that is their own independent work
● allow a verifier to independently reassess the student in order to check the
assessor’s decisions.
For example, when tutors are using performance evidence, tutors need to think about
how supporting evidence can be captured through recordings, photographs or task
sheets.

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Centres need to take particular care that students are enabled to produce
independent work. For example, if students are asked to use real examples, then best
practice would be to encourage them to use examples of their own or to give the
group a variety of examples to use.

1.5 Assessment evidence

The work that a student is asked to prepare and submit for assessment is linked
intrinsically to the assessment plan, the Learning Outcomes and the vocational
character of the qualification.
When considering the assessment evidence that a student will be required to submit,
centres must ensure that it is:
● valid – the work that the student will produce must provide evidence that is clearly
related to the Learning Outcome(s)
● sufficient – the evidence must provide enough material so that the student can
show their achievement at Pass, Merit or Distinction
● authentic – the work that the student submits should be their own, and it must be
described in the Assignment Brief in such a way that they understand that they
cannot simply present work that has been compiled or collected
● appropriate – the work that the student is required to produce must be clearly
related to the content of the unit and be at the appropriate level. An Assignment
Brief must not ask the student to produce work that is too simple or too complex
for the level of study
● relevant – the student must produce work that is related to the vocational nature
of the programme. This requires the Assignment Brief to give the student a clear
vocational context in which they will work to produce their evidence.

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2 The Assignment Brief
The Assignment Brief is the document issued to students at the start of the
assessment process. Clear assignment briefs will:
● inform the student of the activities set
● inform the student of the methods of assessment
● set clear deadlines for submission of work.
Centres can send two assignment briefs per qualification framework to the External
Examiner (EE) to review prior to their visit, for which they will provide formal feedback.
Centres can also utilise our free Assignment Checking Service (ACS).
We provide assignment templates for centres to use in the Quality Assurance and
admin hub on HN Global, however centres are free to design their own.

2.1 Providing an Assignment Brief

A good Assignment Brief is one that, through providing challenging and authentic
sector/work-related activities, motivates students to provide appropriate evidence of
what they have learned.
An Assignment Brief should have the following.
● A vocational scenario: this could be a simple situation or a full, detailed set of
vocational requirements that motivates the student to apply their learning through
the assignment
● Clear instructions to the student about what they are required to do, normally set
out through an activity or series of activities
● An audience or purpose for which the evidence is being provided
● Guidance that maximises opportunity not only for students to achieve Pass but
also the higher grades.
All assignment briefs must be internally verified every year, prior to issue to the
student.
Internal verification of the assignments should be carried out by a staff member who
is familiar with BTEC assessment at the appropriate level, along with subject
knowledge in the programme area. Internal verification should always be reported
and recorded. If further actions are identified by the Internal Verifier, the Assessor is
required to complete all actions and return it to the Internal Verifier for review and
sign off.
Once the assignment has been signed off as being fit for purpose by the Internal
Verifier, it can be issued to students. For further guidance on internal verification,
please refer to the BTEC Higher Nationals Centre Guide to Quality Assurance and
Assessment, which can be found on our website at:
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https://qualifications.pearson.com/en/qualifications/btec-higher-
nationals/about/quality-assurance-process.html.

2.2 Designing an Assignment Brief

A good Assignment Brief will:
● make clear what evidence the student must submit and the format, word count
and length of the individual elements
● present a vocational scenario that provides a professional context in which the
student will produce work
● use language that is clear and precise, both in defining the vocational scenario and
in describing the evidence required
● make the range of levels of achievement (Pass, Merit, Distinction) clear through the
use of the same or similar command verbs found in the Assessment Criteria
● clearly indicate the Learning Outcomes and Assessment Criteria that are covered
by the assignment
● allow a student to achieve a Learning Outcome (or multiple Learning Outcomes) at
any of the levels defined by the Assessment Criteria.
An Assignment Brief must not:
● change the wording of Learning Outcomes, Assessment Criteria and command
verbs
● add any additional Assessment Criteria
● use ‘multiple-choice’ or ‘fill-in the missing word’ activities (these are not appropriate
for Level 4 and Level 5 qualifications)
● use numerical marking or percentage weighting
● penalise students for exceeding word counts or limits
● associate the assignment with a single assessment criterion.

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An Assignment Brief must contain the following information:

Key information ● assignment title

● Assessor name
● date issued
● deadline (for assessment and grading)
● title and level of qualification (as published in the
specification)
● unit(s) covered (as published in the specification)
● duration (approximate time it is expected that the
assignment will take to complete).

Assignment Brief guidance ● this section of the Assignment Brief should include a
scenario, activities and guidance that direct students to
the work that needs to be completed and submitted in
order to meet the Learning Outcomes for the unit
● the activities and guidance should contain sufficient
information and direction to allow students to achieve
all of the targeted Learning Outcomes for the
assignment
● individual assessment criteria should not be
referenced anywhere in the Assignment Brief guidance
● holistic assignment briefs can use the command verbs
as published in the qualification specification or make
use of different verbs, as long as they are of the same
demand and imply the action of the published
command verb
● activities should be written in appropriate language for
students, at the level of the qualification
● details of any specific preparation that students will
need to make should be included.

Assessment grading criteria ● the brief must state exactly which Learning Outcomes
and Assessment Criteria are being addressed
● no aspect of the published assessment criteria may be
rewritten.

Forms of evidence for ● a clear statement of what the student is expected to

submission produce as evidence should be given
● guidance on how the evidence will be submitted should
be included.

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 Other information may ● resources and reference materials
include: ● wider assessment opportunities built into the
assignment or which are mapped in the specification
● employer links
● word count: where written evidence is required, a word
count may be included to direct the student as to the
volume of evidence required. Students cannot be
downgraded if they do not achieve or exceed the word
count.

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2.3 Steps to writing an Assignment Brief

Select appropriate Learning

Outcomes to be assessed for
an assignment, considering
the number of assignments
required for unit Learning
Outcomes and Assessment Cross-reference to
Criteria unit content and
Assessment Criteria
to ensure that it
meets Pass, Merit
Select the most appropriate and Distinction
assessment method to be criteria
used to assess the Learning
Outcomes and Assessment
Criteria

Use Learning Outcomes to

Check the focus against
write a vocational scenario,
the Learning Outcome
theme and/or role at the
to ensure full coverage
appropriate level

Develop assessment
Check that assessment activity/ies in the vocational
activity/ies reinforce context that map/s against the Cross-reference to
teaching and learning selected Learning Outcomes to unit content and
strategies cover the demands of the Assessment Criteria
assignment to ensure maximum
opportunities to
meet Pass, Merit
Write the assessment and Distinction
Ensure that activity/ies guidance for criteria
assessment activity is students, mapping activities
fit for purpose and against the Learning Outcomes
reflects the unit aims and giving guidance on the
and objectives forms of evidence they should
provide
Ensure that
students have
access to valid
Provide links to resources resources to
that will support meeting the support completion
assessment activity and requirements
providing assessment evidence

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3 Using Authorised Assignment Briefs
The Assignment Brief forms a critical part of the assessment process for students and
tutors. The brief should give students a clear opportunity to achieve Pass, Merit or
Distinction through engaging in an assignment that will allow them to evidence their
knowledge and skill through their achievement of learning. A well-structured
Assignment Brief, contextualised by use of a vocational scenario, should give students
a modelled, real-world situation that reflects the type of work they may undertake in
employment.
Pearson Authorised Assignment Briefs (AABs) give tutors a diverse range of engaging
assessment methods to use for the assessment of particular units. The AABs can also
be used as a reference point for the development of unique assignments, which are
tailored to a specific location, employment context and the centre’s approach to the
subject. The AABs also offer suggestions on encouraging the development of
collaborative and interpersonal skills, as well as the development of cognitive skills
and understanding of the professional behaviours associated with the relevant
industry or sector. As with any Assignment Brief, Pearson AABs are intended to
provide a model of an assessment that is valid, sufficient, authentic, appropriate and
relevant.
This booklet includes an AAB for a selection of core and optional units across the
pathways at level 4 and Level 5 (excluding Pearson-set units) to represent a range of
different assessment approaches.
● Unit 1: Programming
● Unit 2: Networking
● Unit 3: Professional Practice
● Unit 3 & Unit 13: Professional Practice & Website Design & Development
● Unit 4: Database Design & Development
● Unit 5: Security
● Unit 5 & Unit 32: Security & Information Security Management
● Unit 7: Software Development Lifecycles
● Unit 7 & Unit 22: Software Development Lifecycles & Application Development
● Unit 13: Website Design & Development
● Unit 17: Business Process Support
● Unit 26: Big Data Analytics and Visualisation
● Unit 29: Network Security
● Unit 52: Digital Sustainability.

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Pearson-set units are not included owing to the nature of these units and the
approach taken, examples of the assessment approach for these units can be found
on HN Global in the delivery materials for the subject. These materials give tutors
suggestions on the type of assignments that might be used for assessment, the
structure and language of assignment briefs, and ideas on how to develop new
approaches.

3.1 The Authorised Assignment Briefs approach

These Authorised Assignment Briefs have been developed to support centres with
their assessment strategy for delivering the core and specialist units. They also offer
guidance and inspiration for effective planning and design of future assignment
briefs.
They can be used in the following ways.
1. AABs should be adapted and customised to meet localisation
These AABs are not developed with a context specific to a set of students or a
location, both of which are critical to the development of good assessments,
and therefore need to be adapted and customised as appropriate.
AABs may be used as a starting point for the development of an assignment.
However, so that the assessment is rooted in the ‘real world’ of students’
experiences, centres should modify and revise the AAB to give them a brief that
is sufficiently localised, with a relevant vocational context/scenario, and with a
locally relevant set of assessment evidence requirements.
Any financial data and information that needs to be provided for the completion of an
AAB must also be realistic and meet local needs.
2. AABs can also be used by centres if they meet Centre-specific requirements
following internal verification. AABs have been written to assess knowledge,
understanding and skills that are specifically relevant to the unit Learning
Outcomes, but they have not been contextualised to meet local need and
international diversity. For example, centres will need to select an organisation
to focus on in the AAB that is relevant to their local area.
If adapting the AAB or using the AAB off the shelf, the Assignment Brief still needs to
be internally verified and made available for standards verification.
All assignments must be verified in line with Pearson’s requirements for
internal verification of assignments and assessment results. For additional
support and guidance, please go to the Pearson BTEC Assignment Checking Service on
our website: https://qualifications.pearson.com/en/support/Services/assignment-
checking-service.html.

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 Assignment Brief option Internal verification required

Adapt a Pearson Authorised The internal verification process must be detailed and
Assignment Brief to suit the rigorous in order to ensure that the Assignment Brief is
needs of your learners fully fit for purpose. We provide templates for you to
use on our website, which can be found here.

Use a Pearson Authorised An Internal Verifier must ensure that:

Assignment Brief as published
● the AAB meets the specific needs of your students
● the AAB remains current and relevant for students
in your Centre
● the Assessor has added correct key information,
including hand-out dates and submission deadlines.

Create your own The internal verification process must be detailed and
assignment briefs rigorous in order to ensure that the Assignment Brief is
fully fit for purpose. We provide templates for you to
use on our website, which can be found here.

3.2 The Example Assessment Brief versus the Authorised

Assignment Brief
The table below shows the differences and similarities between the Example
Assessment Briefs provided for the 2017 RQF Higher Nationals in Computing
programme and the new Authorised Assignment Briefs created for the 2022 RQF
Higher Nationals in Computing.

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Authorised Assignment Brief for use Example Assessment Brief for use with the
with the 2022 RQF Higher Nationals in 2017 RQF Higher Nationals in Computing
Computing
Use of an AAB is not mandatory. Use of an EAB is not mandatory.

Developed for a sample of units, Developed for all units in the programme
including core units. Covering a range of specification.
different types of approaches to
assessment.
Written as exemplar approaches to Written as suggested approaches to assessment
assessment using appropriate and recommended assessment methods.
assessment methods.

Provide a range of different types of Provide a range of different types of assessment

assessment methods that are methods.
appropriate for the delivery of a specific
assessment approach.
Assessment methods contextualised for
completion in a workplace scenario.
Detailed vocational context and scenario A general vocational context and scenario is
provided that are related to ‘real-life’ job provided.
roles, responsibilities, and
organisations. Providing clear
employability links to skills and
responsibilities of specific roles.
Mapped to developing QAA Subject No visible mapping of skills and competencies.
Sector Benchmark skills and
Occupational Standard competencies.
Amplification in the activity guidance to Activity guidance often written to Pass level
optimise the completion opportunities only.
to achieve the higher grades.

Supports different modes of delivery, Do not always support different modes of

e.g. online/offline. delivery.

Resource links provided. No resource links provided.

Co-created with employers, if No employer engagement.

appropriate.

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3.3 Difference between internal verification approaches of EABs
and AABs
The following table shows the difference between the approaches to be taken for
internal verification of EABs and AABs.
Approach Need for Use of Internal In scope for
adapting and assignment verification External
customising to checking service required Examiner
meet local needs verification

EAB ✓ ✓ ✓ ✓

AAB
✓ ✓ ✓ ✓
localisation

AAB ‘off the

  ✓ ✓
shelf’

3.4 The Authorised Assignment Brief assessment profile

The table below provides an assessment overview for each unit and the number of
assignment components. AABs have been produced for each of the units given below,
covering all unit Learning Outcomes. These provide a range of different assessment
approaches.
Unit Assessment AAB assessment methods
approach

Investigation AAB 1
and practical
1 ● Presentation
based
● Program source
code
● Implemented
program
● Report
● Presentation
● Report.

AAB 1
2 Investigation ● Presentation
and practical
● Implementation
based
plan

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 ● Technical report
● Report.

AAB 1
3 Problem based ● Proposal pack
● Report
● Personal CPD plan.

AAB 1
3 & 13 Problem and ● Proposal pack
practical based
● Report
● Personal CPD plan
● Report
● Website design
documentation.

AAB 1
4 Problem based ● Business proposal
● Final working
Database
● Testing document
● Technical and User
instructional videos
● Report.

AAB 1
5 Investigation ● Presentation
based
● Process review
● Report.

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 AAB 1
5 & 32 Investigation ● Presentation
based
● Briefing paper
● Process review
● Report.

AAB 1
7 Problem based ● Research paper
● Report
● Portfolio
● Presentation.

AAB 1
7 & 22 Problem and ● Research paper
project based
● Report
● Portfolio
● Presentation.

AAB 1
13 Practical and ● Report
project based
● Solution design
documents
● Development
documentation
● Report.

AAB 1 AAB 2
17 Problem based ● Presentation ● Case study.
● Summary sheet.

AAB 1
26 Investigation ● Audio/visual/written
and practical training materials
based
● Business Proposal
● Designed solution
● Report
● Recording/Podcast.

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 AAB 1
29 Investigation ● Fact sheet
and practical
● Presentation
based
● Design
documentation
● Portfolio.

AAB 1
52 Problem based ● Presentation
● Research notes
● Report.

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4 Unit Authorised Assignment Briefs

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Unit 1: Programming

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 1: Programming

Title

Academic Year

Unit Tutor

Assignment Title Introduction to Algorithms and Programming with an IDE

Issue Date

Submission Date

Submission Format

The assignment submission is in the form of the following.

A formal 10-minute presentation (10–15 slides as a guide, with supporting speaker
notes) to communicate an investigation to a technical audience explaining, comparing and
evaluating the key features and characteristics of the different programming paradigms
used in a specified application.
Program Source Code – annotated/commented source should be produced in the format
created by the programming language selected (for example: .py, .cs, .vb, .txt, .java files).
Implemented program (final working version) in format suitable to be run and assessed for
functionality – this could be as project/solution files or final compiled executable.
A written report to identify and define the algorithms used in the development of the
solution as well as an analysis and discussion of the steps taken in writing the program and
the challenges faced. The report will also clearly explain any coding standards used, as well
as how algorithms have been enhanced during the course of development.
The recommended word limit is 2,000–2,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

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 A formal 10-minute presentation (10–15 slides as a guide, with supporting speaker
notes) to communicate an investigation to a technical audience, demonstrating the key
features and characteristics of the debugging process and how these features are
implemented in an Integrated Development Environment (IDE) and applied to application
development.
A written report to evaluate the algorithms used in the development of the solution, as
well as an evaluation of the use of the IDE and the role of coding standards in software
development teams.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

LO1 Define basic algorithms to carry out an operation and outline the process of
programming an application
LO2 Explain the characteristics of procedural, object-orientated and event-driven-
programming
LO3 Implement basic algorithms in code using an IDE
LO4 Determine the debugging process and explain the importance of a coding standard.

Transferable skills and competencies developed

Computing-related cognitive skills

● Computational thinking (including its relevance to everyday life)
● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems.
Computing-related practical skills
● The ability to specify, design and construct reliable, secure and usable computer-based
systems
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem

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● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Self-management: self-awareness and reflection; goal setting and action planning
● Independence and adaptability; acting on initiative; innovation and creativity
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed.)

Vocational scenario

You have just started a new role as a Junior Software Developer at AQ Digital Solutions
(AQDS), an independent software development company that designs and builds bespoke
software solutions for various companies of different sizes that cover a range of different
industries. The software that they design uses a wide range of technologies, from simple
stand-alone programs to large web-based applications.
AQDS has been approached by a small, local company – North Sussex Judo – that specialises
in providing judo training sessions to people from the local community. North Sussex Judo
caters to people of all ages and experience, from expert to beginner.
North Sussex Judo has requested a simple program that will calculate the cost of training
fees for their athletes each month.
The CEO of the company has reviewed the client requirements and has determined that this
is a suitable project for you to take on. The company wants to see how you use and apply
the ADQS development environments and code standards.
The requirements are that North Sussex Judo wants a program that will allow a user to
enter the following information:
● athlete name
● training plan
● current weight in kilograms (kg)
● competition weight category
● number of competitions entered this month
● option to add the number of hours private coaching.
For each athlete, the program should then output the following information:
● the athlete’s name

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 ● an itemised list of all costs for the month
● the total cost of training and competitions for the month
● how their current weight compares to their competition weight category.
North Sussex Judo currently have six athletes enrolled on their training program, but they
would like the ability to register more.
You should use the additional information on the next page to help you when developing
your program.
The client has not specified any Graphical User Interface, but the CEO has left the design of
the program completely up to you.
Once the program has been built, the CEO has asked you to report back to them on how
you designed and developed the algorithms required, as well as how you converted these
algorithms into a final program and to show any issues you encountered.
As part of your report, the CEO wants you create a presentation for the development team
showing the different programming paradigms available, as well as the debugging tools you
used as part of the program development, so that the development team can review your
progress.
Additional information
Training Plan – Prices (£GBP)
Beginner (2 sessions per week) – weekly £25.00
fee
Intermediate (3 sessions per week) – £30.00
weekly fee
Elite (5 sessions per week) – weekly fee £35.00
Private tuition – per hour £9.50
Competition entry fee – per competition £22.00
Weight categories
Categories Upper weight limit (kg)
Heavyweight Unlimited (Over 100)
Light-Heavyweight 100
Middleweight 90
Light-Middleweight 81
Lightweight 73
Flyweight 66
● Athletes can receive a maximum of five hours’ private coaching a week
● Only Intermediate and Elite athletes can enter competitions
● Competitions are held on the second Saturday of each month
● All prices and costs should be displayed as currency to two decimal places
● The program deals with user error by displaying suitable messages to the user and then
prompting them for another go
● North Sussex Judo assumes that a month consists of four weeks.

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Assignment activity and guidance

Activity 1
Produce a formal presentation (with supporting notes) for AQDS that explores the features
and characteristics of the three different programming paradigms – Event Driven, Object
Oriented and Procedural – in a selected application. The selected application source code
will need to implement all three paradigms.
Your presentation should include:
● a brief explanation about what the selected application is and what it does
● a general discussion of the three code paradigms, with specific reference to their
characteristics and how each one is related
● a comparison of how the three programming paradigms have been used in the given
application source code
● a critical evaluation of how the source code implements all three paradigms in terms of
code structure and characteristics.
Activity 2
You are required to develop a program for North Sussex Judo that makes use of appropriate
algorithms to fulfil the given client requirements. You should make use of whichever tools
and techniques are most appropriate for your chosen coding paradigm and for the nature
of the software solution.
You are to write a report that details the process that would be required to design the
algorithm for the solution and how you turned the algorithm into a working application.
Your report should include the following.
● ·A definition, written in the design tool of your choosing, of the algorithm required for
the implementation of the North Sussex Judo program
● An outline of the steps required to build the application
● A description of the steps required for converting the algorithm into a working program,
including identification of a suitable programming language
● An analysis of the relationship between the algorithm and program code to be produced
(e.g. parts of the algorithm that would remain the same, changes that would have to be
made)
● An analysis of the possible challenges you would face when converting the designed
algorithm into program code (e.g. data types/structures available in the chosen
language, control structures required)
● An explanation of the coding standards you used in your source code.
As part of your written report, you should clearly show how you have enhanced your
original algorithm, using the features of the IDE to manage the development process. This
could include:
● identifying and solving any logical errors in the original algorithm
● debugging any errors in the program

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 ● using version control within your IDE to track and monitor changes in the algorithm
● using performance monitoring tools to optimise the algorithm
● refining and optimising the algorithm using different code constructs.
You will include your final, annotated source code and working application as part of your
report.
Activity 3
Produce a formal presentation (with supporting notes) for AQDS that explains the
debugging features available to the developer in your chosen IDE and how they have been
used in the development of the solution for North Sussex Judo.
Your presentation should include:
● a brief description of the IDE chosen for this project
● an explanation of the debugging process
● an explanation of the debugging features available in your chosen IDE
● an examination of how the debugging process can be used to develop more secure and
robust applications.
Activity 4
You are to write an evaluative report for the CEO of AQDS that provides a reflective overview
of how the process evolved, from algorithm design to implementation, and how the use of
the IDE and code standards are important for working in a company like AQDS.
Your report should include:
● an evaluation of how the algorithm you designed for North Sussex Judo was finally
implemented
● an evaluation of the relationship between the written algorithm and the actual source
code
● an evaluation of the use of the IDE you chose to develop the North Sussex Judo
application. As part of your evaluation, you will need to consider what the development
would have been like if you did not have access to the IDE
● an evaluation of the role and purpose of the coding standards you used, making specific
reference to why it is necessary for software development teams as well as individual
programmers.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks - general:
http://www.rosettacode.org (2016) programming chrestomathy site [online] Available at:
http://www.rosettacode.org/wiki/Rosetta_Code [Accessed 1 August 2022]

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33
https://github.com/ (2022) The complete developer platform to build, scale, and deliver secure
software [online] Available at: https://github.com/ [Accessed 1 August 2022]
https://theruntime.com/ (n.d.) Difference Between Algorithm and Code [online] Available at:
https://theruntime.com/algorithm-vs-code/ [Accessed 1 August 2022]
https://www.codementor.io (n.d.) Comparing Programming Paradigms: Procedural
Programming vs Object-oriented Programming [online] Available at:
https://www.codementor.io/learn-programming/comparing-programming-paradigms-
procedural-programming-vs-object-oriented-programming [Accessed 1 August 2022]
https://www.codingninjas.com/ (2020) Types of Algorithms and Their Uses [online] Available at:
https://www.codingninjas.com/blog/2020/06/04/types-of-algorithms-and-its-uses/ [Accessed
1 August 2022]
https://www.freecodecamp.org/ (2022) What is Debugging? How to Debug Your Code for
Beginners [online] Available at: https://www.freecodecamp.org/news/what-is-debugging-
how-to-debug-code/ [Accessed 1 August 2022]
https://www.geeksforgeeks.org/ (2022) Introduction of Programming Paradigms [online]
Available at: https://www.geeksforgeeks.org/introduction-of-programming-paradigms/
[Accessed 1 August 2022]
https://www.mdpi.com/ (2022) Journals on algorithms [online] Available at:
https://www.mdpi.com/journal/algorithms [Accessed 1 August 2022]
https://www.sourcecodester.com/ (2022) Free Source Code [online] Available at:
https://www.sourcecodester.com/ [Accessed 1 August 2022]
https://www.technologyuk.net/ (n.d.) Event-driven Programming [online] Available at:
https://www.technologyuk.net/computing/software-development/software-design/event-
driven-programming.shtml [Accessed 1 August 2022]
Weblinks – code learning tools:
https://replit.com/ (2022) Code, create, and learn together [online] Available at:
https://replit.com/ [Accessed 1 August 2022]
https://www.codecademy.com/ (2022) Join the millions learning to code with Codecademy for
free [online] Available at: https://www.codecademy.com/ [Accessed 1 August 2022]
HYPERLINK "https://www.codechef.com/"https://www.codechef.com (2022) Self-Learning
coding tool [online] Available at: HYPERLINK
"https://www.codechef.com/"https://www.codechef.com [Accessed 1 August 2022]
https://www.codewars.com/ (2022) Achieve Mastery Through Challenge [online] Available at:
https://www.codewars.com/ [Accessed 1 August 2022]
https://www.codingame.com/start (2022) STEP UP YOUR CODING GAME [online] Available at:
https://www.codingame.com/start [Accessed 1 August 2022]
https://www.w3schools.com/ (2022) Learn to Code [online] Available at:
https://www.w3schools.com/ [Accessed 1 August 2022]
Journal articles:
Adragna, P. (n.d.) Software debugging techniques. Available at:

Effective assignment design for the Higher Nationals in Computing/Computing for England:
34 Authorised Assignment Briefs – Issue 1 – August 2022 © Pearson Education Limited 2022
 https://cds.cern.ch/record/1100526/files/p71.pdf
Mccauley R. Fitzgerald S. Lewandowski G. Simon B. Thomas L. Zander C. and Murphy L.
(2008) Debugging: A review of the literature from an educational perspective. Computer
Science Education Vol. 18, No. 2, June 2008, 67–92 doi:10.1080/08993400802114581
Popic, S. (2018) The Benefits of the Coding Standards Enforcement and it's Influence on the
Developers. Coding Behaviour: A Case Study on Two Small Projects’ 26th Telecommunications
forum TELFOR 2018. doi:10.1109/TELFOR.2018.8612149 Available at:
https://www.researchgate.net/publication/328912784_
Reeves J. (1992) What is Software Design? C++ Journal. Available at: http://www-
public.telecom-sudparis.eu/~gibson/Teaching/Teaching-ReadingMaterial/Reeves92.pdf
[Accessed 1 August 2022]
Reading:
Aho, A. V. et al. (1987) Data Structures and Algorithms. 1st edn. Addison-Wesley.
Edwards S. et al. (2012) Problem Solving and Algorithms. Available at:
’http://sofia.cs.vt.edu/cs1114-ebooklet/chapter4.html [Accessed 1 August 2022]
Hunt, A. et al. (2000) The Pragmatic Programmer: From Journeyman to Master. 1st edn.
Addison-Wesley.
McConnell, S. (2004) Code Complete: A Practical Handbook of Software Construction. 2nd Edn.
Microsoft Press.
Mitchell, J. (2002) Concepts in Programming Languages, Cambridge University Press. Available
at: http://theory.stanford.edu/~jcm/books/cpl-sample.pdf [Accessed 1 August 2022]
HN Global
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Define basic algorithms to carry out an operation
and outline the process of programming an application
P1 Define an algorithm and M1 Analyse the process D1 Evaluate the implementation of
outline the process in of writing code, including an algorithm in a suitable language
building an application. the potential challenges and the relationship between the
faced. written algorithm and the code
P2 Determine the steps
variant.
taken from writing code to
execution.
LO2 Explain the characteristics of procedural, object-
orientated and event-driven programming
P3 Discuss what procedural, M2 Compare the D2 Critically evaluate the source
object-orientated and procedural, object- code of an application that
event-driven paradigms are; orientated and event- implements the procedural, object-
their characteristics and the driven paradigms used in orientated and event-driven
relationship between them. given source code of an paradigms, in terms of the code
application. structure and characteristics.

