NCC Level5 Save

LEVEL 5
DIPLOMA IN
COMPUTING
(L5DC)
NCC Education
Qualiﬁcation Unit Speciﬁcation
2018/19
Modification History
Version Revision Description

V1.0 For release
V1.1 Version for academic year 2014/15
V1.2 Version for academic year 2015/16
V1.3 Version for academic year 2015/16 (Updated for Revised IT
Assessment Strategy)
V1.4 Minor addition to wording for Section 3
V1.5 Addition of Total Qualification Time information
V1.6 Updated qualifications framework information
V1.7 Added the TQT and GLH figures
V1.8 Added 4.6 Eligibility period
© NCC Education Limited, 2018
All Rights Reserved
The copyright in this document is vested in NCC Education Limited. The document must not be
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prior written permission of NCC Education Limited and then only on condition that this notice is
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Tel: +44 (0) 161 438 6200 Fax: +44 (0) 161 438 6240 Email: [email protected]
http://www.nccedu.com
CONTENTS
1. About NCC Education ............................................................................................................. 3
1.1 Why choose this qualification? ....................................................................................... 3
2. Structure of the L5DC Qualification ....................................................................................... 4
3. Assessment for the qualification ........................................................................................... 5
3.1 Assessment objectives .................................................................................................. 5
3.2 Overview of Qualification Unit Assessment .................................................................... 5
3.3 Accessibility of Assessment ........................................................................................... 5
3.3.1 Reasonable adjustments and special consideration ..................................................... 5
3.3.2 Supervision and Authentication of Assessment............................................................ 6
4 Administration ......................................................................................................................... 7
4.1 Assessment Cycles ....................................................................................................... 7
4.2 Language of Assessment .............................................................................................. 7
4.3 Candidates .................................................................................................................... 7
4.4 Qualification and Unit Entry Requirements .................................................................... 7
4.5 Candidate Entry ............................................................................................................. 7
4.6 Eligibility Period ............................................................................................................ 8
4.7 Resits ........................................................................................................................... 8
5. Syllabus ................................................................................................................................... 9
5.1. Professional Issues in IT ................................................................................................ 9
5.2. Network Security and Cryptography ............................................................................ 13
5.3. Information Systems Analysis ...................................................................................... 16
5.4. Analysis, Design and Implementation .......................................................................... 21
5.5. Dynamic Websites ....................................................................................................... 24
5.6. Database Design and Development ............................................................................ 27
5.7. Agile Development....................................................................................................... 30
5.8. Computing Project ....................................................................................................... 34
6. Results and Certificates........................................................................................................ 38
7. Further Information ............................................................................................................... 38
Appendix 1 Qualification Documentation ................................................................................... 39
Appendix 2 Grade Descriptors ..................................................................................................... 40
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PD_QUS_09 L5DC Qualification Unit Specification
1. About NCC Education
NCC Education is a UK-based awarding body, active in the UK and internationally. Originally part of
the National Computing Centre, NCC Education started offering IT qualifications in 1976 and from
1997 developed its Higher Education portfolio to include Business qualifications, IT qualifications for
school children and a range of Foundation qualifications.
With Centres in over forty countries, four international offices and academic managers worldwide,
NCC Education strives to employ the latest technologies for learning, assessment and support. NCC
Education is regulated and quality assured by Ofqual (the Office of Qualifications and Examinations
Regulation, see www.ofqual.gov.uk) in England and Northern Ireland.
1.1 Why choose this qualification?
NCC Education’s Level 5 Diploma in Computing is:
• Regulated by Ofqual and listed on the Qualifications and Credit Framework – Qualification
Number 600/3055/0. The Regulated Qualifications Framework (RQF) is a credit-based
qualifications framework, allowing candidates to take a unit-based approach to building
qualifications.
For more information see:
http://ofqual.gov.uk/qualifications-and-assessments/qualification-frameworks/
• Quality assured and well established in the UK and worldwide
• Recognised and valued by employers and universities worldwide
• A pathway qualification for candidates who wish to complete the NCC Education degree
journey. The Level 5 Diploma in Computing is equivalent to the second year of an IT degree
in the UK university system. On successful completion, candidates will be able to complete
the final year of a degree at one of the many universities that recognise NCC Education
qualifications, or pursue a career in the IT industry.
Candidates will study a balance of academic and vocational subjects in order to provide them with
the necessary knowledge and skills to play a significant role in IT organisations.
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2. Structure of the L5DC Qualification
Qualification Title, Credits, Units and Level
NCC Education Level 5 Diploma in Computing (RQF), 120 credits, all at RQF
Level 5.
Total Qualification Time: 1,200 hours.
Guided Learning Hours: 444 hours.
Candidates must pass all 8 Units to be awarded the Level 5 Diploma in
Computing certificate.
Professional Network Security Information

Dynamic Websites
Issues in IT and Cryptography Systems Analysis
(15 credits)
(15 credits) (15 credits) (15 credits)
Analysis, Design
Database Design Agile
and Computing Project
and Development Development
Implementation (15 credits)
(15 credits) (15 credits)
(15 credits)
Please see Section 5 below for Syllabuses, which include the Guided Learning
Hours and Total Qualification Time for each Unit of the Level 5 Diploma in
Computing.
This qualification is regulated by Ofqual and listed on the Qualifications and

Credit Framework – Qualification Number 600/3055/0. For further information
see http://register.ofqual.gov.uk/Qualification/Details/600_3055_0
Page 4 of 45
3. Assessment for the qualification
3.1 Assessment objectives
All assessment for the qualification is intended to allow candidates to demonstrate that they have
met the relevant Learning Outcomes. Moreover NCC Education’s assessment is appropriate to the
assessment criteria as stated in this specification and is regularly reviewed to ensure it remains
consistent with the specification.
3.2 Overview of Qualification Unit Assessment
Assessment Methods
Global Local Global
Unit Examination Examination Assignment
Professional Issues in IT 100% - -
Network Security and Cryptography 50% 50%
Information Systems Analysis 100% - -
Dynamic Websites - - 100%
Analysis, Design and Implementation - 50% 50%
Database Design and Development - 50% 50%
Agile Development - - 100%
Computing Project - - 100%
An examination is a time-constrained assessment that will take place on a specified date and
usually in an NCC Education Centre. An assignment requires candidates to produce a written
response to a set of one or more tasks, meeting a deadline imposed by the Centre. Local
Examinations and Global Assignments are marked by the Centre and Global Examinations are
marked by NCC Education.
The overall Unit mark is computed from the weighted mean of its components. The pass mark for a
Unit is 40%.
NCC Education Centres can provide candidates with a specimen assessment paper as well as a
limited number of past examination and assignment papers.
Past examination and assignment papers may be made available only following results release for
the corresponding assessment cycle. Results release dates and past examination and assignment
release dates can be found in the Activity Schedules area of Connect, NCC Education’s student
registration system.
3.3 Accessibility of Assessment
We review our guidelines on assessment practices to ensure compliance with equality law and to
confirm assessment for our Units is fit for purpose.
3.3.1 Reasonable adjustments and special consideration
NCC Education is committed to providing reasonable adjustments and special consideration so as

