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Graduate Level Apprenticeship Framework IT and Digital SCQF 10 This document sets out the skills and learning outcomes identified through employer consultation to support the Graduate Level Apprenticeship in IT and Digital

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This framework provides you with the information you will require to deliver a Graduate Level Apprenticeship in IT and Digital.

If you need any further information please contact: [email protected]

Date approved Work Based Learning Programme Board

15 September 2016

Review date

End date

Version 1

Version control

Version number Revision(s) Approved by Date

mailto:[email protected]

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Contents

Introduction .................................................................................................................................... 4

The Framework .............................................................................................................................. 5

Degrees Included ....................................................................................................................... 5

Professional Recognition ........................................................................................................... 5

IT Management for Business (ITMB) ......................................................................................... 7

Software Development for Business (SDB) ............................................................................... 8

Delivery ........................................................................................................................................ 10

Entry and progression into the degrees ................................................................................... 10

Relevant Apprenticeship Frameworks ......................................................................................... 11

Recognition of Prior Learning ...................................................................................................... 12

Modern and Technical Apprenticeships ................................................................................... 12

Employer and Work Based Context ............................................................................................ 13

Employer and HE Provider’s Responsibilities ............................................................................. 14

Implementation Checklist for Delivery Institutions ....................................................................... 15

Appendix A. IT Management for Business Learning and Skills Outcomes ................................. 17

Appendix B. Software Development for Business Summary ...................................................... 28

Appendix C. Links to Relevant Apprenticeship Frameworks ....................................................... 44

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Introduction

“International experience demonstrates how degree-level apprenticeships can drive economic growth. We believe this approach can benefit the Scottish economy.”

Skills Development Scotland

Graduate Level Apprenticeships (GLAs) provide work-based learning opportunities up to Master’s degree level for employees. They have been created in partnership with industry and the further and higher education sector. The apprenticeships combine academic knowledge with skills development to enable participants to become more effective and productive in the workplace.

Graduate Level Apprenticeships provide a new way into degree-level study for individuals who are currently employed, or who want to go straight into work. Employees can equip themselves with higher levels of academic learning and industry accreditation, which helps them progress as professionals. By investing in their staff through the apprenticeships, employers can develop their workforce and support staff to develop their skills to industry and professional standards.

They are designed around the needs of industry, employers will therefore have confidence that what their staff are learning at college or university will directly contribute to the success of the business.

As they are in continuing employment apprentices can directly apply their academic learning to real-life situations, all the while earning a good salary. Individuals who participate in the Apprenticeship are able to access the same learning opportunities as those who go down the traditional route of direct entry into college or university. Apprentices can progress to the highest level of professional qualifications with a range of entry and exit points from a Higher National Diploma (SCQF level 8) to a Master’s degree (SCQF level 11).

This IT and Digital Graduate Level Apprenticeship is in the first tranche of Frameworks covering priority sectors which also includes Civil Engineering and Engineering.

The below Framework Document should be read in conjunction with the following 2 key publications:

1) Work-based learning principles for Graduate Level Apprenticeships

2) Product Specification at SCQF level 8/10

You can request these publications by sending an email to [email protected]. They will be published on the SDS corporate website www.skilldevelopmentscotland.co.uk.


http://www.skilldevelopmentscotland.co.uk/

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GLA1: Demonstration of how the degree programmes meets the frameworks including evidence of assessment methodologies

The Framework

The IT and Digital Graduate Level Apprenticeship is based on Tech Industry Gold degrees. The content of Tech Industry Gold degrees have been developed in collaboration with employers, The Tech Partnership and the delivering Higher Education (HE) Providers.

For further information on Tech Industry Gold degrees please refer to:

https://www.thetechpartnership.com/recruit-and-train/tech-industry-gold-degrees/

These are Work Based Learning (WBL) degrees an individual does while in their workplace. Within the IT and Digital Graduate Level Apprenticeship the existing degree content will be delivered according to the principles detailed below. Most importantly a work-based learning approach must be used as described in Principle 2.

Degrees Included The specific degrees included in the IT and Digital Graduate Level Apprenticeship Framework are:

IT Management for Business (ITMB)

Software Development for Business (SDB)

Cyber Security for Business (CSB) – in development, title to be confirmed The above are Honours degrees located at Level 10 of the SCQF and increasingly widely recognised and valued by industry. Skills and knowledge will be developed during the apprenticeship from SCQF levels 7/8 to SCQF level 10.

Professional Recognition This graduate level apprenticeship framework supports the achievement of professional recognition as relevant to each of the degrees specified. The achievement of a degree as part of a GLA, including the professional experience gained, and the completion of the work based project will provide the evidence of recognised accomplishment and acceptance as a full and professional practitioner in the IT industry through IEng recognition. The UK Standard for Professional Competence (UK-SPEC) sets out the competence and commitment required for registration as an Incorporated Engineer (IEng). The degrees that have been designed to be used within the IT GLA include the range of learning and skills outcomes that demonstrate the required competence and commitment to achieve Incorporated Engineer (IEng) recognition. A candidate on completion of a GLA will also be on course to demonstrate the requirements for Chartered Engineer (CEng) in the future.

The structure and content of these degrees, as full time courses, is summarised below. However, Work-Based Learning (WBL) must be fully integrated into both delivery and assessment of the degrees when part of a GLA. This integration can only be satisfactorily achieved by proper planning and design prior to first delivery and not by add-on components or ‘in-flight’ modifications.

https://www.thetechpartnership.com/recruit-and-train/tech-industry-gold-degrees/

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GLA2: Included degrees must be:

part of an HE degree at SCQF Level 10

recognised by, and transferable between, employers

GLA3: Principles and Criteria.

At levels 10/11 programmes are work based degrees. At level 8 work based programmes. Provide evidence of how the delivery of the degree accommodates this.

NB Delivery models based on sandwich years or block release should not be considered as work-based learning.

Programmes must:

be based on a partnership between employers and the HEI (and any other involved providers)

have clear goals and aspirations in support of equality and diversity with appropriate monitoring and other processes in place

evidence is required to show how the programmes exemplifies these requirements

Demonstration of how you will ensure that apprentices:

achieve necessary industry, skills, knowledge and competence

achieve relevant transferable professional knowledge and skills

can achieve professional body recognition

develop graduate attributes including research capability

develop learning through reflection and review of work processes and

experience

In redeveloping these degrees to meet the WBL requirements of the GLA delivering institutions must ensure that they also meet the principles and criteria which apply to all GLAs.

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IT Management for Business (ITMB)

The Tech Partnership UK undergraduate Information Technology Management for Business

(ITMB) degree programme is aimed at employment in the following areas:

IT Consultancy

IT System Operation

IT System Management

IT Network Planning and Control

IT Project Management

The ITMB degree GLA is designed to produce graduates with:

a broad background of business operations, procedures and culture applicable to a

career in IT in a business environment

sufficient technical knowledge to play a key role in an IT related environment

personal and interpersonal skills enabling them to work closely and communicate with

employees in non-IT related areas of an organisation

a set of problem-solving and modelling skills appropriate to IT related business

operations

sufficient management and business knowledge to play a management role in an IT

project

with project delivery experience in a business oriented environment

A key part of the ITMB degree is that each of the four following key content areas contributes

around 25% of the weight of the learning experience:

1. business

2. technology

3. personal and interpersonal skills

4. project and delivery management

These weightings are approximations but it is

essential that a minimum of 25% of the students’

learning experience should be in the Technology

area. The range of weightings is shown below:

20-25% Business

25-35% Technology

20-25% Personal and Interpersonal Skills

20-25% Project Management

The full degree specification of learning and skills outcomes for the ITMB is provided as Appendix A.