LO3 Implement basic algorithms in code using an IDE

P4 Write a program that M3 Enhance the D3 Evaluate the use of an IDE for
implements an algorithm algorithm written, using development of applications
using an IDE. the features of the IDE to contrasted with not using an IDE.
manage the
development process.
LO4 Determine the debugging process and explain the
importance of a coding standard.
P5 Explain the debugging M4 Examine how the D4 Evaluate the role and purpose
process and the debugging debugging process can of a coding standard and why it is
facilities available in the IDE. be used to help develop necessary in a team as well as for
more secure, robust the individual.
P6 Explain the coding
applications.
standard you have used in
your code.

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Unit 2: Networking

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 2: Networking

Title

Academic Year

Unit Tutor

Assignment Title Principles and Design of Networked Systems

Issue Date

Submission Date

Submission Format

The assignment submission is in the form of:

A formal 10-minute presentation (10–15 slides as a guide, with supporting speaker
notes) to communicate an investigation to a non-technical audience discussing the key
features and characteristics of a range of network types, topologies, hardware and software.
An implementation plan to design a networked system and maintenance schedule for the
specified scenario. The report should also include discussion of a range of server types and
a justification of the final selection, along with a test plan and an analysis of user feedback.
The recommended word limit is 1,000–1,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.
A technical report to demonstrate the implementation of the designs for a networked
system. The test plan created in the design should also be carried out and the test results
recorded.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.

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You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.
A written report to evaluate the topology selected for the development of the networked
system, as well as an evaluation of the implemented network.
The recommended word limit is 1,000–1,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

LO1 Examine networking principles and their protocols

LO2 Explain networking devices and operations
LO3 Design efficient networked systems
LO4 Implement and diagnose networked systems.

Transferable skills and competencies developed

Computing-related cognitive skills

● Computational thinking (including its relevance to everyday life)
● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Use such knowledge and understanding in the modelling and design of computer-based
systems for the purposes of comprehension, communication, prediction and the
understanding of trade-offs
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems.
Computing-related practical skills
● The ability to specify, design and construct reliable, secure and usable computer-based
systems
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem

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 ● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Self-management: self-awareness and reflection; goal setting and action planning
● Independence and adaptability; acting on initiative; innovation and creativity
● Interaction: reflection and communication
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed.

Vocational scenario

You are a Junior Network Administrator at Swift & Bacon Publishers (SBP) Ltd, a medium-
sized company that deals with the publication of books and journals for the scientific and
technical community. Books are published both as physical and electronic copies.
SBP Ltd is currently situated in two office buildings and contains four Publishing Teams that
deal with subject-specific material: a team for Computer Science and Engineering, a team for
Maths and Physics, a team for Biological and Chemical sciences and a team for the
Biomedical Sciences.
Each Publishing Team has a Publishing Team Leader (PTL), and up to 20 Publishing Editors
(PE). Each team has their own secured area on the network. Each PE has access to their own
content only, as well as any shared team documentation, but they do not have access to any
other documentation.
The PTL can access all material for that team. There is an area for SBP company
documentation that anyone can view.
SBP receives manuscripts securely from their authors into an encrypted Public Repository
Server (PRS) located on the premises. The manuscripts are then extracted from this
repository by one of the four PTLs, who then assigns the manuscript to the PE.
All documentation and office software are located on a company file server.
Once a manuscript has been reviewed, it is uploaded to the Secure Publishing Server (SPS)
where the content is either sent electronically to an external printing company or is
available for download by paying customers.
SBP also maintains a team of three Network Administrators who have full admin access to
the entire network.
There is also a Senior Publishing Manager and CEO who have access to all company
documentation.

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Since the 2020 pandemic, the company has realised that a hybrid working model is now
most effective for their employees. SBP is planning to close one office building completely to
allow staff to work from home if they choose.
SBP wants to set up their remaining building in the following physical configuration.
● The PRS and SPS servers are in a data centre on the top floor
● The middle floor is a suite of five public meeting rooms with full wired and wireless
access
● The Network Server Room containing the company network and email servers is on the
middle floor
● The network administrators are also located on the middle floor
● One network administrator must be present in the building each day. The on-site
network administrator uses a desktop machine for server administration
● The ground floor is to be a collection of 20 open-plan ‘hot desks’ where employees who
choose to come into work can go to any desk, plug their laptop into the cabled network
and begin working.
To facilitate working from home the company wants the following.
● Each employee is to be issued with a company laptop
● The laptop will contain a software firewall, as well as VPN client
● Employees will store company data on the company fileservers
● A high-throughput VPN server will need to be installed and configured to allow secure
connectivity for all remote working employees
● The security model of all company data must be preserved
● All office software must be accessed using a cloud-based delivery model, e.g. Google
Docs, Office 365
● Each employee is to be based in mainland UK.
SBP also wants to explore moving the company data located on the fileserver to a cloud-
based offering such as SharePoint or Google Workspace, but they are also happy to
maintain a fileserver within the data centre if necessary.
The SBP network requirements are that:
● the data centre can handle high-volume traffic of data from inside and outside the
organisation
● the ground and middle floors have a mixture of wired and wireless connectivity
● all Publishing Teams are isolated from each other
● there is proper consideration given to network security to minimise a data breach
● a firewall will need to be installed and configured to allow inbound and outbound traffic
● there is no lag of data traffic between floors and no connectivity ‘dead spots’
● any data sent to a cloud server or stored on the RPS server is encrypted

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 ● there are robust backup facilities in place for the SBP data in case of a data loss or
security breach
● the current network security model for teams and employees is preserved even though
employees are working from home.
The SBP CEO and Senior Network Administrator has asked you to design and build a virtual
network solution that will fulfill the company requirements. This will help SBP to identify any
potential issues in the requirements before spending money on closing a building and
reorganising the remaining building layout and employee requirements.
In addition, SPB wants you to create a presentation for them, showing the range of available
networking topologies, protocols, hardware and software, to demonstrate that you have the
breadth of knowledge available to you before you begin the design task.

Assignment activity and guidance

Activity 1
Produce a formal presentation (with supporting notes) for the CEO and Senior Network
Administrator of SBP Ltd that explains the core principles of networks and networking
protocols. The presentation will also include a discussion of the range of network hardware
and software available to the systems developer.
Your presentation should include:
● a discussion of the benefits and constraints of different network types, e.g. wired,
wireless, hybrid
● a discussion of the benefits and constraints of different network standards, e.g. OSI,
TCP/IP, 802.x
● an explanation of the impact of network topology, communication and bandwidth
requirements, identifying the advantages and disadvantages of each to a network design
● an assessment of common networking principles and how network protocols, e.g. IPv4,
IPv6, HTTPS, can enable an effective networked system
● a discussion of the operating principles of networking devices and network server types,
e.g. routers, switches, firewalls, repeaters, bridges, IoT gateways, domain, web, file and
database servers, access permissions
● a discussion of how workstation hardware and the relevant networking software depend
on each other.
Activity 2
You are required to design a networked solution for the requirements specified by SBP Ltd.
You should make use of whichever design tools and techniques are most appropriate for
your network and for the nature of the networked solution. You should produce your
evidence as an implementation plan.
Your implementation plan should include the following.

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● The design of the network, including any networking hardware, software, network
addresses and devices and users, including any network sub domains as well as the
physical location of these devices within the organisation
● Any device configuration and security considerations should be included
● The design of a maintenance schedule to support the networked system
● A test plan covering all areas of the networked system requirements, indicating the test
action, test data and expected results
● Feedback from a range of users on the effectiveness of the solution design
● An analysis of the user feedback with the aim of optimising the design and improving the
efficiency of the networked solution
● A clear explanation of how the network designs have been optimised and improved
● An explanation of the range of network server types available required by the SBP
scenario and a recommended selection
● A justification of the recommended server selection, with specific focus on cost and
performance optimisation.
Activity 3
You are required to implement a virtual networked solution for the requirements specified
by SBP Ltd. You should make use of whichever virtual network simulator is most
appropriate for your optimised network design and for the nature of the networked
solution. You should produce your evidence as a technical report.
Your report should include:
● clear evidence for the implementation of the optimised design, for example screenshots,
configuration files, annotated and verified demonstration evidence, network monitoring
reports
● a test plan implementation, using the test plan designed in Activity 2, clearly
documenting the test results against the expected results
● an analysis of the results of the test plan and, based on this, recommendations of
potential enhancements for the networked system.
Activity 4
Write an evaluative report for the CEO and Senior Network Administrator of SBP Ltd that
provides a reflective overview of the selected topology as well as the network design and
implementation.
Your report should include:
● an evaluation of network topology and any protocols selected for the given SBP scenario
● an evaluation of how the topology and protocols demonstrate the efficient use of a
networking system
● a critical reflection on the final implemented network and design
● a critical reflection of the decisions made to enhance the network design and the
implemented solution.

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 Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
https://blog.netwrix.com/ (2022) Network Devices Explained [online] Available at:
https://blog.netwrix.com/2019/01/08/network-devices-explained/ [Accessed 1 August 2022]
https://www.checkpoint.com/ (n.d.) What is a Firewall? [online] Available at:
https://www.checkpoint.com/cyber-hub/network-security/what-is-firewall/ [Accessed 1
August 2022]
https://www.checkpoint.com/ (n.d.) What is an IoT Gateway? [online] Available at:
https://www.checkpoint.com/cyber-hub/network-security/what-is-iot/what-is-an-iot-
gateway/ [Accessed 1 August 2022]
https://www.cloudflare.com/en-gb/ (n.d.) A global network built for the cloud [online] Available
at: https://www.cloudflare.com/en-gb/learning/network-layer/internet-protocol/ [Accessed 1
August 2022]
https://www.comparitech.com/ (2020) Variable Length Subnet Mask (VLSM) Tutorial [online]
Available at: https://www.comparitech.com/net-admin/variable-length-subnet-mask-vlsm-
tutorial/ [Accessed 1 August 2022]
https://www.comptia.org/ (n.d.) What Is a Network Protocol, and How Does It Work? [online]
Available at: https://www.comptia.org/content/guides/what-is-a-network-protocol [Accessed
1 August 2022]
https://www.ibm.com/uk-en (2021) Networking [online] Available at:
https://www.ibm.com/uk-en/cloud/learn/networking-a-complete-guide [Accessed 1 August
2022]
https://www.ibm.com/uk-en (2022) TCP/IP protocols [online] Available at:
https://www.ibm.com/docs/en/aix/7.2?topic=protocol-tcpip-protocols [Accessed 1 August
2022]
https://www.lifewire.com/ (2022) What Is Bandwidth? Definition, Meaning, and Details [online]
Available at: https://www.lifewire.com/what-is-bandwidth-2625809 [Accessed 1 August
2022]
https://www.ncsc.gov.uk/ (2019) Secure design principles [online] Available at:
https://www.ncsc.gov.uk/collection/cyber-security-design-principles [Accessed 1 August
2022]
https://www.serverwatch.com/ (2021) Network Server [online] Available at:
https://www.serverwatch.com/servers/network-server/ [Accessed 1 August 2022]
https://www.techtarget.com/ (2022) IoT gateway [online] Available at:
https://www.techtarget.com/iotagenda/definition/IoT-gateway [Accessed 1 August 2022]
https://www.univention.com/ (2022) Brief Introduction: DHCP and DNS [online] Available at:
https://www.univention.com/blog-en/brief-introduction/2019/03/brief-introduction-dhcp-
dns/ [Accessed 1 August 2022]

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Virtual Network Simulators:
https://www.adobe.com/ (n.d.) DNS/DHCP/EMAIL VIA PACKET TRACER [online] Available at:
https://express.adobe.com/page/7ogipygZfOh0B/ [Accessed 1 August 2022]
https://techgenix.com/ (2019) Tips and tools for simulating a complex network in a virtual lab
[online] Available at: https://techgenix.com/simulating-network-in-virtual-lab/ [Accessed 1
August 2022]
https://www.eve-ng.net/ (2022) EVE - The Emulated Virtual Environment For Network, Security
and DevOps Professionals [online] Available at: https://www.eve-ng.net/ [Accessed 1 August
2022]
https://www.gns3.com/ (2022) The software that empowers network professionals [online]
Available at: https://www.gns3.com/ [Accessed 1 August 2022]
https://www.netacad.com/ (n.d.) Cisco Packet Tracer [online] Available at:
https://www.netacad.com/courses/packet-tracer [Accessed 1 August 2022]
Journal articles
Agyemang, J., Kponyo, J. and Klogo, G., 2022. The State of Wireless Routers as Gateways for
Internet of Things (IoT) Devices. [online] Pubs.sciepub.com. Available at:
<http://pubs.sciepub.com/iscf/6/1/2/index.html> [Accessed 1 August 2022].
Oje, A. (2021) Optimization and analysis of the packet switched network with focus on the 3G
network. Journal of Physics: Conference Series, Volume 1734, International Conference on Recent
Trends in Applied Research doi:10.1088/1742-6596/1734/1/012037 Available at:
https://iopscience.iop.org/article/10.1088/1742-6596/1734/1/012037/meta [Accessed 1
August 2022].
Tyagi, A. (2020) TCP/IP Protocol Suite. International Journal of Scientific Research in Computer
Science Engineering and Information Technology doi:10.32628/CSEIT206420 Available at:
https://www.researchgate.net/publication/346829282_TCPIP_Protocol_Suite [Accessed 1
August 2022].
Van der Toorn et al. (2022) Addressing the challenges of modern DNS a comprehensive
tutorial. Computer Science Review, Volume 45, 2022, 100469,
https://doi.org/10.1016/j.cosrev.2022.100469
Xu, G. (2021) Research on the Application of the IPv6 Network Protocol. Journal of Physics:
Conference Series doi:10.1088/1742-6596/2031/1/012040 Available at:
https://iopscience.iop.org/article/10.1088/1742-6596/2031/1/012040/pdf [Accessed 1 August
2022].
ZHUKOVYTS’KYY, Igor & PAKHOMOVA, Victoria. (2018). Research of token ring network
options in automation system of marshalling yard. Transport Problems. 13. 149-158.
doi:10.20858/tp.2018.13.2.14.
Reading:
Bonaventure, O. (2011) Computer Networking: Principles, Protocols and Practice, The Saylor
Foundation, Available at: https://resources.saylor.org/wwwresources/archived/site/wp-
content/uploads/2012/02/Computer-Networking-Principles-Bonaventure-1-30-31-OTC1.pdf

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44 Authorised Assignment Briefs – Issue 1 – August 2022 © Pearson Education Limited 2022
 Burgess, M. (2003) Principles of Network and System Administration. 2nd edn. John Wiley and
Sons Ltd.
Donahue, G. A. (2011) Network Warrior. 2nd edn. O'Reilly Media.
Goransson, P. Black, C. et al (2016) Software Defined Networks: A Comprehensive Approach.
2nd edn. Morgan Kaufmann
Limoncelli, T. and Hogan, C. (2001) The Practice of System and Network Administration.
Addison-Wesley.
Lowe, D. (2005) Networking All-in-One Desk Reference for Dummies. 2nd edn. Hungry Minds
Inc.
Morgan Kaufmann. Hallberg, B. (2005) Networking: A Beginner’s Guide. 4th edn.
Osborne/McGraw-Hill US.
Olifer, N. and Olifer, V. (2005) Computer Networks: Principles, Technologies and Protocols for
Network Design. John Wiley and Sons Ltd.
Stallings, W. (2003) Data and Computer Communications. 7th edn. (Prentice Hall).
Tanenbaum, A. (2002) Computer Networks. Prentice Hall PTR.
HN Global
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine networking principles and their protocols

P1 Discuss the benefits and M1 Assess common LO1 & LO2
constraints of different networking principles and D1 Evaluate the topology
network types and how protocols enable the protocol selected for a given
standards. effectiveness of networked scenario and how it
systems. demonstrates the efficient
P2 Explain the impact of
network topology, utilisation of a networking
communication and system.
bandwidth requirements.
LO2 Explain networking devices and operations
P3 Discuss the operating M2 Explore a range of
principles of networking server types and justify the
devices and server types. selection of a server for a
P4 Discuss the given scenario, regarding
interdependence of cost and performance
workstation hardware and optimisation.
relevant networking
software.
LO3 Design efficient networked systems
P5 Design a networked M4 Recommend potential LO3 & LO4
system to meet a given enhancements for the D2 Critically reflect on the
specification. networked systems. implemented network, including
P6 Design a maintenance the design and decisions made
schedule to support the to enhance the system.
networked system.
LO4 Implement and diagnose networked systems.
P7 Implement a networked M4 Recommend potential
system based on a enhancements for the
prepared design. networked systems.
P8 Document and analyse
test results against
expected results.

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Unit 3: Professional Practice

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 3: Professional Practice

Title

Academic Year

Unit Tutor

Assignment Title We do Conferences! Events planning

Issue Date

Submission Date

Submission Format

A proposal pack presenting the detailed plan with necessary research about holding a
conference.
The recommended length is 10–15 A4-sized pages although you will not be penalised for
going under or exceeding the total word limit. You may attach an appendix with additional
details and be generous with the use of figures and graphics.
The pack should be accompanied by a meeting log with a brief synopsis of the regular group
meetings held by your group for this project. The pack can be presented in the form of a
variety of documents such as fliers, posters, timetables, written proposal structure,
presentation, desktop publishing documents, etc.
An individual written evaluative report
The report should discuss and critically analyse your role in and contribution to your team’s
group project. Identify and suggest opportunities for future growth and personal
development.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
going under or exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using an appropriate referencing.
system.

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An Individual Continuing Professional Development (CPD) Personal Plan
You are required to examine the need for continuing professional development (CPD) and
its role in the workplace and for higher-level learning. You need to do so in the context of
the present exercise of developing a proposal for a conference and presenting it your client.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
going under or exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using an appropriate referencing
system.

Unit Learning Outcomes

LO1 Demonstrate a range of interpersonal and transferable communication skills to a

target audience
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios
LO3 Discuss the importance and dynamics of working within a team and the impact of
team working in different environments
LO4 Examine the need for continuing professional development (CPD) and its role within
the workplace and for higher-level learning.

Transferable skills and competencies developed

Computing-related cognitive skills

● Problem solving and critical analysis
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Deploy appropriate theory, practices and tools for the design, implementation and
evaluation of computer-based systems
● Analysing facts and circumstances to determine the cause of a problem and identifying
and selecting appropriate solutions
● Research for evidence-based decision making
● Conceptual and critical thinking, analysis, synthesis and evaluation
● Support, manage and communicate change by identifying barriers and overcoming them
● Producing reports, providing management information based on the collation, analysis
and interpretation of data.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem

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 ● The ability to plan and manage projects to deliver computing systems within constraints
of requirements, timescale and budget
● The ability to recognise any risks and safety aspects that may be involved in the
deployment of computing systems within a given context
● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions within the constraints of a
budget.
Generic skills for employability
● Effective teamworking and group communication, role development, capitalising
expertise of each member to inform good decision making
● Time management, planning ahead and work cooperatively to assign tasks, assess
progress and deliver on time
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed).

Vocational scenario

You work in a team of junior business analysts at We do Conferences!, a consulting

company that specialises in organising events and conferences for selective clients. Your
role encompasses:
● documenting business problems and user needs, creating solution requirements
aligning to best practice, and presenting them in a meaningful and logical way
appropriate to the audience
● investigating business situations and analysing problems and opportunities for
improvement; you investigate and analyse business processes and understand data and
business information needs
● interacting with stakeholders through leading workshops, conducting interviews and
using other techniques to understand the business problems and user needs effectively.
The company has been approached by a client called Blackhole Explorations. Blackhole
Explorations is a relatively new venture based on the idea of commercial space exploration
and tourism. They are working on developing their own space vehicles, satellites and launch
technologies but also work with existing national and commercial space organisations and
companies and the network of existing spaceports for launches. They would like your
company to advise them on organising a conference on a particular area of commercial
space exploration and space tourism, and then coordinate the organisation of the
conference.
The client has set certain high-level requirements for the conference.

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● They would like the conference to be between 3 to 5 days and have both public and
closed invited sessions
● They would like to have at least a day for a public exposition where companies and
organisations have stalls showcasing their technology and wares for the public, investors
and other clients
● On other days, they would like a number of sessions with presentations around various
topics
● There will be specialised workshops on particular topics, with their own sessions and
organisation committees as well as discussion panels. Some sessions will have an hour-
long presentation by eminent personalities (known as keynote speakers) which will be
an hour long
● The other presentations could be peer-reviewed research papers on the topic of the
session, or invited presentations, and should ideally be around 30 minutes
● There should be at least one conference dinner but also provisions for other engaging
social activities and regular refreshments and tea/coffee breaks
● The attendance capacity of the exposition, workshops or technical sessions will be
determined by the location, but the client hopes the public exposition can accommodate
a few hundred and the technical sessions between 50 to 100 attendees
● Attendance at the conference should be by paid registration or an invitation (without
fee) by the organisers
● The registrations should be flexible and have provision to be on multiple tiers (e.g. for
just the exposition, or the exposition plus the technical sessions, or just for particular
days, special rates for students etc)
● The rates should be set in accordance with the expected attendance
● The client would also like the conference to be self-funded or even profit making, with
some part of it covered by sponsorships that are to be sought from various stakeholders
● There should be provision for live streaming the talks and the workshops to maximise
the number of registrants. The rate should be set based in accordance with the expected
uptake
● Pay special attention to developing a contingency plan for things which could possibly go
wrong.
As a team, your task is to prepare and present a brief for the client towards planning and
organising the said conference involving various stakeholders (public, private etc.) with
details on proposed locations, feasibility, organisation, committees, and an execution plan.
You should also have a plan for training the client’s organisation on the actual conduct of
the conference.

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 Assignment activity and guidance

Activity 1
Conference Proposal Pack
A proposal pack prepared by your group with a detailed plan, having the necessary research
about holding a conference for Blackhole Explorations, on a particular selected area related
to space exploration and space tourism.
Prepare a comprehensive proposal pack along the following lines.
● Choose an area of space exploration and space tourism. The proposal should be focused
on developing a conference in that area for Blackhole Explorations, assuming the active
participation of the client (the client will need training for some parts, e.g. as members of
committees evaluating submissions by prospective participants)
● Demonstrate effective design and delivery in planning the conference for the client. Use
multiple/different communication styles and formats
● Research and demonstrate the use of different problem-solving techniques for the
design and delivery of the conference.
● Justify the use and application of a range of methodologies in the design and delivery of
the conference. Demonstrate that critical reasoning has been applied in the justification
of the choices you make
● The proposal should have suggested schedules and timelines with justifications.
Demonstrate effective time-management skills in planning of the conference
● Design a professional schedule to support the planning of the conference. Use project
management software to convey the schedule. Plan for contingencies and justify the
time allocated to various activities
● The proposal should be well structured, using clear headers and sections
● The proposal should lay down criteria meeting which would be considered a success and
suggest plans to achieve them
● The proposal should be detailed and suggest possible options and scenarios for the
client to choose from.
The group will be expected to meet at regular intervals for the purpose of developing this
proposal. A meeting log should be kept with a brief synopsis of each meeting (a page or
less per meeting). For ease, you may want to decide on a structured format for the log to
follow throughout. The meeting log should be attached to the proposal.
Activity 2
Evaluation and Reflection Report
Produce an evaluative report that discusses and critically analyses your role and
contribution in your team’s group project, the performance of your group and the role of
teamwork. The report should evaluate the delivery of the conference proposal to Blackhole
Explorations.
The report should include:

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● evaluation of your role and contribution to your team’s group conference pack
preparation
● evaluation of the application of your and your group members’ interpersonal skills and
its effectiveness in the design of the conference pack
● evaluation of the overall success of the preparation of the conference pack, in terms of
how well critical reasoning and thinking were applied to achieve the end goal
● discussion of the importance of team dynamics in the success and/or failure of the
planned conference. Were there any specific aspects of this assignment where you felt
the team dynamics were particularly important?
● analysis of the team dynamics for your group in terms of the major and minor roles that
different team members had. Discuss the effectiveness of this organisation and of
teamwork in achieving your goals.
Activity 3
Continuing Professional Development: Personal Plan
You are required to examine the need for continuing professional development (CPD) and
its role in the workplace and for higher-level learning. You need to do so in the context of
the present exercise of developing a proposal for a conference and presenting it your client.
The plan should:
● discuss the importance of CPD and its possible contribution to your learning and
motivation
● review different motivational theories, the impact they can have on workplace
performance and how it applied in the present case; justify the role of CPD and
development planning in building motivation
● in view of your experience with the present exercise of developing a conference pack for
your client, produce a development plan that outlines responsibilities, performance
objectives and required skills for future goals
● What could you do to improve your contribution and team participation and how could
CPD (continuing professional development) contribute to your aims? How would you
measure this? Evaluate a range of evidence criteria that is used as a measure for
effective CPD.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
http//www.conferenceconsultants.com/ (n.d.) Conference Consultants Worldwide [online]
Available at: http//www.conferenceconsultants.com/ [Accessed 1 August 2022]
https://aerospace.csis.org/ (2022) Spaceports of the World [online] Available at:
https://aerospace.csis.org/data/spaceports-of-the-world/ [Accessed 1 August 2022]
https://asq.org/ (2022) WHAT IS PROJECT MANAGEMENT? [online] Available at:

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 https://asq.org/quality-resources/project-management [Accessed 1 August 2022]
https://fellow.app/ (2021) Team Roles and Responsibilities: How to Effectively Define Them
[online] Available at: https://fellow.app/blog/productivity/how-to-effectively-define-team-
roles-and-responsibilities/ [Accessed 1 August 2022]
https://kissflow.com/ (2022) Dependencies in Project Management – A Complete Guide [online]
Available at: https://kissflow.com/project/dependencies-in-project-management/ [Accessed
1 August 2022]
https://www.peoplegoal.com/ (2022) 6 Reasons Why Development Planning is Important
[online] Available at: https://www.peoplegoal.com/blog/development-planning [Accessed 1
August 2022]
https://www.projectmanager.com/ (2022) 20 Must-Have Project Management Excel Templates
and Spreadsheets [online] Available at: https://www.projectmanager.com/blog/8-must-pm-
excel-templates [Accessed 1 August 2022]
Scientific Conference example (2022) ACM Symposium on Principles of Distributed Computing
[online] Available at: https://www.podc.org/ [Accessed 1 August 2022]
Scientific Conference examples (2022) The International Professional Development Association
[online] Available at: https://ipda.org.uk/ [Accessed 1 August 2022]
Journal articles:
Imam, H. & Zaheer, M. (2021) Shared leadership and project success: The roles of knowledge
sharing, cohesion and trust in the team. International Journal of Project Management, Volume
39, Issue 5, 2021, pp. 463-473, ISSN 0263-7863,
https://doi.org/10.1016/j.ijproman.2021.02.006.
Reading:
Aspire Training and Consulting, (n.d.) E-book on Professional Development. Available at:
https://aspire-solidus-production.s3-ap-southeast-
2.amazonaws.com/assets/CXPRP003/samples/CXPRP003.pdf [Accessed 1 August 2022]
Chris Croft (2022) Project Management QuickStart Guide: The Simplified Beginner’s Guide to
Precise Planning, Strategic Resource Management, and Delivering World Class Results. QuickStart
Guides™ - Business
Cottrell, S. (2001) Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd edn.
Palgrave Macmillan.
Forde, C. et al (2006) Professional Development, Reflection and Enquiry. Sage Publications.
Megginson, D. and Whitaker, V. (2007) Continuing Professional Development. 2nd edn.
Chartered Institute of Personnel and Development.
MindTools Ltd (2014) E-book on Personal Development Plan. Available at:
https://www.mindtools.com/courses/lnV924x0/PersonalDevelopmentPlanning.pdf
[Accessed 1 August 2022]
Plunkett Foundation (n.d.) E-book on Planning a community event. Available at:
https://plunkett.co.uk/wp-content/uploads/planning_a_community_event_ebook_0.pdf
[Accessed 1 August 2022]

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Winstanley, D. (2005) Personal Effectiveness: A guide to action. Chartered Institute of
Personnel and Development.
HN Global:
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Demonstrate a range of interpersonal and
transferable communication skills to a target audience
P1 Demonstrate effective M1 Design a professional D1 Evaluate the effectiveness
design and delivery of a schedule to support the and application of interpersonal
training event for a given planning of an event, to skills used in the design and
target audience, using include contingencies and delivery of a training event.
different communication justifications of time
styles and formats. allocated.
P2 Demonstrate effective
time-management skills in
planning an event.
LO2 Apply critical reasoning and thinking to a range of
problem-solving scenarios
P3 Demonstrate the use of M2 Research the use of D2 Evaluate the overall success
different problem-solving different problem-solving of the event delivered, in terms
techniques in the design techniques used in the of how well critical reasoning and
and delivery of an event. design and delivery of an thinking were applied to achieve
event. the end goal.
P4 Demonstrate that
critical reasoning has been M3 Justify the use and
applied to the design and application of a range of
delivery of the event. methodologies in the
design and delivery of an
event.