to ensure disabled candidates, or those facing exceptional circumstances, are not disadvantaged in
demonstrating their knowledge, skills and understanding.
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Further information on NCC Education’s arrangements for giving reasonable adjustments and
special consideration can be found in the NCC Education Reasonable Adjustments and Special
Considerations Policy.
3.3.2 Supervision and Authentication of Assessment
NCC Education Centres are required to organise all assessment activity for this specification
according to NCC Education’s policies and advice.
Candidates’ identity and the authenticity of their work is verified and NCC Education moderates all
assessment to ensure that the marking carried out is fair, and that the grading reflects the standard
achieved by candidates as relevant to the specification Learning Outcomes and Assessment
Criteria. Detailed guidance on this process and how candidate work must be submitted to NCC
Education is given in NCC Education’s Examination Guidelines and Marking and Moderation
Manual. The Marking and Moderation Manual also includes full reminder checklists for Centre
administrators.
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4 Administration
4.1 Assessment Cycles
Four assessment cycles are offered throughout the year, in Spring, Summer, Autumn and Winter.
Examination dates and assignment submission deadlines are published in the NCC Education
Activity Schedule, which is provided to Centres by Customer Services. It is also available on
Connect, NCC Education’s student registration system.
The Activity Schedule also gives the key dates for registering candidates for assessment cycles, the
dates when Centres can expect the assessment documentation and, ultimately, the assessment
results from NCC Education.
4.2 Language of Assessment
All assessment is conducted in English.
4.3 Candidates
NCC Education’s qualifications are available to those Centre candidates who satisfy the entry
requirements as stated in this specification.
4.4 Qualification and Unit Entry Requirements
Entry Requirements
• Holders of the NCC Education International Diploma in Computer Studies (IDCS)
• Holders of the NCC Education Level 4 Diploma in Computing (L4DC) (RQF)
• Holders of any local or international qualification deemed to be a similar level to these awards.
Candidates in this category whose first language is not English will also require IELTS 5.5 or
equivalent.
It is recommended that IDCS-holders wishing to progress to the Level 5 Diploma in Computing

should have either passed the Java or Visual Basic elective Unit, or should have some object-
oriented programming experience or training before proceeding with the Level 5 qualification.
Direct Entry at Other Points

The majority of students are expected to join the NCC Education IT Journey at Level 4 or earlier.
However, applications will be accepted for entry at any point and will be accepted, by means of
documented evidence, using the following criteria:
• The applicant's general educational background is appropriate for the level of entry.
• The applicant's knowledge of computing is both equivalent to and appropriate for the level of
entry.
4.5 Candidate Entry
Candidates are registered for assessment via NCC Education’s Connect system and according to
the deadlines for registration provided in the Activity Schedule.
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Candidates are registered for the assessment of each Unit they wish to take in a particular
assessment cycle (e.g. Units A and B in Summer, Units C and D in Autumn, Units E and F in Winter
and Units G and H in Spring). This includes candidates who need to resit a particular Unit.
Further details can be found in NCC Education’s Operations Manual.
4.6 Eligibility Period
The maximum period of time that NCC Education allows for the completion of your programme is
three years. Please contact your Accredited Partner Centre if you have any queries relating to this.
4.7 Resits
If a candidate fails an assessment, they will be provided with opportunities to resit during the
eligibility period.
Candidates may only seek reassessment in a previously failed Unit.
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5. Syllabus
5.1. Professional Issues in IT
Title: Professional Issues in IT
RQF code: R/503/4768 Credits 15 Level 5
Guided Learning Total Qualification

60 hours 150 hours
Hours Time
Learning Outcomes; Assessment Criteria;

The Learner will: The Learner can:
1. Understand the social, ethical 1.1 Identify and explain common legal, social and
and professional issues professional standards issues applicable to a
essential to the IT profession professional working in the IT industry
1.2 Appraise the ethical aspects of various scenarios
in the development, deployment and use of IT
systems
1.3 Explain the social, legal and professional
standards issues in the context of various
scenarios in the development, deployment and
use of IT systems
2. Understand a project 2.1 Explain the project management lifecycle in the
management life cycle and context of an IT project
associated techniques 2.2 Identify the key phases of the project
management lifecycle in relation to a given
scenario
2.3 Develop project management strategies for
specified software development and maintenance
projects
3. Understand how to deploy a 3.1 Explain the need for structured and planned
software application deployment of a software application
3.2 Analyse the potential risks and problems of
deploying a software application in a given
scenario
3.3 Specify a software deployment process for a given
scenario
4. Understand risks and the 4.1 Explain the need for detailed risk analysis in a
management of them in software engineering context
software projects 4.2 Explain risk management techniques
4.3 Analyse risks and risk management strategies in
the context of an IT project
5. Understand the principles and 5.1 Analyse an IT service case study in respect to
techniques of IT service management requirements
management 5.2 Analyse objectives in an IT service case study
5.3 Apply management techniques to a problem
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situation in order to achieve objectives
6. Be able to design software 6.1 Define and explain the concept of software quality
quality policies and 6.2 Explain the use of metrics for software quality
procedures management and apply these to a given scenario
6.3 Evaluate the requirements for software quality
policies and procedures in a problem context
6.4 Design software quality policies and procedures
and apply these to a given scenario
Syllabus content
Topic Course coverage
Understanding IT • Introduction to the Unit

Standards and • Ethics – What are ethics and why are they relevant?
Issues
• Social, legal and professional issues in IT and their potential
impact
• Why understanding standards and issues is so important
Learning Outcome: 1
Applying IT • Applying social, ethical, legal and professional standards and
Standards and issues to the IT profession and projects
Issues • Analysing the effects of such issues and standards on the IT
industry
Learning Outcome: 1
IT Project • What is IT project management and why is it necessary?
Management • Identifying and understanding project management lifecycles
and phases
• Understanding project management strategies
Learning Outcome: 2
Applied IT Project • Identifying and applying project management lifecycle phases
Management and strategies to IT projects
• Analysing, evaluating, concluding and reporting findings
Learning Outcome: 2
Software Application • What is software application deployment?
Deployment • Its place within an IT project’s lifecycle
• How to identify potential issues
• Software application deployment standards
Learning Outcome: 3
Applying Software • Identifying deployment risks and issues
Application • Creating a software deployment procedure for an IT project
Deployment to
Projects • Explanation of software deployment procedure
Learning Outcome: 3
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IT Risk Management • What is risk?
• Risk management and the techniques employed
• Risk identification and analysis in IT projects
• The consequences of not planning for risk
• Reactive vs. proactive
Learning Outcome: 4
Applying, Evaluating • Applying risk analysis and risk management to an IT project
and Managing Risk • Evaluating findings
Analysis
• Reporting results
Learning Outcome: 4
IT Service • What is IT service management?
Management (ITSM) • Where is ITSM focused?
• Why is ITSM important?
• ITSM International Standards
Learning Outcome: 5
Analysing and • Analysing and applying IT service management
Applying IT Service • Evaluation of ITSM – advantages and disadvantages
Management
Learning Outcome: 5
Software Quality • Understanding quality within IT
Policies and • What are quality procedures and policies?
Procedures
• Why software quality procedures are important
• Measuring quality
• Theory of applying quality procedures to IT projects
• External standards
Learning Outcome: 6
Applying Software • Writing a software quality policy
Quality • Applying software quality procedures
• Revision of Unit content
• Assessment Clinic
Learning Outcome: 6
Related National Occupational Standards (NOS)

