FORM B - uwl.ac.uk€¦ · credits, L6 120 credits) BSc (Hons) Degree in Cyber – Security with...

FORM B

Form B – Course Specification Template – Mar 17 of 23

Course Specification Please refer to the Guidance for the Completion of Course Approval Documentation and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of the final enrollable award(s): (e.g. FdA / FdSc / BA (Hons) / BSc (Hons) / MSc)

BSc (Hons) with Foundation

Course title: e.g. (Digital Media Arts) Cyber Security with Foundation

Level: 3, 4, 5 and 6 Credits: 480

Exit awards, level and credits: (where applicable)

• 480 credits (L3 120 credits, L4 120 credits, L5 120 credits, L6 120 credits) – BSc (Hons) Degree in Cyber Security with Foundation

• 420 credits (L3 120 credits, L4 120 credits, L5 120 credits, L6 60 credits) – BSc Degree in Cyber Security with Foundation

• 360 credits (L3 120 credits, L4 120 credits, L5 120 credits) – Diploma of Higher Education in Cyber Security with Foundation

• 240 credits (L3 120 credits, L4 120 credits) – Certificate of Higher Education in Cyber Security with Foundation

If a Higher or Degree Apprenticeship, state the standard it will map to

School: School of Computing and Engineering

Subject: Computing

Academic Partners: (where applicable) Note: Approval for an Academic Partner to deliver a Course requires an additional approval event.

Document version: 2.1

Date document completed: May 2017

Document completed by: Dr Liang Chen (Course Leader)

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a


1. Awarding body/Institution

University of West London

2. Teaching institution

University of West London

3. Admissions criteria

Home/EU entry criteria: 180 UCAS tariff points at Level 3; GCSE English and Maths with grade C. Mature students wishing to apply will be considered on an individual basis. Their professional/work/life experiences and their ability to engage with, and benefit from, the course will be taken into account. Based on individual cases, interview might be arranged to assess applications. We also welcome applicants with no formal qualifications. These applicants will be considered on an individual basis taking into account their professional/work/life experiences and their ability to engage with, and benefit from, the course. All applicants will be interviewed and invited to discuss their portfolio of work. They will only be offered a place if they are able to demonstrate a level of intellectual curiosity and organisational ability such that they have the potential to be successful on the course. International entry criteria: We will accept a range of English language tests. Popular tests include IELTS, Pearson PTE Academic, TOEFL. The standard requirement is at a level B2 in accordance to the Common European Framework of Reference for languages (CEFR). We require a level B2 standard in all of the elements including reading, writing, speaking, listening. Using IELTS as an example, requirements are an overall IELTS 6, with no less than a score of 5.5 in all elements. This applies to non-EU applicants. For EU applicants we require an overall IELTS score of 5.5, or equivalent English language test score. Applicants who do not meet the English language requirement you may be eligible to study an English programme, such as our pre-sessional in English language programmes. Information adapted from UWL website and current at the time of writing http://bit.ly/14aEzRK. Interview: Applicants for these courses will need to provide evidence of visual and computer literacy and (where available) viewing of their portfolio, which normally happens at interview. Interviews provide applicants with the opportunity to show their enthusiasm and commitment to their chosen subject, and to meet the course leaders and lecturers.

IELTS Score for International Students (including the minimum score in all elements)

An overall IELTS 6, with no less than a score of 5.5 in all elements.

http://bit.ly/14aEzRK


4. Codes

UCAS Code A

UCAS Code B

JACS Code

Other

5. Professional, Statutory and Regulatory Body accreditation (if applicable) The BSc (Hons) Cyber Security with Foundation course is designed to have a good coverage to the security disciplines and skill groups specified in the Security Skills Framework defined by IISP (Institute of Information Security Professionals) and GCHQ (Government Communication Headquarters). Please see Appendix: Mapping degree to IISP/GCHQ Syllabus. The BSc (Hons) Cyber Security with Foundation course is designed in line with the accreditation guideline defined by BCS (British Computer Society) for cyber security enhanced computing and computer science degrees. We aim to seek course accreditation from BCS (British Computer Society).