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Pass Merit Distinction
LO3 Discuss the importance and dynamics of working
within a team and the impact of team working in
different environments
P5 Discuss the importance M4 Analyse team D3 Critically evaluate your own
of team dynamics in the dynamics, in terms of the role and contribution to a group
success and/or failure of roles that group members scenario.
group work. play in a team and the
effectiveness in terms of
P6 Work in a team to
achieving shared goals.
achieve a defined goal.
LO4 Examine the need for Continuing Professional
Development (CPD) and its role within the workplace and
for higher-level learning.
P7 Discuss the importance M5 Analyse the influence D4 Evaluate a range of evidence
of CPD and its contribution elite sport can have on criteria that is used as a measure
to own learning and mass participation, and the for effective CPD.
motivation. impact of mass
participation on elite sport
P8 Review different
motivational theories and M5 Justify the role of CPD
the impact they can have and development planning
on performance in the in building motivation.
workplace.
P9 Produce a development
plan that outlines
responsibilities,
performance objectives
and required skills for
future goals.

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Unit 3 & 13: Professional Practice &
Website Design &
Development

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 3: Professional Practice

Title
Unit 13: Website Design & Development

Academic Year

Unit Tutor

Assignment Title Web Development and Professional Practice

Issue Date

Submission Date

Submission Format

A proposal pack presenting the detailed plan with necessary research on holding a
conference.
The recommended length is 10–15 A4-sized pages, although you will not be penalised for
going under or exceeding the total word limit. You may attach an appendix with additional
details and be generous with the use of figures and graphics.
The pack should be accompanied by a meeting log with a brief synopsis of the regular
group meetings held by your group for this project. The pack can be presented in the form
of a variety of documents such as fliers, posters, timetables, written proposal structure,
presentation, desktop publishing documents, etc.
An individual written report that explores and highlights key information on the
technologies that could be utilised to develop, host and manage the website for Blackhole
Explorations.
The recommended word limit is 2,000–2,500 words, although you will not be penalised for
exceeding the total word limit.

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You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.
Website Design Documentation
You will produce solution design documents to meet the requirements of the given
problem, including requirements specifications, and visual and technical design
documentation details of additional considerations.
Your development documentation will include records of the test plan and review processes
and refinements made to the website throughout development.
The recommended word limit is 2000–2,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.
An individual written evaluative report to discuss and critically analyse your role in and
contribution to your team’s group project. You should identify and suggest opportunities for
future growth and personal development.
The report should also evaluate the design and development process of constructing the
website for Blackhole Explorations, as well as justifying the choice of any selected
technology.
The recommended word limit is 2,000–2,500 words, although you will not be penalised for
going under or exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using an appropriate referencing
system.
An individual Continuing Professional Development (CPD) Personal Plan to examine
the need for continuing professional development (CPD) and its role in the workplace and
for higher-level learning. You need to do so in the context of the present exercise of
developing a proposal for a conference and presenting it your client.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
going under or exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using an appropriate referencing
system.

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 Unit Learning Outcomes

Unit 3
LO1 Demonstrate a range of interpersonal and transferable communication skills to a
target audience
LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios
LO3 Discuss the importance and dynamics of working within a team and the impact of
team working in different environments
LO4 Examine the need for continuing professional development (CPD) and its role within
the workplace and for higher-level learning.
Unit 13
LO1 Explain server technologies and management services associated with hosting and
managing websites
LO2 Categorise website technologies, tools and software used to develop websites
LO3 Utilise website technologies, tools and techniques with good design principles to
create a multipage website
LO4 Create and use a Test Plan to review the performance and design of a multipage
website.

Transferable skills and competencies developed

Computing-related cognitive skills

● Computational thinking (including its relevance to everyday life)
● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Use such knowledge and understanding in the modelling and design of computer-based
systems for the purposes of comprehension, communication, prediction and the
understanding of trade-offs
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Analyse the extent to which a computer-based system meets the criteria defined for its
current use and future development
● Deploy appropriate theory, practices and tools for the design, implementation and
evaluation of computer-based systems.
Computing-related practical skills
● The ability to specify, design and construct reliable, secure and usable computer-based
systems
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem

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● The ability to plan and manage projects to deliver computing systems within constraints
of requirements, timescale and budget
● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Self-management: self-awareness and reflection; goal setting and action planning
● Independence and adaptability; acting on initiative; innovation and creativity
● Interaction: reflection and communication
● Team working and management
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed.

Vocational scenario

You are a part team of junior business analysts and web developers at We do Conferences!
a consulting company that specialises in organising events and conferences for selective
clients, as well as designing, building and hosting the websites for the conference. Your role
encompasses:
● documenting business problems and user needs, creating solution requirements
aligning to best practice, and presenting them in a meaningful and logical way
appropriate to the audience
● investigating business situations, analysing problems and opportunities for
improvement; you investigate and analyse business processes and understand data and
business information needs
● interacting with stakeholders through leading workshops, conducting interviews and
using other techniques to understand the business problems and user needs effectively.
The company also plans, designs and builds feature-rich, dynamic multipage websites for
the conference that allow members of the public to view information about the conference
and register their interest. The websites are designed to meet the needs of the client and
deliver an effective user experience.
The company is responsible for:
● creating the look, feel and content of the website
● all the technical aspects associated with hosting a website such as performance,
capacity, traffic

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 ● integrating graphics, audio and video in order to create dynamic user content
● creating custom server and client-side scripts
● getting the sites to work with operating systems, database and application servers.
The company has been approached by a client called Blackhole Explorations. Blackhole
Explorations is a relatively new venture based on the idea of commercial space exploration
and tourism. They are working on developing their own space vehicles, satellites, and launch
technologies but also work with existing national and commercial space organisations and
companies, and the network of existing spaceports for launches.
They would like your company to advise them on organising a conference on a particular
area of commercial space exploration and space tourism, and then coordinate the
organisation of the conference.
The client has set certain high-level requirements for the conference.
● They would like the conference to be between 3 to 5 days and have both public and
closed invited sessions.
● They would like to have at least a day for a public exposition where companies and
organisations have stalls showcasing their technology and wares for the public, investors
and other clients.
● On other days, they would like a number of sessions with presentations on various
topics.
● There will be specialised workshops on particular topics with their own sessions and
organisation committees as well as discussion panels. Some sessions will have hour-long
presentations by eminent personalities (known as keynote speakers)
● The other presentations could be peer-reviewed research papers on the topic of the
session or invited presentations, and should ideally bearound 30 minutes.
● There should be at least one conference dinner but also provisions for other engaging
social activities and regular refreshments and tea/coffee breaks
● The attendance capacity of the exposition, workshops or technical sessions will be
determined by the location, but the client hopes the public exposition can accommodate
a few hundred and the technical sessions between 50 to 100 attendees
● Attendance at the conference should be by paid registration or an invitation (without
fee) by the organisers
● The registrations should be flexible and have provision to be on multiple tiers, e.g. for
just the exposition, or the exposition plus the technical sessions, or just for particular
days, special rates for students etc
● The rates should be set in accordance with the expected attendance
● The client would also like the conference to be self-funded or even profit making, with
some part of it covered by sponsorships that are to be sought from various stakeholder
● There should be provision for live streaming the talks and workshops, to maximise the
number of registrants. The rate should be set in accordance with the expected uptake

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 ● Pay special attention to developing a contingency plan for things which could possibly go
wrong.
As part of the Analysis Team, your task is to prepare and present a brief for the client on
planning and organising the conference, involving various stakeholders (public, private etc.)
with details on proposed locations, feasibility, organisation, committees, and an execution
plan. You should also have a plan on training the client’s organisation on the actual conduct
of the conference.
In addition to organising the conference, the company has been commissioned by Blackhole
Explorations to a develop a new multipage website that will promote the conference and
allow users to register their interest.
The company has asked you investigate the feasibility of hosting the site as well as to design
and build the site to support and promote the conference.
The owner of Blackhole Explorations and your line manager have provided you with some
additional information to help you design and create the website. This information should
be used alongside any additional research that you carry out.
Initial client requirements
Blackhole Explorations has requested a multipage website that will:
● promote the conference
● provide information about
o the overall format for each day
o the different sessions available and the keynote speakers
o the different companies present at the Exposition Day
o prices for each session and each day.
● allow customers to create an account to register for interest
● provide social features (e.g. forums, social media integration).
Additional Information
Prices and membership options
Platinum Member – full access to all events for each £350
day as well as any formal dinners
Gold Membership – full access to all events on each £250
day
Silver Membership – full access to all events over two £150
days
Day Pass – access to any event over a single day £100
Dinner Ticket – access to the formal evening dinner £125
Single Session Pass – access to any single public £35 per session
session or workshop
●
Companies Present for Exposition Day
Brilliant Optics A company that specialises in taking high-
resolution photographs in space

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 Flightsuits Inc A company that manufactures custom-
made spacesuits for space tourists
Veeger Intergalactic A company specialising in space tourism
Enterprise Travels Limited A company specialising in space tourism
Reliant Ventures Incorporated A company specialising in space tourism
Defiant Space Exploration A company specialising in space tourism
Grissom Galaxy Trips A company specialising in space tourism
Rocket XN Ltd A company that manufactures and hires
out reusable booster rockets for low
earth orbit
Asteroid Miners A company that is looking to mine near-
Earth asteroids for minerals and
resources

Blackhole Exploration Conference Timetable

Time Day 1 Day 2 Day 3 Day 4
Private Private
Public Session –
09:00– Session – Exposition Session –
The Cost of
10:00 Raising Day Safety and
Space Travel
Capital Insurance
Public Session – Public Public
10:00– Making Space workshop – Exposition Workshop –
11:00 Travel How to go Day How To Go
Accessible into Space Into Space
11:00– Exposition
Tea/Coffee Tea/Coffee Tea/Coffee
11:30 Day
Keynote Keynote Keynote
11:30– Exposition
Speaker – Dr Speaker – Dr Speaker –
12:30 Day
Scott Barrett Professor Kirk
Lunchtime Lunchtime
Lunchtime
Present- Presentation
Z12:30– Presentation – Exposition
ation – – Preparing
13:30 Mining Near Day
Reusing for Space
Earth Asteroids
Rockets Travel
Public
Public Session
13:30– Public Session – Session – Exposition
– Holidays on
14:30 Safety in Space Cost & Day
the Moon
Insurance
Keynote
Keynote Keynote
14:30– Speaker – Exposition
Speaker – Mr Speaker – Dr
15:30 Professor Day
Bashir Kim
Witney
15:30– Exposition
Tea/Coffee Tea/Coffee Tea/Coffee
16:00 Day
Private Public
Public
16:00– Session – Exposition Workshop –
Workshop –
17:00 Raising Day The Moon
Safety in Space
Capital and Beyond

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 Keynote Speaker Details
Name and Title Job Role/Position
Professor Bill Kirk (He/Him) Lecturer in Physiology and Biochemistry,
University of Aberdeenshire
Dr James Scott (He/Him) Senior Lecturer in Planetary Science, University
of Berkshire
Dr Christine Barrett (She/Her) Associate Chair of Astronomy, University of
Chelsea
Fadil Bashir, MBE (He/Him) CEO, Defiant Space Exploration
Professor Janice Witney Senior Lecturer in Engineering and Aeronautical
(She/Her) Science, Oxfordshire University
Dr Jenny Kim (They/Them), Chief Technical Officer, Rocket XN Ltd.
PhD, MSc

Assignment activity and guidance

Activity 1 (Unit 3: LO1, LO2, & LO3)

Conference Proposal Pack
A proposal pack prepared by your group, with a detailed plan that has necessary research
about holding a conference for Blackhole Explorations, on a particular selected area related
to space exploration and space tourism.
Prepare a comprehensive proposal pack along the following lines.
● The proposal should be focused on developing a conference for Blackhole Explorations,
assuming the active participation of the client (the client will need training for some
parts, e.g. as members of committees evaluating submissions by prospective
participants)
● Demonstrate effective design and delivery in planning the conference for the client. Use
multiple/different communication styles and formats
● Research and demonstrate the use of different problem-solving techniques for the
design and delivery of the conference
● Justify the use and application of a range of methodologies in the design and delivery of
the conference. Demonstrate that critical reasoning has been applied in the justification
of the choices you make
● The proposal should have suggested schedules and timelines with justifications.
Demonstrate effective time-management skills in planning of the conference
● Design a professional schedule to support the planning of the conference. Use project
management software to convey the schedule. Plan for contingencies and justify the
time allocated to various activities
● The proposal should be well structured using clear headers and sections
● The proposal should lay down criteria for meeting what would be considered successes
and suggest plans to achieve them
● The proposal should be detailed and suggest possible options and scenarios for the
client to choose from.

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 The group will be expected to meet at regular intervals for the purpose of developing this
proposal. A meeting log should be kept, with a brief synopsis of each meeting (maximum of
one page per meeting). For ease, you may want to decide on a structured format for the log
to follow throughout. The meeting log should be attached to the proposal.
Website Technology Investigation (Unit 13: LO1, LO2)
As the sole web developer assigned the task of building the conference website, you are to
produce a written report to explain server technologies and other services that are required
for We Do Conferences! to host and manage the conference website. In addition, you will
provide a review of the technologies that can be used to develop the conference website.
The report should include the following.
● An identification of the purpose and different types of DNS
● An explanation of how domain names are organised and managed
● An explanation of the relationships between hardware and software used to design,
publish and access the conference website, with consideration of:
o communication protocols (e.g. HTTPS, FTP)
o server hardware
o operating systems
o web server software (e.g. Apache, TomCat, IIS, Nginx).
● An analysis of how web development technologies and frameworks (e.g. HTML5, JSON,
JQuery, REACT, Angular, Node.js) have had an impact on web design, functionality and
management
● A review of the influence of search engines on website performance
● A review, supported by clear, well-documented evidence, of how to improve the index
value of a website through SEO
● A discussion of the capabilities and relationships of front-end and back-end website
technologies and how they relate to the presentation and application layers
● An analysis of the impact of different tools and techniques available on custom-built
website design and development
● A discussion of the differences between online website creation tools and custom-built
sites with consideration of:
o design flexibility
o performance
o functionality
o User Experience (UX)
o User Interface (UI).
Activity 2 (Unit 13: LO3 and LO4)
Design, Develop and Test the Website

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You are to design a multipage website solution that will meet the needs of the Blackhole
Explorations Conference website.
Your design documents should include:
● a full set of client and user requirements (e.g. functional and non-functional
requirements, user acceptance criteria)
● wireframes
● interface designs
● details of:
o networking and hosting considerations
o security features
o how accessibility and inclusivity guidelines will be implemented.
You should then use your design documents to implement a multipage website that will
meet the needs of Blackhole Explorations.
Your implementation should include the following.
● A branded, multipage website for the Blackhole Explorations Conference, supported by
realistic content from your additional research.
● The creation of a suitable test plan for the site. The test plan should identify key areas
that cover both the functionality and performance of the developed website
● An explanation of the web design principles, standards and guidelines used
● A justification of the implementation of the multipage website decisions against the
planned design decisions, noting any similarities or differences
● An implementation of the test plan against the final developed multipage website
● An analysis of the QA process, including a review of how it was implemented during the
design and development stages of the multipage website for Blackhole Explorations.
Activity 3 (Unit 3: LO1, LO2 and LO3, Unit 13: LO1, LO2, LO3 and LO4)
Evaluation and Reflection Report
Produce an evaluative report that discusses and critically analyses your role in and
contribution to your team’s group project, the performance of your group and the role of
teamwork. The report should evaluate the delivery of the conference proposal to Blackhole
Explorations.
The report should include the following.
● Evaluation of your role in and contribution to in your team’s group conference pack
preparation
● Evaluation of the application of your interpersonal skills and those of your group
members, and its effectiveness in the design of the conference pack
● Evaluation of the overall success of the preparation of the conference pack, in terms of
how well critical reasoning and thinking were applied to achieve the end goal

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 ● Discussion of the importance of team dynamics in the success and/or failure of the
planned conference. Were there any specific aspects of this assignment where you felt
the team dynamics were particularly important?
● Analysis of the team dynamics for your group in terms of the major and minor roles that
different team members had. Discuss the effectiveness of this organisation and of
teamwork in achieving your goals.
In addition, the report should discuss and critically evaluate the hardware and software
technologies chosen in the development, hosting and management of the conference
website by We Do Conferences! The report should also evaluate the design process and how
well the final website meets the needs of Blackhole Explorations.
The report should include the following.
● Justification of the chosen management services, tools and software from the range of
options presented in Activity 1 that was ultimately used in the development of the
conference website
● An evaluation of the design and development process of making the conference website,
compared to the original design document
● An evaluation of any specific technical challenges faced when creating the conference
website
● An evaluation of the results of the Test Plan and the overall success of the website
● A list of recommended improvements for the conference website, this could be based
on client feedback as well as the results of testing.
Activity 4 (Unit 3: LO4)
Continuing Professional Development (CPD): Personal Plan
You are required to examine the need for continuing professional development (CPD) and
its role in the workplace and for higher-level learning. You need to do this in the context of
the present exercise of developing a proposal for a conference and presenting it to your
client.
The plan should:
● discuss the importance of CPD and its possible contribution to your learning and
motivation
● review different motivational theories, the impact they can have on workplace
performance and how they apply in the present case; justify the role of CPD and
development planning in building motivation
● in view of your experience with the present exercise of developing a conference pack for
your client, produce a development plan that outlines responsibilities, performance
objectives and required skills for future goals
● Assess what could you do to improve your contribution and team participation and how
could CPD) contribute to your aims. How would you measure this? Evaluate a range of
evidence criteria used as a measure for effective CPD.

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Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Recommended resources can be found under the following Authorised Assignment Briefs:
Unit 3: Professional Practice
Unit 13: Website Design and Development

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Learning Outcomes and Assessment Criteria (Unit 3)

Pass Merit Distinction

LO1 Demonstrate a range of interpersonal and
transferable communication skills to a target audience
P1 Demonstrate effective M1 Design a professional D1 Evaluate the effectiveness
design and delivery of a schedule to support the and application of interpersonal
training event for a given planning of an event, to skills used in the design and
target audience, using include contingencies and delivery of a training event.
different communication justifications of time
styles and formats. allocated.
P2 Demonstrate effective
time-management skills in
planning an event.
LO2 Apply critical reasoning and thinking to a range of
problem-solving scenarios
P3 Demonstrate the use of M2 Research the use of D2 Evaluate the overall success
different problem-solving different problem-solving of the event delivered, in terms
techniques in the design techniques used in the of how well critical reasoning and
and delivery of an event. design and delivery of an thinking were applied to achieve
event. the end goal.
P4 Demonstrate that
critical reasoning has been M3 Justify the use and
applied to the design and application of a range of
delivery of the event. methodologies in the
design and delivery of an
event.

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Pass Merit Distinction
LO3 Discuss the importance and dynamics of working
within a team and the impact of team working in
different environments
P5 Discuss the importance M4 Analyse team D3 Critically evaluate your own
of team dynamics in the dynamics, in terms of the role and contribution to a group
success and/or failure of roles that group members scenario.
group work. play in a team and the
effectiveness in terms of
P6 Work in a team to
achieving shared goals.
achieve a defined goal.

LO4 Examine the need for Continuing Professional

Development (CPD) and its role within the workplace and
for higher-level learning.
P7 Discuss the importance M5 Justify the role of CPD D4 Evaluate a range of evidence
of CPD and its contribution and development planning criteria that is used as a measure
to own learning and in building motivation. for effective CPD.
motivation.
P8 Review different
motivational theories and
the impact they can have
on performance in the
workplace.
P9 Produce a development
plan that outlines
responsibilities,
performance objectives
and required skills for
future goals.

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Learning Outcomes and Assessment Criteria (Unit 13)

Pass Merit Distinction

LO1 Explain server technologies and management
services associated with hosting and managing websites
P1 Identify the purpose M1 Analyse the impact of LO1 & LO2
and types of DNS, includingcommon web development D1 Justify the technologies,
explanations on how technologies and management services, tools and
domain names are frameworks with regard to software chosen to realise a
organised and managed. website design, custom-built website.
functionality and
P2 Explain the purpose and
management.
relationships between
communication protocols, M2 Review the influence of
server hardware, operating search engines on website
systems and web server performance and provide
software with regard to evidence-based support for
designing, publishing and improving a site’s index
accessing a website. value and rank through
search engine optimisation.
LO2 Categorise website technologies, used to develop
websites
P3 Discuss the capabilities M3 Analyse a range of tools
and relationships between and techniques available to
front-end and back-end design and develop a
website technologies and custom-built website.
explain how they relate to
presentation and
application layers.
P4 Discuss the differences
between online website
creation tools and custom-
built sites with regard to
design flexibility,
performance, functionality,
User Experience (UX) and
User Interface (UI).

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Pass Merit Distinction
LO3 Utilise website technologies, tools and techniques
with good design principles to create a multipage
website
P5 Create a design M4 Justify the multipage D2 Evaluate the design and
document for a branded, website implementation development process of the
multipage website, decisions against the multipage website against the
supported with medium design document. design document including any
fidelity wireframes and a technical challenges faced.
full set of client and user
requirements.
P6 Use the design
document with appropriate
principles, standards and
guidelines to produce a
branded, multipage
website supported with
realistic content.
LO4 Create and use a Test Plan to review the
performance and design of a multipage website.
P7 Create a suitable test M5 Analyse the Quality D3 Evaluate the results of the
plan, identifying key Assurance (QA) process Test Plan and the overall success
performance areas to and review how it was of the multipage website with
review the functionality implemented during the recommendations for
and performance of the multipage website design improvement.
multipage website and development stages.
developed.

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Unit 4: Database Design &
Development

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 4: Database Design & Development

Title

Academic Year

Unit Tutor

Assignment Title Manzaneque Limited

Issue Date

Submission Date

Submission Format

The assignment submission is in the form of the following.

● A formal business proposal, including a database design document
● The recommended word limit is 1,500–2,000 words, although you will not be penalised
for exceeding the total word limit
● A finished functional relational database. Final working version in a format suitable to
be run and assessed for functionality – this could be as project/solution files or final
compiled executable
● A full Testing document
● Technical and User instructional videos for successful use of the database. Use
appropriate software and submit in a suitable format
● A written report to evaluate the database and its implementation
● The recommended word limit is 1,500–2,000 words, although you will not be penalised
for exceeding the total word limit.
All work must be supported with research and referenced using the Harvard referencing
system.

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Unit Learning Outcomes

LO1 Use an appropriate design tool to design a relational database system for a
substantial problem
LO2 Develop a fully-functional relational database system, based on an existing system
design
LO3 Test the system against user and system requirements
LO4 Produce technical and user documentation.

Transferable skills and competencies developed

Computing-related cognitive skills:

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Use such knowledge and understanding in the modelling and design of computer-based
systems for the purposes of comprehension, communication, prediction and the
understanding of trade-offs
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems.
Computing-related practical skills
● The ability to specify, design and construct reliable, secure and usable computer-based
systems
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Self-management: self-awareness and reflection; goal setting and action planning
● Independence and adaptability; acting on initiative; innovation and creativity

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 ● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed.