Sector Subject Area: 6.1 ICT Professionals
Related NOS: 4.7.P.3 – Monitor the progress of system/solution/service design activities;
5.1.S.4 - Monitor, analyse and report on systems development activities;
5.2.P.1 - Plan software development activities;
5.2.P.3 - Control software development activities;
5.2.P.4 - Contribute to the management of software development;
5.3.P.2 - Contribute to the communication of the results of IT/Technology solution testing;
5.3.S.2 - Manage testing activities
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Assessments
Global Examination (100%)
See also Section 3 above
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5.2. Network Security and Cryptography
Title: Network Security and Cryptography
RQF code: R/503/4785 Credits 15 Level 5

60 hours 150 hours
Hours Time

1. Understand the most common 1.1 Explain the most common types of cryptographic
types of cryptographic algorithm (i.e. block ciphers, public-key ciphers
algorithm and hash algorithms)
1.2 Select and justify an appropriate algorithm for a
particular purpose
2. Understand the Public-key 2.1 Describe the Public-key Infrastructure
Infrastructure 2.2 Explain the role of Certification Authorities
3. Understand security protocols 3.1 Explain the concept of Web security with TLS
for protecting data on 3.2 Describe Email security mechanisms
networks
3.3 Describe disk encryption mechanisms
3.4 Deploy file encryption mechanisms
4. Be able to digitally sign emails 4.1 Explain digital signatures
and files 4.2 Demonstrate applying for and deploying a Digital
Certificate
4.3 Digitally sign an email
5. Understand Vulnerability 5.1 Explain the need for vulnerability assessments
Assessments and the 5.2 Interpret a vulnerability assessment report
weakness of using passwords
5.3 Explain the different authentication mechanisms
for authentication
5.4 Describe multifactor authentication
5.5 Describe biometrics and their issues
6. Be able to perform simple 6.1 Use port scanners to highlight open ports
vulnerability assessments and 6.2 Perform password cracking using dictionary and
password audits brute-force methods
7. Be able to configure simple 7.1 Configure access control mechanisms
firewall architectures 7.2 Describe the components of a firewall
7.3 Configure a DMZ firewall
7.4 Evaluate the limitations of firewalls
7.5 Apply and manage port forwarding rules
8. Understand Virtual Private 8.1 Explain Virtual Private Networks
Networks 8.2 Select an appropriate remote access solution
9. Be able to deploy wireless 9.1 Explain the vulnerabilities inherent in wireless
security networks
9.2 Deploy a secure network architecture for wireless
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access
9.3 Configure Access Control Lists
9.4 Encrypt and protect the wireless link
Syllabus content
Cryptography • Cryptographic algorithms including:

Fundamentals - AES block cipher
- RSA public-key code
- SHA hash algorithm
Learning Outcomes: 1
PKI • The Public-Key Infrastructure
• Certification Authorities and Digital Signatures
Learning Outcomes: 2 & 4
Web Security • Browser security and SSL/TLS for encrypted browsing
Email Security • PGP and S/MIME for encrypted and authenticated email
Data Protection • File, disk and portable encryption technologies
Vulnerability • Vulnerability assessment terms and tools:
Assessment - Port scanners
- Password crackers
Authentication • Passwords
• Multi-factor authentication
• Biometrics
Access Control • Packet filtering
• Access control lists
• NAT
• IDS
Firewalls • Firewall architectures and their limitations
• The DMZ firewall and its limitations
VPN • Virtual Private Network technologies and issues
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Remote Access • Alternative remote access technologies:
- Remote desktops
- Web applications
Wireless Security • Wireless security (WEP, WPA, WPA2)
• Secure network architectures for wireless deployments

Related NOS: 6.2.A.1 - Contribute to IT/technology security management activities;
6.2.A.2 - Document IT/technology security management processes;
6.2.A.3 - Assist the management with IT/technology security systems;
6.2.P.1 - Manage the IT/technology security requirements;
6.2.P.2 - Carry out IT/technology security management activities
Assessments
Global Assignment (50%)
Page 15 of 45
5.3. Information Systems Analysis
Title: Information Systems Analysis
RQF code: Y/503/4769 Credits 15 Level 5

60 hours 150 hours
Hours Time
1. Understand soft and hard 1.1 Explain the key aspects of Soft Systems
approaches to the analysis of Methodology (SSM) and related approaches
information systems 1.2 Explain the key aspects of Structured Systems
Analysis and Design Methodology (SSADM) and
related approaches
1.3 Identify business situations where a soft or hard
systems analysis might be appropriate
1.4 Explain combined soft/hard frameworks (such as
Multiview).
2. Understand the techniques 2.1 Explain and apply stakeholder analysis techniques
associated with requirements 2.2 Explain and apply CATWOE
capture
3. Understand the different 3.1 Explain object-oriented IS methodologies
viewpoints associated with IS 3.2 Explain organisation-oriented IS methodologies
methodologies
3.3 Explain process-oriented IS methodologies
3.4 Explain people-oriented IS methodologies
3.5 Evaluate IS methodologies of different types in the
context of a business scenario
4. Be able to apply various 4.1 Evaluate a knowledge-based view of
analytical techniques for organisations
understanding a complex 4.2 Define and apply techniques for analysing the
organisational environment business environment (such as PEST and SWOT)
5. Understand the relationship 5.1 Analyse the economic, social, political and
between the economic, social, technical aspects of a business systems problem
political and technical factors 5.2 Evaluate the different aspects of a business
influencing a business problem in the context of potential solutions
problem
6. Understand and apply the 6.1 Design or evaluate an interface with regard to the
principles of interface design characteristics of its users
and the requirements and 6.2 Explain the requirements of computer users and
characteristics of users that how good design can address these
motivate these
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Syllabus content
Introduction to • An introduction to the Unit

Information Systems • Define and explain the term information system
Analysis
• Identify types and examples of information systems
• Discuss Information systems analysis in the context of the
SDLC
• Define and explain the abbreviation SDLC
• Define and explain analysis and requirements capture
• Discuss the role of analysis and requirements capture in
specific contexts
• Define the term methodology
• Determine the requirement for different methodologies
• Present an overview of Information System Analysis and
Design methodologies
• Research and discuss case studies
Learning Outcome: 1
Hard Approaches to • Define and explain the term hard approach to systems analysis
the Analysis of • Identify examples of hard approach methodologies
Information Systems
• Identify business situations where a hard approach to systems
analysis might be appropriate
• Define and explain the abbreviation SSADM
• Identify and discuss the advantages of SSADM
• Identify and discuss the disadvantages of SSADM
• Define and explain the abbreviation DFD
• Define and explain terminology associated with DFDs
• Illustrate the use of DFDs
• Construct DFDs
• Provide solutions to business problems using DFDs
Learning Outcome: 1
Soft Approaches to • Define and explain the term soft approach to systems analysis
the Analysis of • Identify examples of soft approach methodologies
Information Systems
• Identify business situations where a soft approach to systems
analysis might be appropriate
• Define and explain the abbreviation SSM
• Identify and discuss the advantages of SSM
• Identify and discuss the disadvantages of SSM
• Provide solutions to business problems using SSM
Learning Outcome: 1
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Combined Soft/Hard • Define and explain the term combined soft/hard approach to
Approaches to the systems analysis
Analysis of • Identify examples of combined soft/hard approach
Information Systems methodologies
• Identify business situations where a combined soft/hard
approach to systems analysis might be appropriate
• Define and explain the term Multiview
• Identify and discuss the advantages of Multiview
• Identify and discuss the disadvantages of Multiview
• Provide solutions to business problems using Multiview
• Compare and contrast soft, hard and combined approaches to
systems analysis
Learning Outcome: 1
Techniques • Define and explain the term stakeholder
Associated with • Identify and discuss types of stakeholder analysis techniques
Requirements
Capture • Define and illustrate the Stakeholder Analysis Matrix
• Define and explain the abbreviation CATWOE
• Identify and discuss the advantages of CATWOE
• Identify and discuss the disadvantages of CATWOE
• Provide solutions to business problems using CATWOE
• Evaluate CATWOE
Learning Outcome: 2
Organisation- • Define and explain the term organisation-oriented IS
Oriented and People- methodology
Oriented IS • Identify the types of organisation-oriented IS methodologies
Methodologies
• Identify and discuss the advantages of organisation-oriented
methodologies
• Identify and discuss the disadvantages of organisation-oriented
methodologies
• Evaluate and discuss an organisation-oriented methodology in
the context of a business scenario
• Define and explain the term people-oriented IS methodology
• Identify the types of people-oriented IS methodologies
• Identify and discuss the advantages of people-oriented
methodologies
• Identify and discuss the disadvantages of people-oriented
methodologies
• Define and explain the abbreviation ETHICS
• Evaluate and discuss the ETHICS methodology in the context
of a business scenario
• Define and explain the term Agile methodology
• Evaluate and discuss the Agile methodology in the context of a
business scenario
Learning Outcome: 3
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Process-Oriented IS • Define and explain the term process-oriented IS methodology
Methodologies • Identify the types of process-oriented IS methodologies
• Identify and discuss the advantages of process-oriented
methodologies
• Identify and discuss the disadvantages of process-oriented
methodologies
• Define and explain the term Yourdon methodology
• Evaluate and discuss the Yourdon methodology in the context
of a business scenario
• Define and explain the abbreviation POEM
• Evaluate and discuss the POEM methodology in the context of
a business scenario
Learning Outcome: 3
Object-Oriented IS • Define and explain the term object-oriented IS methodology
Methodologies • Identify the types of object-oriented IS methodologies
• Define and explain terminology associated with an object
oriented methodology
• Illustrate the construction of an object-oriented methodology
• Identify and discuss the advantages of object-oriented
methodologies
• Identify and discuss the disadvantages of object-oriented
methodologies
• Evaluate and discuss an object-oriented methodology in the
context of a business scenario
Learning Outcome: 3
Analytical • Define and explain the term knowledge-based view of
Techniques for organisations
Understanding a • Identify and discuss the advantages of an organisation-
Complex oriented methodology
Organisational
Environment • Identify and discuss the advantages of an organisation-
oriented methodology
• Define and explain the abbreviation SWOT
• Demonstrate how SWOT can be used
• Apply SWOT to a business scenario
• Define and explain the abbreviation PEST
• Demonstrate how PEST can be used
• Apply PEST to a business scenario
Learning Outcome: 4
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Analysis of Factors • Analyse the economic aspects of a business systems problem
Influencing a • Evaluate and discuss the economic aspects of a business
Business Problem systems problem in the context of potential solutions
• Analyse the social aspects of a business systems problem
• Evaluate and discuss the social aspects of a business systems
problem in the context of potential solutions
• Analyse the political aspects of a business systems problem
• Evaluate and discuss the political aspects of a business
systems problem in the context of potential solutions
• Analyse the technical aspects of a business systems problem
• Evaluate and discuss the technical aspects of a business
systems problem in the context of potential solutions
Learning Outcome: 5
Principles of • Identify the principles and good practice of interface design
Interface Design and • Analyse the requirements of the users of an interface
the Requirements
and Characteristics • Analyse the characteristics of the users of an interface
of Users that • Demonstrate how good interface design can address the
Motivate These requirements and characteristics of an interface user
Design or Evaluate • Design an interface that addresses the requirements and
an Interface with characteristics of an interface user
regard to the • Evaluate and discuss whether interface design principles have
Requirements and been applied to an interface
Characteristics of its
Users • Evaluate and discuss whether interface design principles have
addressed the requirements and characteristics of the interface
user

Sector Subject Area: 6.1 ICT Professional Competence
Related NOS: 4.1.P.1 – Carry out IT/technology architecture activities
4.1.P.2.C – Contribute to information activities relating to IT/technology architecture
models
4.1.P.1 – Contribute, under supervision, to the preparation of a data analysis assignment;
4.1.P.2 – Assist in the development of data analysis models
6.1.A.1 - Contribute to information management
6.1.A.2 - Document information assets
6.1.P.1 - Manage the classification and categorisation of information
Assessments
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5.4. Analysis, Design and Implementation
Title: Analysis, Design and Implementation
RQF code: H/503/4869 Credits 15 Level 5

60 hours 150 hours
Hours Time

1. Understand the seamless 1.1 Explain the seamless transition from OO
transition from OO Analysis to OO analysis to OO design
Design. 1.2 Identify and describe OO analysis models
1.3 Indentify and describe OO design models
2. Understand how to convert OO 2.1 Convert OO analysis models to code
analysis and design models to 2.2 Convert OO design models to code
code
3. Understand the quality attributes 3.1 Explain the developer software quality
associated with an OO attributes
development 3.2 Explain the user software quality attributes
4. Understand the concept of 4.1 Describe what is meant by maintenance of
maintenance within an OO software
development environment 4.2 Identify and define the different types of
software maintenance
5. Be able to produce OO analysis 5.1 Use a case tool to produce OO analysis
and design models using a case models based on a case study
tool 5.2 Use a case tool to develop OO design models
based on a case study
6. Be able to convert OO analysis 6.1 Use an IDE to develop code based on an OO
and design models to code using analysis model
an appropriate IDE 6.2 Use an IDE to develop code based on an OO
design model
7. Be able to refactor an OO 7.1 Refactor code based on standard refactoring
programme to improve quality techniques.
Syllabus content
Introduction to the • Introduction to the Unit

Unit • Distinction between analysis and design
• The Software Crisis
• Recap of key OO concepts
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Introduction to • Obtaining and using the Unit OO Case tool
StarUML • Turning simple models into code
Object-Oriented • Discussion of the OO software development process
Modelling • Use-case diagrams
• Identifying abstractions
• Event Decomposition
• Discussion of benefits of OOAD
• Discussion of drawbacks of OOAD
Static Modelling in • Requirements gathering
UML • Natural Language Analysis
• Candidate classes
• Class diagrams
• Converting class diagrams into code
Dynamic Analysis • Activity diagrams
and Design • Sequence diagrams
• Converting dynamic models into code
OOAD Case Study • Worked example from problem statement to design
Learning Outcomes: 1, 3 & 5
Design Patterns 1 • Introduction to design patterns
• Factory
• Abstract Factory
Design Patterns 2 • Model-View-Controller
• Flyweight
• Strategy
• Facade
Elements of Good • Software quality attributes
Design • Software component design
• Coupling
• Cohesion
• The Observer design pattern
Page 22 of 45
Redesign and • Redesign of case study
Implementation • Incorporation of design patterns
• Implementation of elements of previous design case study into
code
Maintenance and • Impact of change
Refactoring • Refactoring
• Refactoring case study
Recap • Recap of Unit
Learning Outcomes: All

