Beruflich Dokumente
Kultur Dokumente
This syllabus has been created with the support of industry and
education experts and, coupled with the teaching expertise of your
staff, will ensure that ABMA learners continue to demonstrate talent,
capability and experience in their chosen industry.
I wish your learners good luck in their studies and look forward to
hearing about the achievements of ABMA learners in the near future.
Kind regards,
Alan Hodson
ABMA Education Senior Executive
Vocational Qualifications,
our Strength, your Future
Computing and Information Systems - Level 4 Diploma
In order to pass each of the units, learners are required to demonstrate that they can meet the stated
learning outcomes outlined in the syllabus. Learners must study and understand the full unit content as any
part of this could be tested during the examination.
Each question in an examination is weighted at 20% of the total marks. It is the accumulated total of marks
for each question which will determine if a learner has achieved a Pass, Merit or Distinction for the unit.
Marks of 39% or less will be graded as a Fail. A learner must achieve a minimum mark of:
The following grading criteria indicate the general expectations placed on a learner at each of the
grading bands of this Level:
Level 4
The learner will have... The learner will have... The learner will have... The learner will have...
3
Provided an answer
that will not Provided an answer Provided a logically Provided a well
Structure
necessarily be well that is structured structured answer structured answer
structured
Please note that the table above provides a general overview of the grading criteria for each level. Each
of the different command verbs that are used in examinations will have a different set of criteria
expectations ascribed to them, for example, if a learner were asked to ‘illustrate’, they would be expected
to support their illustrations with examples or diagrams.
All of our learning outcomes are set at the highest skill level and have been developed using Bloom’s
Taxonomy. Learners are required to either:
‘Analyse’,
‘Apply’, or
‘Evaluate’.
The command verbs that will be used in examinations are grouped under these terms:
*The command verbs that have an asterix (*) appear in both the Analytical and Evaluative columns. These
verbs can be used to test both ‘Analyse’ and ‘Evaluate’ learning outcomes. The questions posed using the
asterixed command verbs will be written to elicit an answer that would satisfy the learning outcome.
Therefore, it is important to note that when an examination question asks the learner to ‘explain’
something, a brief explanation will likely not suffice; the learner will be expected to provide a detailed
explanation in order to satisfy the learning outcome with which that question is associated.
When preparing for examinations, it is essential that learners refer to the ABMA ‘Never have to take a re-sit
again: A guide to examination success’ as this document provides relevant guidance in terms of how
learners should approach and answer examination questions.
4
Unit 1: Information Systems
Unit Aim
This unit aims to help learners understand the capabilities of different types of information
systems and the role of information systems within organisations. The unit also helps learners to
understand professional issues associated with information systems.
Unit Overview
This unit is designed for those seeking to develop a career in computer and information systems.
It equips learners with the knowledge and skills relevant to the deployment of information
systems (IS) in organisations, as well as the appropriate management practices associated with
their use. They will explore the different areas of work in which information systems professionals
operate and become aware of their responsibility and accountability.
Learning Outcomes
Unit Content
In order for the learner to meet each learning outcome, they need to be taught the following:
Learning Outcome 2: Analyse how common office applications integrate with information
systems
5
d. Combining available tools to create, store, manipulate and relay business-critical data
across networks
e. Office Automation Systems (OAS)
Teaching Guidance
Delivery Guidance
It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.
6
Initially presenting foundational material to learners
Guiding learners in terms of how and where to find suitable examples and learning resources
Empowering learners to engage in research, present their ideas, participate in group
discussion, and demonstrate their practical work
Acting as a sounding board at different stages in the learning process
Facilitating deliberative practice and continuing personal development
For best results it is recommended that the teaching and learning activities are informed by the
following:
Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
Where possible, visits to different types and sizes of organisations that managing projects
Where possible, visits from guest speakers, professionals or those with relevant expertise
Practice Examinations
This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.
Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learners understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.
Resources
The Editors of Salem Press (2014) Information Systems and Technology. Ipswich Massachusetts.
Krogstie, J. (ed.) (2013) Frameworks for developing efficient information systems: Models, theory,
and practice. United States: Idea Group,U.S.
Fu, K.S. and Kunii, T.L. (2015) Data structures, computer graphics, and pattern recognition. Edited
by A. Klinger. New York: Saunders College Publishing/Harcourt Brace.