Vocational scenario

Manzaneque Limited is a large real estate company that specialises in residential,

commercial and industrial properties. It has a large IT function that supports development
of raw land, property management, brokerages, lending and other professional services
such as lawyers, interior designers and construction workers. Owing to further expansion, it
is setting up an IT Helpdesk to handle hardware and software problems concerning the IT
systems.
As a Database Developer, you have been tasked with designing and building the new
system. Your role includes designing, developing and implementing database systems
based on customer requirements. You are also responsible for optimising the database
system for performance efficiency, as well as testing and troubleshooting and performing
bug fixes.
System Required
When someone in the company has a problem, they can contact the helpdesk. One of the
helpdesk operators will attempt to deal with the enquiry, but if an immediate answer cannot
be given the problem is passed to one of several specialists.
An Information System is needed to log and track the helpdesk queries. This will enable
analysts to see how the equipment is performing overall, whether the helpdesk specialists
are sufficiently resourced to solve problems in an acceptable time and whether there are
subject areas where employee training is needed.
Proposed System Operation
● When a new call comes into the helpdesk, the names of the caller and helpdesk operator
are logged, along with the time of the call, the serial number of the computer and, if
relevant, the operating system and software being used
● The caller’s name will be checked against a register of all personnel to retrieve the
caller’s ID number, job title and department
● Their equipment will also be checked against a register of equipment to find the
equipment type and make. Their software will be checked to see if it is under a valid
license
● Every call is logged and each problem is given a problem number, which is supplied to
the caller so it can be quoted on any subsequent calls about the same problem
● The helpdesk operator will also record notes and descriptions of the problem. A reason
for each call is always recorded even if it is just a note to say how desperate the caller is
getting (e.g. in the case of a follow-up call)
● When a problem is first reported, the helpdesk operator will also allocate a problem
type, selecting it from a list of problem types. It is the skill of the operator to know what
problem type is most relevant and how specific the problem is

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● Some problem types are refinements of more general problem types and so it is
possible that the problem type allocation may be altered later if more information
becomes available
● When the problem area is identified the helpdesk operator can look up previous
problems of the same type to see if the problem has occurred before and, if so, how it
was resolved
● It is also possible to look up previous problems with the same equipment or from the
same caller to see if there were other related problems
● If the problem can’t be solved immediately, the helpdesk operator will use the system to
look up which specialist to refer the problem to
● Each specialist will be an expert in one or more problem types
● If there is no specialist listed for a more specific problem type, then a specialist from the
more general problem type will be used
● The system will also list how many problems the specialist is currently working on so
that if there is more than one specialist for a problem type, the specialist who is
currently the least loaded can be allocated
● When a problem is eventually resolved, the helpdesk operator or the specialist will log
the date and time it is resolved and record some indication of how the problem was
resolved and the time taken to resolve the problem.

Assignment activity and guidance

Based on the Help Desk scenario you will need to:

1) Create a formal business proposal for Manzaneque Limited. It should include user
and system requirements that develop a fully functional design of the relational
database for the IT helpdesk system, including ERDs, normalisation, data validation,
output designs and interface diagrams evaluating the reasons that the design will
meet the requirements as given effectively
2) Create and fully implement the database Help Desk system for Manzaneque Limited,
according to your design, including user interface, inputs, outputs, data validation,
and querying across multiple tables using a query language. The system must also be
fully secure and maintainable
3) Develop and action a test plan with effective tests:
a) This must include effective data, and extreme and erroneous data in order to
build an accurate picture of the viability of the database
b) Tests must assess the breadth and usability of the programme as well as the
requirements in the brief
c) Tests must include meaningful data and elements that would be in a successful
implementation.
4) Produce a written report:
a) Evaluating the effectiveness of the database against user requirements and
suggesting improvements

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 b) Include an assessment of the queries and data extracted in order to produce
meaningful management information
c) Assess the effectiveness of testing, including an explanation of the choice of the
test data used.
5) Produce a series of user videos as follows:
a) Technical: showing the backend of the system and its associated setup, including
data flow diagrams and flowcharts, describing how the system works
b) User: showcasing the system from a user perspective.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
https://support.microsoft.com/en-GB (2022) Database design basics [online] Available at:
https://support.microsoft.com/en-us/office/database-design-basics-eb2159cf-1e30-401a-
8084-bd4f9c9ca1f5 [Accessed 1 August 2022]
https://www.guru99.com/ (2022) Database (Data) Testing Tutorial with Sample Test Cases
[online] Available at: https://www.guru99.com/data-testing.html [Accessed 1 August 2022]
https://www.guru99.com/ (2022) Database Design in DBMS Tutorial: Learn Data Modeling
[online] Available at: https://www.guru99.com/database-design.html [Accessed 1 August
2022]
https://www.integrate.io/ (2021) Complete Guide to Database Schema Design [online] Available
at: https://www.integrate.io/blog/complete-guide-to-database-schema-design-guide/
[Accessed 1 August 2022]
https://www.lucidchart.com/pages/ (2022) Database Structure and Design Tutorial [online]
Available at: https://www.lucidchart.com/pages/database-diagram/database-design
[Accessed 1 August 2022]
https://www.softwaretestinghelp.com/ (2022) Database Testing Complete Guide (Why, What,
And How To Test Data) [online] Available at: https://www.softwaretestinghelp.com/database-
testing-process/ [Accessed 1 August 2022]
Journal articles:
Batra, D. & Davis, J. (1992). Conceptual data modelling in database design: similarities and
differences between expert and novice designers. International Journal of Man-Machine
Studies, Volume 37, Issue 1, 1992, pp. 83-101. https://doi.org/10.1016/0020-7373(92)90092-Y.
Gunjal, B. (2003). Database System: Concepts and Design. Proceedings of 24th IASLIC–SIG-
2003.
Kaur, T. & Singh B. (2003). Testing of Databases. IJISET - International Journal of Innovative
Science, Engineering & Technology, Vol. 1 Issue 6. ISSN 2348 – 7968
Kaur, Taranpreet & Sehra, Sumeet Kaur. (2015). Designing and Development of Database
Testing Tool. International Journal of Computer Applications (0975 – 8887) Volume 120 –
No.19. 14. doi:10.5120/21334-4330.

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Kraleva, Radoslava & Kralev, Velin & Sinyagina, Nina & Koprinkova-Hristova, Petia &
Bocheva, Nadejda. (2018). Design and Analysis of a Relational Database for Behavioral
Experiments Data Processing. International Journal of Online Engineering (iJOE). 14. 117.
doi:10.3991/ijoe.v14i02.7988.
Letkowski, J. (2015). Doing database design with MySQL. Journal of Technology Research.
Volume 6.
Reading:
Captain, F. (2013) Six-Step Relational Database Design™: A step by step approach to relational
database design and development, 2nd edn, CreateSpace Independent Publishing Platform
Hernandez, M. (2003) Database Design for Mere Mortals: A Hands-On Guide to Relational
Database Design, 2nd edn, Addison Wesley
Stephens, R. (2008) Begin Database Design W / WS (Wrox Programmer to Programmer), 1st edn,
Jossey-Bass
HN Global:
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Use an appropriate design tool to design a relational
database system for a substantial problem
P1 Design a relational M1 Produce a D1 Evaluate the effectiveness of
database system using comprehensive design for the design in relation to user and
appropriate design tools a fully-functional system, system requirements.
and techniques, containing which includes interface
at least four interrelated and output designs, data
tables, with clear validations and data
statements of user and normalisation.
system requirements.
LO2 Develop a fully-functional relational database
system, based on an existing system design
P2 Develop the database M2 Implement a fully- LO2 & LO3
system with evidence of functional database D2 Evaluate the effectiveness of
user interface, output and system, which includes the database solution in relation
data validations, and system security and to user and system requirements
querying across multiple database maintenance. and suggest improvements.
tables.
M3 Assess whether
P3 Implement a query meaningful data has been
language into the relational extracted through the use
database system. of query tools to produce
appropriate management
information.
LO3 Test the system against user and system
requirements
P4 Test the system against M4 Assess the
user and system effectiveness of the testing,
requirements. including an explanation of
the choice of test data
used.

LO4 Produce technical and user documentation.

P5 Produce technical and M5 Produce technical and D3 Evaluate the database in
user documentation. user documentation for a terms of improvements needed
fully-functional system, to ensure the continued
including data flow effectiveness of the system.
diagrams and flowcharts,
describing how the system
works.

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79
Unit 5: Security

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 5: Security

Title

Academic Year

Unit Tutor

Assignment Title Managing Network Security for an Organisation

Issue Date

Submission Date

Submission Format

The assignment submission is in the form of the following.

A formal 10-minute presentation (10–20 slides as a guide, with supporting speaker
notes) to communicate an evaluation of your investigation to a non-technical audience,
highlighting key information regarding the range of IT security risks that organisations face
and the IT security solutions for them. The presentation will also include an assessment of
the current organisational security procedures and an evaluation of both the physical and
virtual security countermeasures presented.
A process review to assess the existing risk assessment procedures in an organisation and
review and summarise standard risk management approaches that could be applied. The
review will show how implementing IT security should work in conjunction with an
organisation’s policy.
The recommended word limit is 1,000–1,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.
A written report to review the security incident and recommend and justify a suitable
security policy for the organisation. The policy should include all stakeholders so that an

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 audit trail can be identified. The report will evaluate the suitability of the security tools
selected to meet the needs of the business.
The recommended word limit is 1,000–1,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

LO1 Assess risks to IT security

LO2 Describe IT security solutions
LO3 Review mechanisms to control organisational IT security
LO4 Manage organisational security.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget
● The ability to specify, design and construct reliable, secure and usable computer-based
systems
● The ability to recognise any risks and safety aspects that may be involved in the
deployment of computing systems within a given context.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy

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81
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business, and the community, and to understand how workplaces and organisations are
governed
● Interaction: reflection and communication.

Vocational scenario

You have been employed as a Junior Network Security Specialist for Phaeton Security
Solutions Limited (PSS). PSS provides network security solutions for a range of clients from
multiple industry sectors. The services offered by PSS include:
● providing a security audit of an organisation’s network in the context of its business
requirements
● reviewing and recommending improvements to an organisation’s network security
● implementing network security solutions.
PSS usually has large, multinational corporations as their clients, but the CEO has received
an unusual request from a new client and has decided that this would be an ideal project for
you to handle by yourself.
The client is the Dowding Federation, an Academy chain consisting of three sixth form
colleges (SFC). The Dowding Federation has a chief executive officer and manages an
educational budget of UKP £16.4 million.
One of the colleges that is part of this chain is Wargrave College, a large SFC with 2000
students that specialises in computer science, maths and engineering.
Wargrave College has 65 members of staff, both teaching and non-teaching, and has an
operating budget of UKP £5.3 million.
All staff data, both personal and for payroll, are kept on dedicated Human Resource (HR)
servers located within the Network Server Room.
All student data is kept on the college Student Information System (SIS), which contains data
such as:
● contact details for students and parents
● medical history and other sensitive information
● assessment data from homework and examinations as well as historical GCSE data
● attendance data – Present/Not Present/Authorised Absent for all lessons while at college
● any Special Educational Needs (SEN) data.
All college files were located on a shared public access fileserver. This contained all
educational resources created by teachers, as well as areas for students to upload and
download coursework assignments and homework.
Students logging in to any computer on the college network had Read Access to the
fileserver; teachers had Read/Write access.
The college maintained its own email exchange server, holding all staff and student emails
as well as historical emails from all previous years.

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 The email server, fileserver, backup NAS drive and Network Domain Server were located in a
non-secured room in the IT Technicians’ office. This room was never locked in case staff or
students needed IT support.
The college had a Virtual Learning Platform (VLP), that provides a web interface to the
fileserver and provides a way for students to access course materials.
The college computers ran older versions of Windows 8.1, as it was determined to be too
expensive to migrate to the current version of the software.
To save money, a freeware VPN had been set up to allow teachers to access college
materials from home using college laptops installed with a VPN client software. It was still
possible for staff members to access the fileserver directly using Remote Desktop.
Since the college was deemed to be at a low risk of cyber-attacks, most of the security
countermeasures were designed to minimise a threat from malicious damage from
students:
● all IT labs were locked and cannot be opened without a swipe card
● college policy was that no student can be in an IT lab unsupervised
● virus scanners had been configured to automatically scan any USB drive plugged into a
device
● all optical drives had been removed from each college computer.
An Acceptable Use Policy was created for students (see Appendix 1). Staff were not
considered to be a security threat, so no staff policies were created.
Similarly, the college had a simple firewall, however this was configured to just block
attempts at network intrusion from known malicious blacksite IP addresses.
The Federation CEO deemed the college to be a low-priority threat, and data backups
involved a single 8TB Network Attached Storage (NAS) Drive, where data was backed up
each week.
Security procedures were not strictly followed as it was thought there was no requirement
because the college was a ‘soft target’.
Just prior to the pandemic in March 2020, Wargrave College suffered a massive security
breach.
A ransomware virus was downloaded and deployed onto all the college servers resulting in
a complete and total loss of:
● all personal student and staff data
● all data on the backup NAS drive
● all coursework and teaching resource data on the public fileserver and VLP
● all current and historical attendance data
● all financial data on the HR servers, meaning college staff and contractors could not be
paid
● all current and historical email data.

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The college did not have the finances to pay the ransom and so a completely new IT system
was purchased. All data was lost.
As part of a review after the incident, it was determined that a teacher working from home
at the weekend, in trying to find extra teaching materials, inadvertently downloaded a virus
containing a malicious payload to their staff laptop from a compromised website. The
teacher was not using the VPN.
The ransomware was activated only when the laptop was connected to the college network
on the following Monday. The ransomware virus then deployed and copied itself onto all
network devices from the target location, encrypting all data on all servers, resulting in a
total, catastrophic loss of all data.
In the aftermath of the incident, the client wants you to review the risk assessment
procedures that were in place and provide a new risk assessment procedure that is ISO
compliant.
They also want you to clearly demonstrate how any new security will still allow Wargrave
College to carry out its normal operations, with a greater emphasis on lessons being
delivered remotely.
To make sure that something like this does not happen again, the client also wants you to
design a suitable security policy, identifying key stakeholders, justifying your plan and the IT
tools selected. The new plan needs to cover a wide range of potential IT threats.
You have been given the current IT Use Policy from Wargrave College, as well as their
current Risk Assessment plan. These documents are given to you in Appendices 1 and 2.
Make sure you study them before attempting this assignment.
As part of your work for PSS, your CEO wants you to put together a presentation on IT
security threats and countermeasures. You will present this to the CEO and four senior
Security Specialists, so that you can demonstrate you have the breadth of knowledge
required to begin to work with larger clients on your own.

Assignment activity and guidance

Activity 1
Produce a formal presentation (with supporting notes) on a review of the range of IT
security threats that are faced by an organisation like Wargrave College, and describe and
evaluate the range of countermeasures, both physical and virtual.
Your presentation should include a section on security risks, including:
● a discussion of the different types of security risks to an organisation like Wargrave
College
● an assessment of the organisational security procedures presented in the given scenario
(Appendix 1 – Current Security Policy for Wargrave College)
● an analysis, with reasons, of the benefits of implementing network monitoring systems.
In your presentation you should go on to discuss a range of security countermeasures for
the identified risks, including the following.

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 ● A discussion of the potential security impact of incorrect configuration of:
o firewall policies
o third party VPN clients and servers.
● A discussion, using a specific example from either your research or the Wargrave College
scenario, of how implementing each of the following can improve network security:
o a De-Militarized Zone (DMZ)
o a Static IP
o Network Address Translation (NAT).
● A proposal for a method to assess and treat IT security risks
● An evaluation of the range of countermeasures that can be employed to make sure that
an organisation’s integrity is not compromised. Organisational Integrity could be either
Data Security or Operational Continuance. Make sure thatyou include both physical and
virtual security countermeasures.
You should support any points you make in the presentation with well-chosen examples
from any research you have carried out on related sectors or security scenarios.
Activity 2
Produce a process review document to assess the current mechanisms and legislation for
data security in Wargrave College. Your process review should include the following.
● A review of the current risk assessment procedures in Wargrave College (Appendix 2 –
Risk Assessment)
● An explanation of data protection processes and regulations applied to Wargrave
College
● A summary of an appropriate risk-management strategy or applied ISO standard and its
application to IT security at Wargrave College
● An analysis of the possible impact on security at Wargrave College following the results
of an IT security audit
● A recommendation, with supported reasons, on how the IT security at Wargrave College
can be aligned with its organisational policy. You should detail explicitly the security
impact if there is a misalignment.
You should support any points you make in the presentation with well-chosen examples
from any research you have carried out on related sectors or security scenarios.
Activity 3
Present a written report on the design of a suitable security policy, based on the supplied
evidence and operational requirements, for Wargrave College. Your report should include
the following.
● A suitable security policy, including the main components of a disaster recovery plan for
the college
● Identification and discussion of the stakeholders and their roles in implementing a
security audit

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● Justification, with reasons, for the designed security plan, including the selected physical,
virtual and policy elements
● An evaluation of the suitability of the tools used in the security policy designed for
Wargrave College on how it meets their needs.
You should support any points you make in the report and your presentation with well-
chosen examples from any research you have carried out on related sectors or projects, as
well as the existing scenario and any associated documentation.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
https://advisera.com/ (n.d.) What is ISO 27001? Quick and easy explanation [online] Available
at: https://advisera.com/27001academy/what-is-iso-27001/ [Accessed 1 August 2022]
https://csrc.nist.gov/ (n.d.) COMPUTER SECURITY RESOURCE CENTER - countermeasures [online]
Available at: https://csrc.nist.gov/glossary/term/countermeasures [Accessed 1 August 2022]
https://onlinedegrees.und.edu/ (2022) 7 Types of Cyber Security Threats [online] Available at:
https://onlinedegrees.und.edu/blog/types-of-cyber-security-threats/ [Accessed 1 August
2022]
https://us.norton.com/ (2021) What is a firewall? Firewalls explained and why you need one
[online] Available at: https://us.norton.com/internetsecurity-emerging-threats-what-is-
firewall.html [Accessed 1 August 2022]
https://www.bmc.com/ (2019) Introduction to Information Security Management Systems (ISMS)
[online] Available at: https://www.bmc.com/blogs/introduction-to-information-security-
management-systems-isms/ -
:~:text=An%20information%20security%20management%20system,more%20focused%20on
%20your%20industry [Accessed 1 August 2022]
https://www.exabeam.com/ (2022) 21 Top Cybersecurity Threats and How Threat Intelligence
Can Help [online] Available at: https://www.exabeam.com/information-security/cyber-
security-threat/ [Accessed 1 August 2022]
https://www.isms.online/ (n.d.) Information Security Management System SaaS For ISO 27001
[online] Available at: https://www.isms.online/information-security-management-system-
isms/ [Accessed 1 August 2022]
https://www.iso.org/home.html (n.d.) ISO/IEC 27001 INFORMATION SECURITY MANAGEMENT
[online] Available at: https://www.iso.org/isoiec-27001-information-security.html [Accessed 1
August 2022]
https://www.itgovernance.co.uk/ (2022) ISO 27001: The International Information Security
Standard [online] Available at: https://www.itgovernance.co.uk/iso27001 [Accessed 1 August
2022]
https://www.sans.org/uk/ (2022) Security Policy Templates [online] Available at:
https://www.sans.org/information-security-policy/ [Accessed 1 August 2022]

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 https://www.sophos.com/en-us (n.d.) Sample Data Security Policies [online] Available at:
https://www.sophos.com/en-us/medialibrary/PDFs/other/sophos-example-data-security-
policies-na.pdf [Accessed 1 August 2022]
Journal articles:
Gillies, A. (2011), Improving the quality of information security management systems with
ISO27000. The TQM Journal, Vol. 23 No. 4, pp. 367-376.
https://doi.org/10.1108/17542731111139455
Huang, M. et al (2019) Research on Network Security of Campus Network. J. Phys.: Conf. Ser.
1187 042113.
Lalonde, C., Boiral, O. (2012) Managing risks through ISO 31000: A critical analysis’ Risk
Manag. 14, 272–300. https://doi.org/10.1057/rm.2012.9.
Pawar, M. & Anuradha, J. (2015) Network Security and Types of Attacks in Network. Procedia
Computer Science, Volume 48, 2015, pp. 503-506.
https://doi.org/10.1016/j.procs.2015.04.126.
R Tatiara, A N Fajar, B Siregar and W Gunawan (2018) Analysis of factors that inhibiting
implementation of Information Security Management System (ISMS) based on ISO 27001.
Journal of Physics, Volume 978, 2nd International Conference on Computing and Applied
Informatics, doi :10.1088/1742-6596/978/1/012039
Salihu, A. & Hoti, X. (2019) The Effect of IT Audit on Security Incidents. International Journal of
Scientific & Technology Research. 8. 1342-1347.
Tu, Z. & Yuan, Y. (2014). Critical Success Factors Analysis on Effective Information Security
Management: A Literature Review. CSF Analysis on Effective Information Security Management.
Wallgren, L. & Raza, S. & Voigt, T. (2013) Routing Attacks and Countermeasures in the RPL-
Based Internet of Things. International Journal of Distributed Sensor Networks Volume 9, Issue
8, August 2013, https://doi.org/10.1155/2013/794326
Reading:
Collins, R (2017) Network Security Monitoring: Basics For Beginners, A Practical Guide,
CreateSpace Independent Publishing
Harkins, M. (2016) Managing Risk and Information Security. 2nd edn, Apress
Harold, F. Krause, M. (2007) Information Security Management Handbook. 6th edn, CRC Press
Stallings, W (2016) Network Security Essentials: Application and Standards (6th edn),
Pearson Education
Susanto, H. & Almunawar, M. (2021) Information Security Management Systems: A Novel
Framework and Software as a Tool for Compliance with Information Security Standards. Apple
Academic Press 10.1201/9781315232355.
HN Global:
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries

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HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Assess risks to IT security

P1 Discuss types of security M1 Analyse the benefits of LO1 & LO2
risks to organisations. implementing network D1 Evaluate a range of physical
monitoring systems with and virtual security measures
P2 Assess organisational
supporting reasons. that can be employed to ensure
security procedures.
the integrity of organisational IT
LO2 Describe IT security solutions
security.
P3 Discuss the potential M2 Propose a method to
impact to IT security of assess and treat IT security
incorrect configuration of risks.
firewall policies and third-
party VPNs.
P4 Discuss using an
example for each, how
implementing a DMZ, static
IP and NAT in a network
can improve Network
Security.

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Pass Merit Distinction
LO3 Review mechanisms to control organisational IT
security
P5 Review risk assessment M3 Summarise an D2 Recommend how IT security
procedures in an appropriate risk can be aligned with an
organisation. management approach or organisational policy, detailing
ISO standard and its the security impact of any
P6 Explain data protection
application in IT security. misalignment.
processes and regulations
as applicable to an M4 Analyse possible
organisation. impacts to organisational
security resulting from an
IT security audit.
LO4 Manage organisational security.
P7 Design a suitable M5 Justify the security plan D3 Evaluate the suitability of the
security policy for an developed giving reasons tools used in the organisational
organisation, including the for the elements selected. policy to meet business needs.
main components of an
organisational disaster
recovery plan.
P8 Discuss the roles of
stakeholders in the
organisation in
implementing security
audits.

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Appendix 1 – Current Security Policy for Wargrave College
WARGRAVE COLLEGE STUDENTS ACCEPTABLE USE POLICY

Background and Definitions

This document provides the basis for determining the acceptability of the use of Wargrave
College IT facilities. It defines unacceptable usage, to which users are expected to adhere at
all times. Using the systems appropriately also helps the equipment to be used efficiently
and to be available when needed. Use of the Wargrave College computing resources and
facilities is subject to UK law and any illegal use will be dealt with appropriately.
Acceptable Use
Wargrave College provides each student with access to the college network, access to the
internet, use of a desktop terminal and an email account. This use is permitted and
encouraged by the college where such use is suitable for academic and teaching purposes
and supports the college’s goals and objectives. The internet is to be used in a manner
consistent with the college’s standards of conduct and as part of any study-related activities.
Use of the network, internet/intranet and email, including data sent on it, may be subject to
monitoring for security and/or network management reasons. Users may also be subject to
limitations on their use of such resources.
Unacceptable Use

The Wargrave College network may not be used for any of the following.
1) The creation, viewing or transmission of any offensive, obscene or indecent images,
data or other material, or any data capable of being resolved into obscene or
indecent images or material
2) The creation, viewing or transmission of material which is designed or likely to cause
annoyance, inconvenience or needless anxiety
3) The creation or transmission of defamatory communications (for example insulting,
derogatory or slanderous email)
4) The creation, viewing or transmission of offensive materials (for example adult
materials, images or pornography)
5) The transmission of material such that this infringes the copyright of another person
6) The transmission of unsolicited commercial materials or advertising
7) Deliberate unauthorised access to facilities or services accessible via the Wargrave
College network
8) To examine, change, or use another person's files, output, or username or password
for which they do not have explicit authorisation
9) Deliberate activities with any of the following characteristics.
● Wasting staff effort or networked resources, including time on end systems accessible
via the Wargrave College network and the effort of staff involved in the support of those
systems
● Corrupting or destroying other users' data
● Violating the privacy of other users
● Disrupting the work of other users

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● Using the Wargrave College network in a way that denies service to other users (for
example deliberate or reckless overloading of access links or of switching equipment.
This includes the unwarranted use of internet audio and video)
● Use of a VPN or proxy service to disguise or forge identity or usage while using the
college network to browse the internet
● Using college network facilities for the playing, downloading, installing or distribution of
games, web-games, or materials, software or media which is copyrighted by a third party
● Attaching items of equipment or peripherals that do not belong to the college to any
college computers, networks or systems without explicit authorisation from the IT
Services team
● The uploading of images from digital cameras as part of BTEC Photography coursework
is deemed acceptable.
Where the Wargrave College network is being used to access another network, any abuse of
the acceptable use policy of that network will be regarded as unacceptable use of the
Wargrave College network.

Compliance
It is the responsibility of all users to take all reasonable steps to ensure compliance with the
conditions set out in this policy document and to ensure that unacceptable use of the
Wargrave College network does not occur.
Where necessary, service may be withdrawn from a user. This may take one of two forms:
1) an immediate, temporary withdrawal of service should a violation of any of these
conditions occur after appropriate warnings have been given
2) an immediate suspension of service should a serious violation of the policy occur or a
violation that causes disruption to computer services.
All service withdrawals would be made on the judgement of the Chief Technology Officer,
and the Principal, Head of School, Class Teachers, and Parents / Guardian would then be
immediately informed.
The use of Wargrave College facilities is subject to UK law and any illegal use will be dealt
with appropriately.

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Appendix 2 – Current Risk Assessment for Wargrave College
Priority 3: Critical, must be deal with immediately.
Priority 2: Medium, deal with as and when funds become available.
Priority 1: Low, not considered a likely event.

Risk
Asset Threat Probability Impact Priority
Assessment

Computer
Virus Very Likely Minor Medium 1
Lab PCs

Computer Deletion of
Likely Minor Low 1
Lab PCs Data

Computer Breach of
Very Likely Moderate High 2
Lab PCs Copyright

Transmission
Computer of
Likely Moderate Medium 2
Lab PCs Unauthorised
Material

Staff
Virus Unlikely Moderate Low 1
Laptops

Staff Deletion of
Unlikely Moderate Low 1
Laptops Data

Staff Breach of
Unlikely Moderate Low 1
Laptops Copyright

File Server Virus Unlikely Major Medium 1

Deletion of
File Server Unlikely Major Medium 2
Data

Network DDOS attack Very Likely Major Extreme 3

Network Virus Unlikely Major Medium 1

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Unit 5 & 32: Security & Information
Security Management

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 5: Security

Title
Unit 32: Information Security Management

Academic Year

Unit Tutor

Assignment Title Planning an ISMS and Security Policies Security for an

Organisation

Issue Date

Submission Date

Submission Format

The assignment submission is in the form of the following.