Related NOS: 4.3.P.1 – Manage, under supervision, information to direct human needs
analysis assignments;
4.3.P.2 – Produce, implement and maintain quality human needs analysis activities;
4.3.P.3 – Provide human needs analysis findings to others;
4.4.P.1 – Prepare, under supervision, for a systems analysis assignment;
4.4.P.2 – Carry out, as required, systems analysis activities;
4.4.P.3 – Monitor the effectiveness of systems analysis activities and their deliverables;
4.4.S.1 – Design, implement and maintain systems analysis activities;
4.7.P.1 – Prepare, under supervision, for system/solution/service design activities;
4.7.P.2 – Assist with the design of system/solution/service design;
4.7.P.3 – Monitor the progress of system/solution/service design activities;
5.1.S.2 - Initiate systems development activities;
5.3.S.3 - Manage systems development activities;
5.2.P.2 - Perform software development activities;
5.3.S.1 - Implement the infrastructure for testing activities;
5.3.S.2 - Manage testing activities;
5.3.S.3 - Monitor and control testing activities.
Assessments
Local Examination (50%)
Page 23 of 45
5.5. Dynamic Websites
Title: Dynamic Websites
RQF code: Y/503/4786 Credits 15 Level 5

60 hours 150 hours
Hours Time

1. Understand the various tools and 1.1 Define and explain web applications and their
techniques used for Web functions
Application development 1.2 Identify and evaluate appropriate web
application development tools for a given
scenario
1.3 Identify and evaluate appropriate web
application development techniques for a
given scenario
2. Be able to develop data-driven 2.1 Design and code a web-based user interface
websites appropriate to a given problem
2.2 Design and build a database which interacts
with a web page
2.3 Create scripts to facilitate data transfer
between a database and a web page.
2.4 Evaluate the functionality of a database-
driven website in the context of a given
problem
3. Be able to apply the various tools 3.1 Select appropriate web development tools for
and techniques used to build data- a given scenario
driven websites 3.2 Use a development tool to develop a dynamic
web solution which addresses a given
scenario
4. Understand the functions of web 4.1 Define and explain a range of web services
services (e.g XML, RSS, SOAP).
4.2 Evaluate and select the optimal web service
solution for a given problem
4.3 Appraise the potential business benefits of
web services
5. Be able to create and deploy web 5.1 Use one or more web services to build a
services dynamic website which addresses a given
business problem
5.2 Evaluate a dynamic website which utilises
web services in the context of business
objectives
Page 24 of 45
Syllabus content
Introduction to the • Introduction to the Unit

Unit • N-Tier Architectures
• Introduction to layers and the tools used
Learning Outcomes: 1, 3, & 4
Introduction to PHP • Programming with PHP
• Language design
• Loops, Selections and Iterations
• Version considerations
• HTML via PHP
Cookies and • Statelessness in HTTP
Sessions • Cookies
• Sessions
• The role of PHP in web-based applications
MySQL and PHP • Creating tables via PHP
• Manipulating tables via PHP
• Querying database tables via PHP
Web Based • XML
Protocols • RSS
• XHTML
• CSS
Ajax (1) • Introduction to dynamic client side scripting with Java-script
• Building a web-based user interface
• JavaScript events
• Asynchronous Applications
Ajax (2) • Manipulating the Document Object Model
• XML DOM trees
• Ajax requests and responses
• jQuery
Evaluation • Standards validation
• User centred design
• Accessibility
• Browser compatibility
Page 25 of 45
Web Services • SOAP
• REST
• Google Directions
• Mash-Ups
jQuery • Overview of jQuery
• Presentational Flourishes
• Selectors
• Filters
• Callbacks
jQuery and Ajax • jQuery and Ajax
• jQuery plug-ins
• jQuery widgets
• Themeroller
Integration • Integration of topics
• Development of solution to meet a specified objective

Related NOS: 4.7.P.1 – Prepare, under supervision, for system/solution/service design
activities;
5.1.S.2 - Initiate systems development activities;
5.2.P.2 - Perform software development activities
Assessments
Page 26 of 45
5.6. Database Design and Development
Title: Database Design and Development
RQF code: D/503/4787 Credits 15 Level 5

60 hours 150 hours
Hours Time

1. Understand the enterprise 1.1 Summarise the common use of distributed
application of database systems database management systems
1.2 Explain the meaning of the term disributed
database management system
1.3 Describe the components of a disributed
database management system
1.4 Summarise the common use of data
warehouses
1.5 Explain the meaning of the term data
warehouse
1.6 Describe the structure of a data warehouse
2. Understand how to enhance the 2.1 Describe how tables that contain redundant
design of and further develop a data can suffer from update anomalies
database system 2.2 Explain how to overcome update anomalies
using normalisation
2.3 Describe how to retrieve data from one or
more tables using SQL
3. Be able to enhance a logical 3.1 Check the tables are well-structured using
database design normalisation
3.2 Define the integrity constraints on the tables
4. Be able to develop a physical 4.1 Map a logical database design to a physical
database design database design
4.2 Design tables for a target DBMS
4.3 Design a representation of derived data
4.4 Design integrity constraints for the target
DBMS
4.5 Denormalise tables where appropriate
5. Be able to enhance a database 5.1 Apply integrity constraints
system using SQL 5.2 Retrieve data from one or more tables using
join
5.3 Retrieve data from one or more tables using
sub-queries
Page 27 of 45
Syllabus content
Key Concepts in • Review of key material from Level 4 databases Unit

Databases and • Common uses of databases
Database
Management • Types of databases
• Overview of database development
Enhancing Design 1 • Introduction to normalisation
• The concept of functional dependency
• Data redundancy and update anomalies
• Overcoming anomalies with normalisation
Learning Outcome: 2
Enhancing Design 2 • Deriving a set of relations from a conceptual data model
• Validating relations using normalisation
• Integrity constraints on tables
Learning Outcome: 3
Data Retrieval 1 • Table and view structure in a relational database
• Data types
• Null values
• Retrieving data using SQL
Learning Outcome: 2
Data Retrieval 2 • Referential integrity in relational databases
• Types of joins
• Retrieving data using joins
• Retrieving data using sub-queries
Learning Outcome: 5
Physical Design 1 • The purpose of physical design
• Mapping the logical database design to a physical database
design
• Designing tables for the target DBMS
Learning Outcome: 4
Physical Design 2 • The concept of derived data
• Designing a representation of derived data
Learning Outcome: 4
Physical Design 3 • Types of constraints
• Designing integrity constraints for the target DBMS
Page 28 of 45
Physical Design 4 • Understanding transactions
• Denormalisation
• Improving performance
• Estimating the size of the database
Learning Outcome: 4
Distributed • The need for distributed databases
Databases • Components of distributed databases
• Advantages and disadvantages of distributed databases
• Homogenous and Heterogeneous distribution
• Distributed Database Design
Learning Outcome: 1
Data Warehouses • The need for business intelligence and the concept of the data
warehouse
• The difference between Online Transaction Processing (OLTP)
systems and data warehousing
• The architecture and main components of a data warehouse
Learning Outcome: 1
Summary • Summary of Unit, linking units to objectives and to each other
• Clarification of material and related issues as identified by
students