6. Career and progression opportunities and employability skills

Cyber Security professionals are in high demand across all industries. Graduates in Cyber Security generally have a good record of achieving employment and progressing in their professional work. Graduates of the BSc (Hons) Cyber Security with Foundation course will be able to pursue careers as Cyber Security specialists within a wide range of both public and private sectors, including law enforcement, government agencies and security consultancies, or within commercial IT departments and other computing positions where computer security is an issue. Typical job titles of Cyber Security graduates include Network or Computer Security Technician, Computer or Network Security Officer, Penetration Tester, Identity and Access Management Officer, Threat and Incident Response Analyst, Data Privacy Officer, Data Protection Advisor, Security Operations Analyst, ISO27002 Lead Auditor, Cloud Security Architect, Security Consultant, IT Security Manager, Business Continuity Manager, Information Risk Manager, Information Governance Manager, Cryptographer/Cryptologist, Security Software Developer, Source Code Auditor, Virus Technician and so on. The newly validated Foundation Year has been incorporated into the BSc (Hons) Cyber Security with Foundation course. Graduates of the BSc (Hons) Cyber Security with Foundation course can also further progress to study the MSc Cyber Security course which is currently being delivered in the School of Computing and Engineering.

7. Location of delivery

St Mary’s Road Brentford Reading

Partner

Include address of partner delivery site:


8. Mode of delivery

(Copy and paste this symbol - into all the following that apply)

Full time Part time Part time intensive Work-based element of learning*

Distance Learning With Placement Year Other

If other, please specify:

*Work-based learning - if the course includes work-based learning elements, please specify below:

a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 27) N/A

9. Planned course duration (number of years) (Higher and Degree Apprenticeships have a minimum duration 1 year and 1 day.)

Full Time 4 Full Time with Placement Year

Part Time Part Time with Placement Year

10. Sequencing within the academic calendar (Copy and paste this symbol - ) September only start February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year) September 2016

12. Language of study

English


13. Formalised Links with External Organisations/Industrial Partners

Cyber Security is a fast-developing area featured by innovative technologies and products generated by Cyber Security industry. Engagement with world-leading Cyber Security industry is very important to ensure the quality of teaching and learning in Cyber Security course. UWL has established partnership with Amazon which is a world-leading Cloud-based security technology and solution provider. As a member of the AWS (Amazon Web Services) Academy program, we will be able to integrate the curriculum developed and maintained by Amazon into the BSc (Hons) Cyber Security with Foundation course so that our students can expose to the state-of-the-art technologies and solutions developed by world-leading IT industry. We are also exploring opportunities with Amazon for guest lecture, workshop and seminar, internship and placement, etc. All these activities will benefit the learning and teaching experience of the students.

14. Student support arrangements, including ‘In-Company’ support for Apprenticeships

Undergraduate courses Throughout their course of study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the Course Leaders, the Module Leaders, the Personal Tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course. Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook . The following support services are available for students: Careers and Employment Services Student Advice Disability and Mental Health Advice Information and Funding Team Accommodation Service Chaplaincy Counselling Students’ Union Mentoring The development of learning skills includes processes and activities such as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses. Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team. Further Course-specific information: Academically, the course is administered by a Course Leader. Traditionally it has been his/her job to offer support to students on an individual basis. In his duties they are assisted by a personal

http://www.uwl.ac.uk/students/current-students/student-handbook


tutor, and a nominated administrator. The general concerns of students are addressed at course committee meetings held at least each semester involving all staff teaching on the course. A separate Student Committee Meeting is held each semester involving student reps and all teaching staff for that semester plus student representatives. A range of documentation linked to the course continues to support students. This has included a student handbook, course handbook, module study guides and reference material made available on Blackboard. Each guide outlines the key roles and responsibilities of staff and students and provides points of reference such as submission dates for assessment. All are updated annually. Students are able to contact staff in a number of ways (e.g. voicemail, e-mail, office hours etc.) and are informed of these as part of the induction programme. It is part of the culture of the School that academic and administrative staff are accessible and approachable. Academic Partner provision N/A. Postgraduate courses N/A Certificates in Personal and Professional Development (CPPD) N/A

15. Aims of the course

The BSc (Hons) Cyber Security course aims to equip students with the knowledge and understanding of Cyber Security issues in relation to the design, development and use of information systems. The course will develop students’ ability to recognise the legal, social, ethical and professional issues involved in the exploitation of Cyber Security technology and be guided by the adoption of appropriate professional, ethical and legal practices. The course is designed to meet industry needs/job market demands, and produce graduates who are informed and suitably equipped to meet the needs of the industry. The course will develop the critical skills and techniques that enable students to take up security related jobs/roles in a rapidly evolving and technologically diverse environment to appropriately solve typical Cyber Security problems. The course also develops the necessary competencies (including critical thinking skills and general skills) and provides a solid foundation for applied research in Cyber Security, with which student may go on to do further study in the MSc Cyber Security degree courses.