A formal 10-minute presentation (10–20 slides as a guide with supporting speaker
notes) to communicate an evaluation of your investigation to a non-technical audience,
highlighting key information regarding the range of IT security risks that organisations face
and the IT security solutions for them. The presentation will also include an assessment of
the current organisational security procedures and an evaluation of both the physical and
virtual security countermeasures presented.
A briefing paper to communicate an evaluation of your investigation to a non-technical
audience, highlighting key information regarding the basic principles of information security
management. The paper will also include an assessment of the current organisational ISMS
and analysis of the elements required to establish and maintain an ISMS.
The recommended word limit is 2,000–2,500 words, although you will not be penalised for
exceeding the total word limit.
A process review to assess the existing risk assessment procedures in an organisation and
review and summarise standard risk management approaches that could be applied. The
review will show how implementing IT security should work in conjunction with an
organisation’s policy.

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 The recommended word limit is 1,000–1,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.
A written report to review the security incident and recommend and justify a suitable ISMS
and security policy for the organisation. The ISMS and the policy should include all
stakeholders so that an audit trail can be identified. The report will evaluate the suitability of
the ISMS and the security tools selected to meet the needs of the business.
The recommended word limit is 2,000–3,000 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

Unit 5
LO1 Assess risks to IT security
LO2 Describe IT security solutions
LO3 Review mechanisms to control organisational IT security
LO4 Manage organisational security.
Unit 32
LO1 Explore the basic principles of information security management
LO2 Critically assess how an organisation can implement and maintain an Information
Security Management System (ISMS)
LO3 Appraise an ISMS and describe any weaknesses it may contain
LO4 Examine the strengths and weaknesses of implementing ISMS standards.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development

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● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget
● The ability to specify, design and construct reliable, secure and usable computer-based
systems
● The ability to recognise any risks and safety aspects that may be involved in the
deployment of computing systems within a given context.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business, and the community, and to understand how workplaces and organisations are
governed
● Interaction: reflection and communication.

Vocational scenario

You have been employed as a Junior Network Security Specialist for Phaeton Security
Solutions Limited (PSS). PSS provides network security solutions for a range of clients from
multiple industry sectors. The services offered by PSS include the following.
● Providing a security audit of an organisation’s network in the context of its business
requirements
● Reviewing and recommending improvements to an organisation’s network security
● Implementing network security solutions
● Plans and designs Information Security Management Systems (ISMS) for organisations.
PSS usually has large, multinational corporations as their clients, but the CEO has received
an unusual request from a new client and has decided that this would be an ideal project for
you to handle by yourself.
The client is the Dowding Federation, an Academy chain consisting of three sixth-form
colleges (SFC). The Dowding Federation has a Chief Executive Officer and manages an
educational budget of UKP £16.4 million.
One of the colleges that is part of this chain is Wargrave College, a large SFC with 2000
students that specialises in computer science, maths and engineering.
Wargrave College has 65 members of staff, both teaching and non-teaching, and has an
operating budget of UKP £5.3 million.

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 All staff data, both personal and for payroll, are kept on dedicated Human Resource (HR)
servers located within the Network Server Room.
All student data is kept on the college Student Information System (SIS), which contains data
such as:
● contact details for students and parents
● medical history and other sensitive information
● assessment data from homework and examinations, as well as historical GCSE data
● attendance data – Present/Not Present/Authorised Absent for all lessons while at college
● any Special Educational Needs (SEN) data.
All college files are located on a shared public access fileserver. This contains all educational
resources created by teachers, as well as areas for students to upload and download
coursework assignments and homework.
Students logging in to any computer on the college network had Read Access to the
fileserver; teachers had Read/Write access.
The college maintained their own email exchange server, holding all staff and student
emails as well as historical emails from all previous years.
The email server, fileserver, backup NAS drive and Network Domain Server were located in a
non-secured room in the IT Technicians’ office. This room was never locked in case staff or
students needed IT support.
The college had a Virtual Learning Platform (VLP), that provided a web interface to the
fileserver and provided a way for students to access course materials.
The college computers ran older versions of Windows 8.1, as it was determined to be too
expensive to migrate to the current version of the software.
To save money, a freeware VPN had been set up to allow teachers to access college
materials from home using college laptops installed with a VPN client software. It was still
possible for staff members to access the fileserver directly using Remote Desktop.
Because the college was deemed to be at a low risk, most of the security countermeasures
had been designed to minimise a threat from malicious damage from students:
● all IT labs were locked and could not be opened without a swipe card
● college policy was that no student could be in an IT lab unsupervised
● virus scanners had been configured to automatically scan any USB drive plugged into a
device
● all optical drives had been removed from each college computer.
An Acceptable Use Policy was created for students (see Appendix 1). Staff were not
considered to be a security threat, so no staff policies were created.
Similarly, the college had a simple firewall, however this was configured just to block
attempts at network intrusion from known malicious blacksite IP addresses.

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Because the Federation CEO had deemed the college to be a low-priority threat, data
backups involved a single 8TB Network Attached Storage (NAS) Drive, where data was
backed up each week.
Security procedures were not strictly followed as it was thought there was no requirement
because the college was a ‘soft target’.
The ISMS implemented lacked a clear framework and failed to continuously measure
effectively if the security controls performed as expected.
Just prior to the pandemic in March 2020, Wargrave College suffered a massive security
breach.
A ransomware virus was downloaded and deployed onto all the college servers, resulting in
a complete and total loss of:
● all personal student and staff data
● all data on the backup NAS drive
● all coursework and teaching resource data on the public fileserver and VLP
● all current and historical attendance data
● all financial data on the HR servers, meaning college staff and contractors could not be
paid
● all current and historical email data.
The college did not have the finances to pay the ransom and so a completely new IT system
was purchased. All data was lost.
As part of a review after the incident, it was determined that a teacher working from home
at the weekend, in trying to find extra teaching materials, inadvertently downloaded a virus
containing a malicious payload onto their staff laptop from a compromised website. The
teacher was not using the VPN.
The ransomware was activated only when the laptop was connected to the college network
on the following Monday. The ransomware virus then deployed and copied itself onto all
network devices from the target location, encrypting all data on all servers, resulting in a
total, catastrophic loss of all data.
In the aftermath of the incident, the client wants you to review the risk assessment
procedures that were in place and provide a new risk assessment procedure that is ISO
compliant.
They also want you to clearly demonstrate how any new security will still allow Wargrave
College to carry out its normal operations, with a greater emphasis on lessons being
delivered remotely.
To make sure that something like this does not happen again, the client also wants you to
design a suitable security policy, identifying key stakeholders, justifying your plan and the IT
tools selected. The new plan needs to cover a wide range of potential IT threats.
You have been given the current IT Use Policy from Wargrave College, as well as their
current Risk Assessment plan. These documents are given to you in Appendices 1 and 2.
Make sure you study them before attempting this assignment.

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 As part of your work for PSS, your CEO wants you to put together a presentation on IT
security threats and countermeasures. You will present this to the CEO and four senior
Security Specialists, so that you can demonstrate you have the breadth of knowledge
required to begin to work with larger clients on your own.

Assignment activity and guidance

Activity 1
Produce a formal presentation (with supporting notes) on a review of the range of IT
security threats that are faced by an organisation like Wargrave College, describe and
evaluate the range of countermeasures, both physical and virtual.
Your presentation should include a section on security risks, including:
● a discussion of the different types of security risks to an organisation like Wargrave
College
● an assessment of the organisational security procedures presented in the given scenario
(Appendix 1 – Unit 5 - Current Security Policy for Wargrave College)
● an analysis, with reasons, of the benefits of implementing network monitoring systems.
Your presentation should go on to discuss a range of security countermeasures for the
identified risks, including the following.
● A discussion of the potential security impact of incorrect configuration of:
o firewall policies
o third party VPN clients and servers.
● A discussion, using a specific example from either your research or the Wargrave College
scenario, of how implementing each of the following can improve network security:
o a De-Militarized Zone (DMZ)
o a Static IP
o Network Address Translation (NAT).
● A proposal for a method to assess and treat IT security risks
● An evaluation of the range of countermeasures that can be employed to make sure that
an organisation’s integrity is not compromised. Organisational Integrity could be either
Data Security or Operational Continuance. Make sure you include both physical and
virtual security countermeasures.
You should support any points you make in the presentation with well-chosen examples
from any research you have carried out on related sectors or security scenarios.
Activity 2
Produce a briefing paper that reviews the principles and the benefits of an ISMS used in an
organisation like Wargrave College, and analyse the process of implementing such a system.
Your paper should include a section on an ISMS framework, including the following.

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● An examination of the key principles of an ISMS and its relevance to the successful
operation in Wargrave College
● An analysis of the benefits that an effective ISMS can have on Wargrave College
● An assessment and critical analysis of the elements and processes required for
Wargrave College to establish and maintain a more robust ISMS, ensuring that the key
principles are met
● A justification of the steps required for Wargrave College in order to implement an ISMS.
You should support any points you make in the presentation with well-chosen examples
from any research you have carried out on related sectors or ISMS scenarios.
Activity 3
Produce a process review document that assesses the current mechanisms and legislation
for data security within an organisation. Your review should include the following.
● A review of the current risk assessment procedures in Wargrave College. (Appendix 2 –
Unit 5 – Risk Assessment)
● An explanation of data protection processes and regulations, applied to Wargrave
College
● A summary of an appropriate risk-management strategy or applied ISO standard and its
application to IT security at Wargrave College
● An analysis of the possible impact on security at Wargrave College, following the results
of an IT security audit
● A recommendation, with supported reasons, on how the IT security at Wargrave College
can be aligned with its organisational policy. You should detail explicitly the security
impact if there is a misalignment.
You should support any points you make in the report with well-chosen examples from any
research you have carried out on related sectors or ISMS scenarios.
Activity 4
Present a written report to appraise an ISMS for Wargrave College and design a suitable
security policy, based on the supplied evidence and operational requirements. Your report
should include the following.
● A plan of the design of an ISMS for Wargrave College, including an implementation map,
taking into consideration functional and non-functional requirements of the digital
systems
● A suitable security policy, including the main components of a disaster recovery plan for
the college
● Identification and discussion of the stakeholders and their roles in implementing a
security audit
● Justification, with reasons, for the designed security plan, including the selected physical,
virtual and policy elements

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 ● An appraisal of and justification for the planned ISMS design, against the new IT security
landscape in Wargrave College, auditing the different stages of the process followed
● An analysis of the relationship between ISO and international ISMS standards and the
establishment of an effective ISMS for Wargrave College
● An evaluation of the suitability of the tools used in the security policy designed for
Wargrave College in terms of how it meets their needs
● A critical examination of the advantages and disadvantages of the planned ISMS for the
college, against key and international standards.
You should support any points you make in the report with well-chosen examples from any
research you have carried out on related sectors or projects, as well as the existing scenario
and any associated documentation.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Recommended resources can be found under the following Authorised Assignment Brief:
Unit 5: Security.

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Learning Outcomes and Assessment Criteria (Unit 5)

Pass Merit Distinction

LO1 Assess risks to IT security

P1 Discuss types of security M1 Analyse the benefits of LO1 & LO2
risks to organisations. implementing network D1 Evaluate a range of physical
monitoring systems with and virtual security measures
P2 Assess organisational
supporting reasons. that can be employed to ensure
security procedures.
the integrity of organisational IT
LO2 Describe IT security solutions
security.
P3 Discuss the potential M2 Propose a method to
impact to IT security of assess and treat IT security
incorrect configuration of risks.
firewall policies and third-
party VPNs.
P4 Discuss using an
example for each, how
implementing a DMZ, static
IP and NAT in a network
can improve Network
Security.

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 Pass Merit Distinction
LO3 Review mechanisms to control organisational IT
security
P5 Review risk assessment M3 Summarise an D2 Recommend how IT security
procedures in an appropriate risk- can be aligned with an
organisation. management approach or organisational policy, detailing
ISO standard and its the security impact of any
P6 Explain data protection
application in IT security. misalignment.
processes and regulations
as applicable to an M4 Analyse possible
organisation. impacts to organisational
security resulting from an
IT security audit.
LO4 Manage organisational security.
P7 Design a suitable M5 Justify the security plan D3 Evaluate the suitability of the
security policy for an developed giving reasons tools used in the organisational
organisation, including the for the elements selected. policy to meet business needs.
main components of an
organisational disaster
recovery plan.
P8 Discuss the roles of
stakeholders in the
organisation in
implementing security
audits.

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Learning Outcomes and Assessment Criteria (Unit 32)

Pass Merit Distinction

LO1 Explore the basic principles of information security
management
P1 Examine the key M1 Analyse the benefits LO1 & LO2
principles of an ISMS and an effective ISMS can D1 Critically analyse what is
its relevance to the have on an organisation. required to establish and
successful operation of an maintain an ISMS for a selected
organisation. organisation, ensuring that the
LO2 Critically assess how an organisation can key principles are met.
implement and maintain an Information Security
Management System (ISMS)
P2 Assess the elements M2 Justify the steps
and processes required to required for
establish and maintain an implementing an ISMS for
ISMS. a selected organisation.
LO3 Appraise an ISMS and describe any weaknesses it
may contain
P3 Plan the design of an M3 Justify the planned LO3 & LO4
ISMS for a selected ISMS design for a selected D2 Critically examine the
organisation, including an organisation by following advantages and disadvantages
implementation map. the stages of audit. of the planned ISMS against the
P4 Appraise the planned key ISO and international
ISMS designed, against the standards.
organisational
requirements.
LO4 Examine the strengths and weaknesses of
implementing ISMS standards.
P5 Recognise the purpose M4 Analyse the
of the key ISO and relationship between ISO
international ISMS standards and
standards. establishing an effective
ISMS within an
organisation.

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Unit 7: Software Development
Lifecycles

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 7: Software Development Lifecycles

Title

Academic Year

Unit Tutor

Assignment Title The Software Development Lifecycle

Issue Date

Submission Date

Submission Format

The submission is in the form of the following.

A research paper that reviews and assesses the different software development lifecycle
methodologies.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system
A written report exploring and assessing the importance of impact feasibility studies in
software development projects
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system

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A written portfolio to undertake a software development lifecycle investigation for a
specified problem. The portfolio will include the following.
● Project Report Documents produced to define the Project Initiation phase, including
background information, problem statements, data collection processes and
recommendation
● Planning Documents produced to define and scope the problem and intended solution,
including a requirements analysis and functional and non-functional requirements
● Business Requirements Documents produced to meet the requirements and processes
relevant to a given methodology, including context diagrams, ERD designs for data
models, overall system designs using DFDs, BSO and TST options and requirements
traceability.
The recommended word limit is 2,500 –3,000 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.
A formal 10-minute presentation (10–20 slides as a guide, with speaker notes) to
communicate an evaluation of your investigation to a technical audience, highlighting key
information regarding the investigation, planning methodology, tools and techniques used
in planning how the solution to the given problem will be developed.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

LO1 Describe different software development lifecycles

LO2 Explain the importance of a feasibility study
LO3 Undertake a software development lifecycle
LO4 Discuss the suitability of software behavioural design techniques.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Use such knowledge and understanding in the modelling and design of computer-based
systems for the purposes of comprehension, communication, prediction and the
understanding of trade-offs
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions

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 ● Analyse the extent to which a computer-based system meets the criteria defined for its
current use and future development
● Deploy appropriate theory, practices and tools for the design, implementation and
evaluation of computer-based systems.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs,
presented within the given problem
● The ability to plan and manage projects to deliver computing systems within constraints
of requirements, timescale and budget
● The ability to recognise any risks and safety aspects that may be involved in the
deployment of computing systems within a given context
● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Self-management: self-awareness and reflection; goal setting and action planning,
independence and adaptability; acting on initiative; innovation and creativity
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed.

Vocational scenario

You work as a Junior Systems Analyst at Phonyt Digital Solutions (PDS), an independent
software development company that specialises in designing and creating bespoke
computer systems to meet individual client requirements.
Enomy-Finances is an organisation in the financial sector that provides advice and services
related to mortgages, savings and investments.
Enomy-Finances has recently seen an increase in demand for its services and is expanding
to meet this demand. They would like a new computer system to support both staff and
clients.
The Project Client – the Enomy-Finances Chief Technical Officer – has asked PDS if they
would be interested in designing and implementing the new computer system. The client
has specified that the new system must be deployed on an upgraded infrastructure.
The CEO has asked you carry out a preliminary software investigation on the new system to
be developed prior to taking on the project.

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You are to identify the appropriate software methodology to be used should PDS agree to
take on the project. You have also been asked to carry out a basic investigation into the
project to determine scope, requirements, constraints and to identify core system
processes.
You are required to generate some simple software designs to present to the project client
to make sure that you have understood their requirements correctly.
PDS has a range of in-house expertise using a range of software development paradigms –
Event, Object Oriented, Procedural and Functional Programming. You have been given the
freedom to select the most appropriate development approach and the appropriate project
lifecycle methodology.
The requirements of the Enomy-Finances project are listed in Appendix 1 – U7 Enomy-
Finances Client Project Information and it contains further information about the application
you are required to investigate. Ensure that you read the information carefully before you
attempt this assignment.
The current system is a networked application, but the project client has expressed an
interest in possibly moving to a web-based system.
The project client has agreed that, if required, they can be available throughout the project
to answer any questions.

Assignment activity and guidance

Activity 1
Write a research paper that reviews the different software development lifecycle models
available to PDS.
Your research paper should include the following.
● An overview of different lifecycle models that could be applied to solving the problem.
Your overview should contain, as a minimum, coverage of two iterative and two
sequential software lifecycle models
● A consideration of different risks to this software project and to software lifecycle
models in general, and how these risks can be managed
● A recommendation of an appropriate SDLC model that could be implemented,
supported by:
o a discussion of the benefits and drawbacks of your chosen SDLC mode
o judgements as to the appropriateness of your chosen SDLC model for the Enomy-
Finances project.
● A supported assessment of the merits of using the Waterfall lifecycle model on large-
scale projects, such as the Enomy-Finances project
● You should support the points you make in the paper with well-chosen examples from
the appendix, and other relevant examples from any research you have carried out on
related sectors or projects.
Activity 2

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 Write an evaluative report that explores the importance of feasibility studies in large-scale
computer projects. Your report should include the following.
● Consideration of the contents and purpose of a feasibility report, which includes:
o an explanation of the purpose of a feasibility study
o an overview of how different technical solutions, for an identified set of problems,
can be compared
o a discussion of the different components of a feasibility report.
● An assessment of the impact that a feasibility study would have on the Enomy-Finances
project, with reference to specific identified feasibility criteria.
You should support the points you make in the report with well-chosen examples from the
appendix, and other relevant examples from any research you have carried out on related
sectors or projects.
Activity 3
Carry out a software development lifecycle
● Apply an appropriate software development approach to investigate the implementation
of the application for the Enomy-Finances project
● As part of your planning you should produce a written report that:
● identifies stakeholder requirements
● plans the scope of the module, including inputs, outputs, processes and process
descriptors, consideration of alternate solutions and security considerations
● explores relevant constraints
● presents a set of functional and non-functional requirements
● includes the design of a solution that could be implemented and communicates
understanding of the program effectively, including:
o algorithmic software designs to, for example, flowcharts, pseudocode
o logical software design, including a finite staan te machine (FSM) and an extended
FSM, making sure that there is example of both being used, as well as an
explanation of the differences between them
o data designs, e.g. DFDs, ERDs, Context Diagrams, Data Dictionaries
o Business Systems Options and Technical Systems Options.
Activity 4
Evaluate the process
Produce a formal presentation (with supporting notes) that communicates an evaluation of
your investigation process to your manager. The report should include the following.
● An analysis of how software requirements for the management data analytics module
were traced throughout the entire software lifecyle

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● A discussion of at least two approaches to improving software quality within a software
lifecycle
● An evaluation of the suitability of your investigation in relation to the needs of Enomy-
Finances, to include:
o a discussion, using examples, of the suitability of the software behavioural design
techniques you choose
o an analysis of your chosen software behavioural tools and techniques for
investigating the given problem
o more than one justification of how data driven software can improve the
reliability and effectiveness of the software solution
o how the investigative process you have undertaken on the Enomy-Finances
project will affect improving the eventual quality of the implemented software
application.
You should support the points you make in the report with well-chosen examples from the
information booklet, and other relevant examples from any research you have carried out
on related sectors or projects.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks - general:
https://brilliant.org/ (n.d.) Finite State Machines [online] Available at:
https://brilliant.org/wiki/finite-state-machines/ [Accessed 1 August 2022]
https://edu.google.com/ (n.d.) Exploring Computational Thinking [online] Available at:
https://edu.google.com/resources/programs/exploring-computational-thinking/ [Accessed 1
August 2022]
https://www.javatpoint.com/ (2021) Software Design [online] Available at:
https://www.javatpoint.com/software-engineering-software-design [Accessed 1 August
2022]
https://www.roberthalf.co.uk/ (2018) 6 basic SDLC methodologies: which one is best? [online]
Available at: https://www.roberthalf.co.uk/advice/industry-insights/6-basic-sdlc-
methodologies-which-one-best [Accessed 1 August 2022]
https://www.tutorialspoint.com/index.htm (2022) SDLC - Quick Guide [online] Available at:
https://www.tutorialspoint.com/sdlc/sdlc_quick_guide.htm [Accessed 1 August 2022]
Journal articles:
Alagar, V. & Periyasamy, K. (2011). ‘Extended Finite State Machine’. Texts in Computer Science,
pp.105-128. doi: 10.1007/978-0-85729-277-3_7.
Alshamrani, A. & Bahattab, A. (2015) A Comparison Between Three SDLC Models Waterfall
Model, Spiral Model, and Incremental/Iterative Model. IJCSI International Journal of Computer
Science Issues, Volume 12, Issue 1, No 1, January 2015

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 Beynon-Davies, Paul & Carne, C & Mackay, Hugh & Tudhope, D. (1999). Rapid application
development (RAD): An empirical review. European Journal of Information Systems. 8.
10.1057/palgrave.ejis.3000325.
Dawson, Maurice & Burrell, Darrell & Rahim, Emad & Brewster, Stephen. (2010) Integrating
Software Assurance into the Software Development Life Cycle (SDLC). Journal of Information
Systems Technology and Planning. 3. 49-53.
Dingsøyr, T. et al. (2012) A decade of agile methodologies: Towards explaining agile software
development. Journal of Systems and Software, Volume 85, Issue 6,2012, pp. 1213-1221, doi:
https://doi.org/10.1016/j.jss.2012.02.033.
Gurung, Gagan & Shah, Rahul & Jaiswal, Dhiraj. (2020). Software Development Life Cycle
Models-A Comparative Study. International Journal of Scientific Research in Computer
Science, Engineering and Information Technology. pp. 30-37. doi:10.32628/CSEIT206410.
Horsky, J. et al. (2010) Complementary methods of system usability evaluation: Surveys and
observations during software design and development cycles. Journal of Biomedical
Informatics, Volume 43, Issue 5,2010, pp. 782-790, ISSN 1532-0464,
https://doi.org/10.1016/j.jbi.2010.05.010.
Pinciroli, F. (2016) Improving Software Applications Quality by Considering the Contribution
Relationship Among Quality Attributes. Procedia Computer Science, Volume 83,2016, pp. 970-
975, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2016.04.194.
Rasnacis, A. & Berzisa, S. (2017) Method for Adaptation and Implementation of Agile Project
Management Methodology. Procedia Computer Science Volume 104, 2017, pp. 43-50, doi:
https://doi.org/10.1016/j.procs.2017.01.055
Van Casteren, W. (2017). The Waterfall Model and the Agile Methodologies: A comparison by
project characteristics. doi:10.13140/RG.2.2.36825.72805.
Zuzak, Ivan & Budiselic, Ivan & Delac, Goran. (2011). A Finite-State Machine Approach for
Modeling and Analyzing RESTful Systems. J. Web Eng. 10. 353-390.
Reading:
Dennis, A. and Haley, W. (2009) Systems Analysis and Design. John Wiley & Sons Ltd.
Lejk, M. and Deeks, D. (2002) An Introduction to System Analysis Techniques. 2nd edn. Addison-
Wesley.
Martin, R. C. (2011) The Clean Coder: A Code of Conduct for Professional Programmers. USA:
Prentice Hall.
McConnell, S. (2004) Code Complete: A Practical Handbook of Software Construction. USA:
Microsoft Press.
Murch, R. (2012) The Software Development Lifecycle: A Complete Guide. Kindle.
Smart, J. F. (2014) BDD in Action: Behavior-driven development for the whole software lifecycle.
Manning.
HN Global:
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists

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HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Describe different software development lifecycles

P1 Describe two iterative M1 Discuss using an D1 Assess the merits of applying
and two sequential example, why a particular the Waterfall lifecycle model to a
software lifecycle models. lifecycle model is selected large software development
for a development project.
P2 Explain how risk is
environment.
managed in software
lifecycle models.
LO2 Explain the importance of a feasibility study
P3 Explain the purpose of a M2 Discuss the D2 Assess the impact of different
feasibility report. components of a feasibility feasibility criteria on a software
report. investigation.
P4 Describe how technical
solutions can be compared.
LO3 Undertake a software development lifecycle
P5 Undertake a software M3 Analyse how software D3 Evaluate the process of
investigation to meet a requirements can be undertaking a systems
business need. traced throughout the investigation with regard to its
software lifecycle. effectiveness in improving a
P6 Use appropriate
software quality.
software analysis M4 Discuss two
tools/techniques to carry approaches to improving
out a software investigation software quality.
and create supporting
documentation.
LO4 Discuss the suitability of software behavioural
design techniques.
P7 Discuss, using M5 Analyse a range of D4 Present justifications of how
examples, the suitability of software behavioural tools data-driven software can
software behavioural and techniques. improve the reliability and
design techniques. effectiveness of software.
M6 Differentiate between a
finite state machine (FSM)
and an extended FSM,
providing an application of
use for both.

