Appendix D Module Prescriptions

1 2 3 4 5 6 7 8 Sequencing of Modules 9 Module Naming Convention

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While every effort is being made to standardise modules on a Learning Outcomes Format this edition of the "New Zealand Polytechnic Qualifications in Business Computing" (Blue Book) still contains different formats: e.g. • Content and Learning Experiences are listed AA100, AA200 (and others like it) are in the original RCAP Format, where the content that students are to study is described in detail • Learning Outcomes and content are defined MA200, OO100 (and others like it) define Learning outcomes and briefly explain the requirements under content • Learning Outcomes, Content, Teaching/Learning Methods, and Learning Resources arelisted. ET200, QA200 (and others like it) 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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Individual modules of this programme may require specific prerequisites for which all students wishing to take that module will have to prove their demonstrated skills and knowledge.

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At the Advanced level, practical work should be drawn from the student's own work place where ever 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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Where possible, all appropriate modules should be illustrated by use of current software packages.

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Throughout this programme, the importance of maintaining standards (of documentation, ethical behaviour, etc) should be continually emphasised.

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For each module the actual time spent in classroom and other learning activities will vary.

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Prescriptions for each module follow. They provide directives for tutors, examiners and students and include: > The suggested 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.

8 Sequencing of Modules   top

Modules are ordered alphabetically (and within this, numerically); e.g. AA100, AA110, AA200, AA300, BA100 and so on.

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. PR111 may be COBOL while PR112 may be C.