7
Journals
Websites
Laudon, K. C. and Laudon, J. P., 2014. Management Information Systems: Managing the Digital
Firm. 13th ed. Prentice Hall. [online] Available at:
<https://harisvanjava.files.wordpress.com/2015/12/laudon-management-information-systems-
13th-global-edition-c2014.pdf> [Accessed 2 November 2016]
Riley, J., updated 2012. ICT – Types of Information System. Tutor2U. [online] Available at:
<www.tutor2u.net/business/ict/intro_information_system_types.htm> [Accessed 20 January 2016]
Other
8
Unit 2: Computer Programming
Unit Aim
The unit aims to help learners to understand the differences and similarities between different
programming languages, the advantages conferred by object-orientated programming, and
how to leverage programs to solve problems.
Unit Overview
This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with the knowledge and skills required to understand the
fundamentals of data structures and algorithms, giving a thorough introduction into different
programming languages, their suitability for different tasks, and the reasons why one language
might be chosen over another. This unit will also help learners to understand object-oriented
programming (OOP) concepts.
Learning Outcomes
Unit Content
In order for the learner to meet each learning outcome, they need to be taught the following:
a. Common programming languages (Java, C#, Python, Lua, C, Ruby, PHP, ObjectiveC, C++,
Assembly, Swift, etc.)
b. Historic development and updating of the common programming languages
c. Key strengths and weaknesses of interpreted and compiled languages
d. Key strengths and weaknesses of imperative, object-orientated, and functional languages
e. Factors affecting the suitability of a language for particular tasks (e.g. client-side web
scripting, server-side web scripting, mobile apps, scientific data processing, office
applications, games, etc.)
Learning Outcome 2: Apply common data types, data structures, and algorithms to problem
solving
a. Common primitive data types (e.g. boolean, float, double, integer, long, character, string,
etc.)
b. Difference between composite and primitive data types
c. Common data structures (arrays, linked lists, dictionaries, maps, trees, etc.)
9
d. The advantages and disadvantages of different data structures (e.g. retrieval, updating,
insertion, etc.)
e. Common programming constructs (e.g. selection, iteration, recursion, function call, etc.)
Learning Outcome 3: Analyse the process of source code compilation and machine code
execution
Learning Outcome 4: Apply code tracing methods to determine the output of a function for a
given input
Teaching Guidance
Delivery Guidance
It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.
10
Acting as a sounding board at different stages in the learning process
Facilitating deliberative practice and continuing personal development
For best results it is recommended that the teaching and learning activities are informed by the
following:
Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
Where possible, visits to different types and sizes of organisations that managing projects
Where possible, visits from guest speakers, professionals or those with relevant expertise
Practice Examinations
This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.
Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.
Resources
Lambert, K., 2014. Fundamentals of Python: Data Structures. Course Technology PTR
The Editors of Salem Press. (2014) Information Systems & Technology. Ipswich, Massachusetts.
Salem Press.
The Open University. (2006) Software Development in Java. Milton Keynes: Open University
Course Team.
Fu, K.S. and Kunii, T.L. (2014) Data structures, computer graphics, and pattern recognition. Edited
by A. Klinger. Burlington: Academic Press.
Journals
11
Websites
101Computing, 2015. Dry Run Testing and Trace Tables. [online] Available at:
<www.101computing.net/trace-table/> [Accessed 2 November 2016]
Shaw, Z. A., 2014. Learn Python The Hard Way: A Very Simple Introduction to the Terrifyingly
Beautiful World of Computers and Code. Upper Saddle River: Addison-Wesley. [online] Available
at: <www.souravsengupta.com/int2pro2014/python/LPTHW.pdf> [Accessed 2 November 2016]
Other
Association for Computing Machinery (ACM) [online] Available at: <www.acm.org> [Accessed
2 November 2016]
12
Unit 3: Information Systems Analysis and Design
Unit Aim
The unit aims to help learners to understand the processes of systems analysis, information system
modelling, and information systems project co-ordination.
Unit Overview
This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with the knowledge and skills relevant to understanding information
system development projects in terms of common development life cycles and the role of the
system analyst within the analysis and design stages of these cycles. It also helps them to explore
the contribution of ‘use cases’ and data flow diagrams as well as learn about what is involved in
planning and managing an information systems (IS) development project.
Learning Outcomes
1. Analyse how common life cycles are used to manage information system projects
2. Evaluate the skills needed by a systems analyst
3. Apply modelling techniques to communicate the requirements for an information system
4. Apply modelling techniques to communicate the flow of information around an information
system
5. Evaluate planning and management tools for information system projects
Unit Content
In order for the learner to meet each learning outcome, they need to be taught the following:
Learning Outcome 1: Analyse how common life cycles are used to manage information system
projects
a. Common life cycle models for systems development (e.g. Waterfall, Rapid Application
Development (RAD), Joint Application Development (JAD), Prototyping Model, Agile
Methodologies (such as SCRUM and Kanban), Synchronize-and-Stabilize, Spiral Model, etc.)
b. Advantages and disadvantages of different systems development models
c. Advantages of iterative over non-iterative approaches for change management
d. Systems development life cycle model as a structured approach to information system
development that guides all the processes from initial feasibility through to maintenance of
finished application
e. Advantages of using phased-life cycle approach in realising the deliverables at each stage
13
b. Requirements gathering techniques (e.g. interviews, group interviews, observation,
facilitated session, joint-development, questionnaires, rapid prototype demos, use-cases,
requests for proposals, etc.)
c. Differences with different areas of work in which other information systems professionals may
operate (e.g. programmers, business administrators, etc.)
d. Different skills to undertake key roles (e.g. feasibility study, requirements gathering and
analysis, design, and evaluation of information systems, etc.)
e. Importance of key employability skills (e.g. teamwork, communication, problem solving,
etc.) and continuing professional development required to develop them
a. Different categories of requirement that projects may have (e.g. functional, non-functional,
performance, states, environmental, interface, physical, design, etc.)
b. Comparing different categories of requirements in information systems (e.g. data, data
conversion, data quality objectives, business intelligence reporting requirements, functional
requirements and system performance requirements)
c. Drawing UML use-case diagrams
d. Analysing and illustrating the requirements of common information systems
e. Approach to use cases in object-oriented methods of information systems analysis and
design for organisations with data-processing resources
a. Key differences between diagrams used to illustrate data flow in an information system
b. Drawing context diagrams
c. Drawing systems data flow diagrams to illustrate the flow of information between two or more
agents
d. Drawing UML sequence diagram
e. Analysing and illustrating the data flow in common information systems
Learning Outcome 5: Evaluate planning and management tools for information system projects
Teaching Guidance
Delivery Guidance
It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
14
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.
For best results it is recommended that the teaching and learning activities are informed by the
following:
Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
Where possible, visits to different types and sizes of organisations that managing projects
Where possible, visits from guest speakers, professionals or those with relevant expertise
Practice Examinations
This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.
Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.
Resources
Avison, D.E., Torkzadeh, R. and Torkzadeh, G. (2008) Information systems project management.
Thousand Oaks: SAGE Publications.
Baumann, H., Baumann, P. and Grassle, P. (2005) UML 2.0 in action: A project-based Tutorial.
United Kingdom: Packt Publishing.
Additional Reading
Satzinger, J. W., Jackson, R. B. and Burd, S. D., 2012. Systems Analysis and Design in a Changing
World. 6th ed. Boston: Cengage Learning
15
Valacich, J.S., 2012. Essentials of Systems Analysis and Design. 5th Ed. Prentice Hall
Wazlawick, R.S., 2014. Object-orientated Analysis and Design for Information Systems. Morgan
Kaufmann (Elsevier)
Journals
Websites
Bowman, D., 2009. Information Systems Analysis. Information Management Architect. [online]
Available at: <www.information-management-architect.com/information-systems-analysis.html>
[Accessed 3 November 2016]
Carnegie Mellon University, n.d. UML Use Case Diagrams: Tips and FAQ. Carnegie Mellon
University. [online] Available at: <www.andrew.cmu.edu/course/90-754/umlucdfaq.html>
[Accessed 3 November 2016]
Japenga, R., n.d. What Makes a Great Software Requirements Specification? [online] Available
at: <www.microtoolsinc.com/Howsrs.php> [Accessed 3 November 2016]
ProjectsSmart, 2013. A Collection of Twenty Essential Project Management Skills, Methods, Tools,
and Compentencies Needed For Success. [online] Available at:
<www.projectsmart.co.uk/tools.php> [Accessed 3 November 2016]
Riley, J., updated 2012. ICT – Types of Information System. Tutor2U. [online] Available at:
<www.tutor2u.net/business/ict/intro_information_system_types.htm> [Accessed 3 November
2016]
TutorialsPoint, n.d. Learn the Software Development Life Cycle [online] Available at:
<www.tutorialspoint.com/sdlc/index.htm> [Accessed 3 November 2016]
Other
16
Unit 4: Information Presentation and Analysis
Unit Aim
The unit aims to help learners become familiar with presenting information alongside the
fundamental empirical research methods and statistical analyses underpinning the creation of
such information.
Unit Overview
This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with knowledge and skills required to present and analyse information.
Specifically, they learn methods of calculating descriptive statistics, methods of illustrating data,
as well as how to assess the quality of information based on the research methods and statistical
analyses used to derive it.
Learning Outcomes
Unit Content
In order for the learner to meet each learning outcome, they need to be taught the following:
Learning Outcome 1: Apply formulae to calculate descriptive statistics using standard notation
a. Standard statistical notation (e.g. for probability p, degrees of freedom d.f., the population
mean μ, the population variance σ2, the population correlation ρ, the sample mean x̅, the
sample variance s2, the sample correlation coefficient r, expected value of X E[X], variance
of X var[X], covariance of X and Y cov[X, Y], standard Normal distribution z α or z(α), t-
distribution with v degrees of freedom tα,ν or t(α,ν), chi-squared distribution with v degrees of
freedom or , F-distribution with v1 and v2 degrees of freedom or F(α,ν1,ν2),
etc.)
b. Standard mathematical expressions and operators (e.g. sum ∑, square root √, less than <,
more than >, is approximately equal to ≈, is not equal to ≠, etc.)
c. Formulae for calculating variance, standard deviations, and confidence intervals
d. Formulae for calculating mean, median and mode averages
e. Formulae for calculating the range, inter-quartile range, ratios, and percentages
17
c. Discrete and continuous probability distributions (including the normal distribution)
d. Data models, inference, and prediction
e. Types of data (e.g. dichotomous, nominal, ordinal, interval, ratio, etc.)
a. The relative merits of different formats of presenting data (e.g. text, tables, figures,
pictographs, etc.)
b. The quality of descriptions of statistics and their interpretations, with respect to APA
conventions
c. The conventions associated with the tabular presentations of data
d. Graphical methods of presenting data (including pie chart, bar chart, histogram, line graph,
box plot and scattergram)
e. The relative merits of different graphical methods of presenting data and how to use them to
determine the best method to use
Learning Outcome 4: Apply statistical principles to the interpretation of the results of statistical
calculations
Teaching Guidance
Delivery Guidance
It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
18
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.
For best results it is recommended that the teaching and learning activities are informed by the
following:
Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
Where possible, visits to different types and sizes of organisations that managing projects
Where possible, visits from guest speakers, professionals or those with relevant expertise
Practice Examinations
This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.
Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.
Resources
Willemse, I. and Nyelisani, P. (2015) Statistical methods and calculation skills. South Africa: Juta
Legal and Academic Publishers.
The Editors of Salem Press (2014) Information Systems and Technology. Ipswich Massachusetts.
Fu, K.S. and Kunii, T.L. (2014) Data structures, computer graphics, and pattern recognition. Edited
by A. Klinger. Burlington: Academic Press.
McCrudden, M., Schraw, G. and Buckendahl, C. (eds.) (2015) Use of visual displays in research
and testing: Coding, interpreting, and reporting data. United States: Information Age Publishing.
Adams, J., Khan, H.T.A., Raeside, R. and Adams, C.J. (2014) Research methods for business and
social science students. 2nd edn. Los Angeles, CA: SAGE Publications India Pvt.
19
Additional Reading
Olofsson, P.-A.M., 2012. Probability, Statistics, and Stochastic Processes. John Wiley & Sons
Snee, H., Hine, C., Morey, Y., Roberts, S., and Watson, H., 2016. Digital Methods for Social
Science: An Interdisciplinary Guide to Research Innovation. Palgrave Macmillan
Journals
Websites
Other
The R Project for Statistical Computing. [online] Available at: <www.r-project.org> [Accessed 3
November 2016]
20
Unit 5: Web Technologies
Unit Aim
This unit aims to help the learner understand how to construct static and dynamic websites and
how to create usable web pages.