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Technology 60-65%

Business Personal &

Interpersonal

Project Management

Software Development for Business (SDB)

The Tech Partnership UK undergraduate Software Development for Business (SDB) degree programme is aimed at employment in the following areas:

Software Development

Software Testing

Web Development

Database Architecture and Development The Software Development for Business degree GLA is designed to produce graduates with:

Competence in custom software development processes, including the knowledge, skills, and professional competences necessary to begin practice as a software engineer in a business environment

Ability to confidently work as an individual and as part of a team to develop and deliver quality software deliverables

Skills to design appropriate solutions in a range of application contexts/domains using software development approaches that deliver business value

Skills to build and test software solutions for a range of application contexts/domains

Ability to reconcile conflicting project objectives, finding acceptable compromises recognising the limitations of capability, capacity, cost, and time

Understanding of current theories, models, and techniques that provide a basis for problem identification and analysis, software design, development, implementation, verification, and documentation and how to apply these

Understanding of the importance of applying negotiation, effective work habits, leadership, and good communication with stakeholders in a typical software development business environment

The ability to learn new models, techniques, and technologies as they emerge and appreciate the necessity of such continuing professional development

Skills, knowledge and understanding of the need to embed cyber security resilience requirements throughout the software development life cycle

The Learning Outcomes for the Software degree are designed to support four key content

areas- technology, business, personal

/interpersonal and project management skills and

split as follows with reference to student learning

time:

60-65% Technology (Software)

10-15% Business

10-15% Personal and Interpersonal Skills

10-15% Project Management

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The Software degree is aimed at high potential, mathematical, creative thinking students who are interested in the design and development of software applications and systems. Alongside building technical aspects of complex software systems, the taught programme would cover team-working, personal/interpersonal, management and project skills spread across all roles that drive fundamental technologies of the world today.

The full degree specification of learning and skills outcomes for the SDB is provided as Appendix B.

Cyber Security for Business (CSB)

The Tech Partnership UK Cyber Security for Business (CSB) undergraduate degree programme is aimed at employment in the following areas:

Information Security Consultancy

Network Security

Secure Systems Development

Information Assurance

Penetration Testing

The full Degree Specification and Learning Outcomes for the Cyber Security for Business will be available from December 2016.

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Delivery

Graduate Level Apprenticeships provide a new way into degree-level study for individuals who are currently employed by, or who want to go straight into work with participating employers. They must be delivered by contextualising learning to the work environment of the individual employers while retaining their general, non-employer specific, outcomes. This contextualisation is described on page 13.

Entry and progression into the degrees The IT and Digital Graduate Level Apprenticeship is available only to employees of participating employers.

GCU’s current school-based entry requirements for the fulltime SDB degree are

SQA Higher: BBBC including Maths, Computing or Physics plus National 5 English

A level: CCC including either Maths, Computing or Physics plus GCSE English For new or previously appointed employees these ‘standard’ requirements would also apply to the part time degree delivered as part of the Apprenticeship. However consideration should also be given to candidates with vocational qualifications such as the Foundation Apprenticeship in Information Technology (SCQF Level 6), relevant HNCs (SCQF Level 7) and HNDs (SCQF Level 8) as additional or alternative to school qualifications.

For existing employees a more flexible approach to entry requirements should be adopted. This should involve consideration of candidates who have completed relevant Modern Apprenticeships (SCQF Levels 5 & 6) or Technical Apprenticeships (SCQF Level 8). Relevant HNCs (SCQF Level 7), HNDs (SCQF Level 8) and industry/vendor certifications should also be considered as alternatives to school qualifications. There is a wide range of HNC, HND and Industry/Vendor certifications and these would need to be considered on a case by case basis.

As employees, GLA candidates will have undergone a selection process based on employer HR processes. The HE Provider’admission process needs to take account of this and liaise with employers to provide appropriate access to the programmes. This is particularly important where the candidate has completed a Modern or Technical Apprenticeship with their current employer.

GLA4: Demonstration of how you will provide a flexible approach to entry requirements

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Relevant Apprenticeship Frameworks

The following Scottish Apprenticeship Frameworks have been developed by the Tech Partnership:

In the senior phase of secondary school:

Foundation Apprenticeship in IT (SCQF level 6)

For employees:

Modern Apprenticeship in IT and Telecommunications (SCQF level 5)


Technical Apprenticeship in IT and Telecommunications (SCQF level 8)

Modern Apprenticeship in Information Security (SCQF level 6)

Technical Apprenticeship in Information Security (SCQF level 8)

Technical Apprenticeship in Data Analytics (SCQF level 8)

Links to the full Framework document for each of these are given in Appendix C.

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Recognition of Prior Learning

Processes for the Recognition of Prior Learning (RPL) must be an integral part of degree delivery within the GLA. This may prove challenging to HE Providers given the plethora of different learning which employees in the IT and Digital sector may have undertaken.

Prior learning may include industry (e.g. CompTIA, CISSP, ITIL etc.) or vendor courses (e.g. Cisco, Microsoft, Oracle etc.) which may or may not have associated certification. Where such courses are certificated their assessment and quality assurance processes can be variable. Never the less many of these courses are highly regarded by employers and can be an essential part of career progression. Additionally where employers use specialised or innovative technologies and/or methodologies they may provide custom training and learning for these. This can be delivered through in-house training or courses provided by third party (often private) training providers. In either case content is commonly delivered entirely electronically or by blended learning. Again assessment and quality assurance practices can be variable. As employees apprentices will be subject to their employer’s HR or Talent Management processes. These may also include monitoring the effectiveness of in-house and third party training delivery. HE Providers should make use of any relevant information from these processes to support RPL and indeed candidate assessment in general.

Modern and Technical Apprenticeships Where apprentices have previously undertaken a relevant Modern or Technical Apprenticeship (MA/TA) there will be significant opportunities for RPL. The flexible design of the MAs and TAs means that no generic, automatic RPL guidance can be given here. However general guidance can be given as to possible opportunities for RPL (dependant on optional units selected) as follows:

Apprenticeship SCQF Level ITMB SDB CSB

MA in IT and Telecommunications

SCQF 5 &6 Some opportunities

Some opportunities

Limited opportunities

TA in IT and Telecommunications

SCQF 8 Good opportunities

Very good opportunities

Some opportunities

MA in Information Security

SCQF 6 Some opportunities

Good opportunities

Very good opportunities

TA in Information Security

SCQF 8 Some opportunities

Good opportunities

Excellent opportunities

TA in Data Analytics SCQF level 8 Some opportunities

Good opportunities

Good opportunities

GLA5: Demonstration of how RPL is an integral part of the degree

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Employer and Work Based Context

Delivery of the content of the IT and Digital Graduate Level Apprenticeship should be by the most appropriate organisations in partnership. This may involve, for example, delivery of specialist or employer-specific content by private providers or employer in-house training and development.

Employers should also be closely involved with the specification, delivery and assessment of practical activities (including the project). Practical activities must make use of the apprentice’s actual work environment. Course content must take account of the technologies and/or software development environments used in the apprentices’ employment. Apprentices must have individual learning and training plans. The HE Provider and existing employer HR systems should be co-ordinated during the development of the individual training and learning plan to ensure that the required employer contextualisation is effective. Even within a specific employer there may be apprentices who use differing technologies and/or software development environments.