16. Content of the course by level (UG)/stage (PG)

The BSc (Hons) Cyber Security with Foundation course provides the professional education in the state-of-the-art theory and practice of Cyber Security, with well-balanced content on the concepts and principles, techniques and skills, as well as management and applications central to Cyber Security topics of both technical aspects and human dimensions. The course is designed to have a good coverage to the security disciplines and skill groups specified in the Security Skills Framework defined by the prestigious Institute of Information Security Professionals (IISP) and Government Communication Headquarters (GCHQ). The content of the BSc (Hons) Cyber Security with Foundation course by level is as follows:


Level 3 (Year 1) The foundation year provides a firm grounding in the underpinning skills and knowledge needed, and introduces the subject of computing mathematics, computer technologies, web design and and development, and software development. Level 4 (Year 2) In the first year of the course students will start to take introductory Cyber Security modules, one at each semester, to gain fundamental understandings and skills on Cyber Security. The remaining modules of this year are shared with BSc (Hons) Computer Science course currently running at the School of Computing and Engineering, aiming to provide a solid grounding in Computer Science. It comprises modules covering the fundamentals of computing laying strong foundations for the rest of the course. This will include the essential aspects of programming and algorithms, software engineering, mathematics and computer architectures. Level 5 (Year 3) In the second year of the course students will take a number of specialist modules on Cyber Security. Through these modules, students will gain good understandings and skills on the key topics of Cyber Security including cryptography, network and system security, web and mobile security. Students will also have an opportunity to engage in team project focusing on Cyber Security topics. The second year of the course also shares with BSc (Hons) Computer Science on some modules relating more specifically to Computer Science and to developing skills in analysis, design and development.

Level 6 (Year 4) The third year of the course will focus on a range of specialised and advanced Cyber Security topics, and develop skills in research and critical reflection. Students will also be able to choose some of the modules they take, shaping their degree to their interests and ambitions. In the final year project students will design and develop security-centric projects.

17. Summary of the Course for the HEAR transcript

The BSc (Hons) Cyber Security with Foundation course has been developed in response to the high demand for Cyber Security professionals. The course provides the professional education in the state-of-the-art theory and practice of Cyber Security, with well-balanced content on the concepts and principles, techniques and skills, as well as management and applications central to Cyber Security topics of both technical aspects and human dimensions. The course is designed to meet industry needs/job market demands, and produce graduates who will be able to pursue careers as Cyber Security specialists within a wide range of both public and private sectors. The teaching and learning of the course are led and updated by our research output and expertise. Working in partnership with leading industry like Amazon, the course integrates cutting-edge security technologies and solutions into the curriculum and provides best-practice learning experiences to students.

18. Module list and pre-requisites

Module Title Code Level Credits Pre-requisites Core Optional Introduction to Computing Mathematics (ICM)

CP30683E 3 20


Academic Performance (AP) CP30032E 3 20

Introduction to Computer Technologies (ICT)

CP30684E 3 20

Introduction to Software Development (ISD)

CP30681E 3 20

Introduction to Web Design and Development (WDD)

CP30682E 3 20

Personalised Learning (PL) CP30030E 3 20 Foundation Skills*

ED30007E 3 20 At least 100 credits passed at L3

Extended Foundation Skills*

ED30008E 3 40 At least 80 credits passed at L3

Computer Architecture (CA) CP40053E 4 20

Mathematics for Computing (MATH)

CP40063E 4 20

Programming (PRO) CP40071E 4 20

Cyber Security in Society (CSS) CP40070E 4 20

Algorithms and Data Types (ADT) CP40064E 4 20

Information Systems and Databases (ISDB)

CP40054E 4 20

Applied Cryptography (AC) CP50087E 5 20

Distributed computing (DC) CP50070E 5 20

Mobile Application Development (MAD)

CP50071E 5 20

Networks and Security (NS) CP50088E 5 20

Web and Mobile Application Security (WMAS)

CP50089E 5 20

Team Project (TP) CP50086E 5 20

Enterprise Security Management (ESM)

CP60042E 6 20

Cyber Crime (CC) CP6****E 6 20

Advanced Topics in Cyber Security (ATCS)

CP60041E 6 20

Project (PRJ) CP60043E 6 60 *Foundation Skills is only for students who do not pass a resit for any one 20 credit L3 module ** Extended Foundation Skills is only for students who do not pass resits for any two 20 credit L3 modules


19. Course Structure diagram indicating the Module Delivery Plan

Undergraduate (Full time) Semester 1 Semester 2

Level 3 (Year 1)

• Introduction to Software Development • Introduction to Web Design and

Development

• Introduction to Computing Mathematics

• Introduction to Computer Technologies

• Academic Performance (over two semesters) • Personalised Learning (over two semesters)

L3 Summer - Foundation Skills (only for students who do not pass a resit for any one 20 credit L3 module