Related NOS: 4.1.P.1 – Contribute, under supervision, to the preparation of a data
analysis assignment;
4.1.P.2 – Assist in the development of data analysis models;
4.1.P.3 – Manage the outcomes from the data analysis assignment;
4.5.P.2 – Manage, under supervision, the maintenance of data design assignments;
4.5.P.1 – Provide others, when requested, with specified information relating to data
design activities;
4.5.S.1 – Select and implement appropriate data design processes;
4.5.S.2 – Manage the progress of data design assignments;
4.5.S.3 – Review the effectiveness of data design deliverables.
Assessments
Local Examination (50%)
Page 29 of 45
5.7. Agile Development
Title: Agile Development
RQF code: J/503/4783 Credits 15 Level 5

60 hours 150 hours
Hours Time

1. Understand the background to Agile 1.1 Summarise the background to Agile
development development
1.2 Explain Agile development in relation to
other development approaches
2. Understand the roles within an Agile 2.1 Explain the roles in an Agile development
development team team
2.2 Evaluate the need for a particular role within
an Agile development team for a particular
project scenario
3. Understand the various Agile 3.1 Explain the various Agile development
development techniques techniques
3.2 Evaluate the need for a particular Agile
development technique for a particular
project scenario
4. Understand an Agile development 4.1 Describe an Agile development lifecycle
lifecycle 4.2 Explain the documentation required to
support an Agile development lifecycle
4.3 Evaluate the use of an Agile development
lifecycle for a particular project scenario
5. Understand the principles 5.1 Describe the principles associated with an
associated with an Agile Agile development approach
development approach
Page 30 of 45
6. Be able to apply an Agile 6.1 Describe how to apply an Agile development
development approach to a approach to a particular problem scenario
particular project scenario 6.2 Suggest and justify the members of an Agile
development team for a particular project
scenario
6.3 Suggest and justify the use of particular
Agile development techniques for a
particular project scenario
6.4 Define a document set to support an Agile
development approach for a particular
project scenario
6.5 Populate a document set to support an Agile
development approach for a particular
project scenario
Syllabus content
An Overview of Agile • An introduction and overview of the Agile Development Unit

• What is Agile? - the history
• What Agile Approaches
The Agile Approach • What is DSDM Atern?
and Principles • Philosophy of Agile and benefits
• The 8 principles
• The 5 key techniques
• The Instrumental success factors
• The Project Approach Questionnaire
Modelling • What is a model?
• Links to the 8 principles
• Viewpoints for modelling
• Modelling within the Agile lifecycle
Roles, Skills and • Agile Team style (self-directing, empowered)
Team Structures • Agile team size and reasons
• Project level roles and responsibilities
• Solution Development Team roles and responsibilities
• Specialist roles and other supporting roles
Page 31 of 45
Lifecycle and • The purpose of the configurable lifecycle
Products • The 5 main phases and the two further phases of the lifecycle
• For each phase:
- Objectives
- Preconditions
- Points to consider
• Products related to lifecycle phases
• The three essential perspectives for the products
Project Management • Key Differences in style between Traditional and Agile (Atern)
Considerations Project management
Part 1: Control Risk • Control parameters in an Agile project
• Communication including daily Stand Ups
• Empowerment and escalation
• Risk in an Agile project
Project Management • Configuration Management
Considerations • Quality and Maintainability
Part 2: Quality and • Testing concepts
Testing
• Metrics
Facilitated • What is a Facilitated workshop?
Workshops • The role of the Facilitator; co-facilitator/scribe; participants.
• Workshop planning
• Workshop success factors
Learning Outcome: 6
Requirements • What is a requirement in Agile?
Definition and • Defining requirements: User story format (as a... I need... in
Prioritisation order to...)
• Functional and non-functional requirements
• Format and content of a requirement
• The Prioritised Requirements List
• MoSCoW as a key technique
• Requirements and modelling
Learning Outcome: 6
Page 32 of 45
Iterative • What is a prototype?
Development and • What is iterative development?
Prototyping
• Prototyping perspectives:
- Functional
- Usability
- Non-functional
- Capability/Technique prototype: Architectural Spike and
Proof of Concept
• Horizontal, Vertical and Combined development strategies
• Prototyping: Identify, plan, evolve, review.
• Iterative development as a key technique
Learning Outcome: 6
Estimating and • The estimating process
Timeboxing • Factors affecting an estimate
• Estimating approaches
• Problems with estimates
• What is a timebox?
• Timebox structure (Identify, plan, evolve, review) Timebox links
to MoSCoWed requirements
• Delivery (increment) planning
• Timebox planning
• Timeboxing as a key technique
Learning Outcome: 6
Unit Summary and • Revision
Revision Guidance Learning Outcomes: All

Related NOS: 4.4.P.3 – Monitor the effectiveness of systems analysis activities and their
deliverables;
4.4.S.2 – Manage the systems analysis assignment activities;
4.4.S.3 – Liaise with others on matters relating to systems analysis activities;
4.4.S.4 – Review and sign off systems analysis outcomes
Assessments
Page 33 of 45
5.8. Computing Project
Title: Computing Project
RQF code: L/503/4784 Credits 15 Level 5

24 hours 150 hours
Hours Time

1. Identify a suitable computing 1.1 Select and justify an appropriate computing
artefact and development method artefact to develop
2. Project manage the analysis, 2.1 Select and justify the use of an appropriate
design, development and development method
deployment of a computing artefact 2.2 Produce a viable project plan
2.3 Check progress against a project plan
2.4 Evaluate his/her performance against a
project plan
2.5 Select and justify the use of an appropriate
risk management approach
2.6 Select and justify the use of an appropriate
configuration management approach
3. Carry out the analysis for a 3.1 Elicit requirements
computing artefact 3.2 Prioritise requirements
3.3 Produce a requirements specification
3.4 Produce an analysis specification
4. Design a computing artefact 4.1 Enhance requirements
4.2 Produce a design specification
5. Develop a computing artefact 5.1 Select and justify the use of an appropriate
development environment
5.2 Write the code for a computing artefact
6. Test a computing artefact 6.1 Develop appropriate test scripts
6.2 Test that a computing artefact meets its
requirements by using test scripts
Page 34 of 45
Syllabus content
Introduction • Appropriate Artefacts