The HE Provider should liaise with existing employer HR and Quality Assurance (QA) systems wherever possible to minimise double assessment. Development and meaningful implementation of individual learning and training plans may be challenging for HE Providers. However they are an essential component of the GLA. A possible delivery scenario is given below: 1. Delivery of knowledge and understanding content:

HE for the generic and non-employer specific topics

Employer and/or private providers for employer specific topics 2. Assessment of practical application:

task specification by HE Provider, employer and apprentice

progress monitoring and assessment by HE Provider and employer (may be third party)

mentoring by employer 3. Development of personal and business skills:

specification by employer and HE Provider

delivery by employer (may be third party) and HE Provider

progress monitoring and assessment by employer (may be third party) and HE Provider

mentoring by employer

GLA6: Demonstration of individualised learning and training plans for apprentices and regular review

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Employer and HE Provider’s Responsibilities

Successful delivery of the IT and Digital Graduate Level Apprenticeship depends upon an effective partnership between the apprentice’s employer and the HE Provider. This will involve additions to their normal responsibilities for employees and students.

Employer

Apprentices are employees and subject to the standard terms and condition applying to all employees.

Employers participating in the GLA must:

select candidates who have a reasonable chance of achieving the selected degree, both in terms of the course content and also the acquisition of wide graduate attributes

provide agreed information to support the candidate’s application to the degree course

make any agreed contribution to the cost of the apprenticeship

provide apprentices with suitable opportunities for study

provide each apprentice with a nominated mentor who must be readily accessible by the apprentice

liaise with the HEI on the content and practical activities in the apprentice’s individual learning and training plan

provide agreed information as part of the apprentice’s assessment

HE Provider

Apprentices are students of the HE Provider and have access to the same facilities as any other student.

For the GLA course design and delivery must adhere to principles detailed in preceding sections and in addition the HE Provider must:

adopt a flexible approach in assessing the suitability of candidates by taking vocational qualifications, RPL and employer input into account

liaise with the employer on the content and practical activities in the apprentice’s individual learning and training plan, including the technologies and/or software development environments used

make effective use of existing employer HR and QA systems as contributions to the assessment process

ensure robust evaluation and enhancement for the programmes offered

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Implementation Checklist for Delivery Institutions

Item Criteria Evidence Provided

1 Demonstration of how the degree programmes meets the frameworks including evidence of assessment methodologies

2 Included degrees must be:

part of an HE degree at SCQF Level 10

recognised by, and transferable between, employers

3a At levels 10/11 programmes are work based degrees. At level 8 work based programmes. Provide evidence of how the delivery of the degree accommodates this

NB Delivery models based on sandwich years or block release should not be considered as work-based learning

3b Programmes must:

be based on a partnership between employers and the HEI (and any other involved providers);

have clear goals and aspirations in support of equality and diversity with appropriate monitoring and other processes in place

evidence is required to show how the programmes exemplifies these requirements

3c Demonstration of how you will ensure that apprentices:

achieve necessary industry, skills, knowledge and competence;

achieve relevant transferable professional knowledge and skills;

can achieve professional body recognition;

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develop graduate attributes including research capability;

develop learning through reflection and review of work processes and experience

4 Demonstration of how you will provide a flexible approach to entry requirements.

5 Demonstration of how RPL is an integral part of the degree.

6 Demonstration of individualised learning and training plans for apprentices and regular review

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Appendix A. IT Management for Business Learning and Skills Outcomes

The table below lists the skills topics to be covered by a graduate level apprenticeship IT

Management for Business degree. It is not intended that the list is used as a pro-forma

curriculum. Each HE Provider will have its own approach to delivering the degree and

progression between stages. The skills and derived learning outcomes that are detailed in the

following section will provide a checklist to ensure that each degree covers each of the

learning outcomes appropriately.

GLA IT Management for Business Learning and Skills Outcomes

This section details the learning outcomes against each of the IT Management for Business

degree topics.

Learning and Skills Topics for ITMB

1. Business

1.1 Business functions, behaviours, ethics and courtesies

1.2 Business strategy and management

1.3 Business finance and accounting

1.4 Information systems management

1.5 Bidding and business development

1.6 Information Security

2. Technology

2.1 Information systems

2.2 Data

2.3 Systems analysis and design

2.4 Software development and programming

2.5 Computer and network infrastructure

2.6 Information systems operations and change

3. Personal and Inter-Personal

3.1 Communications

3.2 Personal attributes

3.3 Professional attributes

4. Project and Delivery Management

4.1 Project management methodologies

4.2 Project planning

4.3 Project execution

4.4 Risk assessment and management

4.5 Agile project delivery

Table 1: Skills topics coverage in the IT Management for Business Degree

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1. Business

Business


1.1a Basic business behaviours, ethics and courtesies

1.1b Basic business functions and organisational structures

1.1c Time management.

1.1d Basic management considerations

1.1e Employment relations, quality and diversity


1.2a Business objectives and strategy

1.2b Data analytics for business decision making

1.2c Business processes

1.2d Business transformation

1.2e Quality assurance management

1.2f Systems thinking


1.3a Financial management

1.3b Benefits realisation

1.3c Investment proposals

1.4 Information systems management

1.4a Business impact of information technology

1.4b Gathering business requirements

1.4c Digital services management

1.4d Commercial and procurement management

1.5 Bidding and business development

1.5a Business opportunity identification

1.5b Tender document analysis

1.5c Bid preparation

1.5d Bid coordination

1.6 Information security

1.5a Risk assessment

1.5b Information attributes

1.5c Information protection

1.5d Threat, risk, attack and vulnerability

Business behaviours, ethics and courtesies

ITLB1.1a Have demonstrated that they have understood and mastered basic business behaviour, ethics and courtesies, demonstrating timeliness and focus when faced with distractions and the ability to complete tasks to a deadline with high quality.

ITLB1.1b Have demonstrated an understanding of basic business functions and own employer’s organisational structure and that of its senior leadership team.

ITLB1.1c Have gained an understanding of and be able to demonstrate competence in time management.

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ITLB1.1d Be able to apply basic management considerations: prioritisation, task versus responsibility management, managing up and across the organisation, people considerations.

ITLB1.1e Understand employment relations issues and the application of policies and procedures for managing these relationships, and the application of good practice relating to equality and diversity issues in the workplace.

Business strategy and management

ITLB1.2a Understand own employer’s business objectives and strategy and its position in the market and how own employer adds value to its clients through the services and/or products it provides.

ITLB1.2b Have gained an appreciation of the strategic importance of data analytics for business decision making.

ITLB1.2c Have gained an appreciation of the strategic importance of business processes and demonstrated an ability to document and understand them.

ITLB1.2d Understand the principles of business transformation by being able to decompose and abstract a non-obvious business problem, structure it, collect relevant information, consider options and make recommendations.

ITLB1.2e Have gained an understanding of and be able to demonstrate competence in quality management.

ITLB1.2f Have gained an understanding of and be able to demonstrate competence in systems thinking, flow charting, type and frequency data analysis, modelling future flows.

Business finance and accounting

ITLB1.3a Demonstrate a range of financial accounting skills to include: discounted cash flows, net present values, paybacks, rates of return, basic balance sheet and income statements and the assessment and mitigation of risk management information.

ITLB1.3b Negotiate and agree the final activity/project budget with those with decision-making responsibility, subsequently monitoring and controlling performance, identifying and remediating any significant variances, and obtaining agreement from those with decision-making responsibility, if required.

ITLB1.3c Understand how to justify the value of technology investments and apply benefits management.

ITLB1.3d Be able to formulate a well-reasoned investment proposal and is able to construct a basic business investment case for a new technology solution, including estimation of both costs and benefits using quantitative methods.

Information systems management

ITLB1.4a Understand the business impact of information technology in different sectors, including an international dimension. Understand contemporary working practices and social media, covering work in the office, home, on the move and in both global and virtual environments.

ITLB1.4b Have gained an understanding of and be able to demonstrate competence in gathering business requirements.