- OR - Extended Foundation Skills (only for students who do not pass resits for any

two 20 credit

Level 4 (Year 2)

• Computer Architecture • Mathematics for Computing • Programming

• Cyber Security in Society • Algorithms and Data Types • Information Systems & Databases

Level 5 (Year 3)

• Applied Cryptography • Distributed Computing • Mobile Application Development

• Networks and Security • Web and Mobile Application

Security • Team Project

Level 6 (Year 4)

• Enterprise Security Management • Cyber Crime

• Advanced Topics in Cyber Security

• Project (over two semesters)

20. Course Learning Outcomes

Level 3 Relevant modules

A – Knowledge and understanding A3.1 Select computer software and hardware systems to support a specific industry role A3.2 Investigate the career opportunities available in the field of their specialist area A3.3 Demonstrate an understanding of professional, ethical and sustainable practice in the fields of their specialist area

ISD, ICT, WDD AP, ISD, ICT AP, ISD, ICT

B – Intellectual skills B3.1 Analyse and evaluate documents and distinguish between fact and opinion B3.2 Apply appropriate mathematical techniques in order to solve problems. B3.3 Read and compile information from a variety of sources in order to produce original work

AP, ICT, PL ICM AP, ICT, PL, WDD


C – Subject practical skills C3.1 Use standard and specialist software packages with some direction and supervision in order to present and research key information C3.2 Apply some numerical and data handling concepts to solve problems C3.3 - Design, implement, test and document simple software solutions

ICT, WDD ICM, ISD WDD, ISD, ICT

D – Key / Transferable skills D3.1 Communicate appropriately both orally and in writing D3.2 Apply various numerical techniques D3.3 Use information technology to collect, sort and present data D3.4 Work with others in order to achieve a common aim D3.5 Manage the development of their own learning and academic study skills, with some support

AP, PL, ICT ICM ISD, WDD ICT, PL, AP PL, AP


A – Knowledge and understanding

A4.1 - Demonstrate key factual and conceptual knowledge in the field of computing. A4.2 - Apply concepts and techniques for developing and architecting software and hardware. A4.3 - Apply given techniques to analyse and test data with an appreciation of fundamental models and concepts. A4.4 - Build an appreciation of fundamental models and concepts underpinning computing and software programming and computer architectures. A4.5 - Apply the principles of algorithms and data structures that underpin software development A4.6 – Understand that information is an organizational asset that has utility, value and lifecycle, information has attributes relating to confidentiality, possession or control, integrity, authenticity, availability and utility, any of which can make it vulnerable to attack and thus need to be protected. A4.7 – Understand how to classify threats and example categories A4.8 – Understand the concept of information risk management

A4.1 – CA, MATH, PRO, ADT, ISDB A4.2 – CA, PRO, ADT, ISDB A4.3 – ADT, ISDB, MATH, CSS A4.4 – CA, PRO, ADT, ISDB A4.5 – PRO, ADT, ISDB A4.6 – PRO, CSS A4.7 – CSS A4.8 – CSS

B – Intellectual skills B4.1 - Manipulate and use various tools and techniques for architecting given requirements B4.2 - Analyse a simple system in terms of given principles B4.3 - Investigate a problem, formulate solutions with justification of conclusions B4.4 - Specify a computing system in terms of basic hardware and software requirements B4.5 – Analyse the difference between threat, risk, attack and vulnerability

B4.1 – CA, ISDB, CSS B4.2 - CA, MATH, PRO, ADT, ISDB, CSS B4.3 - CA, MATH, PRO, ADT, ISDB, CSS B4.4 - CA, PRO, ADT, ISDB B4.5 - CSS


C – Subject practical skills C4.1 - Design, implement and test a simple computer based solution C4.2 - Use appropriate techniques to analyse model, and test data C4.3 – Apply knowledge on computer software and systems architectures C4.4 - Use basic tools to analyse and model software programs C4.5 - Identify different types of malware, their distribution mechanism and how they compromise information and systems

C4.1 - CA, MATH, PRO, ADT, ISDB C4.2 - CA, MATH, PRO, ADT, ISDB, CSS C4.3 - CA, MATH, PRO, ADT, ISDB, CSS C4.4 - CA, MATH, PRO, ADT, ISDB C4.5 - CSS

D – Key / Transferable skills D4.1 - Adopt a flexible, adaptable and professional attitude towards learning and the development of skills D4.1 - Manage time and resources to meet deadlines D4.3 - Present information in effectively in a clear and concise manner using a variety of formats. D4.4 - Recognise their own, and others, strengths and weaknesses