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Appendix 1 – Enomy-Finances Client Project Information
Organisation overview
Enomy-Finances is an organisation in the financial sector that provides advice and services
related to mortgages, savings and investments. Its work includes:
● assessing clients’ income and outgoings to provide advice on budgeting and
consolidating debt
● providing access to savings and investment opportunities
● managing investment portfolios.
Enomy-Finances has recently seen an increase in demand for its services and is expanding
to meet this demand. As part of the expansion, Enomy-Finances would like to commission a
new computer system to support both staff and clients.
The new system will consist of a new software platform that should be deployed on an
upgraded infrastructure.
Key application requirements
The owner of the company has provided you with a list of some of the key requirements for
the application that you have been tasked with creating. These requirements are as follows.
● Providing tools to calculate the cost to clients of purchasing different currencies
● Providing quotes on potential earnings on savings and investment plans
● Simple to use user interface
● Support users through appropriate use of textual, numeric and graphical data
representation
● Store user information such as contact information, records of transactions and saved
quotes
● Keep user data secure
● The current system consists of a client application deployed on each staff computer, and
a set of servers that currently handles all business logic and processing as well as acting
as database servers. These act to load current exchange, market and currency data into
a data warehouse as well as storing any local company or client data required for
processing
● The client would like to explore moving to a web-based application.
Additional information
Currency conversion module
The program will be used to calculate the cost of buying and selling different currencies.
The system must be able to convert between different currencies, including:
● pounds sterling (GBP)
● American dollars (USD)
● Euro (EUR)

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 ● Brazilian real (BRL)
● Japanese yen (JPY)
● Turkish lira (TRY).
It should allow the user to enter a value in one currency and calculate the amount in
another currency that it is worth.
The application should make use of current, up-to date currency values to calculate the
conversions.
There are limitations on the values of a single transitions These are:
● minimum transaction = 300 of the initial currency to be converted
● maximum transaction = 5000 of the initial currency to be converted.
The company charges a fee for each transaction. The fees are:
Initial Fee
currency
amount
Up to 500 3.5%
Over 500 2.7%
Over 1500 2.0%
Over 2500 1.5%
Savings and investments module
The program should allow the user to enter this information:
● initial lump sum to be invested
● monthly amount to be invested
● the type of investment they want.
The program should then provide the user with a personalised investment quote that
shows:
● the maximum and minimum returns they can expect the investment to be worth after:
o 1 year
o 5 years
o 10 years.
● total profit in each time frame
● total fees paid in each time frame
● total taxes paid in each time frame.
Values should be formatted as currency (GBP) to two decimal places.
The program should be able to handle user errors.

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In addition, should any internal system error occur, the system needs to fail gracefully while
logging all diagnostic data at the point of error to a database an,d in the case of a network
failure, to the local file system. Any user data needs to be cached immediately.
Types of investment
Investment types offered Information
Option 1 – Basic Savings Maximum investment per year: £20 000
Plan
Minimum monthly investment: £50
Minimum initial investment lump sum: N/A
Predicted returns per year:
● 1.2% to 2.4%.
Estimated tax:
● 0%.
RBSX group fees per month:
● 0.25%.
Option 2 – Savings Plan Plus Maximum investment per year: £30 000
Minimum monthly investment: £50
Minimum initial investment lump sum: £300
Predicted returns per year:
● 3% to 5.5%.
Estimated tax:
● 10% on profits above £12 000.
RBSX group fees per month:
● 0.3%.
Option 3 – Managed Stock Maximum investment per year: Unlimited
Investments
Minimum monthly investment: £150
Minimum initial investment lump sum: £1000
Predicted returns per year:
● 4% to 23%.
Estimated tax:
● 10% on profits above £12 000
● 20% on profits above £40 000.
RBSX group fees per month:
● 1.3%.

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Unit 7 & 22: Software Development
Lifecycles & Application
Development

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 7: Software Development Lifecycles

Title
Unit 22: Application Development

Academic Year

Unit Tutor

Assignment Title Software Development Lifecycles on Large-scale Projects

Issue Date

Submission Date

Submission Format

The submission is in the form of the following.

A research paper exploring and highlighting key information on the use of software
development lifecycles (SDLCs) in large-scale computer projects, and how the needs of an
identified organisation can be met through the development of a business-related
application.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.
A written report exploring and highlighting key information regarding the importance of
feasibility studies in large-scale computer projects.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.
A written portfolio undertaking a software development lifecycle investigation for a
specified problem. The portfolio will include the following.

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● Planning documentation produced to define and scope the problem and intended
solution, including a requirements analysis and functional and non-functional
requirements
● The recommended word limit is 2,000–2,500 words, although you will not be penalised
for exceeding the total word limit
● Solution design documents produced to meet the requirements of a given problem,
including logical, algorithmic and data designs. produced in a suitable format (e.g.
flowchart, pseudocode, DFDs )
● The recommended word limit is 1,500–2,000 words, although you will not be penalised
for exceeding the total word limit
● Development documentation, including records of testing and review processes and
refinements made to the application throughout developmen
● The recommended word limit is 1,500–2,000 words, although you will not be penalised
for exceeding the total word limit
● Support documentation, including user and technical manuals
● The recommended word limit is 1,500–2,000 words, although you will not be penalised
for exceeding the total word limit
● Implemented application (final working version) in a format suitable to be run and
assessed for functionality.
A formal 10-minute presentation (10–20 slides as a guide, with speaker notes) to
communicate an evaluation of your investigation to a technical audience, highlighting key
information regarding the planning methodology, tools and techniques used to design a
solution to the given problem.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

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 Unit Learning Outcomes

Unit 7
LO1 Describe different software development lifecycles
LO2 Explain the importance of a feasibility study
LO3 Undertake a software development lifecycle
LO4 Discuss the suitability of software behavioural design techniques.
Unit 22
LO1 Produce a software design document for a business-related problem based on
requirements
LO2 Research design and development tools and methodologies for the creation of a
business application
LO3 Plan and produce a functional business application with support documentation
LO4 Evaluate the performance of a business application against its software design
document and initial requirements.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Use such knowledge and understanding in the modelling and design of computer-based
systems for the purposes of comprehension, communication, prediction and the
understanding of trade-offs
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Analyse the extent to which a computer-based system meets the criteria defined for its
current use and future development
● Deploy appropriate theory, practices and tools for the design, implementation and
evaluation of computer-based systems.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to plan and manage projects to deliver computing systems within constraints
of requirements, timescale and budget
● The ability to recognise any risks and safety aspects that may be involved in the
deployment of computing systems within a given context

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● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Self-management: self-awareness and reflection; goal setting and action planning,
independence and adaptability; acting on initiative; innovation and creativity
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed.

Vocational scenario

You work as a junior software developer at Phonyt Digital Solutions, an independent

software development company that specialises in designing bespoke computer systems to
meet client needs.
Enomy-Finances is an organisation in the financial sector that provides advice and services
related to mortgages, savings and investments.
Enomy-Finances has recently seen an increase in demand for its services and is expanding
to meet this demand. They would like a new computer system to support both staff and
clients.
The project client – the Enomy-Finances Chief Technical Officer – has asked PDS if they
would be interested in designing and implementing the new computer system. The client
has specified that the new system must be deployed on an upgraded infrastructure.
The CEO has asked you carry out a preliminary software investigation on the new system to
be developed prior to taking on the project.
You are to identify the appropriate software methodology to be used should PDS agree to
take on the project. You have also been asked to carry out a basic investigation into the
project to determine scope, requirements and constraints, and to identify core system
processes.
You are also required to generate some simple software designs to present to the project
client to make sure that you have understood their requirements correctly.
PDS has a range of in-house expertise using a range of software development paradigms –
Event, Object Oriented, Procedural and Functional Programming. You have been given the
freedom to select the most appropriate development approach and the appropriate project
lifecycle methodology.
The requirements of the Enomy-Finances project are listed in Appendix 1 – U7 Enomy-
Finances Client Project Information (under unit 7 – Software Development Lifecycles). It

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 contains further information about the application you are required to investigate. Ensure
that you read the information carefully before you attempt this assignment.
The current system is a networked application but the project client has expressed an
interest in possibly moving to a web-based system.
The project client has agreed that, if required, they can be available throughout the project
to answer any questions.

Assignment activity and guidance

Activity 1
Write a research paper that explores how the needs of Enomy-Finance can be me, through
the development of a computer application.
Your research paper should include the following.
● A definition of the problem that needs to be solved, including user and system
requirements that need to be met
● An overview of different lifecycle models that could be applied to solving the problem.
Your overview should contain, as a minimum, coverage of two iterative and two
sequential software lifecycle models
● Consideration of different risks to this software project and to software lifecycle models
in general, and how these risks can be managed
● Recommendation of an appropriate SDLC model that could be implemented, supported
by:
o a discussion of the benefits and drawbacks of your chosen SDLC mode
o supported judgements as to the appropriateness of your chosen SDLC model for
the Enomy-Finances project
o a discussion of which design and development tools would be suitable to
implement the solution
o supported judgements as to which design and development tools will be used
and the preferred methodology undertaken.
Activity 2
Write an evaluative report that explores the importance of feasibility studies in large-scale
computer projects. Your report should include:
● consideration of the contents and purpose of a feasibility report, which includes:
o an explanation of the purpose of a feasibility study
o an overview of how different technical solutions, for an identified set of problems,
can be compared
o a discussion of the different components of a feasibility report.
● An assessment of the impact, a feasibility study would have on the Enomy-Finances
project, with reference to specific identified feasibility criteria.

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You should support the points you make in the report with well-chosen examples from the
information booklet and other relevant examples from any research you have carried out
on related sectors or projects.
Activity 3
Implement a software development lifecycle to produce a functional business
application
Apply an appropriate software development approach to plan the implementation of the
application for the Enomy-Finances project.
As part of your planning you should:
● identify stakeholder requirements
● plan the scope of the module, including inputs, outputs, processes and process
descriptors, consideration of alternate solutions and security considerations
● explore relevant constraints
● produce a set of functional and non-functional requirements
● design a solution that could be implemented and which communicates effectively
understanding of the program, including:
o algorithmic software designs, for example, flowcharts, pseudocode
o logical software design, including a finite state machine (FSM) and an extended
FSM
o data designs, e.g. DFDs, ERDs data dictionaries.
● You should ensure that you review your designs with others, recording the feedback
received and actioning it to refine your proposed solution.
Use your improved designs to implement a functional business application to meet the
requirements of the Enomy-Finances project. You should:
● interpret and implement a given design while remaining compliant with security and
maintainability requirements
● apply an appropriate software development methodology/SDLC to manage the
development process
● apply appropriate algorithms, logic and data structures
● build, manage and deploy code for the business application into a relevant environment
and link code to data sets
● document the testing and refinement process, including creation of test plans and other
quality assurance documents
● produce user and technical manuals to support the use and implementation of the
application.
Activity 4 Evaluate the process
Produce a formal presentation (with supporting notes) that communicates an evaluation of
your solution to your manager. The report should include the following.

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 ● An analysis of how software requirements for the management data analytics module
were traced throughout the entire software lifecyle
● A discussion of at least two approaches to improving software quality within a software
lifecycle
● Evaluation of the suitability of your solution in relation to the needs of Enomy-Finances,
to include:
o a discussion, using examples, of how the design and implementation of your
solution meets the needs of the Enomy-Finances project
o an analysis of the suitability of your chosen design and development tools and
techniques for solving the given problem in comparison to other tools and
techniques that could be used, ensuring coverage of algorithmic, logical and data
designs
o a critical review of undertaking a systems investigation which led to the design,
development and testing of the solution and how it ensured improved reliability
and effectiveness of the solution, including consideration of how risks were
addressed
o a critical review of how data driven software would improve the reliability and
effectiveness of the solution
o a review of the performance of the application against identified requirements.
● An assessment of how feedback was acted on to improve the solution, including
justification of actions taken and any feedback that was not acted on
● Recommendations for future improvements to the solution, including a supported
rationale for these suggested improvements.
You should support the points you make in the report with well-chosen examples from the
information booklet, and other relevant examples from any research you have carried out
on related sectors or projects.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Recommended resources can be found under the following Authorised Assignment Brief:
7: Software Development Lifecycles

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Learning Outcomes and Assessment Criteria (Unit 7)

Pass Merit Distinction

LO1 Describe different software development lifecycles
P1 Describe two iterative M1 Discuss using an D1 Assess the merits of applying
and two sequential example, why a particular the Waterfall lifecycle model to a
software lifecycle models. lifecycle model is selected large software development
for a development project.
P2 Explain how risk is
environment.
managed in software
lifecycle models.

LO2 Explain the importance of a feasibility study

P3 Explain the purpose of a M2 Discuss the D2 Assess the impact of different
feasibility report. components of a feasibility feasibility criteria on a software
report. investigation.
P4 Describe how technical
solutions can be compared.
LO3 Undertake a software development lifecycle
P5 Undertake a software M3 Analyse how software D3 Evaluate the process of
investigation to meet a requirements can be undertaking a systems
business need. traced throughout the investigation with regard to its
software lifecycle. effectiveness in improving a
P6 Use appropriate
software quality.
software analysis M4 Discuss two
tools/techniques to carry approaches to improving
out a software investigation software quality.
and create supporting
documentation.
LO4 Discuss the suitability of software behavioural
design techniques.
P7 Discuss, using M5 Analyse a range of D4 Present justifications of how
examples, the suitability of software behavioural tools data-driven software can
software behavioural and techniques. improve the reliability and
design techniques. effectiveness of software.
M6 Differentiate between a
finite state machine (FSM)
and an extended FSM,
providing an application of
use for both.

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Learning Outcomes and Assessment Criteria (Unit 22)

Pass Merit Distinction

LO1 Produce a software design document for a
business-related problem based on requirements
P1 Produce a well-defined M1 Analyse a business- LO1 & LO2
problem definition related problem using D1 Evaluate the solution to a
statement, supported by a appropriate methods to business-related problem and
set of user and system produce a well-structured the preferred software
requirements for a software design document. development methodology by
business problem. comparing the various software
P2 Review areas of risk development tools and
related to the successful techniques researched.
development of a
proposed application.
LO2 Research design and development tools and
methodologies for the creation of a business application
P3 Research the use of M2 Justify the software
software development development tools and
tools and techniques for development methodology
the development of a selected.
proposed application.

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Pass Merit Distinction
LO3 Plan and produce a functional business application
with support documentation
P4 Conduct a peer review M3 Interpret peer-review LO3 & LO4
of the problem definition feedback and identify D2 Justify improvements to the
statement, proposed opportunities not business application system
solution and development previously considered. made because of feedback and
strategy, documenting any also feedback which was not
M4 Develop a functional
feedback given. acted upon, including
business application based
P5 Develop a functional on a specific software opportunities for improvement
business application with design document, with and further development.
support documentation supportive evidence of
based on a specified using the preferred tools,
business problem. techniques and
methodologies.
LO4 Evaluate the performance of a business application
against its software design document and initial
requirements.
P6 Review the performance M5 Critically review the
of the business application design, development and
against the problem testing stages of the
definition statement and application development
initial requirements. process including risks.

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Unit 13: Website Design &
Development

Authorised Assignment Brief

Student Name/ ID
Number

Unit Number and Unit 13: Website Design & Development

Title

Academic Year

Unit Tutor

Assignment Title DoBu Martial Arts

Issue Date

Submission Date

Submission Format

● A written report that explores and highlights key information on the technologies that
could be utilised to develop, host and manage the website for DuBo Martial Arts.
The recommended word limit is 2,000–2,500 words, although you will not be penalised for
exceeding the total word limit.
● Solution design documents produced to meet the requirements of a given problem,
including requirements specifications, visual and technical design documentation details
of additional considerations
● Development documentation, including records of test plan and review processes, and
refinements made to the website throughout development.
The recommended word limit is 2000–2,500 words, although you will not be penalised for
exceeding the total word limit.
● A written report to evaluate the design and development process of the website.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.

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You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

LO1 Explain server technologies and management services associated with hosting and
managing websites
LO2 Categorise website technologies, tools and software used to develop websites
LO3 Utilise website technologies, tools and techniques with good design principles to
create a multipage website
LO4 Create and use a Test Plan to review the performance and design of a multipage
website.

Transferable skills and competencies developed

Computing-related cognitive skills:

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems.
Computing-related practical skills
● The ability to specify, design and construct reliable, secure and usable computer- based
systems
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to deploy effectively the tools used for the construction and documentation
of computer applications, with particular emphasis on understanding the whole process
involved in the effective deployment of computers to solve practical problems.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business and the community, and to understand how workplaces and organisations are
governed).

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 Vocational scenario

You work as a Junior Web Developer at an independent web-developing company,

WebSpace, that helps big and small organisations build their brand through innovative,
clean, and easy to use websites with enhanced accessibility features. WebSpace specialises
in developing custom-built websites to suit the unique needs and preferences of a business.
They build engaging websites, factoring in the type of business and the industry of
operation, demographics, the available budget, maintenance cost, and the short- and long-
term objectives and goals of the client.
Your team’s main duty is to design and create websites. The team is responsible for the look
of the website, the technical aspects such as performance, capacity, traffic, integrating
graphics, and audio and video, in order to create content, server and client-side scripting
and being able to work with operating systems, database and application servers.
WebSpace, has been commissioned by DoBu Martial Arts to develop a new website that will
promote the company and support some of its business operations.
DoBu Martial Arts is a martial arts gym. The gym offers classes in a number of different
martial arts, as well as fitness training and self-defence courses.
The gym has a large, matted martial arts area, a fully-equipped gym, a sauna, a steam room
and changing and shower facilities.
The owner of DoBu Martial Arts, and your line manager, have provided you with some
additional information to help you design and create the website. This information should
be used alongside any additional research you carry out.
Initial client requirements
DoBu Martial Arts has requested a website that will:
● promote the gym
● provide information about:
o the different martial arts that they teach
o their classes and prices.
● allow customers to create an account to manage their memberships
● provide social features (e.g. forums, social media integration).
Prices and membership options
Basic (1 martial art – 2 sessions per week) – monthly £25.00
fee
Intermediate (1 martial art – 3 sessions per week) – £35.00
monthly fee
Advanced (any 2 martial arts – 5 sessions per week) – £45.00
monthly fee
Elite (Unlimited classes) £60.00
Private martial arts tuition – per hour £15.00
Junior membership – can attend all-kids martial arts £25.00
sessions

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 Specialist courses and fitness training
Six-week beginners’ self-defence course 180.00
(2 × 1-hour session per week)
Use of fitness room – per visit 6.00
Personal fitness training – per hour 35.00

Martial arts class timetable

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday
06:00– Muay
Jiu-jitsu Karate Judo Jiu-jitsu
07:30 Thai
08:00– Muay Private Private Private Private Private
Jiu-jitsu
10:00 Thai tuition tuition tuition tuition tuition
10:30– Private Private Private Private Private
Judo Karate
12:00 tuition tuition tuition tuition tuition
Open Open Open Open
Open mat/
13:00– mat/ mat/ mat/ mat/
personal Karate Judo
14:30 personal personal personal personal
practice
practice practice practice practice
15:00– Kids jiu- Kids jiu- Kids Muay
Kids judo Kids karate Jiu-jitsu
17:00 jitsu jitsu judo Thai
17:30– Muay Muay
Karate Judo Jiu-jitsu
19:00 Thai Thai
19:00– Jiu-jitsu Private
Judo Jiu-jitsu Karate
21:00 tuition

Instructor Details
Name and job Details
Mauricio Gomez (gym Coaches in all martial arts
owner/head martial arts 4th Dan Blackbelt judo
coach) 3rd Dan Blackbelt jiu-jitsu
1st Dan Blackbelt karate
Accredited Muay Thai coach

Sarah Nova (assistant 5th Dan karate

martial arts coach)
Guy Victory (assistant 2nd Dan Blackbelt jiu-jitsu
martial arts coach) 1st Dan Blackbelt judo

Morris Davis (assistant Accredited Muay Thai coach

martial arts coach) 3rd Dan Blackbelt karate
Traci Santiago (fitness BSc in Sports Science
coach) Qualified in health and nutrition
Specialises in devising strength and
conditioning programs for combat athletes

Harpreet Kaur (fitness BSc in Physiotherapy

coach) MSc in Sports Science

Assignment activity and guidance

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 Activity 1 (LO1 & LO2)
Write an evaluative report that explores the technologies that could be utilised to develop,
host and manage the website for DuBo Martial Arts. The report should include the
following.
● Identification of the purpose and different types of DNS
● An explanation of how domain names are organised and managed
● An explanation of the relationships between hardware and software used to design,
publish and access the DuBo Martial Arts website, with consideration of:
o communication protocols (e.g. HTTPS, FTP)
o server hardware
o operating systems
o web server software (e.g. Apache, TomCat, IIS, Nginx).
● An analysis of how web development technologies and frameworks (e.g. HTML5, JSON,
JQuery, REACT, Angular, Node.js) have had an impact on web design, functionality and
management
● A review of the influence of search engines on website performance
● A review, supported by clear, well-documented evidence, of how to improve the index
value of a website through SEO
● A discussion of the capabilities and relationships of front-end and back-end website
technologies and how they relate to the presentation and application layers
● An analysis of the impact of different tools and techniques available on custom-built
website design and development
● A discussion of the differences between online website creation tools and custom-built
sites with consideration of:
o design flexibility
o performance
o functionality
o User Experience (UX)
o User Interface (UI).
Activity 2 (LO4 & LO4)
Design, Develop and Test the Website
You are to design a multi-page website solution that will meet the needs of the DuBo Martial
Arts website.
Your design documents should include:
● a full set of client and user requirements, e.g. functional and non-functional
requirements, user acceptance criteria
● wireframes

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● interface designs
● details of:
o networking and hosting considerations
o security features
o how accessibility and inclusivity guidelines will be implemented.
You should then use your design documents to implement a multi-page website that will
meet the needs of DuBo Martial Arts.
Your implementation should include the following.
● A branded, multi-page website for DuBo Martial Arts, supported with realistic content
from your additional research
● The creation of a suitable test plan for the site. The test plan should identify key areas
that cover both the functionality and performance of the developed website
● An explanation of the web design principles, standards and guidelines used
● A justification of the implementation of the multi-page website decisions against the
planned design decisions, noting any similarities or differences
● An implementation of the test plan against the final developed multi-page website
● Analysis of the QA process, including a review of how it was implemented during the
design and development stages of the multi-page website for DuBo Martial Arts.
Activity 3 (LO3 & LO4)
Evaluation
Produce an evaluative report that explores the design and development of the website, and
how well the final website meets the needs of DuBo Martial Arts.
The report should include the following.
● Justification of the chosen management services, tools and software from the range of
options presented in Activity 1 that were used ultimately in the development of the
DuBo Martial Arts website
● An evaluation of the design and development process of making the DuBo Martial Arts
website, compared to the original design document
● An evaluation of any specific technical challenges faced creating the DuBo Martial Arts
website
● An evaluation of the results of the Test Plan and the overall success of the website
● A list of recommended improvements for the DuBo Martial Arts websit; this could be
based on client feedback and the results of testing.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

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 Weblinks:
https://developer.chrome.com/ (n.d.) Chrome DevTools [online] Available at:
https://developer.chrome.com/docs/devtools/ [Accessed 1 August 2022]
https://developers.google.com/ (2022) Search Engine Optimization (SEO) Starter Guide [online]
Available at: https://developers.google.com/search/docs/beginner/seo-starter-guide
[Accessed 1 August 2022]
https://getbootstrap.com/ (n.d.) Build fast, responsive sites with Bootstrap [online] Available at:
https://getbootstrap.com/ [Accessed 1 August 2022]
https://ibrandstudio.com/ (n.d.) Design Theory Principles That Work When Building A Website
[online] Available at: https://ibrandstudio.com/articles/building-website-design-theory-
principles [Accessed 1 August 2022]
https://wishdesk.com/ (2020) QUALITY ASSURANCE FOR YOUR WEB PROJECT: STAGES, METHODS,
& PRACTICES [online] Available at: https://wishdesk.com/blog/quality-assurance-stages-steps-
tools [Accessed 1 August 2022]
https://www.comentum.com/ (2022) Guide to Web Application Development [online] Available
at: https://www.comentum.com/guide-to-web-application-development.html [Accessed 1
August 2022]
https://www.monocubed.com/ (2022) List of 10 Best Web Frameworks for Web App
Development in 2022 [online] Available at: https://www.monocubed.com/blog/most-popular-
web-frameworks/ [Accessed 1 August 2022]
Journals:
Divyam. G. Pulkit J. and Bharat, B. (2020) Enhancement of Security using Various Web
Development Frameworks. Proceedings of the International Conference on Innovative
Computing & Communications (ICICC) 2020, SSRN: https://ssrn.com/abstract=3600740 or
http://dx.doi.org/10.2139/ssrn.3600740
K. Lei, Y. Ma and Z. Tan, (2014) Performance Comparison and Evaluation of Web
Development Technologies in PHP, Python, and Node.js. 2014 IEEE 17th International
Conference on Computational Science and Engineering, 2014, pp. 661-668, doi:
10.1109/CSE.2014.142.
Salas-Zárate, M. et al. (2015) Analyzing best practices on Web development frameworks: The
lift approach. Science of Computer Programming, Volume 102, pp.1-19. doi:
https://doi.org/10.1016/j.scico.2014.12.004
Visser, E.B. & Weideman, M. (2011) An empirical study on website usability elements and
how they affect search engine optimisation. SA Journal of Information Management 13(1), Art.
#428, 9 pages. doi: 10.4102/sajim.v13i1.42
Wilson, R. et al. (2006) Search engine optimisation: A primer on keyword strategies. Journal
of Direct, Data and Digital Marketing Practice. doi:10.1057/PALGRAVE.DDDMP.4340563
Reading:
Duckett, J (2011) HTML and CSS: Design and Build Websites. 1st edn, Wiley
Duckett, J (2014) JavaScript and jQuery: Interactive Front End Development. 1st edn, Wiley

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Duckett, J (2022) PHP & MySQL: Server-Side Web Development. 1st edn, Wiley
Plekhanova, J. (2009) Evaluating web development frameworks: Django, Ruby on Rails and
CakePHP, Available at:
https://ibit.temple.edu/wpcontent/uploads/2011/03/IBITWebframeworks.pdf
HN Global
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Explain server technologies and management
services associated with hosting and managing websites
P1 Identify the purpose M1 Analyse the impact of LO1 & LO2
and types of DNS, includingcommon web development D1 Justify the technologies,
explanations on how technologies and management services, tools and
domain names are frameworks with regard to software chosen to realise a
organised and managed. website design, custom-built website.
functionality and
P2 Explain the purpose and
management.
relationships between
communication protocols, M2 Review the influence of
server hardware, operating search engines on website
systems and web server performance and provide
software with regard to evidence-based support for
designing, publishing and improving a site’s index
accessing a website. value and rank through
search engine optimisation.
LO2 Categorise website technologies, tools and software
used to develop websites
P3 Discuss the capabilities M3 Analyse a range of tools
and relationships between and techniques available to
front-end and back-end design and develop a
website technologies and custom-built website.
explain how they relate to
presentation and
application layers.
P4 Discuss the differences
between online website
creation tools and custom-
built sites with regard to
design flexibility,
performance, functionality,
User Experience (UX) and
User Interface (UI).