ITLB1.4c Understand the stages through which digital business services are created - from discovery, through to live - and understand how those services can be maintained and managed over time until they are retired.

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ITLB1.4d Understand that effective commercial management, including information systems procurement where necessary, is important in delivering high quality services that improve continuously.

Bidding and business development

ITLB1.5a Identify new business opportunities or contracts and work with internal stakeholders to develop partnership working

ITLB1.5b Analyse the client or tender documents to ensure the bid responses being created respond implicitly to the questions being asked.

ITLB1.5c Be able to draft and review bid submission content, ensuring all bids are submitted on time and fully compliant with the requirements.

ITLB1.5d Understand how to undertake bid coordination and preparation

Information security

ITLB1.6a Be able to place security in an organisational context and conduct a risk assessment for a defined business context that includes documenting what information is at risk, the type and level of risk realised; and the impact of the risk being realised.

ITLB1.6b Understand that information is an organisational asset that has utility, and a value – which may be relative depending on the perspective taken, and that it has attributes relating to confidentiality, possession, integrity, authenticity and availability, any of which can make it vulnerable to attack.

ITLB1.6c Understand that business information is vulnerable to threats from systems and people.

ITLB1.6d Understand the difference between threat, risk, attack and vulnerability, and be able to describe typical threats, attacks and exploits and the motivations behind them.

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2. Technology

Technology

2.1 Information systems

2.1a Role of information systems

2.1b Current and future technical landscape

2.1c Legacy systems

2.2 Data

2.2a Data modelling and visualisation

2.2b Database design

2.2c Database implementation

2.2d Data analytics

2.3 Systems analysis and design

2.3a Software requirements engineering and management

2.3b Systems analysis

2.3c Systems design

2.3d Software architectures (mobile, app, cloud etc.)

2.4 Software development and programming

2.4a Contemporary programming techniques

2.4b Software development methods

2.4c user centred development

2.4d Software testing

2.4e Software configuration management, version control

2.4f Software deployment and user training

2.4g Defensive programming

2.5 Computer and network infrastructure

2.5a Computer architecture

2.5b Network characteristics

2.5c Network planning and design

2.5d Network management

2.5e Network security

2.6 Information systems operations and change

2.6a Change control

2.6b Information systems operations

Information systems

ITLT2.1a Is able to critically analyse a business domain in order to identify the role of information systems, highlight issues and identify opportunities for improvement through evaluating information systems in relation to their intended purpose and effectiveness.

ITLT2.1b Have an appreciation and understanding of the current and future technical landscape environment including potential factors to consider when selecting technologies for business solutions and rapid change of technology.

ITLT2.1c Appreciate the role of legacy systems in organisations and that business needs to be able to integrate new digital front-end solutions with legacy back-end systems.

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Data

ITLT2.2a Can model data solutions using conceptual data modelling and visualisation techniques.

ITLT2.2b Have gained and be able to demonstrate competence in database design.

ITLT2.2c Is able to implement a database solution using industry standard database technologies.

ITLT2.2d Have demonstrated competence in data collection and data analysis by applying quantitative analytical techniques to make business recommendations.

Software systems analysis and design

ITLT2.3a Have gained an understanding of software requirements engineering and management and be able to demonstrate competence in software requirements engineering techniques (elicitation, prioritisation, etc.).

ITLT2.3b Analyse business and technical requirements to select and specify appropriate technology solutions.

ITLT2.3c Understand the key steps in a design process and where security considerations should be designed in. Design appropriate technology solutions to business problems using industry standard techniques, including user centred design principles and user stories.

ITLT2.3d Understand the fundamental principles of software architectures and different approaches to software systems provision including mobile and web applications and distributed (cloud) computing systems.

Software development and programming

ITLT2.4a Have gained competence in Programming in at least one contemporary language, and understands the application of multiple programming paradigms using, for example, .Net, Java and open source solutions e.g. Python.

ITLT2.4b Understand the different approaches to software development and the shift from traditional methods of delivery to more agile methods.

ITLT2.4c Understand how the design process must start with identifying real user needs. Be familiar with how to determine user needs and measure how successfully they are met.

ITLT2.4d Understand that Software Testing embraces the planning, design, management, execution and reporting of tests. Is able to implement software testing using appropriate tools and techniques and conforming to agreed process standards and industry specific regulations.

ITLT2.4e Understand what is meant by software configuration management and version control at a software component/function level, and configuration of a software release

ITLT2.4f Understand the organisational context into which software is deployed and the human and business issues associated with deployment and user training needs.

ITLT2.4g Understand the concepts of defensive programming (including input checking) and testing to build secure and resilient systems that are fit for purpose.

Computer and network infrastructure

ITLT2.5a Understand the function and role of a typical computer architecture (CPU, memory, disk, I/O).

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ITLT2.5b Can identify the key characteristics of a network service and develop estimates of the expected traffic intensity and traffic load that the network must support in the business.

ITLT2.5c Plan and design a simple network to a requirement specification that includes hubs, switches, routers and wireless user devices.

ITLT2.5d Have gained an understanding of the principles of network management.

ITLT2.5e Identify and evaluate network security risks and incorporate appropriate security products and processes into network designs to increase security, resilience and dependability.

Information systems operations and change

ITLT2.6a Have gained an understanding of change control principles related to information systems.

ITLT2.6b Have gained an understanding of information systems operations principles (hardware and software) and be able to demonstrate competence in managing, operating and maintaining information systems using, for example, ITIL.

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3. Personal and Inter Personal

Personal and Inter Personal

3.1 Communications

3.1a Plan communications

3.1b Verbal presentations

3.1c Active listening

3.1d Giving and receiving feedback

3.1e Presentation

3.1f Written communications

3.1g Negotiation


3.2a Creative, self-motivated and self-aware

3.2b Preferences, motivations, strengths and limitations of self and others

3.2c Leading, influencing and persuading others

3.2d Put forward, demonstrate value and gain commitment to proposed tech solutions

3.2e Analytical and critical thinking


3.3a Competing interests

3.3b Research

3.3c Gathering Information

3.3d Performance evaluation tools

3.3e Learning strategies and techniques

3.3f Personal development planning

3.4 Team-working

3.4a Team planning

3.4b Team communications

3.4c Team-working

Communications

ITLI3.1a Be able to identify the purpose of the communication, the audience and the outcomes to be achieved, deciding which method of communication to use and the level of formality required.

ITLI3.1b Be able to make concise, engaging and well-structured verbal presentations, arguments and explanations of varying lengths, with and without the use of media, taking into account the audience viewpoint at all times.

ITLI3.1c Competent in active listening appreciating others views and contributions.

ITLI3.1d Able to give and receive feedback constructively applying appropriate techniques and incorporate it into his/her own development and life-long learning.

ITLI3.1e Be able to effectively prepare and deliver presentations using relevant presentation media products such as PowerPoint, Prezi etc., and the use of appropriate visualisations and images to present information and ideas clearly and convincingly.

ITLI3.1f Be fluent in written communications with the ability to articulate complex issues, selecting an appropriate structure and with appropriate tone, style and language.

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ITLI3.1g Be competent at selling, questioning, negotiating and closing techniques in a range of interactions and engagements, both with internal and external stakeholders.

Personal attributes

ITLI3.2a Be creative, self-motivated and self-aware and able to reflect on successes and failures in ways that strengthen their positive attitude and develop their self-reliance through an understanding of their own personal preferences, styles, strengths and weaknesses.

ITLI3.2b Is able to identify the preferences, motivations, strengths and limitations of other people and apply these insights to work more effectively with and to motivate others.

ITLI3.2c Be able to understand the outputs from and apply insights to using personal profiling information such as Myers Briggs Type Indicator, or Kirton Adaption/Innovation Indicator.

ITLI3.2d Be able to put forward, demonstrate value and gain commitment to a moderately complex technology-oriented solution, demonstrating understanding of business need, using open questions and summarising skills and basic negotiating skills.

ITLI3.2e Apply analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to them.

Professional

ITLI3.3a Able to deal with different, competing interests within and outside the organisation with excellent negotiation skills.

ITLI3.3b Be able to conduct effective research, using literature and other media, into IT and business related topics.

ITLI3.3c Have gained and be able to demonstrate competence in gathering information from people using a variety of techniques including interviewing.

ITLI3.3d Have gained an understanding of performance evaluation tools and be able to demonstrate competence in designing and applying performance evaluation tools (including 360 degree feedback).

ITLI3.3e Have gained an understanding of the importance of learning strategies and techniques in own development and life-long learning and for corporate learning and development.

ITLI3.3f Understand the principles of personal development planning, and create, implement and maintain a personal development portfolio and a personal action plan.

Team-working

ITLI3.4a Plan and implement work goals, objectives, priorities and responsibilities with others

ITLI3.4b Communicate with other people in the team, identifying the different abilities and potential within a team and show respect for individuals in the team.

ITLI3.3f Understand how teams work effectively to produce technology solutions, working with team members to identify and solve problems and disagreements, sharing feedback with others on the achievement of team objectives and making suggestions and encouragement for improving team-working.

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Project and Delivery Management


4.1a Software development lifecycle

4.1b Project management methodologies

4.1c Agile delivery methods


4.2a Project stakeholders

4.2b Project planning

4.2c Project estimating


4.3a Managing projects

4.3b Managing deviations

4.3c Project reviews

4.3d Quality, cost and time


4.4a Agile project delivery

4.4b Iterative development

4.4c Managing project deliverables

4.4d Quality assurance

4.4e Agile team roles

4.5 Project risk assessment and management

4.5a Risk identification

4.5b Recording and communicating risk

4.5c Risk response

4.5d Tracking risks

4.5e The nature of risk

Project management methodologies

ITLP4.1a Have gained an understanding of the software development lifecycles and processes.

ITLP4.1b Follow a systematic methodology for initiating, planning, executing, controlling, and closing technology solutions projects. Applies industry standard processes, methods, techniques and tools to execute projects.

ITLP4.1c Be familiar with structured programme and project management environments, such as 'waterfall' methods, and be able to apply the underpinning philosophy and principles of agile in a project situation even in a non-agile environment. Be able to communicate technical and agile concepts to non-technical people

Project planning

ITLP4.2a Identify all stakeholders involved in the project and agree the purpose of the project with all relevant stakeholders

ITLP4.2a Identify and agree the project scope, timescale, aims and objectives and be able to construct a project specification and plan for a multi-threaded project, including resources and budget.

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ITLP4.2b Understand how to estimate the range of digital development activities and produce overall estimates of costs/effort and allocating and managing appropriate phased contingency.

Project execution

ITLP4.3a Is able to manage a project (typically less than six months, no inter-dependency with other projects and no strategic impact) including identifying and resolving deviations and the management of problems and escalation processes

ITLP4.3b Understand how to identify and manage deviations from the planned schedule of a project.

ITLP4.3c Understand the importance of regular project reviews and the need to effectively manage the project review process, including planning and management

ITLP4.3d Understand the issues of quality, cost and time concerned with project implementation, including contractual obligations and resource constraints.

Agile project delivery

ITLP4.4a Have gained an understanding of agile project delivery and be able to roll out a business system project accurately and timely in a customer friendly way and consistent with the business needs.

ITLP4.4b Understand the importance of delivering value early and often, iterating and continuously improving workflows where necessary.

ITLP4.4c Have gained an understanding of the need to identify and manage project deliverables.

ITLP4.4d Have gained an understanding of the principles of quality assurance for project deliverables, including contractual obligations.

ITLP4.4e Understand the roles & responsibilities of a typical agile project management team and how they interact

Project risk assessment and management

ITLP4.5a Identify, analyse and prioritise project risks & issues

ITLP4.5b Record and communicate risks through risk reports, registers or logs

ITLP4.5c Plan and implement contingency plans and risk responses

ITLP4.5d Track risks and associated tasks

ITLP4.5e Understand the nature of risk and how to respond to risks

Note: All students are expected to undertake a significant project during their course. This project should draw together all threads of the course and include ‘doing’ as well as ‘managing’ activities.

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Appendix B. Software Development for Business Summary

This appendix defines the learning and skills outcomes that Graduates of the Graduate Level Apprenticeship, Software Development for Business degree programme must be able to demonstrate. The table below lists the skills topics to be covered by a GLA in Software Development for Business degree. It is not intended that the list is used as a pro-forma curriculum. Each HE Provider will have its own approach to delivering the degree and progression between stages. The skills and derived learning outcomes that are detailed in the following section will provide a checklist to ensure that each degree covers each of the learning outcomes appropriately.

GLA Software Development for Business Learning and Skills Outcomes

This section details the learning outcomes against each of the IT Management for Business degree topics.

Learning and Skills Topics for Software Development for Business

1. Business




2. Technology

2.1 Software Development Essentials

2.2 Data and Algorithms

2.3 Software Modelling & Analysis

2.4 Software Architecture

2.5 Software Requirements Management

2.6 Software Design

2.7 Software Verification and Testing

2.8 Software Development Process

2.9 Software Development in Context

2.10 Software Configuration and release management

2.11 Software Deployment

2.12 Software Maintenance

2.13 Legacy Systems

2.14 Software Quality

2.15 Data Modelling, Database Development and Data Analysis

2.16 Software Security

3. Personal and Inter-Personal

3.1 Communications







4.4 Risk assessment and management


Table 2: Skills topics coverage in the Software Development for Business degree

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2.1 Business

Business


1.1a Basic business behaviours, ethics and courtesies

1.1b Basic business functions and organisational structures

1.1c Time management.

1.1d Basic management considerations

1.1e Employment relations, quality and diversity


1.2a Business objectives and strategy

1.2b Data analytics for business decision making

1.2c Business processes

1.2d Business transformation

1.3 Information security

1.4a Risk assessment

1.4b Information attributes

1.4c Information protection

1.4d Threat, risk, attack and vulnerability

Business behaviours, ethics and courtesies

SDLB1.1a Have demonstrated that they have understood and mastered basic business behaviour, ethics and courtesies, demonstrating timeliness and focus when faced with distractions and the ability to complete tasks to a deadline with high quality.

SDLB1.1b Have demonstrated an understanding of basic business functions and own employer’s organisational structure and that of its senior leadership team.

SDLB1.1c Have gained an understanding of and be able to demonstrate competence in time management.

SDLB1.1d Be able to apply basic management considerations: prioritisation, task versus responsibility management, managing up and across the organisation, people considerations.

SDLB1.1e Understand employment relations issues and the application of policies and procedures for managing these relationships, and the application of good practice relating to equality and diversity issues in the workplace.

Business strategy and management

SDLB1.2a Understand own employer’s business objectives and strategy and its position in the market and how own employer adds value to its clients through the services and/or products it provides.

SDLB1.2b Have gained an appreciation of the strategic importance of data analytics for business decision making.

SDLB1.2c Have gained an appreciation of the strategic importance of business processes and demonstrated an ability to document and understand them.

SDLB1.2d Understand the principles of business transformation by being able to decompose and abstract a non-obvious business problem, structure it, collect relevant information, consider options and make recommendations.