• Planning your Project
• Appropriate Development Methods
• Appropriate Risk Management
• Appropriate Configuration Management
Learning Outcome: 2
Analysis • Structure of an Analysis Specification
Specifications • Content of an Analysis Specification
Learning Outcome: 3
Design Specifications • Structure of a Design Specification
• Content of a Design Specification
Test Scripts • Types of Testing (Reminder)
• Choosing Appropriate Tests
• Applying Tests
• Documenting Tests
Learning Outcome: 6
Planning the final • Structure of Final Report
report • Content of Final Report
• Citations and Referencing (Reminder)
• Appropriate Appendices
Project and Report • Private study time should include weekly meetings with your
Completion tutor to discuss your progress.
• Project production
Learning Outcomes: 1 - 6
Page 35 of 45
Related NOS: 4.1.P.3 – Manage the outcomes from the data analysis assignment;
4.2.S.1 – Prepare for data analysis activities;
4.2.S.2 – Manage effective data analysis activities;
4.2.S.3 – Maintain effective data analysis deliverables;
4.3.P.1 – Manage, under supervision, information to direct human needs analysis
assignments;
4.3.P.2 – Produce, implement and maintain, quality human needs analysis activities;
4.3.P.3 – Provide human needs analysis findings to others;
4.4.P.1 – Prepare, under supervision, for a systems analysis assignment;
4.4.P.2 – Carry out, as required, systems analysis activities;
4.4.P.3 – Monitor the effectiveness of systems analysis activities and their deliverables;
4.4.S.2 – Manage the systems analysis assignment activities;
4.4.S.3 – Liaise with others on matters relating to systems analysis activities;
4.4.S.4 – Review and sign off systems analysis outcomes;
4.5.P.1 – Assist with the development for data design activities;
4.5.P.2 – Manage, under supervision, the maintenance of data design assignments;
4.5.P.1 – Provide others, when requested, with specified information relating to data
design activities;
4.5.S.1 – Select and implement appropriate data design processes;
4.6.P.1 – Prepare for human interaction and interface (HCI) design activities;
4.6.P.2 – Implement, under supervision, human interaction and interface (HCI) design
activities;
4.6.P.3 – Manage the needs of different users of HCI design activities;
4.7.P.1 – Prepare, under supervision, for system/solution/service design activities;
5.1.P.1 - Perform systems development activities;
5.1.P.2 - Contribute to the management of systems development;
5.1.L.2 - Control systems development activities;
5.2.P.1 - Plan software development activities;
5.2.P.2 - Perform software development activities;
5.2.P.3 - Control software development activities;
5.2.P.4 - Contribute to the management of software development;
5.3.A.1 - Carry out IT/Technology solution testing activities under direction;
5.3.P.1 - Carry out IT/Technology solution testing;
5.4.P.2 - Perform systems integration activities;
5.5.P.1 - Perform systems installation, implementation and handover activities;
5.5.P.2 - Document and present systems installation, implementation and handover
activities
Page 36 of 45
Assessments
Page 37 of 45
6. Results and Certificates
The grade descriptors Pass, Merit and Distinction are awarded by Unit to successful candidates. A
Pass is awarded for an overall Unit mark of between 40 and 59. A Merit is awarded for an overall
Unit mark of between 60 and 69 and a Distinction is awarded for an overall Unit mark of 70 and
above. Candidates who obtain an overall Unit mark of below 40 are classed as fail in the Unit and
may resit.
A final Qualification mark will be awarded upon successful completion of all units. This is calculated
by finding the average mark of all 8 units that make up the qualification.
Grade Descriptors incorporate characteristics intended to provide a general indication of

assessment performance in relation to each Unit’s Learning Outcomes in this specification. The final
Unit grade awarded will depend on the extent to which a candidate has satisfied the Assessment
Criteria. A qualification is awarded when the candidate has achieved at least a pass in all Units.
After each assessment cycle, results slips are issued (in electronic format) which detail the grades
achieved, i.e. Fail, Pass, Merit or Distinction (see Appendix 2). Certificates which contain your
qualification grade and pass mark are then dispatched to Centres.
7. Further Information
For more information about any of NCC Education’s products please contact
[email protected] or alternatively please visit www.nccedu.com to find out more about
our suite of high-quality British qualifications.
Page 38 of 45
Appendix 1 Qualification Documentation
The following NCC Education documentation has been referred to in this specification:
• Reasonable Adjustments and Special Considerations Policy
• Examination Guidelines
• Marking and Moderation Manual
• Activity Schedule
• Operations Manual
All documentation, together with access to NCC Education’s online resources, is available to
Centres and (where applicable) candidates who have registered for assessment.
Page 39 of 45
Appendix 2 Grade Descriptors
The grade descriptors Pass, Merit and Distinction are awarded to successful candidates. The
following are characteristics intended to provide a general indication of assessment performance in
relation to each Learning Outcome in this specification.
Grade descriptors Professional Issues in IT
Learning Outcome Pass Merit Distinction

Understand the social, Demonstrate Demonstrate robust Demonstrate highly
ethical and adequate level of level of comprehensive level
professional issues understanding understanding of understanding
essential to the IT
profession
Understand a project Demonstrate Demonstrate robust Demonstrate highly
management life cycle adequate level of level of comprehensive level
and associated understanding understanding of understanding
techniques
Understand how to Demonstrate Demonstrate sound Demonstrate highly
deploy a software adequate and appropriate effective deployment
application deployment of an deployment of an of an application
application application
Understand risks and Demonstrate Demonstrate robust Demonstrate highly
the management of adequate level of level of comprehensive level
them in software understanding understanding of understanding
projects
Understand the Demonstrate Demonstrate robust Demonstrate highly
principles and adequate level of level of comprehensive level
techniques of IT understanding understanding of understanding
service management
Be able to design Demonstrate ability Demonstrate ability Demonstrate ability to
software quality to perform the task to perform the task perform the task to
policies and consistently well the highest standard
procedures
Grade descriptors for Information Systems Analysis

Understand soft and hard Demonstrate Demonstrate robust Demonstrate highly
approaches to the adequate level of level of comprehensive level
analysis of information understanding understanding of understanding
systems
techniques associated adequate understanding of comprehensive
with requirements understanding of techniques understanding of
capture techniques techniques
Understand the different Demonstrate Demonstrate robust Demonstrate highly
viewpoints associated adequate level of level of comprehensive level
with IS methodologies understanding understanding of understanding
Page 40 of 45
Be able to apply various Demonstrate Demonstrate sound Demonstrate
analytical techniques for adequate and and consistently detailed and highly
understanding a complex appropriate appropriate appropriate
organisational application of application of application of
environment techniques techniques techniques
relationship between the adequate level of level of comprehensive level
economic, social, political understanding understanding of understanding
and technical factors
influencing a business
problem
Understand and apply Demonstrate Demonstrate sound Demonstrate
the principles of interface adequate and and consistently detailed and highly
design and the appropriate appropriate appropriate
requirements and application of application of application of
characteristics of users principles principles principles
that motivate these
Grade descriptors for Dynamic Websites

various tools and adequate understanding of comprehensive
techniques used for understanding of tools and techniques understanding of tools
Web Application tools and techniques and techniques
development
Be able to develop Show adequate Show sound and Show innovative and
data-driven development appropriate highly appropriate
websites development development
Be able to apply the Demonstrate Demonstrate sound Demonstrate detailed
various tools and adequate and and consistently and highly appropriate
techniques used to appropriate appropriate application of tools
build data-driven application of tools application of tools and techniques
websites and techniques and techniques
functions of web adequate level of level of comprehensive level
services understanding understanding of understanding
Be able to create Demonstrate ability Demonstrate ability to Demonstrate ability to
and deploy web to perform the task perform the task perform the task to
services consistently well the highest standard
Page 41 of 45
Grade descriptors for Database Design and Development

enterprise application adequate level of level of comprehensive level
of database systems understanding understanding of understanding
Understand how to Demonstrate ability Demonstrate ability Demonstrate ability to
enhance the design of to perform the task to perform the task perform the task to the
and further develop a consistently well highest standard
database system
Be able to enhance a Demonstrate ability Demonstrate ability Demonstrate ability to
logical database to perform the task to perform the task perform the task to the
design consistently well highest standard
Be able to develop a Show adequate Show sound and Show innovative and
physical database development appropriate highly appropriate
design development development
Be able to enhance a Demonstrate ability Demonstrate ability Demonstrate ability to
database system to perform the task to perform the task perform the task to the
using SQL consistently well highest standard
Grade descriptors for Network Security and Cryptography

