Computing

Cambridge Business Design Academy new qualification in Computing at Level 5 has been developed to conform to the requirements of the RQF, to meet the requirements of the sector and to respond to the needs of CBDA. This qualification provides the core knowledge, understanding and skills to support learners planning to further their studies in computing. It is equivalent to the second year of a degree programme in Computing. Learner may also progress from this qualification to employment in the sector. Support and Recognition This qualification has been developed with the support of higher education providers and centres who are planning to deliver computing qualifications at this level.

Progression On successful completion of a Level 5 qualification in Computing there are a number of progression opportunities.

Learners may progress to:
• employment in a computing and/or technology role at an appropriate level
• the final year of a degree programme

Recognition of Prior Learning (RPL) The RQF is based on the principle of credit accumulation and transfer. Learners have the opportunity to build their achievements from a single unit into a full Diploma. There will be occasions where learners wish to claim recognition of prior learning which has not been formally assessed and accredited.

Learners learn best when they are actively involved in the learning process. We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom-based activities to help them get information across and keep learners engaged in the topics they are learning about.

All Learners should be encouraged to take responsibility for their learning and should be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge. Your approach to delivery should give the learners sufficient structure and information on which to build without you doing the work for them. In achieving the right balance you will need to produce well-planned sessions that follow a logical sequence.

Each unit within a qualification has guided learning hours, a credit value and a level. Each qualification also has a total qualification time (TQT). For the purpose of this qualification TQT has been assigned to each unit. GLH are intended to provide guidance for centres on the amount of resource needed to deliver the programme and support learners. GLH are made up of activities completed by the learner under the direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means. This can include induction sessions, classes delivered by a teacher or the time when the learner is receiving feedback on their work or supervised independent learning or real time tutorials delivered by webinars or other electronic delivery methods. Learning will also take place away from the classroom and the teacher, which is unsupervised and this is classified as additional hours. The activities will vary depending on the qualifications, their level and the nature of the learning.

The additional hours could include preparation for classes, work on assignments and the portfolio of evidence, viewing a prerecorded podcast or webinar or any other form of learning, education or training, not under the direct supervision of tutor/teacher, lecturer, supervisor, trainer The TQT is the GLH plus all the additional learning.

The credit value specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of a unit. Each credit represents 10 hours of learning time and equates to 10 hours of total qualification time. Therefore, one 15 credit unit represents 150 hours of total qualification time. Learning time is a notional measure which indicates the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. Learning time includes all the activities described above under guided learning hours and additional hours.
The credit value of the unit will remain constant in all contexts regardless of the assessment method or the mode of delivery. Learners will only be awarded credits for the successful completion of whole units. The level is an indication of relative demand, complexity and depth of achievement and autonomy. Each qualification has agreed rules of combination which indicate the number of credits to be achieved, the units that are mandatory and the choice of optional units.

CBDA are required to recruit learners to ATHE qualifications with integrity. This will include ensuring that all learners have appropriate information and advice about the qualifications. Centres should put in place appropriate systems to assess a learner’s suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner within the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification.

Computing

Cambridge Business Design Academy new qualification in Computing at Level 5 has been developed to conform to the requirements of the RQF, to meet the requirements of the sector and to respond to the needs of CBDA. This qualification provides the core knowledge, understanding and skills to support learners planning to further their studies in computing. It is equivalent to the second year of a degree programme in Computing. Learner may also progress from this qualification to employment in the sector. Support and Recognition This qualification has been developed with the support of higher education providers and centres who are planning to deliver computing qualifications at this level.

Progression On successful completion of a Level 5 qualification in Computing there are a number of progression opportunities.

Learners may progress to:
• employment in a computing and/or technology role at an appropriate level
• the final year of a degree programme

Recognition of Prior Learning (RPL) The RQF is based on the principle of credit accumulation and transfer. Learners have the opportunity to build their achievements from a single unit into a full Diploma. There will be occasions where learners wish to claim recognition of prior learning which has not been formally assessed and accredited.

Learners learn best when they are actively involved in the learning process. We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom-based activities to help them get information across and keep learners engaged in the topics they are learning about.

All Learners should be encouraged to take responsibility for their learning and should be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge. Your approach to delivery should give the learners sufficient structure and information on which to build without you doing the work for them. In achieving the right balance you will need to produce well-planned sessions that follow a logical sequence.

Each unit within a qualification has guided learning hours, a credit value and a level. Each qualification also has a total qualification time (TQT). For the purpose of this qualification TQT has been assigned to each unit. GLH are intended to provide guidance for centres on the amount of resource needed to deliver the programme and support learners. GLH are made up of activities completed by the learner under the direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means. This can include induction sessions, classes delivered by a teacher or the time when the learner is receiving feedback on their work or supervised independent learning or real time tutorials delivered by webinars or other electronic delivery methods. Learning will also take place away from the classroom and the teacher, which is unsupervised and this is classified as additional hours. The activities will vary depending on the qualifications, their level and the nature of the learning.

The additional hours could include preparation for classes, work on assignments and the portfolio of evidence, viewing a prerecorded podcast or webinar or any other form of learning, education or training, not under the direct supervision of tutor/teacher, lecturer, supervisor, trainer The TQT is the GLH plus all the additional learning.

The credit value specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of a unit. Each credit represents 10 hours of learning time and equates to 10 hours of total qualification time. Therefore, one 15 credit unit represents 150 hours of total qualification time. Learning time is a notional measure which indicates the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. Learning time includes all the activities described above under guided learning hours and additional hours.
The credit value of the unit will remain constant in all contexts regardless of the assessment method or the mode of delivery. Learners will only be awarded credits for the successful completion of whole units. The level is an indication of relative demand, complexity and depth of achievement and autonomy. Each qualification has agreed rules of combination which indicate the number of credits to be achieved, the units that are mandatory and the choice of optional units.

CBDA are required to recruit learners to ATHE qualifications with integrity. This will include ensuring that all learners have appropriate information and advice about the qualifications. Centres should put in place appropriate systems to assess a learner’s suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner within the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification.