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 Business Computing Qualifications - Regulations
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Appendix D
Module Prescriptions |
1 | While every effort is being made to standardise modules on a Learning Outcomes Format this edition of the "New Zealand Polytechnic Qualifications in Information and Communications Technology" (Blue Book) still contains different formats: i.e.
• Content and Learning Experiences are listed
AA500(AA100), AA600(AA200) and others like them are in the original RCAP Format, where the content that students are to study is described in detail.
• Learning Outcomes and content are defined
MA600(MA200), OO500(OO100) and others like them define Learning outcomes and briefly explain the requirements under content.
• Learning Outcomes, Content, Teaching/Learning Methods, and Learning Resources arelisted.
ET600(ET200), QA600(QA200) and others like them define learning outcomes, identify suggested teaching/learning methods and list suggested learning resources.
Tutors need to make sure that they have identified which format is being used for the modules they are teaching, and plan their work accordingly.
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2 top | | Individual modules of this programme may require specific prerequisites for which all students wishing to take those modules will have to prove their demonstrated skills and knowledge.
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3 top | | At the advanced levels, practical work should be drawn from the student's own workplace whereever possible. This may mean, for example, that the assembler program or data flow diagram or cost/benefit analysis is for a real work situation, which their employer benefits from. Full time students could pick up such work from co-operative employers. Employers will be involved in assessing whether an appropriate standard has been reached in assessing the student's work at this level.
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4 top | | Where possible, all appropriate modules should be illustrated by use of current software packages.
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5 top | | Throughout this programme, the importance of maintaining standards (of documentation, ethical behaviour, etc) should be continually emphasised.
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6 top | | For each module the actual time spent in classroom and other learning activities will vary.
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7 top | Prescriptions for each module are contained within this publication.
They provide directives for tutors, examiners and students and include:
> Student learning hours.
> An indication of the skill level and depth of learning required by topic. For each topic the highest skill level is shown by the position of the asterisk. This also implies knowledge of the lower skills. An alphabetic character indicates skill levels as follows:
R = recall
C = comprehension
A = application
P = problem solving
An approximate allocation of assessment in percentages, by topic and by assessment situation.
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8 Sequencing of Modules top | | Modules are ordered alphabetically (and within this, numerically); e.g. AA500(AA100), AA510(AA110), AA600(AA200), AA700(AA300), BA500(BA100) and so on.
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9 Module Naming Convention top | Each module is identified by a five-character code (AAxxx).
> Characters 1 and 2 - a mnemonic for a subject area
> Character 3 - the level of the module
> Character 4 - usually zero, but if a greater than zero, distinguishes one module from another in the same general area as the main module.
> Character 5 - usually zero, but if an n is displayed this indicates that the module may be awarded to the student more than once. For example, with programming modules PP and PR the last digit will signify the language that the student has studied; i.e. PR511(PR111) may be DELPHI while PR512(PR112) may be JAVA.
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