Unit Overview
This unit is designed for those seeking to develop a career in computing and information
systems. It equips learners with the knowledge and skills required for web development,
focussing on the use of HTML and CSS to define usable web pages. Learners will also study how
dynamic websites operate as well as the practical steps of deployment required to setup and
configure a web server.
Learning Outcomes
1. Analyse the structure of URLs and their role in HTTP and the DNS
2. Apply HTML and CSS to the definition of static web pages
3. Analyse how web servers and web browsers construct dynamic websites
4. Evaluate how usability inspection methods are used to design usable websites
5. Analyse the process of setting up and configuring a web server
Unit Content
In order for the learner to meet each learning outcome, they need to be taught the following:
Learning Outcome 1: Analyse the structure of URLs and their role in HTTP and the DNS
a. Decomposing a URL down into components, including the difference between a URL and
URN
b. The difference between the WWW and the Internet
c. The function of each URL component
d. The purpose and uses of common HTTP verbs (e.g. GET, POST, PUT, DELETE, etc.)
e. Role of URLs in DNS and the Internet more broadly
Learning Outcome 2: Apply HTML and CSS to the definition of static web pages
Learning Outcome 3: Analyse how web servers and web browsers construct dynamic websites
a. Producing HTML output using server-side scripting languages (e.g. PHP, Python, Ruby, etc.)
21
b. Manipulating HTML output using client-side scripting languages (e.g. Java script)
c. Models of interaction between browsers, servers, and databases
d. Basic methods of interaction between a server-side script and a database content (e.g. SQL
queries)
e. Difference between websites and web services
Learning Outcome 4: Evaluate how usability inspection methods are used to design usable
websites
Learning Outcome 5: Analyse the process of setting up and configuring a web server
a. Cloud hosting platforms (e.g. Heroku, Joyent Cloud, Amazon Web Services, etc.) and non-
cloud platforms (e.g. home web server, data centre, etc.)
b. Basic UNIX commands (e.g., sudo, apt-get, ls, cd, rm, mv, cp, rm, passwd, chmod, mkdir,
etc.)
c. Setting up and configuring a LAMP server using Ubuntu, Python, PIP, mySQL, Apache, and
CGI
d. Using a third-party service to set up a web server using tools such as cPanel and
phpMyAdmin
e. Upload files into a web hosting account using appropriate tools (including FTP, SFTP (over
SSH), WebDav and rsync, etc.)
Teaching Guidance
Delivery Guidance
It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to investigate and apply the
principles and processes for themselves. Hands-on practical activities and practice are essential
for mastering Information Systems and Computing. Facilitation should prompt learners to
engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key
points before drawing their own conclusions.
22
Acting as a sounding board at different stages in the learning process
Facilitating deliberative practice and continuing personal development
For best results it is recommended that the teaching and learning activities are informed by the
following:
Independent research using a variety of sources to enhance learning opportunities and keep
learning relevant in this fast moving field
Where possible, visits to different types and sizes of organisations that managing projects
Where possible, visits from guest speakers, professionals or those with relevant expertise
Practice Examinations
This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a teacher, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination during the teaching of this unit.
Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide
which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding
of how to respond to the types of questions which will be presented to them in an examination.
One further way in which this type of formative assessment could be used is through the setting
of questions either within a taught session or as directed study.
Resources
Brinck, T., Gergle, D. and Wood, S. D., 2002. Usability for the Web: Designing Web Sites that Work.
San Francisco: Morgan Kaufmann.
Farrel, A., 2004. The Internet and Its Protocols: A Comparative Approach. Morgan Kaufmann.
Gasston, P., 2013. The Modern Web: Multi-Device Web Development with HTML5, CSS3, and
JavaScript.
Journals
Websites
Erack Network, 2008. Web Host Guide. [online] Available from: <www.tizag.com/webhost/>
[Accessed 21 January 2016]
23
Wan, A., 2015. How To Setup an Apache, mySQL, and Python (LAMP) Server Without Frameworks
on Ubuntu 14.04. [online] Available at: <www.digitalocean.com/community/tutorials/how-to-
set-up-an-apache-mysql-and-python-lamp-server-without-frameworks-on-ubuntu-14-04>
[Accessed 21 January 2016]
Other
w3schools.com. [online] Available at: < www.w3schools.com > [Accessed 21 January 2016]
24
25