Web Development HND Full Time

Web Development HND Full Time

Southern Staffordshire College
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Description

Employability

Personal Development Planning is covered by the wider reaching Employability Policy, which aims to improve the employment potential of each student. QAA has outlined a set of minimum expectations in terms of the provision of PDP opportunities for HE students.

The Employability Policy contains a set of key PDP elements in which all students on an award should have the opportunity to engage in. The University employability policy has statements outlining five aims. The way in which these aims are met by the various awards at the university is shown by a table. Each college will be required to produce an employability statement which will be approved by the university.

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Employability

Personal Development Planning is covered by the wider reaching Employability Policy, which aims to improve the employment potential of each student. QAA has outlined a set of minimum expectations in terms of the provision of PDP opportunities for HE students.

The Employability Policy contains a set of key PDP elements in which all students on an award should have the opportunity to engage in. The University employability policy has statements outlining five aims. The way in which these aims are met by the various awards at the university is shown by a table. Each college will be required to produce an employability statement which will be approved by the university.

Computing applications all increasingly rely on the use of the internet and web technologies. Web Development is an award for those wishing to become specialist in design and development of computing for the web and related technologies. This award gives the opportunity to students to gain knowledge in all areas of web development from design, programming, media and enterprise. Students will study the latest technologies and programming languages suitable for web development.

This Award aims to produce graduates:

  • Who can place topics in the context of a wider web & multimedia area.
  • Use modern web and multimedia development tools to develop applications relevant to real world businesses
  • That have competence in a variety of modern tools, both open source and proprietary.
  • Able to understand the importance of accessibility and usability and be able to create web applications that follow industry accepted guidelines
  • Able to understand the factors that affect the commercial viability of projects and are aware of a number of web based business models

The Accreditation of Prior Learning is the term used when a student uses his or her previous experiences to gain admission to a programme of study; admission to a module; admission at an intermediate stage in a programme (advanced standing); or to gain exemption from part of a programme of study. These previous experiences may be work-based learning, general learning experiences (experiential) or certificated qualifications.

You should normally apply for exemptions or admission with advanced standing through the AP(E)L scheme when you apply for a place on the award, or immediately upon registration for your modules. You will not be allowed to apply for AP(E)L in a module once you have submitted any assessment for that module. If you apply for exemptions or admission with advanced standing through the AP(E)L scheme you may be required to undergo some assessment to determine the relevance of your experiences/qualifications.

The APL and AP(E)L forms can be obtained from the Faculty of Computing Engineering and Technology Office. The APL and AP(E)L Board meets in early October. It is chaired by one of the Faculty's Programme Area Managers and its purpose is to consider all the APL and AP(E)L applications received from students and uphold or reject these applications dependant on the evidence provided.



Accreditation

The Higher National Diploma is accredited by Staffordshire University.

The grade points that you receive for each individual assessment will be used to determine the overall grade point that you are awarded for each module by the appropriate Assessment Board.



As well as being marked by the module tutor, students' work is also 'internally moderated' (sample second marked, including all fails and firsts) as well as 'externally moderated' by a subject based 'external examiner' – always someone who is an expert in the field, and usually a senior academic at another university.



The external examiner is responsible for ensuring that the marking is appropriate across the range of modules comprising a particular subject area, and that the standards achieved by students on those modules are comparable with those of students on similar awards at other universities, as well as with the level and subject benchmarks established at national level. Assessment Boards, attended by the relevant external examiner(s), confirm the marks for all modules in the programme. The Progress Review Board looks at credit profiles by individual students, and may invite students who have failed any modules at that point of the academic year to resubmit/resit the assessment(s) in due course.



The Award Board confirms the module marks achieved by each student and determines the date by which any failed modules must be recovered.



The award boasts a high degree of student satisfaction and high success rates; in 2012 100% of students successfully completed the award all of whom are continuing on to complete their full degree. The previous year 70% of completing students continued on to complete their full degree virtually all of the remaining 30% finding meaningful employment in the industry.