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Information security

SDLB1.6a Be able to place security in an organisational context and conduct a risk assessment for a defined business context that includes documenting what information is at risk, the type and level of risk realised; and the impact of the risk being realised.

SDLB1.6b Understand that information is an organisational asset that has utility, and a value – which may be relative depending on the perspective taken, and that it has attributes relating to confidentiality, possession, integrity, authenticity and availability, any of which can make it vulnerable to attack.

SDLB1.6c Understand that business information is vulnerable to threats from systems and people.

SDLB1.6d Understand the difference between threat, risk, attack and vulnerability, and be able to describe typical threats, attacks and exploits and the motivations behind them.

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2. Technical

Technical

2.1 Software Development Essentials

2.1a Software Development Foundations

2.1b Development methodologies

2.1c Development tools

2.1d Formal development methods

2.1e Software development process as aligned to industry practice

SDLT2.1a Understand the foundations of custom software development that support the

design and construction of software products, including the transformation of a design into an implementation, the tools used during this process, formal software construction methods and maintainability

SDLT2.1b Understand software design and development methodology (e.g., structured or object-oriented), and be able to apply appropriate industry standard design notation such as UML and agile user story management

SDLT2.1c Select, with justification, an appropriate set of tools to support the development of a range of software products

SDLT2.1d Explain the potential benefits and drawbacks of using formal specification languages

SDLT2.1a Understand the software development process as aligned to industry practice

2.2 Data and Algorithms

2.2a Mathematical foundations of data

2.2b Low level language

2.2c Algorithmic foundations for software and pseudo code

2.2d Algorithmic processing

2.2e Search techniques

2.2f Common pitfalls and mitigations

SDLT2.2a Write programs that use each of the following data structures: arrays, strings,

linked lists, stacks, queues, and hash tables

SDLT2.2b Understand language at a level lower than data structures and differences e.g. distinction between Double and BigDecimal

SDLT2.2c Use pseudo code or a programming language to implement, test, and debug algorithms for solving problems

SDLT2.2d Confidently design and apply algorithms for manipulating data in programming solutions for a variety of computational problems

SDLT2.2e Understand search techniques with pros/cons and be able to implement with regard to complexity and memory management

SDLT2.2f Understand common pitfalls and mitigations

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2.3 Software Modelling & Analysis

2.3a Modelling foundations

2.3b Analysis v, design models

2.3c Industry standard modelling

2.3d Analysis fundamentals

2.3e Common pitfalls and mitigations

SDLT2.3a Understand the role and purpose of modelling to visualise and better

understand and document the system being developing and the proposed design solutions

SDLT2.3b Understand the distinction between analysis and design models e.g. robustness analysis vs. object level interaction diagrams

SDLT2.3c Apply a wide variety of industry standard software modelling techniques, including object and state-based approaches to model aspects of the domain and system behaviour and to aid design of software

SDLT2.3d Analyse the problem domain to establish a basis for the creation of a software design, to describe what the customer require through solution design modelling

SDLT2.3e Understand common pitfalls and mitigations

2.4 Software Architecture

2.4a Multi-tiered architecture

2.4b Separating concerns

2.4c Architecture and design

2.4d Common pitfalls and mitigations

SDLT2.4a Understand the differences between multi-tiered (1/2/3) architectures and

layers and identify their merits. Be able to formulate a system according to a multi-tier architecture, so that the presentation, the application processing and the data management can be separated into different logical processes

SDLT2.4b Understand concepts such as separation of concerns, loose coupling, etc.

SDLT2.4c Software architecture, as an aid to software design

SDLT2.4d Understand common pitfalls and mitigations

2.5 Software Requirements Management

2.5a Requirements fundamentals

2.5b Eliciting requirements

2.5c Functional & Non-functional requirements

2.5d Document requirements

2.5e Prioritize Requirements

2.5f Requirements validation

2.5g Common pitfalls and mitigations

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SDLT2.5a Understand the requirements development process: elicitation, specification, analysis, and management and the use of tools for managing requirements, and how requirements, design, implementation and verification are linked together to control development and ensure quality

SDLT2.5b Elicit and negotiate requirements using a variety of techniques

SDLT2.5c Be competent in writing clear and concise functional and non-functional requirements

SDLT2.5d Represent functional and non-functional requirements for different types of systems using industry standard practices for formal and informal techniques (UML, User Requirements notation)

SDLT2.5e Organize and prioritize requirements for some innovative client-server application of very small size

SDLT2.5f Validate requirements according to criteria such as feasibility, clarity, testable, freedom from ambiguity, etc.

SDLT2.5g Understand common pitfalls and mitigations

2.6 Software Design

2.6a Design concepts

2.6b Design patterns

2.6c Human computer interface design and DDA

2.6d Detailed design


SDLT2.6a Discuss the properties of good software design including the nature and the role of associated documentation, appreciating that design increasingly covers use of existing code and 3rd party elements that may be an alternative to development of code from scratch through make/buy decisions

SDLT2.6b Select and apply appropriate design patterns in the construction of software using industry standard documentation such as GoF (the "Gang of Four")

SDLT2.6c Understand the different contexts for HCI (mobile devices, consumer devices, business applications, web, business applications, collaboration systems, games, etc.) and be able to define a user-centred design that explicitly recognises the user and is DDA compliant (Disability Discrimination Act)

SDLT2.6d Create and specify a software design for a medium-size software product using a software requirement specification, an accepted program design methodology (e.g., structured or object-oriented), and appropriate design notation


2.7 Software Verification and Testing

2.7a Verification and testing foundations

2.7b Reviewing requirements

2.7c Test planning

2.7d Testing practice

2.7e Automated testing

2.7f Test results analysis and reporting


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SDLT2.7a Describe in detail the purpose of, and distinguish between the different types and levels of verification (analysis, demonstration, test, formal proof, inspection etc.) and testing (unit, integration, systems, and acceptance) including the role and value of test driven development techniques

SDLT2.7b Analyse requirements to determine appropriate testing strategies understanding the trade-off between the extent and cost of testing vs. Quality requirements

SDLT2.7c Create, evaluate, and implement a test plan for a medium-size code segment

SDLT2.7d Develop and execute accurate and clear test scripts through UI harnesses against acceptance criteria, requirements and internal and/or external standards using industry standard unit and component testing tools

SDLT2.7e Be competent in developing automated tests within the build phase for web applications at a transaction and method level

SDLT2.7f Assess test results against expected results and acceptance criteria and through traceability to requirements, presenting and communicating results effectively using appropriate communication styles


2.8 Software Development Process

2.8a Software development process concepts

2.8b Software development methods and deliverables

2.8c Software process implementation

2.8d Industry standard software development process,


SDLT2.8a Explain the importance of a software process for governing software

development both technically, and in terms of cost control, quality, adherence of technical strategy, IPR identification etc.