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Pass Merit Distinction
LO3 Utilise website technologies, tools and techniques with
good design principles to create a multipage website
P5 Create a design M4 Justify the multipage D2 Evaluate the design and
document for a branded, website implementation development process of the
multipage website, decisions against the design multipage website against the
supported with medium document. design document including
fidelity wireframes and a full any technical challenges faced.
set of client and user
requirements.
P6 Use the design
document with appropriate
principles, standards and
guidelines to produce a
branded, multipage website
supported with realistic
content.
LO4 Create and use a Test Plan to review the performance
and design of a multipage website.
P7 Create a suitable test M5 Analyse the Quality D3 Evaluate the results of the
plan, identifying key Assurance (QA) process and Test Plan and the overall
performance areas to review how it was success of the multipage
review the functionality and implemented during the website with
performance of the multipage website design recommendations for
multipage website and development stages. improvement.
developed.

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Unit 17: Business Process Support

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 17: Business Process Support

Title

Academic Year

Unit Tutor

Assignment Title Exploring Data and Information Use in Practice

Issue Date

Submission Date

Submission Format

● A 10-minute presentation (10–15 slides as a guide, with accompanying speaker

notes) discussing the use, manipulation and value of data and information to support
business processes
● Summary sheet, to accompany the presentation, discussing threats and more specific
social, legal, ethical and security implications, while appreciating opportunities for data
and information use to support business processes.
The recommended word limit is 1,000–1,500 for the summary sheet, although you will not
be penalised for going under or exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

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Unit Learning Outcomes

LO1 Discuss the use of data and information to support business processes and the value
they have for an identified organisation
LO2 Discuss the implications of the use of data and information to support business
processes in a real-world scenario.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems
● Recognise the professional, economic, social, environmental, moral and ethical issues
involved in the sustainable exploitation of computer technology and be guided by the
adoption of appropriate professional, ethical and legal practices.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business, and the community, and to understand how workplaces and organisations are
governed.

Vocational scenario

Organisation
Destination Data is a consultancy firm headquartered in London, working with clients who
make use of open data sources from local/national government agencies for supporting
business processes and real-world business problems in terms of optimising decision
making and performance.
Local/national government agencies around the world are investing heavily to make public
sector data open access and information they hold available, ensuring that stakeholders can

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 make use of data how they see fit, and improve communication of data analysis through
visualisation.
The increased use of data and information is visible in a wide range of areas in the
community, including economy, transport, environment, housing, safety, health, and
education. Advantage of public datastores is limitless, with large volumes of authentic
information for extracting insight an essential resource in the modern world.
Role
You are employed by Destination Data as an intern and have worked on several projects
over the last three months connecting clients with local/national datastores. You have been
asked by the Head of Client Services to design a presentation, with an accompanying
summary sheet, to show future clients how they can use data and information to support
business processes for informing best practice. If successful, your line manager has agreed
to let you lead the next project and solution design.

Assignment activity and guidance

You can decide on the industry and context of your previous client project(s), but it is
advised that you reflect on the vocational scenario and give examples or evidence of how
they used data and information generated from local/national datastores to support
business processes. Example(s) can be something you have thought of yourself or from a
real business case.
1. Presentation
Your presentation should address the following areas.
a) Discussion on how data and information support business processes, including
the value they have for organisations
b) Discussion of how data is generated and used by organisations to support
business processes and the tools for manipulation to form meaningful data
c) Your assessment on the impact and value of data and information, in relation to
previous client project(s) for real-world business processes in practice
d) An overview of human- and machine-generated data mechanisms and tools that
could be used as part of process to manipulate and form meaningful data.
2. Summary Sheet
The summary sheet will accompany the presentation to include the following.
● Detailed description of common threats to data and how they can be mitigated at
personal and organisation level
● Discussion of the social, legal, and ethical implications of using data and information to
support business processes, recognising relevant regulatory issues
● Analysis based on one of your previous client project(s), on the impact of using data and
information to support business real-world processes
● Evaluation on wider implications of using data and information to support business
processes, including failure to adequately protect data and information.

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Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks - general:
https://builtin.com/ (2022) What Is Data Science? A Complete Guide [online] Available at:
https://builtin.com/data-science [Accessed 1 August 2022]
https://datascience.codata.org/ (2022) Data science -Online data science journal [online]
Available at: https://datascience.codata.org/ [Accessed 1 August 2022]
https://towardsdatascience.com/ (2022) Data Science Articles [online] Available at:
https://towardsdatascience.com/ [Accessed 1 August 2022]
https://www.simplilearn.com/ (2022) What is Data Science: Lifecycle, Applications, Prerequisites
and Tools [online] Available at: https://www.simplilearn.com/tutorials/data-science-
tutorial/what-is-data-science [Accessed 1 August 2022]
Weblinks - open datastores & portals:
https://data.gov.au/ (2022) Australian Government Datastore [online] Available at:
https://data.gov.au/ [Accessed 1 August 2022]
https://data.gov.sg/ Singaporean Government Datastore [online] Available at:
https://data.gov.sg/ [Accessed 1 August 2022]
https://data.london.gov.uk/ London Datastore [online] Available at:
https://data.london.gov.uk/ [Accessed 1 August 2022]
https://daten.berlin.de/ Berlin Open Data [online] Available at: https://daten.berlin.de/
[Accessed 1 August 2022]
https://opendata.cityofnewyork.us/ Open Data for All New Yorkers [online] Available at:
https://opendata.cityofnewyork.us/ [Accessed 1 August 2022]
Journal articles:
Fetais, A., Abdella, G.M., Al-Khalifa, K.N. and Hamouda, A.M. (2022) Business process re-
engineering: a literature review-based analysis of implementation measures. Information.
Volume 13, Issue 4. doi:10.3390/info13040185.
Reed-Berendt, R., Dove, E.S. and Pareek, M. (2021) The Ethical Implications of Big Data
Research in Public Health: “Big Data Ethics by Design” in the UK‐REACH Study. Ethics &amp;
Human Research, 44(1), pp.2-17. doi:10.1002/eahr.500111.
Reading:
Jeston, J. and Nelis, J. (2018) Business Process Management. 4th edn. Routledge.
Marr, B. (2015) Big Data: Using SMART Big Data, Analytics and Metrics to Make Better Decisions
and Improve Performance. 1st edn. John Wiley & Sons, Ltd.
HN Global
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists

Effective assignment design for the Higher Nationals in Computing/Computing for England:
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 HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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141
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Discuss the use of data and information to support
business processes and the value they have for an identified
organisation
P1 Discuss how data and M1 Assess the value of data LO1 & LO2
information support business and information to D1 Evaluate the wider
processes and the value they individuals and implications of using data
have for organisations. organisations in relation to and information to support
real-world business business processes in an
P2 Discuss how data is
processes. identified organisation.
generated and the tools used
to manipulate it to form
meaningful data to support
business operations.
LO2 Discuss the implications of the use of data and
information to support business processes in a real-world
scenario.
P3 Discuss the social, legal, M2 Analyse the impact of
and ethical implications of using data and information
using data and information to to support business real-
support business processes. world business processes.
P4 Describe common threats
to data and how they can be
mitigated on a personal and
organisational level.

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Authorised Assignment Brief 2

Student Name/ ID
Number

Unit Number and Unit 17: Business Process Support

Title

Academic Year

Unit Tutor

Assignment Title Data Science Solution Case Study

Issue Date

Submission Date

Submission Format

● A case study showing evidence of tools and technologies associated with data science,
drawing conclusions on techniques to make recommendations that support real-world
business problems.
The recommended word limit is 2,000–2,500 for the case study, although you will not be
penalised for going under or exceeding the total word limit.

Unit Learning Outcomes

LO3 Explore the tools and technologies associated with data science and how it supports
business processes
LO4 Demonstrate the use of data science techniques to make recommendations to
support real-world business problems.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems

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143
● Recognise the professional, economic, social, environmental, moral and ethical issues
involved in the sustainable exploitation of computer technology and be guided by the
adoption of appropriate professional, ethical and legal practices.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business, and the community, and to understand how workplaces and organisations are
governed.

Vocational scenario

Organisation
Destination Data is a consultancy firm headquartered in London, working with clients all
over the world, who make use of open data sources from local/national government
agencies for supporting business processes and real-world business problems in terms of
optimising decision making and performance.
Recent examples of their work include:
● smart street infrastructure, a project using sensors that inform highway maintenance
teams of real-time notifications for emptying high-street bins, watering trees to preserve
biodiversity and refilling grit bins ready for icy conditions, providing services for a cleaner
and safer living environment
● outdoor cooling, a project to install water sprayers and misters built from interactive
maps of cooling sites across a city to protect neighbourhoods vulnerable to high heat
● school picker tool, a project involving the design and build of digital application for
parents in the local community who find it challenging to filter schools that offer the
right mix of programmes for children in their area.
A new client, Enviro Wise, is looking to explore solutions driven by data for improving the
environment. While not an exhaustive list, they want to solve real-world business problems
and improve the way local/national communities conserve endangered species, reduce
energy consumption, assist water conservation, optimise waste management, find
sustainable food sources and increase the use of renewable resources.
Role
You were recently promoted full-time by Destination Data to Junior Analyst. Part of your role
is to support the new intake of interns in understanding the business, particularly client
consultation and the solution support offered by the firm.

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 Assignment activity and guidance

Your line manager has asked for you to contribute to a case study that looks at appropriate
tools and technologies for designing data science solutions to support Enviro Wise. You
should demonstrate the use of data science techniques, making recommendations that
support decision making for a real-world business problem.
The case study should show implementation of a data science solution and be evaluative in
nature. This involves a detailed investigation of a topic and aims to bring understanding of a
complex issue or real-world problem in a given context, so bear this in mind when devising
the case study. Your examples should be based on Enviro Wise’s business case, and relevant
datasets sourced/imported from one or more free open public datastores. You can decide
on the format of your case study, but it must be professional in content and design, giving
specific examples throughout.
As part of the case study, you are expected to:
● provide a discussion of how data science associated tools and technologies, support
business processes and inform decision making
● present your design of a data science solution to support decision making in relation to
real-world problem faced by Enviro Wise, assessing the benefits of using data to solve
problems in practice
● summarise implementation of a data science solution with Enviro Wise, making clear
how design performed a specific task to support problem solving or decision making
● justify recommendations that support decision making in reference to your real-world
problem and conclude your case study with an evaluation on the use of data science
techniques, addressing how these met Enviro Wise’s user and business requirements.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
https://builtin.com/ (2022) What Is Data Science? A Complete Guide [online] Available at:
https://builtin.com/data-science [Accessed 1 August 2022]
https://datascience.codata.org/ (2022) Data science -Online data science journal [online]
Available at: https://datascience.codata.org/ [Accessed 1 August 2022]
https://towardsdatascience.com/ (2022) Data Science Articles [online] Available at:
https://towardsdatascience.com/ [Accessed 1 August 2022]
https://www.simplilearn.com/ (2022) What is Data Science: Lifecycle, Applications, Prerequisites
and Tools [online] Available at: https://www.simplilearn.com/tutorials/data-science-
tutorial/what-is-data-science [Accessed 1 August 2022]
Weblinks - open data stores & portals:
https://data.gov.au/ (2022) Australian Government Datastore [online] Available at:
https://data.gov.au/ [Accessed 1 August 2022]

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145
https://data.gov.sg/ Singaporean Government Datastore [online] Available at:
https://data.gov.sg/ [Accessed 1 August 2022]
https://data.london.gov.uk/ London Datastore [online] Available at:
https://data.london.gov.uk/ [Accessed 1 August 2022]
https://daten.berlin.de/ Berlin Open Data [online] Available at: https://daten.berlin.de/
[Accessed 1 August 2022]
https://opendata.cityofnewyork.us/ Open Data for All New Yorkers [online] Available at:
https://opendata.cityofnewyork.us/ [Accessed 1 August 2022]
Journal articles:
Gupta, A., Panagiotopoulos, P. and Bowen, F. (2020) An orchestration approach to smart city
data ecosystems. Technological Forecasting and Social Change. Volume 153.
doi:10.1016/j.techfore.2020.119929.
Joutsenlahti, J.P. et al. (2021) Challenges and governance solutions for data science services
based on open data and APIs. 2021 IEEE/ACM 1st Workshop on AI Engineering – Software
Engineering for AI (WAIN). doi:10.1109/WAIN52551.2021.00012.
Panagiotis, B., Lanning, I. and Heavy, C. (2015) A survey of open source data science tools.
International Journal of Intelligent Computing and Cybernetics. Volume 8, Number 3, pp.232-
261. doi:10.1108/IJICC-07-2014-0031.
Pasupuleti, M.B. (2015) Problems from the Past, Problems from the Future, and Data
Science Solutions. ABC Journal of Advanced Research’. Volume 4, Issue 2.
doi:10.18034/abcjar.v4i2.614.
Zaman, R. and Hassani, M. (2020) On enabling GDPR compliance in business process
through data-driven solutions. SN Computer Science. Article number 210.
doi:10.1007/s42979-020-00215-x.
Reading:
Kolb, J. (2013) Business Intelligence in Plain Language: A practical guide to Data Mining and
Business Analytics. CreateSpace Independent Publishing Platform.
Provost, F. and Fawcett, T. (2013) Data Science for Business: What you need to knowledge about
data mining and data-analytic thinking. O’Reilly.
VanderPlas, J. (2016) Python Data Science Handbook: Tools and Techniques for Developers:
Essential Tools for Working with Data. O’Reilly.
HN Global:
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

Effective assignment design for the Higher Nationals in Computing/Computing for England:
146 Authorised Assignment Briefs – Issue 1 – August 2022 © Pearson Education Limited 2022
Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO3 Explore the tools and technologies associated with data
science and how it supports business processes
P5 Discuss how tools and M3 Assess the benefits of LO3 & LO4
technologies associated with using data science to solve
D2 Evaluate the use of data
data science are used to problems in real-worldscience techniques against
support business processes scenarios. user and business
and inform decisions. requirements of an
LO4 Demonstrate the use of data science techniques to make identified organisation.
recommendations to support real-world business problems.
P6 Design a data science M4 Make justified
solution to support decision recommendations that
making related to a real- support decision making
world problem. related to a real-world
problem.
P7 Implement a data science
solution to support decision
making related to a real-
world problem.

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147
Unit 26: Big Data Analytics and
Visualisation

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 26: Big Data Analytics and Visualisation
Title

Academic Year

Unit Tutor

Assignment Title Business Intelligence (BI) – Diesel Games

Issue Date

Submission Date

Submission Format

The submission is in the form of the following.

● Audio/visual/written training materials examining data visualisation concepts for
decision making of complex data sets
● Business Intelligence Proposal, including an assessment of statistical and graphical
tools and techniques available to present big data to meet the needs of the business.
The recommended word limit is 1,000–1,500 words, although you will not be penalised for
exceeding the total word limit.
● Designed BI solution on a dashboard format, demonstrating data manipulation,
visualisation and interpretation to meet the needs of the business
● A written report to evaluate the chosen tools and techniques for the proposed
solution, assessing how the data manipulation will impact the decision-making process
of the business.
● The recommended word limit is 1,000–1,500 words, although you will not be penalised
for exceeding the total word limit
● Voice recording podcast investigating the challenges faced by data professionals
carrying out their roles.

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 You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

LO1 Examine data visualisation for decision making of complex data sets
LO2 Discuss statistical and graphical tools and techniques used to present big data for a
given use case
LO3 Demonstrate statistical and graphical techniques used to present big data as a
visualisation
LO4 Investigate the challenges faced by data professionals in carrying out their role.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems
● Digital skills using different software applications to visually present information and
data concisely.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions
● The ability to specify, design and construct reliable, secure and usable computer-based
systems.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business, and the community, and to understand how workplaces and organisations are
governed

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● Creative thinking for presenting information and data in a simplified and informative
manner
● Communicate effectively in all forms, written, visual and oral for operating efficiently in
the international business environment.

Vocational scenario

You have started a new role as a Junior Business Intelligence Developer at Diesel Games.
There is a need to develop the Business Intelligence (BI) function at the company after years
of using only basic analytical tools in games.
Diesel Games produces casual and platform games, they are based in London, England. The
company promotes its games on App Store and Play Store, and makes a concerted effort to
be a leading-light developer. They have three moderately successful games on App Store,
which usually sit in the top 10 paid-for games. They have been quoted as saying: ‘We don’t
care about game genres or physics dynamics. We care about gamer experience and their
emotions. What we want is to help make magic real for the gamer.’
Their newest game is called Lightstorm.
Lightstorm is described as ‘a remarkably confident and generously proportioned free-to-
play midcore RPG. Build your team of warriors and send them into a succession of
beautifully rendered battles.’

Assignment activity and guidance

You will be required to:

1) Develop a series of training materials for the company (in audio/video/written form).
Provide an overview of key policy and priority shifts of sport in the UK, starting with
the Wolfenden Report from the 1960’s
a) The training materials will need to explain the fundamental concepts of big data
and its value in data driven decision making (DDDM) for end users and
organisations, before moving on to predicting the impact of using new complex
data sets for users and organisations
b) A discussion of the processes of DDDM when using complex data sets should also
be included in the training materials
c) Discuss the advantages and challenges to an organisation of using complex data
sets for decision making.
2) Your team leader has asked you to decide on the best tools to create a visualisation
demo for prospective use in Diesel Games. You need to produce a business proposal
assessing a range of known industry-leading tools and software, which is suitable for
Diesel Games
3) They now want you to develop a data visualisation demo for prospective use in Diesel
Games, this requires:
a) creating a dashboard using data from any recognised source of games data, for
example: https://www.kaggle.com/sidtwr/videogames-sales-dataset

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 b) drawing a set of conclusions from the created data to demonstrate how Diesel
Games can leverage this in helping to drive its business decisions around game
production and development.
4) Produce an evaluation report of how well the chosen data preparation and
manipulation methods, the tools selected, and the data derived has aided the
decision-making process for Diesel Games
5) Diesel Games has a podcast for engaging its customer base. As the BI developer, you
have been asked to pre-record a short segment for the show, talking about the
industry and evaluating what kinds of issues are faced by data specialists when
working in a data-driven culture.
a) Investigate the different roles and responsibilities of BI developers and evaluate
the impact of the key issues they are faced with in their role when working in a
data-driven culture
b) Review the different strategies used by BI developers to ensure data compliance.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
https://careerfoundry.com/ (2022) 9 of the Best Data Analytics Portfolios on the Web [online]
Available at: https://careerfoundry.com/en/blog/data-analytics/data-analytics-portfolio-
examples/ [Accessed 1 August 2022]
https://rockcontent.com/ (2020) Big data visualization: what it is, techniques and best tools
[online] Available at: https://rockcontent.com/blog/big-data-visualization/ -
:~:text=Big%20Data%20visualization%20describes%20data,easy%20to%20understand%20a
nd%20interpret [Accessed 1 August 2022]
https://scientistcafe.com/ (2021) Introduction to Data Science [online] Available at:
https://scientistcafe.com/ids/ [Accessed 1 August 2022]
https://www.kaggle.com/ (2022) Datasets Library [online] Available at:
https://www.kaggle.com/datasets [Accessed 1 August 2022]
https://www.oracle.com/ (2022) What is Big Data? [online] Available at:
https://www.oracle.com/uk/big-data/what-is-big-data/ [Accessed 1 August 2022]
Journal articles:
Gandomi, A. Haider, M. (2015) Beyond the hype: Big data concepts, methods, and analytics.
International Journal of Information Management, Volume 35, Issue 2, 2015, pp.137-144, ISSN
0268-4012, https://doi.org/10.1016/j.ijinfomgt.2014.10.007.
Hehman, E. & Xie S. (2021) Doing Better Data Visualization. Advances in Methods and Practices
in Psychological Science, Volume: 4 issue: 4, https://doi.org/10.1177/25152459211045334
Lyons, A. & Grable, J. (2018) An Introduction to Big Data.
Sivarajah, U. et al. (2017) Critical analysis of Big Data challenges and analytical methods.
Journal of Business Research, Volume 70, 2017, pp.263-286, ISSN 0148-2963,

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https://doi.org/10.1016/j.jbusres.2016.08.001.
Reading:
Cielen, D. Meysman, A. (2016) Introducing Data Science: Big Data, Machine Learning, and more,
using Python tools. 1st edn Manning Publications Available at: http://bedford-
computing.co.uk/learning/wp-content/uploads/2016/09/introducing-data-science-machine-
learning-python.pdf
Maheshwari, A. (2014) Data Analytics Made Accessible. 1st edn
Milton, M. (2009) Head First Data Analysis: A learner's guide to big numbers, statistics, and good
decisions. 1st edn O'Reilly Media
Panneerselvam, A. Liu, L. Hill, R. (2015) Chapter 1 - An Introduction to Big Data. 1st edn
Butterworth-Heinemann https://doi.org/10.1016/B978-0-12-801967-2.00001-X
HN Global:
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine data visualisation for decision making of
complex data sets
P1 Explain the M1 Discuss the advantages D1 Predict the potential impact of
fundamental concepts of and challenges to an using complex data sets on both
big data and its value in organisation of using users and organisations for
decision making for end complex data sets for decision making.
users and organisations. decision making.
P2 Examine the processes
of data driven decision
making (DDDM) when
using complex data sets.
LO2 Discuss statistical and graphical tools and
techniques used to present big data for a given use case
P3 Discuss statistical and M2 Assess the suitability of LO2 & LO3
graphical tools and industry leading tools and D2 Evaluate how well the chosen
techniques used in software solutions for data preparation and
industry for big data analysing and visualising manipulation methods, the tools
manipulation and data for the given use case. selected, and the data derived will
visualisation. impact on business decision
LO3 Demonstrate statistical and graphical techniques making for the given use case.
used to present big data as a visualisation
P4 Demonstrate the use of M3 Interpret the findings
data manipulation and derived from the data
automation to present a manipulation to support
visualisation for a given conclusions made.
user case.
LO4 Investigate the challenges faced by data
professionals in carrying out their role.
P5 Investigate the different M4 Review the different D3 Evaluate the impact of the key
roles, responsibilities and strategies used by data issues faced by data specialists
key issues faced by data specialists to ensure data when working in a data-driven
specialists in their day-to- compliance. culture.
day role.

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153
Unit 29: Network Security

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 29: Network Security

Title

Academic Year

Unit Tutor

Assignment Title Point Zero Clothing

Issue Date

Submission Date

Submission Format

The submission is in the form of the following.

● A fact sheet, examining network security devices
● A formal 10-minute presentation (10–15 slides as a guide, with supporting speaker
notes) on network security principles, protocols and standards, covering the needs of
the business.
● Company ‘needs analysis’, determining the design requirements for a secure network
for a given corporate environment.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.
● Network design, to demonstrate the implementation of the design for a secure
networked system
● A written portfolio to include recording of the implementation, justification, testing and
evaluation.
The recommended word limit is 2,000–2,500 words, although you will not be penalised for
exceeding the total word limit.
You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

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 Unit Learning Outcomes

LO1 Examine network security principles, protocols and standards

LO2 Design a secure network for a corporate environment
LO3 Configure network security measures for the corporate environment
LO4 Undertake the testing of a network using a Test Plan.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget
● The ability to specify, design and construct reliable, secure and usable computer-based
systems
● The ability to recognise any risks and safety aspects that may be involved in the
deployment of computing systems within a given context.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business, and the community, and to understand how workplaces and organisations are
governed
● Interaction: reflection and communication.

Vocational scenario

You are on a paid internship during the summer holiday (as part of your HND in Computing)
with Point Zero, a clothing company specialising in high-end designer fashion and

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155
accessories, with branches in several countries. They service a lot of celebrity clients and
because the company is an up-and-coming name, they are expanding their range and
customer base. They share a lot of confidential data between their different branches,
including sales data, customer data and supplier data. They have realised that they need to
investigate further how to secure data traffic between the different branches rather than
trusting the generic tools available on the internet. Unsecure network incidents are an
increasing problem and, as they expand, they will become a larger and more enticing target
for malicious attacks.
Since joining the company on your internship, you have been attached to the IT team who
oversee the network both at head office and the branches. They are responsible for the
strategic direction of the company’s network and security. Since the expansion of the
company is accelerating, security has become even more of a priority. Your team leader
realises that you have been studying network security as part of your course and thinks that
reviewing the current security and considering options will be a great intern project for you
and it supports the company’s aims. He has asked you to investigate the issues and report
back to him in the following way.

Assignment activity and guidance

Fact sheet
a) Develop a fact sheet suitable for a moderately technical audience who are not
computer specialists, covering merits and drawbacks of the various devices
involved in network security for the organisation, especially between branches on
different continents. Diagrammatic approaches are encouraged.
Company ‘Needs Analysis’ and Network Design
Develop a prototype design for connections between two different sites in two different
countries, demonstrating a sound knowledge of the issues involved.
To this end you will need to investigate the requirements of the company (needs analysis):
a) identify the requirements of a secure network to support the anticipated traffic
b) from this determine and explain what software and hardware will be required to
implement it
c) produce a detailed, labelled design for a secure site-to-site network that can be
expanded to cover the whole company in the future.
Presentation
Develop a presentation for the wider technical team based on your research and design.
a) Explain the planned expansion, going into detail as to the way that different
security protocols work within a multisite network
b) Examine network security protocols and the types of cryptography used in
network security
c) Compare and contrast at least two of the main security protocols in detail
d) Evaluate the importance of getting the network security element of the expansion
right first time

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 e) Ensure you create detailed speaker notes as well as illustrations for the team to
reflect on after the presentation.
Portfolio: implementation and justification
You have pleased the IT team in charge of the expansion with your obvious level of
understanding of network security issues and they now want you to go a stage further.
a) Set up a demonstration network on which you configure the security.
b) You need to demonstrate your competency and expertise while justifying each
choice you made in configuring security on the network. You can record your
demonstration, ensuring your key choices and justification are captured on the
recording.
For the conclusion of your work on this project, produce a briefing document for your team
leader and the technical team critically evaluating your overall design, implementation and
configuration, testing and the outcomes of testing on your demonstration network.
Additional information
Company data traffic between sites
● Financial data: transactions, sales, procurement, purchasing
● Internal communications: email, intranet, video conferencing, video site visits
● Company database: customer information, financial history, auditing, accounts, etc
● Collaborative working on designs by groups on single and multiple sites
● Any other relevant day-to-day traffic.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
https://www.computerworld.com/uk/ (2005) Ten steps to secure networking [online] Available
at: https://www.computerworld.com/article/2559866/ten-steps-to-secure-networking.html
[Accessed 1 August 2022]
https://www.cynet.com/ (2022) Network Attacks and Network Security Threats [online]
Available at: https://www.cynet.com/network-attacks/network-attacks-and-network-security-
threats/ [Accessed 1 August 2022]
https://www.geeksforgeeks.org/ (2021) Basic Network Attacks in Computer Network [online]
Available at: https://www.geeksforgeeks.org/basic-network-attacks-in-computer-network/
[Accessed 1 August 2022]
https://www.paessler.com/ (2022) Network attacks – Overview, prevention, monitoring, tips
[online] Available at: https://www.paessler.com/network-attacks [Accessed 1 August 2022]
Journal articles:
Jang-Jaccard, J. & Nepal, S. (2014) A survey of emerging threats in cybersecurity. Journal of
Computer and System Sciences, Volume 80, Issue 5, 2014, pp.973-993, ISSN 0022-0000,

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https://doi.org/10.1016/j.jcss.2014.02.005.
Marin, G. A. (2005) Network security basics. in IEEE Security & Privacy, vol. 3, no. 6, pp.68-72,
Nov.-Dec. 2005, doi: 10.1109/MSP.2005.153.
Rahul J. & Rizwan, K. (2018). A Review on Network Security. International Journal of Advanced
Research in Computer Science and Software Engineering. 8. 113. 10.23956/ijarcsse.v8i5.687.
Shailja. P. (2011). MODERN NETWORK SECURITY: ISSUES AND CHALLENGES. International
Journal of Engineering Science and Technology. 3.
Reading:
Bairner, A., Kelly, J. and Woo Lee, J. (2017) Routledge Handbook of Sport and Politics. Oxon:
Routledge.
Beech, J. Chadwick, S. (2013) The business of Sport Management 2nd edn. Essex. Pearson.
Holt, R. and Ruta, D. (2015) Routledge Handbook of Sport and Legacy: Meeting the Challenge of
Major Sporting Events. Oxon: Routledge.
Hoye, R., Smith, A., Nicholson, M. and Stewart, B. (2018) Sport Management: Principles and
Applications. Oxon: Routledge.
Sherry, E., Schulenkorf, N. and Philips, P. (2016) Managing Sports Development An International
Approach. Oxon: Routledge.
Taylor, P. (2011) Torkildsen’s Sport and Leisure Management 6th edn. Oxon; Routledge.
HN Global
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine network security principles, protocols and
standards
P1 Discuss the different types of M1 Compare and contrast LO1 & LO2
network security devices. at least two major network D1 Evaluate the
security protocols. importance of network
P2 Examine Network Security
protocols and the use of different security to an
cryptographic types in Network organisation.
Security.
LO2 Design a secure network for a corporate environment
P3 Investigate the purpose and M2 Create a design of a
requirements of a secure network secure network according
according to a given scenario. to a given scenario.
P4 Determine which network
hardware and software to use in a
network.
LO3 Configure network security measures for the corporate
environment
P5 Configure network security for M3 Justify the choices LO3 & LO4
a network. made in the implemented D2 Critically evaluate the
network security design, planning,
configuration. configuration and testing
LO4 Undertake the testing of a network using a Test Plan. of the network.