Assessment

A variety of different modes of assessment are employed in the award. The nature of the subject area for these awards is predominantly practical and the programme aims specify that students completing their programme successfully should be able to apply these skills in industry. Assessment throughout the programme can therefore be expected to ensure suitable balance between theoretical knowledge and practical skills. An assessment strategy will be chosen for each module based on what is appropriate for testing the achievement of the learning outcomes. Where appropriate, to reflect the vocational and practical nature of the award, the assessment will be a portfolio (phased series of tasks) which may include work done individually and in groups and will have practical and written components. This will be assessed through a presentation and demonstration. Most modules adopt the use of both formative and summative assessment. Formative assessment is seen as a vital review point or milestone that can be used to review how a student is progressing, enabling positive encouragement to be given, or equally the opportunity to realign and redirect the student. Students are encouraged to pro-actively seek formative feedback from tutors during tutorial sessions. Additionally, many modules (particularly at certificate level incorporate surgery sessions which may include guided self and peer assessment.

Students will be asked to grade their own work against assessment criteria – following instructions from the tutor.This is done for several reasons:

  • To encourage understanding of the marking process
  • To encourage students to read and use the assessment criteria
  • To provide a mechanism for self-testing

These are tutor led sessions where students will be asked to assess another student's work against assessment criteria. This is done:

  • To provide useful feedback
  • To provide the opportunity for students to see how someone else has tackled the same work and to compare this with their own effort
  • To encourage students to read and use the assessment criteria

The final year of the Higher National Diploma requires students to undertake a project. This enables students to build on their academic work and to apply the technologies learned to a real world scenario. It also enables students to utilise the transferable and IT skills developed in the earlier year(s) of their award. The project is supervised and the supervision comprises regular one to one sessions. The project is assessed by a demonstration/presentation and viva, which provides tutors with an opportunity to discover the extent of a student's knowledge and understanding of the subject area. The students are also required to produce a comprehensive formal report, which is a means of assessing the extent of their written communication skills and their ability to reflect on what they have learnt.



Teaching and Learning

Students of the Higher National awards come from a wide variety of backgrounds. Some are mature students wishing to study in part-time mode at their local college. Some have no formal qualifications. Others come straight from school to study at the university campus and have narrowly missed the entry requirements for the honours degree. Yet others have qualifications and/or experience in different fields and are attempting to move into a new field by studying their Higher National award. Some of these students will have highly advanced transferable skills while others will need to develop theirs. Some students will have good IT skills while others new to the field will not. Owing to their diverse backgrounds, students may not be as familiar or as well-practiced in the different forms of assessment used within awards as their honours degree counterparts.

Learning Time:

The programme operates within the University Modular Framework. Full time students study four 15 credit modules in each teaching block. There are two teaching blocks in each academic year. Each teaching block lasts 12 weeks.

All modules have a learning component, which involves classroom teaching of some description. The nature of this is covered in the learning strategies section of the module descriptor. For the university, this will determine the precise strategy used whereas for colleges, this will be a guideline. Suitable alternative delivery mechanisms will be approved by university module leaders at the annual development session. As the student will be studying at the Lichfield campus there will be access to two VLE's: Blackboard which is the University VLE and can be accessed at http://blackboard.staffs.ac.uk and STEPs which is the South Staffordshire College VLE and can be accessed at http://steps.southstaffs.ac.uk.

The primary VLE is blackboard, access will be given to all modules currently being delivered including; module resources, documents, assignments and other important information. It is important that the student uses this facility.STEPs (the College VLE) is available to students where additional resources may be made available. Students will only need to access this when guided by the Lecturer.

Independent study time will be used for self-study and directed learning. Directed learning approaches have been chosen to be compatible to the nature of the award and the module material. They may include: case studies, investigations, seminars, resource based learning, and independent reading. Some material will be problem based and lead students through a series of activities designed to incrementally solve a given problem. The emphasis will be on an active learning approach with students being encouraged to engage with the material. Independent resource based learning where students are expected to achieve specific goals using their own personal efforts. Students are also required to undertake an intermediate level project. A major factor related to this is learning how to work independently and be guided by a an academic supervisor.



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