SDLT2.8b Understand the software life cycle, its phases and the deliverables that are produced, compare the traditional waterfall model to newer models such as agile, test –led development and other appropriate models

SDLT2.8c Select, with justification software development models and process elements most appropriate for the development and maintenance of a diverse range of software products

SDLT2.8d Understand the nature of industry standard software development process, including distributed work (e.g. onshore, near shore and offshore), to understand benefits and drawbacks of each and key enablers to make each model successful


2.9 Software Development in Context

2.9a Practical software development

2.9b Real time and embedded systems

2.9c Development tools

2.9d GUI development

2.9e Develop software solutions using recognised programming languages


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SDLT2.9a Understand the fundamental components of technology solutions in a range of typical modern business environments and explain their interactions for any applicable target system - including games console, smart-phone, embedded system understanding the differences that these environments bring

SDLT2.9b Understand the contexts of real time and embedded systems development as well as component software within hardware systems

SDLT2.9c Demonstrate the capability to select, with justification, and apply an appropriate set of tools to support the development of a range of software products of medium size

SDLT2.9d Create a specification for a user interface based on requirements and implement a range of GUI’s for different contexts at different levels of detail from specifications

SDLT2.9e Develop and test a range of small and medium-scale technology solutions (programmes, apps or games), utilising an industry standard method and programming language


2.10 Software Configuration and Release Management

2.10a Software configuration management

2.10b Change control

2.10c Versioning

2.10d Industry standard version control

2.10e Build and Release software

2.10f Industry standard release management


SDLT2.10a Recognise the difference between configuration management at a software

component/function level, and configuration of a release

SDLT2.10b Define configuration management processes for use throughout the product development life cycle in storing software deliverables and controlling and tracking changes to software both at component and release level, using configuration management tools effectively, and apply change management processes properly

SDLT2.10c Modify software designs and deliverables following sound change control approaches and change control tools

SDLT2.10d Understand the importance of version control and the difference between software level vs. component level version control

SDLT2.10e Be competent in using and applying industry standard version control tools to manage software deliverables

SDLT2.10f Select and apply configuration management and change control tools for use within software development projects

SDLT2.10g Be able to apply industry standard release management frameworks (e.g. Puppet) to release and manage software artifacts

SDLT2.10h Understand common pitfalls and mitigations

2.11 Software Deployment

2.11a Deployment fundamentals

2.11b Deployment context

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2.11c User documentation and training

2.11d User training


SDLT2.11a Understand the organisational context into which software is deployed and the

human and business issues associated with deployment

SDLT2.11b Recognise the challenges of deploying software releases which form part of a software or hardware system, perhaps with other software elements from a 3rd party, and embedded systems. Being able to interact to agree dependencies on interfaces, processing speed, resource utilisation etc. and staged deployment in to maturing prototypes and systems

SDLT2.11c Develop and apply user documentation and training materials as part of software development and deployment activities

SDLT2.11d Design and develop training materials and plan end user training following software deployment


2.12 Software Maintenance

2.12a Software maintenance fundamentals

2.12b Analyse Read, review, existing software solutions

2.12c Update and maintain existing software solutions

2.12d Code improvement through refactoring


SDLT2.11a Understand the impact of developing software for systems which need to be

maintained for extended operational periods (e.g. avionics could be ~25 years), and be aware of the importance of documentation rigour in these circumstances, when contrasted against fast changing IT software where changes are likely to occur at a far higher frequency

SDLT2.11b Read and Analyse existing software behaviour in order to improve its efficiency, reliability, and maintainability

SDLT2.11c Maintain and update software as required to ensure continued effectiveness or in response to external factors

SDLT2.11d Understand the role and purpose of refactoring in improving programming solutions efficiency, scalability, maintainability and extensibility and be able to revise the performance of existing code to provide for scalability and extensibility


13. Legacy Systems

2.13a Understand legacy architectures and technologies

2.13b Identify and review legacy system documentation

2.13c Analyse, read, review, existing legacy software source code

2.13d Understand the risks associated with replacing or keeping legacy systems

2.13e Identify the legacy system data architecture


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SDLT2.13a Gain an understanding of legacy architectures and technologies (e.g. mainframe/COBOL etc.)

SDLT2.13b Identify and review legacy system documentation, whilst appreciating that documentation is often missing, inadequate and out-of-date

SDLT2.13c Analyse existing legacy software, and review the source code if available, appreciating that part or all of the system may be implemented using an obsolete programming language

SDLT2.13d Identify legacy system data architecture, and understand that the data processed by the system may be distributed in different files which have incompatible structures. There may be data duplication and the data itself may be out of date, inaccurate and incomplete

SDLT2.13e Understand the risks associated with replacing or keeping and maintaining legacy systems, and that keeping legacy systems in use avoids the risks of replacement but making changes to existing software usually becomes more difficult and expensive as systems get older


14. Software Quality

2.14a Software quality concepts and culture

2.14b Software quality standards

2.14c Software quality processes

2.14d Industry standard frameworks


SDLT2.14a Explain and apply recognized principles to the building of high-quality

software components, understanding the difference between safety and quality, and how mechanisms that improve quality may be used to partially underpin a safety argument

SDLT2.14b Interpret and apply standards for software quality planning and assurance (e.g. ISO/IEC 9126 - international standard for the evaluation of software quality)

SDLT2.14c Compare and contrast the different methods and techniques used to assure the quality of a software development processes and deliverables

SDLT2.14d Awareness of industry standard static and dynamic code analysis frameworks (e.g. FindBugs, Checkstyle, etc.)


15. Data Modelling, Database Development and Data Analysis

2.15a Data modelling principles

2.15b Industry standard modelling

2.15c Database design

2.15d Database implementation

2.15e Data querying

2.15f Data mining

2.15g Big data analysis

2.15h Common pitfalls and mitigations

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SDLT2.15a Describe the basic principles of the relational data model and the issues of scale and management of large data or big data

SDLT2.15b Be competent at developing a range of industry standard database models, including state and process models

SDLT2.15c Create a relational database schema that incorporates key, entity integrity, and referential integrity constraints

SDLT2.15d Implement a database-driven web site, explaining the relevant technologies involved in each tier of the architecture and the accompanying performance trade-offs

SDLT2.15e Write stored procedure queries that deal with parameters and have some control flow, to provide given functionality

SDLT2.15f Understand the role of data mining, the algorithms developed to address different data mining goals and the application of these algorithms to real-world problems including big data

SDLT2.15g Design, implement and evaluate big data analysis systems

SDLT2.15h Understand common pitfalls and mitigations

16. Risk & Information Security

2.16a Risk

2.16b Information Security foundations

2.16c Security risks, threats and vulnerabilities

2.16d Security testing of software and systems

2.16e Secure architecture

2.16f Secure development


SDLT2.16a Understand the nature of risk to information and information systems and define

what cyber security is, and explain its importance when developing software solutions and mitigating risk

SDLT2.16b The importance of determining and managing risk for threats and vulnerabilities to information systems on an ongoing basis

SDLT2.16c Understand human aspects of information security including client data protection and the data protection act

SDLT2.16d The types of testing that are commonly applied to identify vulnerabilities in software and how to make software more resilient to threats

SDLT2.16e Design in robust, scalable and future-proof software security solutions that meet specific and generic requirements, and internal/external security standards and best practice

SDLT2.16f Correctly apply the organisation’s security architecture to any particular systems or solutions development activities. Rewrite a simple program to remove common vulnerabilities, such as buffer overflows, integer overflows, and race conditions


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3. Personal and Inter Personal

Personal and Inter Personal

3.1 Communications

3.1a Plan communications

3.1b Verbal presentations

3.1c Active listening

3.1d Giving and receiving feedback

3.1e Presentation

3.1f Written communications

3.1g Negotiation


3.2a Creative, self-motivated and self-aware

3.2b Preferences, motivations, strengths and limitations of self and others

3.2c Leading, influencing and persuading others

3.2d Put forward, demonstrate value and gain commitment to proposed tech solutions

3.2e Analytical and critical thinking


3.3a Competing interests

3.3b Research

3.3c Gathering Information

3.3d Performance evaluation tools

3.3e Learning strategies and techniques

3.3f Personal development planning

3.4 Team-working

3.4a Team planning

3.4b Team communications

3.4c Team-working

Communications

SDLI3.1a Be able to identify the purpose of the communication, the audience and the outcomes to be achieved, deciding which method of communication to use and the level of formality required.