P6 Comprehensively test the M4 Analyse the results of

network using a devised Test testing to recommend
Plan. improvements to the
network.

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159
Unit 52: Digital Sustainability

Authorised Assignment Brief 1

Student Name/ ID
Number

Unit Number and Unit 52: Digital Sustainability

Title

Academic Year

Unit Tutor

Assignment Title Sustainability Issues Within the Digital Technology Sector

Issue Date

Submission Date

Submission Format

The Assignment submission is in the form of:

A formal 10-minute presentation (10–20 slides as a guide, with supporting speaker
notes) to communicate an evaluation of your investigation to a non-technical audience,
highlighting key information regarding the nature and scope of the technical challenges
related to sustainability in the digital technology sector. The presentation will also cover an
explanation and evaluation of the benefits and limitations of an interdisciplinary approach
to digital sustainability.
Research notes to communicate an analysis of your investigation to a non-technical
audience, highlighting key information regarding the range of sustainable, low-carbon
techniques available to the digital technology sector.
The recommended word limit is 1,500–2,000 words, although you will not be penalised for
exceeding the total word limit.
A written report to calculate and critically review the carbon footprint of the given digital
technology solution, as well as an analysis of how renewable energy could be used to
reduce the carbon footprint.
The recommended word limit is 1,000–1,500 words, although you will not be penalised for
exceeding the total word limit.

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 You are required to make use of headings, paragraphs and subsections as appropriate, and
all work must be supported with research and referenced using the Harvard referencing
system.

Unit Learning Outcomes

LO1 Determine the nature and scope of the technical challenges, ensuring sustainability,
in the digital technologies sector
LO2 Explore the importance of collaborating with other disciplines in developing digital
technical solutions to sustainability problems
LO3 Evaluate the use of sustainable techniques in relation to their contribution to a low
carbon economy
LO4 Calculate the carbon footprint of a digital technologies' solution.

Transferable skills and competencies developed

Computing-related cognitive skills

● Demonstrate knowledge and understanding of essential facts, concepts, principles and
theories relating to computing and computer applications
● Recognise and analyse criteria and specifications appropriate to specific problems, and
plan strategies for their solutions
● Critical evaluation and testing: analyse the extent to which a computer-based system
meets the criteria defined for its current use and future development
● Methods and tools: deploy appropriate theory, practices and tools for the design,
implementation and evaluation of computer-based systems
● Recognise the professional, economic, social, environmental, moral and ethical issues
involved in the sustainable exploitation of computer technology and be guided by the
adoption of appropriate professional, ethical and legal practices.
Computing-related practical skills
● The ability to evaluate systems in terms of quality attributes and possible trade-offs
presented within the given problem
● The ability to critically evaluate and analyse complex problems, including those with
incomplete information, and devise appropriate solutions, within the constraints of a
budget.
Generic skills for employability
● Intellectual skills: critical thinking; making a case; numeracy and literacy
● Contextual awareness, e.g. the ability to understand and meet the needs of individuals,
business, and the community, and to understand how workplaces and organisations are
governed

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161
● Sustainability, e.g. recognising factors in environmental and societal contexts relating to
the opportunities and challenges created by computing systems across a range of
human activities.

Vocational scenario

You have been employed as a Junior Systems Analyst for WebSolar Digital Solutions (WDS)
Limited. It is a rapidly growing software development company that provides bespoke,
hosted web-based data mining solutions to several large, international companies.
WDS currently employs over 50 staff members including Senior Developers, Network
Engineers, Test Engineers, Project Managers and Business Analysts. They are based in a
relatively new office facility occupying two out of three floors and are looking to expand into
the third floor.
The CEO is a former software developer and has made it a priority to make sure that her
staff members have top of the range equipment: high-specification workstations for the
developers and testers, and high-specification laptops for the business analysis and project
managers.
WDS also acts as a data centre for all of their clients. They currently have a dedicated, air-
conditioned server room holding over 60 networked Blade servers that required the
temperature to be kept refrigerated at around 4oC to prevent overheating. The refrigerant
used for the air conditioning is Perfluoro Pentane (PFC-4-1-12). The server room has the
following configuration:
● 20 dedicated webservers in a redundant failover cluster dealing with client requests
● 30 dedicated database servers configured as a data warehouse and data lake for all data
mining requests from clients
● 10 clustered servers providing client-specific functionality.
In addition, the office has multiple dedicated fibre optic internet cables to handle web traffic
from their customers, a pair of firewalls handling inbound and outbound traffic and multiple
routers in the LAN.
There is a separate fiber optic cable for loading client data into the data warehouse.
As part of their expansion plans, WDS has hired three salespeople and has given each of
them the use of a medium-sized company car for travel within the UK. The cars use
standard hybrid engines (not plug-in hybrid).
As part of the WDS digital solution offering, the salespeople travel to meet clients within the
UK to discuss their data mining requirements and then communicate the requirements to
the analysts, who then work with the developers to help implement the solution.
The main office heating is powered using gas boilers, using 100% mineral blend natural gas
and the electricity is sourced from the National Grid.
The CEO and one of the senior managers fly business class to the USA twice each year from
Heathrow to New York for meetings with their US clients.
WDS is encouraging employees to cycle to work and so provides numerous hot showers and
changing facilities in the building.

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 Before expanding into the top floor of the office building, the CEO wants to review the
sustainability impact of WDS and see if any improvements can be made.
In addition, the CEO wishes to explore the possibility of moving all the data warehousing
operations to a third-party cloud-based provider. In addition, the CEO wishes to explore the
possibility of closing the offices entirely and moving to a remote-based working approach.
The CEO has assigned you the task of reviewing the existing sustainability challenges that
face digital companies like WDS and evaluating how collaboration with other businesses,
including cloud-based infrastructures, could help. The CEO wants you to review all the
existing sustainable techniques and to provide an assessment of the current WDS carbon
footprint.
To help you with the calculation, you have been provided with the following resources:
● The conversion factors required to calculate greenhouse gas emissions can be found
here: https://www.gov.uk/government/publications/greenhouse-gas-reporting-
conversion-factors-2021. The spreadsheet required is the condensed set for most users
● The document can also be found on HN Global under the subject resources library at the
following location: https://hnglobal.highernationals.com/subjects/resource-libraries
● Appendix 1 Unit 52 GHG Activity Information contains the data required for you to
calculate the GHG emissions for WDS Ltd; it consists of the usage data for each emission
activity. It can be found at the end of the brief.
Ensure you read both documents carefully before you attempt this assignment and make
sure you use the correct information.

Assignment activity and guidance

Activity 1
Produce a formal presentation (with supporting notes) on a review of the nature and scope
of the sustainability challenges facing the digital technology sector, as well as how WDS
could collaborate with other infrastructures to help develop a sustainable solution.
Your presentation should include the following.
● An investigation into the technical challenges faced by WDS and the digital technology
sector in general in ensuring sustainability
● An analysis of how a consideration of sustainability will impact on the deployment of
digital technologies within businesses, with reference to WDS’s current infrastructure
● An analysis of how political, economic, and ethical standards can have a direct impact on
digital solutions
● A critical analysis, with supported conclusion, of the relationship between sustainability,
demand for digital technology and the availability of resources.
Your presentation should then go on to include:
● an explanation of the various issues associated with developing sustainable
infrastructures across multiple disciplines, with a focus on the current digital solution
offered by WDS

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● a critical analysis of how a systemic approach can be used to support an interdisciplinary
collaboration in developing sustainable technologies.
It should include reference to the possible moves of the WDS data infrastructure to a cloud-
based service provider and to remote working.
Activity 2
Produce research notes to identify the alternative forms of low carbon energy sources that
WDS may choose to implement. Your research notes should include:
● a discussion of the range of sustainable techniques that need to be considered when
WDS is selecting alternative, low-carbon energy sources
● analysis of the challenges that WDS will face when selecting low carbon sustainable
techniques for their digital solution
● critical analysis of how the current digital solutions provided by WDS could be improved
by the application of low carbon techniques, including cloud-based alternatives and
remote working.
Activity 3
Present a written report that will calculate the carbon footprint of the current WDS solution.
The information you require has been given to you in the scenario as Appendix 1.
Using the Scope 1 information given, you will need to assess the carbon footprint for the
WDS digital solution.
You will then need to analyse how WDS can use renewable energy to reduce its carbon
footprint. You will consider different forms of transport, infrastructure location, energy
sources and premises use.
Based on the identified carbon footprint, as well as the renewable energy analysis, you will
produce a critical review of the overall impact of the WDS carbon footprint on the long-term
sustainability of its current digital solution.
You should support any points you make in the report and your presentations with well-
chosen examples from any research you have carried out on related sectors or projects.

Recommended resources
Please note that the resources listed are examples for you to use as a starting point in your
research – the list is not definitive.

Weblinks:
https://earth.org/ (2020) Uncovering the Environmental Impact of Cloud Computing [online]
Available at: https://earth.org/environmental-impact-of-cloud-computing/ [Accessed 1
August 2022]
https://greenbusinessbureau.com/ (2021) The Sustainability Benefits of Remote Work [online]
Available at: https://greenbusinessbureau.com/topics/sustainability-benefits-topics/the-
sustainability-benefits-of-remote-work/ [Accessed 1 August 2022]
https://www.byteant.com/ (2020) Sustainability Technology: The Best Examples of
Implementation [online] Available at: https://www.byteant.com/blog/5-great-examples-of-

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 sustainable-technology-implementation/ [Accessed 1 August 2022]
https://www.columbiathreadneedle.co.uk/en/intm/ (2020) Sustainable Infrastructure – A
sustainable perspective on digital infrastructure [online] Available at:
https://www.columbiathreadneedle.co.uk/en/inst/insights/sustainable-infrastructure-a-
sustainable-perspective-on-digital-infrastructure/ [Accessed 1 August 2022]
https://www.forbes.com/?sh=46088ab32254 (2020) The Cloud Isn’t Inherently More
Sustainable: Manage The Environmental Impact Of Being Virtual [online] Available at:
https://www.forbes.com/sites/christophermarquis/2020/11/16/the-cloud-isnt-inherently-
more-sustainable-manage-the-environmental-impact-of-being-virtual/?sh=7ed7b77c240d
[Accessed 1 August 2022]
https://www.fsb.org.uk/ (2021) How to calculate your carbon footprint as a small business
[online] Available at: https://www.fsb.org.uk/resources-page/how-to-calculate-your-carbon-
footprint-as-a-small-business.html [Accessed 1 August 2022]
https://www.gov.uk/ (2022) Greenhouse gas reporting: conversion factors 2021 [online]
Available at: https://www.gov.uk/government/publications/greenhouse-gas-reporting-
conversion-factors-2021 [Accessed 1 August 2022]
https://www.hse.gov.uk/ (n.d.) Waste Electrical and Electronic Equipment recycling (WEEE)
[online] Available at: https://www.hse.gov.uk/waste/waste-electrical.htm [Accessed 1 August
2022]
Journal articles:
Cricelli, L. & Strazzullo, S. (2021) The Economic Aspect of Digital Sustainability: A Systematic
Review. Feature Papers in Economic and Business Aspects of Sustainability,
https://doi.org/10.3390/su13158241
George G, Merrill RK, Schillebeeckx SJD. (2021) Digital Sustainability and Entrepreneurship:
How Digital Innovations Are Helping Tackle Climate Change and Sustainable Development.
Entrepreneurship Theory and Practice. 2021;45(5):999-1027. doi:10.1177/1042258719899425
Hustad, E. & Olsen, D. (2021) Creating a sustainable digital infrastructure: The role of service-
oriented architecture. Procedia Computer Science, Volume 181, 2021, pp.597-604, ISSN 1877-
0509, https://doi.org/10.1016/j.procs.2021.01.210
Konys, A. (2020) How to support digital sustainability assessment? An attempt to knowledge
systematization., Procedia Computer Science, Volume 176, 2020, pp.2297-2311, ISSN 1877-
0509, https://doi.org/10.1016/j.procs.2020.09.288.
Reading:
Cybercom Group, (n.d.), Digital Sustainability Global sustainability as a driver of innovation and
growth. Available at:
https://static1.squarespace.com/static/59dc930532601e9d148e3c25/t/5a2c97b5e4966be66f
ae2716/1512871882345/Cybercom-Digital-Sustianability-full+report.pdf
Hazas, M. & Nathen, L. (2018) Digital Technology and Sustainability Engaging the Paradox, 1st
edn, Routledge
Lacy, P. & Daugherty, P. & Ponomarev, P. & Durg, K. (n.d.), The green behind the cloud.
Available at: https://www.accenture.com/_acnmedia/PDF-135/Accenture-Strategy-Green-
Behind-Cloud-POV.pdf

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Osburg, T. & Lohrmann C. (2017) Sustainability in a Digital World: New Opportunities Through
New Technologies, 1st edn, Springer
Report of the World Commission on Environment and Development: Our Common Future,
Available at: http://www.un-documents.net/our-common-future.pdf
Scoones, I. (2016) The Politics of Sustainability and Development, doi: 10.1146/annurev-
environ-110615-090039
HN Global:
HN Global HN Global (2021) Reading Lists. Available at:
https://hnglobal.highernationals.com/learning-zone/reading-lists
HN Global (2021) Student Resource Library. Available at:
https://hnglobal.highernationals.com/subjects/resource-libraries
HN Global (2021) Textbooks. Available at:
https://hnglobal.highernationals.com/textbooks

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Determine the nature and scope of the technical
challenges, ensuring sustainability, in the digital
technologies sector
P1 Investigate the nature and M1 Analyse the impact D1 Critically analyse the
scope of the technical challenges of sustainability on the interrelationship between
of ensuring sustainability for the deployment of digital sustainability, digital
digital technologies sector. technologies. technology demand and
resource availability.

LO2 Explore the importance of collaborating with other

disciplines in developing digital technical solutions to
sustainability problems
P2 Explain the interdisciplinary M2 Analyse how D2 Critically analyse how a
issues associated with the political, economic and systemic approach can be
construction of sustainable ethical standards can used to support
infrastructures, with attention to impact digital technical interdisciplinary collaboration
the competing pressures within solutions. in developing sustainable
these infrastructures. digital technologies.

LO3 Evaluate the use of sustainable techniques in relation

to their contribution to a low carbon economy
P3 Discuss the sustainable M3 Analyse the D3 Critically analyse how
techniques that need to be challenges present, current digital technology
considered when selecting when selecting low solutions could be improved
alternative low carbon energy carbon sustainable via the application of low
sources. techniques for a digital carbon sustainable
technology solution. techniques.

LO4 Calculate the carbon footprint of a digital technologies'

solution.
P4 Calculate the carbon footprint M4 Analyse the use of D4 Critically review the overall
of a digital technology solution. renewable energy to carbon footprint impact and
lower carbon emissions long-term sustainability of an
to support a digital existing digital technologies
technology solution. solution.

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Appendix 1 - Greenhouse Gas (GHG) Activity Information Sheet – WDS Ltd.
The following amounts represent the typical use per year for the company.

Activity Type Units Amount

Natural gas (100% mineral

Gaseous fuel Cubic metres 310
blend)

Perfluoropentane (PFC-4-1-
Refrigerant Kg 8000
12)

UK electricity UK electricity KWh 38,000

Water supply Water supply Cubic metres 675

Water
Water treatment Cubic metres 550
treatment

Business
Medium car hybrid engine Miles 12,000
travel – car

Business
Long-haul business class Passengers km 66,000
travel – air

Hotel stay USA Room per night 17

Hotel stay UK – outside of London Room per night 68

Electrical
Electrical items – IT Tonnes 1.4
items

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5 Support materials
In addition to these AABs, Pearson has a range of additional support materials
available. These give you further information to enhance your development of
assignments and assessment practice.

5.1 Training Video – Assignment Writing and Assessment for RQF

Pearson BTEC Higher Nationals
This training video explores:
● the principles and ethos of assessment in the new RQF Pearson
BTEC Higher Nationals
● approaches to, and development of, assignment briefs mapped to Learning
Outcomes and assessment
● documentation and requirements for assignment briefs
● the importance and process of internal verification.
We highly recommend that tutors watch the training video on the Pearson YouTube
channel at: https://youtu.be/J3NvxemnTxA

5.2 Training Video – Pearson-set Assignment for RQF Pearson BTEC

Higher Nationals
This training video explores:
● the purpose of the Pearson-set assignment
● the timeline for release of themes and topics
● writing an assignment for the Pearson-set assignment
● integrating external links in learning, teaching and assessment
● related support materials.
We highly recommend that tutors watch the training video on the Pearson YouTube
channel at: https://youtu.be/FkQi_l78_tw

5.3 Training Video – Pearson-set Assignment for RQF Pearson BTEC

Higher Nationals
Pearson provides a range of information and guidance to support centres in
delivering and managing quality in BTEC Higher Nationals.
Visit our HN Global QA hub for further support, resources and guidance
documentation that supports assessment.

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 Assessment planning BTEC Higher National Centre Guide to Quality Assurance and
Assessment
RQF Assessment and Feedback Guidance
Assessment plan template
Assessment tracking template
Assessment design BTEC Higher National Centre Guide to Quality Assurance and
Assessment
RQF Assessment and Feedback Guidance
Assignment design for BTEC Higher Nationals Centre
performance 2018-2019
BTEC Higher Nationals Guide to External Examination (UK)
Group work BTEC Higher National Centre Guide to Quality Assurance and
Assessment
Peer- and self- BTEC Higher National Centre Guide to Quality Assurance and
assessment Assessment
Time-constrained BTEC Higher National Centre Guide to Quality Assurance and
assessment activities Assessment
Formative assessment BTEC Higher National Centre Guide to Quality Assurance and
Assessment
RQF Assessment and Feedback Guidance
Student Guide FAQs for BTEC Higher National Assessment
and Feedback
Assessor feedback RQF Assessment and Feedback Guidance
BTEC Higher Nationals Guide to External Examination (UK)
Summative Assessment Feedback Form
Student Guide FAQs for BTEC Higher National Assessment
and Feedback
Internal verification BTEC Higher National Centre Guide to Quality Assurance and
Assessment
RQF Assessment and Feedback Guidance
BTEC Higher Nationals Guide to External Examination (UK)
Internal Verification templates

Reasonable adjustments Reasonable adjustments application form

for assessment

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6 Appendices

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Appendix 1: Glossary of terms used for
internally assessed units
This is a summary of the key command verbs used to define the requirements in the
units.
Command Verb Definition

Analyse Present the outcome of methodical and detailed examination, either:

• breaking down a theme, topic or situation in order to interpret and
study the interrelationships between the parts, and/or
• of information or data to interpret and study key trends and
interrelationships.
Analysis can be through activity, practice, written or verbal presentation.

Apply Put into operation or use.

Use relevant skills/knowledge/understanding appropriate to context.

Arrange Organise or make plans.

Assess Offer a reasoned judgement of the standard/quality of a situation or a

skill, informed by relevant facts.

Calculate Generate a numerical answer with workings shown.

Compare Identify the main factors relating to two or more items/situations or

aspects of a subject that is extended to explain the similarities,
differences, advantages and disadvantages.
This is used to show depth of knowledge through selection of
characteristics.

Compose Create or make up or form.

Communicate Convey ideas or information to others.

Create/construct skills to make or do something, for example a display
or set of accounts.

Create/ Skills to make or do something, for example a display or set of accounts.

construct

Critically Separate information into components and identify characteristics with

analyse depth to the justification.

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 Command Verb Definition

Critically Make a judgement, taking into account different factors and using
evaluate available knowledge/experience/evidence where the judgement is
supported in depth.

Define State the nature, scope or meaning.

Describe Give an account, including all the relevant characteristics, qualities and
events.

Discuss Consider different aspects of a theme or topic, how they interrelate, and
the extent to which they are important.

Demonstrate Show knowledge and understanding.

Design Plan and present ideas to show the

layout/function/workings/object/system/process.

Develop Grow or progress a plan, ideas, skills and understanding.

Differentiate Recognise or determine what makes something different.

Evaluate Work draws on varied information, themes or concepts to consider

aspects, such as:
• strengths or weaknesses
• advantages or disadvantages
• alternative actions
• relevance or significance.
Students’ inquiries should lead to a supported judgement, showing
relationship to its context. This will often be in a conclusion. Evidence
will often be written but could be through presentation or activity.

Explain To give an account of the purposes or reasons.

Explore Skills and/or knowledge involving practical research or testing.

Identify Indicate the main features or purpose of something by recognising it

and/or being able to discern and understand facts or qualities.

Illustrate Make clear by using examples or provide diagrams.

Indicate Point out, show.

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Command Verb Definition

Interpret State the meaning, purpose or qualities of something through the use
of images, words or other expression.

Investigate Conduct an inquiry or study into something to discover and examine

facts and information.

Justify Students give reasons or evidence to:

• support an opinion
• prove something is right or reasonable.

Outline Set out the main points/characteristics.

Plan Consider, set out and communicate what is to be done.

Produce To bring into existence.

Reconstruct To assemble again/reorganise/form an impression.

Report Adhere to protocols, codes and conventions where findings or

judgements are set down in an objective way.

Review Make a formal assessment of work produced.

The assessment allows students to:
• appraise existing information or prior events
• reconsider information with the intention of making changes, if
necessary.

Show how Demonstrate the application of certain methods/theories/concepts.

Stage and Organisation and management skills, for example running an event or a
manage business pitch.

State Express.

Suggest Give possible alternatives, produce an idea, put forward, for example an
idea or plan, for consideration.

Undertake/ Use a range of skills to perform a task, research or activity.

carry out

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Appendix 2: summary of the types of
assessment methods
This is a key summary of the types of assessment methods used for
BTEC Higher Nationals:

Assessment Description Transferable Formative or

method skills Summative
development

Oral/viva This method asks students to Oral Summative

display their knowledge of communication.
the subject via questioning.
Critical thinking.
Reasoning.

Peer review This method asks students to Teamwork. Formative

provide feedback on each
Collaboration. Summative
other’s performances. This
feedback can be collated for Negotiation.
development purposes.

Presentation This method asks students to Oral Formative

deliver a project orally or communication.
Summative
through demonstration.
Critical thinking.
Reasoning.
Creativity.

Production of This method requires Creativity. Summative

an artefact/ students to demonstrate that
Interpretation.
performance or they have mastered skills and
portfolio competencies by producing Written and oral
something. Examples are communication.
business plans, using a piece Decision making.
of equipment or a method,
Initiative.
building models, developing,
interpreting, and using maps. Information and
communications.
Technology.
Literacy.

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Assessment Description Transferable Formative or
method skills Summative
development
Project This method is a large-scale Written Summative
activity requiring self-direction, communication.
planning, research, exploration,
Information.
outcome and review.
Literacy.
Creativity.
Initiative.
Role playing This method is a type of case Written and oral Formative
study, in which there is an communication.
explicit situation established,
Leadership.
with students playing specific
roles, understanding what they Information
would say or do in that literacy.
situation. Creativity.
Initiative.
Self-reflection This method asks students to Self-reflection. Summative
reflect on their performance,
Written
for example to write
communication.
statements of their personal
goals for the course at the Initiative.
beginning of the course, what Decision making.
they have learned at the end of
Critical thinking.
the course and their
assessment of their
performance and contribution;
completion of a reflective
journal from work experience,
detailing skills acquired for
employability.

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 Assessment Description Transferable Formative or
method skills Summative
development
Simulated activity This method is a multi-faceted Self-reflection. Formative
activity based on realistic work
Written Summative
situations.
communication.
Initiative.
Decision making.
Critical thinking.
Team assessment This method asks students to Collaboration. Formative
work together to show skills in
Teamwork. Summative
defining and structuring an
activity as a team. Leadership.

All team assessment should be Negotiation.

distributed equally, each of the Written and oral
group members performing communication.
their role, and then the team
collates the outcomes, and
submits it as a single piece of
work.
Tiered knowledge This method encourages Critical thinking. Formative
students to identify gaps in
Analysis.
their knowledge. Students
record the main points they Interpretation.
have captured well and those Decision making.
they did not understand.
Oral and written
communication.

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Assessment Description Transferable Formative or
method skills Summative
development
Time-constrained This method covers all Reasoning. Summative
assessment assessment that needs to be
Analysis.
carried out in a Centre-
specified, time-constrained Written
period on-site. communication.
Critical thinking.
Interpretation.
Top ten This method asks students to Teamwork. Formative
create a ‘top ten’ list of key
Creativity.
concepts presented in the
assigned reading list. Analysis.
Collaboration.
Written activity or This method asks students to Reasoning. Summative
report complete an assignment in a
Analysis.
structured written format, for
example a business plan, a Written
report, marketing communication.
communication, set of Critical thinking,
instructions, giving information. interpretation.

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August 2022

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