Understand the most Demonstrate Demonstrate robust Demonstrate highly
common types of adequate understanding of comprehensive
cryptographic understanding of common types of understanding of
algorithm common types of cryptographic common types of
cryptographic algorithm cryptographic
algorithm algorithm
Public-key adequate level of level of comprehensive level
Infrastructure understanding understanding of understanding
Understand security Demonstrate Demonstrate robust Demonstrate highly
protocols for adequate understanding of comprehensive
protecting data on understanding of security protocols understanding of
networks security protocols security protocols
Be able to digitally Demonstrate ability Demonstrate ability Demonstrate ability to
sign emails and files to perform the task to perform the task perform the task to the
consistently well highest standard
Understand Demonstrate Demonstrate robust Demonstrate highly
Vulnerability adequate level of level of comprehensive level
Assessments and the understanding understanding of understanding
weakness of using
passwords for
authentication
Be able to perform Demonstrate ability Demonstrate ability Demonstrate ability to
simple vulnerability to perform the task to perform the task perform the task to the
assessments and consistently well highest standard
password audits
Page 42 of 45
Be able to configure Demonstrate Demonstrate robust Demonstrate highly
simple firewall adequate level of level of comprehensive level
architectures understanding and understanding and of understanding and
ability ability ability
Understand Virtual Demonstrate Demonstrate robust Demonstrate highly
Private Networks adequate level of level of comprehensive level
understanding understanding of understanding
Be able to deploy Demonstrate ability Demonstrate ability Demonstrate ability to
wireless security to perform the task to perform the task perform the task to the
consistently well highest standard
Grade descriptors for Analysis, Design and Implementation

seamless transition adequate level of level of comprehensive level
from OO Analysis to understanding understanding of understanding
OO Design.
Understand how to Demonstrate ability Demonstrate ability Demonstrate ability to
convert OO analysis to perform the task to perform the task perform the task to the
and design models to consistently well highest standard
code
Understand the quality Demonstrate Demonstrate robust Demonstrate highly
attributes associated adequate understanding of comprehensive
with an OO understanding of quality attributes understanding of
development quality attributes quality attributes
concept of adequate level of level of comprehensive level
maintenance within an understanding understanding of understanding
OO development
environment
Be able to produce Demonstrate ability Demonstrate ability Demonstrate ability to
OO analysis and to perform the task to perform the task perform the task to the
design models using a consistently well highest standard
case tool
Be able to convert OO Demonstrate ability Demonstrate ability Demonstrate ability to
analysis and design to perform the task to perform the task perform the task to the
models to code using consistently well highest standard
an appropriate IDE
Be able to refactor an Demonstrate ability Demonstrate ability Demonstrate ability to
OO programme to to perform the task to perform the task perform the task to the
improve quality consistently well highest standard
Page 43 of 45
Grade descriptors for Agile Development

background to Agile adequate level of level of comprehensive level
development understanding understanding of understanding
Understand the roles Demonstrate Demonstrate robust Demonstrate highly
within an Agile adequate level of level of comprehensive level
development team understanding understanding of understanding
various Agile adequate understanding of comprehensive
development understanding of techniques understanding of
techniques techniques techniques
Understand an Agile Demonstrate Demonstrate robust Demonstrate highly
development lifecycle adequate level of level of comprehensive level
understanding understanding of understanding
principles associated adequate level of level of comprehensive level
with an Agile understanding understanding of understanding
development
approach
Be able to apply an Demonstrate ability Demonstrate ability Demonstrate ability to
Agile development to perform the task to perform the task perform the task to the
approach to a consistently well highest standard
particular project
scenario
Page 44 of 45
Grade descriptors for Computing Project

Identify a suitable Utilise adequate Utilise sound Utilise highly
computing artefact reasoning to inform reasoning to inform appropriate and
and development selection appropriate selection original reasoning to
method inform appropriate
selection
Project manage the Demonstrate ability Demonstrate ability Demonstrate ability to
analysis, design, to perform the task to perform the task perform the task to
development and consistently well the highest standard
deployment of a
computing artefact
Carry out the Demonstrate ability Demonstrate ability Demonstrate ability to
analysis for a to perform the task to perform the task perform the task to
computing artefact consistently well the highest standard
Design a computing Provide adequate Provide detailed and Provide wholly
artefact design to address the appropriate design to appropriate and
specification address the innovative design that
specification meets the
specification
Develop a Show adequate Show sound and Show innovative and
computing artefact development appropriate highly appropriate
development development
Test a computing Demonstrate Demonstrate sound Demonstrate
artefact adequate knowledge knowledge of testing exceptional
of testing methodologies and knowledge of testing
methodologies and ability to implement methodologies and
ability to implement ability to implement
Page 45 of 45

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LEVEL 5

Version Revision Description

© NCC Education Limited, 2018

All Rights Reserved

1.1 Why choose this qualification?

NCC Education’s Level 5 Diploma in Computing is:

For more information see:

• Quality assured and well established in the UK and worldwide

• Recognised and valued by employers and universities worldwide

Professional Network Security Information

This qualification is regulated by Ofqual and listed on the Qualifications and

3.2 Overview of Qualification Unit Assessment

3.3 Accessibility of Assessment

3.3.1 Reasonable adjustments and special consideration

NCC Education is committed to providing reasonable adjustments and special consideration so as

3.3.2 Supervision and Authentication of Assessment

4.2 Language of Assessment

All assessment is conducted in English.

4.4 Qualification and Unit Entry Requirements

It is recommended that IDCS-holders wishing to progress to the Level 5 Diploma in Computing

Direct Entry at Other Points

4.5 Candidate Entry

Further details can be found in NCC Education’s Operations Manual.

4.6 Eligibility Period

Candidates may only seek reassessment in a previously failed Unit.

Title: Professional Issues in IT

RQF code: R/503/4768 Credits 15 Level 5

Guided Learning Total Qualification

Learning Outcomes; Assessment Criteria;

Understanding IT • Introduction to the Unit

Related National Occupational Standards (NOS)

Title: Network Security and Cryptography

RQF code: R/503/4785 Credits 15 Level 5

Guided Learning Total Qualification

Learning Outcomes; Assessment Criteria;

Cryptography • Cryptographic algorithms including:

Related National Occupational Standards (NOS)

Title: Information Systems Analysis

RQF code: Y/503/4769 Credits 15 Level 5

Guided Learning Total Qualification

Introduction to • An introduction to the Unit

Related National Occupational Standards (NOS)

Title: Analysis, Design and Implementation

RQF code: H/503/4869 Credits 15 Level 5

Guided Learning Total Qualification

Learning Outcomes; Assessment Criteria;

Introduction to the • Introduction to the Unit

Related National Occupational Standards (NOS)

Title: Dynamic Websites

RQF code: Y/503/4786 Credits 15 Level 5

Guided Learning Total Qualification

Learning Outcomes; Assessment Criteria;

Introduction to the • Introduction to the Unit

Related National Occupational Standards (NOS)

Title: Database Design and Development

RQF code: D/503/4787 Credits 15 Level 5

Guided Learning Total Qualification

Learning Outcomes; Assessment Criteria;

Key Concepts in • Review of key material from Level 4 databases Unit