SDLI3.1b Be able to make concise, engaging and well-structured verbal presentations, arguments and explanations of varying lengths, with and without the use of media, taking into account the audience viewpoint at all times.

SDLI3.1c Competent in active listening appreciating others views and contributions.

SDLI3.1d Able to give and receive feedback constructively applying appropriate techniques and incorporate it into his/her own development and life-long learning.

SDLI3.1e Be able to effectively prepare and deliver presentations using relevant presentation media products such as PowerPoint, Prezi etc., and the use of appropriate visualisations and images to present information and ideas clearly and convincingly.

40

SDLI3.1f Be fluent in written communications with the ability to articulate complex issues, selecting an appropriate structure and with appropriate tone, style and language.

SDLI3.1g Be competent at selling, questioning, negotiating and closing techniques in a range of interactions and engagements, both with internal and external stakeholders.

Personal attributes

SDLI3.2a Be creative, self-motivated and self-aware and able to reflect on successes and failures in ways that strengthen their positive attitude and develop their self-reliance through an understanding of their own personal preferences, styles, strengths and weaknesses.

SDLI3.2b Is able to identify the preferences, motivations, strengths and limitations of other people and apply these insights to work more effectively with and to motivate others.

SDLI3.2c Be able to understand the outputs from and apply insights to using personal profiling information such as Myers Briggs Type Indicator, or Kirton Adaption/Innovation Indicator.

SDLI3.2d Be able to put forward, demonstrate value and gain commitment to a moderately complex technology-oriented solution, demonstrating understanding of business need, using open questions and summarising skills and basic negotiating skills.

SDLI3.2e Apply analytical and critical thinking skills to Technology Solutions development and to systematically analyse and apply structured problem solving techniques to them.

Professional

SDLI3.3a Able to deal with different, competing interests within and outside the organisation with excellent negotiation skills.

SDLI3.3b Be able to conduct effective research, using literature and other media, into IT and business related topics.

SDLI3.3c Have gained and be able to demonstrate competence in gathering information from people using a variety of techniques including interviewing.

SDLI3.3d Have gained an understanding of performance evaluation tools and be able to demonstrate competence in designing and applying performance evaluation tools (including 360-degree feedback).

SDLI3.3e Have gained an understanding of the importance of learning strategies and techniques in own development and life-long learning and for corporate learning and development.

SDLI3.3f Understand the principles of personal development planning, and create, implement and maintain a personal development portfolio and a personal action plan.

Team-working

SDLI3.4a Plan and implement work goals, objectives, priorities and responsibilities with others

SDLI3.4b Communicate with other people in the team, identifying the different abilities and potential within a team and show respect for individuals in the team.

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SDLI3.4c Understand how teams work effectively to produce technology solutions, working with team members to identify and solve problems and disagreements, sharing feedback with others on the achievement of team objectives and making suggestions and encouragement for improving team-working.

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4. Software Project and Delivery Management

Software Project and Delivery Management

4.1 Project management methodologies and standards

4.1a Software development lifecycle

4.1b Project management methodologies

4.1c Agile delivery methods

4.1d Project management standards


4.2a Project stakeholders

4.2b Project planning

4.2c Project estimating


4.3a Managing projects

4.3b Managing deviations

4.3c Project reviews

4.3d Quality, cost and time


4.4a Agile project delivery

4.4b Iterative development

4.4c Managing project deliverables

4.4d Quality assurance

4.4e Agile team roles

4.5 Project risk assessment and management

4.5a Risk identification

4.5b Recording and communicating risk

4.5c Risk response

4.5d Tracking risks

4.5e The nature of risk

Project management methodologies and standards

SDLP4.1a Have gained an understanding of the software development lifecycles and

processes.

SDLP4.1b Follow a systematic methodology for initiating, planning, executing, controlling, and closing technology solutions projects. Applies industry standard processes, methods, techniques and tools to execute projects.

SDLP4.1c Be familiar with structured programme and project management environments, such as 'waterfall' methods, and be able to apply the underpinning philosophy and principles of agile in a project situation even in a non-agile environment. Be able to communicate technical and agile concepts to non-technical people

SDLP4.1d Interpret and use standards in software project management, including PRINCE2, ISO 10006 (project management quality) and ISO 12207 (software development process) along with the SEI’s CMMI model

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Project planning

SDLP4.2a Identify all stakeholders involved in the project and agree the purpose of the project with all relevant stakeholders

SDLP4.2a Identify and agree the project scope, timescale, aims and objectives and be able to construct a project specification and plan for a multi-threaded project, including resources and budget.

SDLP4.2b Understand how to estimate the range of digital development activities and produce overall estimates of costs/effort and allocating and managing appropriate phased contingency.

Project execution

SDLP4.3a Is able to manage a project (typically less than six months, no inter-dependency with other projects and no strategic impact) including identifying and resolving deviations and the management of problems and escalation processes

SDLP4.3b Understand how to identify and manage deviations from the planned schedule of a project.

SDLP4.3c Understand the importance of regular project reviews and the need to effectively manage the project review process, including planning and management

SDLP4.3d Understand the issues of quality, cost and time concerned with project implementation, including contractual obligations and resource constraints.

Agile project delivery

SDLP4.4a Have gained an understanding of agile project delivery and be able to roll out a business system project accurately and timely in a customer friendly way and consistent with the business needs.

SDLP4.4b Understand the importance of delivering value early and often, iterating and continuously improving workflows where necessary.

SDLP4.4c Have gained an understanding of the need to identify and manage project deliverables.

SDLP4.4d Have gained an understanding of the principles of quality assurance for project deliverables, including contractual obligations.

SDLP4.4e Understand the roles & responsibilities of a typical agile project management team and how they interact

Project risk assessment and management

SDLP4.5a Identify, analyse and prioritise project risks & issues

SDLP4.5b Record and communicate risks through risk reports, registers or logs

SDLP4.5c Plan and implement contingency plans and risk responses

SDLP4.5d Track risks and associated tasks

SDLP4.5e Understand the nature of risk and how to respond to risks

Note: All students are expected to undertake a significant project during their course. This project should draw together all threads of the course and include ‘doing’ as well as ‘managing’ activities.

44

Appendix C. Links to Relevant Apprenticeship Frameworks


https://www.skillsdevelopmentscotland.co.uk/media/33407/it_and_telecommunications_l2.pdf


https://www.skillsdevelopmentscotland.co.uk/media/33410/it_and_telecommunications_ma_l3.pdf

Technical Apprenticeship in IT and Telecommunications (SCQF level 8)

https://www.skillsdevelopmentscotland.co.uk/media/33413/it_and_telecommunications_technical_apprenticeship.pdf

Modern Apprenticeship in Information Security (SCQF level 6)

https://www.skillsdevelopmentscotland.co.uk/media/33398/information_security_l3_ma.pdf

Technical Apprenticeship in Information Security (SCQF level 8)

https://www.skillsdevelopmentscotland.co.uk/media/33401/information_security_technical_apprenticeship_aug_2014.pdf

Technical Apprenticeship in Data Analytics (SCQF level 8)

https://www.skillsdevelopmentscotland.co.uk/media/41378/ta-data-analytics-framework-approved.pdf

End of document

Prepared by: Dr Tony Venus Date: 31st August 2016 E-mail: [email protected] Phone: 07939540335 The Tech Partnership, 1 Castle Lane, London SW1E 6DR Tel: 020 7963 8920 / Fax: 020 7592 9138 [email protected] / www.thetechpartnership.com Proprietor: The Tech Partnership - A not-for-profit company limited by guarantee - Registered in England no. 4019051 - Registered office: Victoria House, 39 Winchester Street, Basingstoke, Hampshire RG21 7EQ















http://www.thetechpartnership.com/

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