D4.1 - CA, MATH, PRO, ADT, ISDB, CSS D4.2 - CA, MATH, PRO, ADT, ISDB, CSS D4.3 - CA, MATH, PRO, ADT, ISDB, CSS D4.4 - CA, MATH, PRO, ADT, ISDB, CSS



A5.1 – Select and apply a range of procedures and techniques to model, design, and implement computer oriented solutions to practical problems A5.2 – Distinguish and evaluate different theoretical frameworks to demonstrate knowledge and understanding in the computing industry A5.3 – Demonstrate and construct different paradigms for software development A5.4 – Implement the principles of object oriented programming and design patterns and that underpin software development and ubiquitous computing A5.5 – Understand the concepts of a risk landscape, its dynamic nature and how to create a landscape for an organization A5.6 – Understand different types of attacks which have different patterns and different steps, and attacks can be combined for greater effect A5.7 – Understand security controls can be categorised and selected on the basis of that categorisation

A5.1 – MAD, DC, AC, NS, WMAS, TP A5.2 – MAD, DC, AC, NS, WMAS, TP A5.3 – MAD, DC, AC, NS WMAS, TP A5.4 – MAD, DC, AC, NS, WMAS, TP A5.5 – AC, NS, WMAS A5.6 – AC, NS, WMAS A5.7 – AC, NS, WMAS

B – Intellectual skills B5.1 – Evaluate alternative solutions and apply appropriate criteria in a variety of contexts B5.2 – Design, by the selection and application of appropriate techniques, a computer artefact B5.3 – Assess alternative approaches to the programming of software solutions B5.4 – Ability to relate major engineering principles, management practice, and mathematical formalisms to software development

B5.1 – MAD, DC, AC, NS, WMAS, TP B5.2 – MAD, DC, AC, NS, WMAS, TP B5.3 – MAD, DC, AC, NS, WMAS, TP B5.4 – MAD, DC, AC, NS, WMAS, TP B5.5 – MAD, DC, TP B5.6 – AC, NS, WMAS


B5.5 – Critically apply Object Oriented theory to the practical design of elements of distributed computing and services B5.6 – Discuss the application of security techniques to demonstrate how controls can be selected, deployed and tested to minimise risk and impact B5.7 – Differentiate between controls to protect systems availability and reliability, controls to protect information, and controls to manage human behaviour B5.8 – Understand the role of security operation in monitoring, maintaining and evolving control B5.9 – Understand how technical security controls work in detail/at an advanced level of understanding

B5.7 – AC, NS, WMAS B5.8 – AC, NS, WMAS B5.9 – AC, NS, WMAS

C – Subject practical skills C5.1 – Develop a software artefact with an appropriate design for best practices as part of software services C5.2 – Analyse the technologies used to support requirements and construct software related to specified requirements C5.3 – Develop skills is the development of systems using object oriented programming techniques C5.4 – Implement procedures and concepts for the development of software systems for distributed systems C5.5 – Critically evaluate and select recommended needed technologies needed to develop software artefacts C5.6 – Apply technical security controls in practice and evaluate associated strengths and weaknesses

C5.1 – MAD, DC, AC, NS, WMAS, TP C5.2 – MAD, DC, AC, NS, WMAS, TP C5.3 – MAD, DC, AC, NS, WMAS, TP C5.4 – MAD, DC, AC, NS, WMAS, TP C5.5 – MAD, DC, AC, NS, WMAS, TP C5.6 – AC, NS, WMAS

D – Key / Transferable skills D5.1 – Interact effectively in a variety of different learning groups in both real and virtual contexts D5.2 – Efficiently apply appropriate technology to facilitate and manage own learning D5.3 – Communicate in a clear and concise manner using appropriate technical D5.4 – Work effectively with others

D5.1 – MAD, DC, AC, NS, WMAS TP D5.2 – MAD, DC, AC, NS, WMAS TP D5.3 – MAD, DC, AC, NS, WMAS, TP D5.4 – MAD, DC, AC, NS, WMAS, TP



A6.1 – Exhibit effective knowledge of the computing industry and critically evaluate own skills and knowledge in this context for future career A6.2 – After critical analysis, select and apply a range of robust procedures and techniques to model, design, and implement computer oriented solutions to practical problems A6.3 – Demonstrate the concepts and infrastructure underpinning security and artificial systems. A6.4 – Demonstrate the deployment of enterprise solutions A6.5 – Specify, design and critically evaluate different programming paradigms for appropriate contextual deployment and software engineering.

A6.1 – ESM, CC, ATCS, PRJ A6.2 – ESM, ATCS, PRJ A6.3 – ESM, ATCS, PRJ A6.4 – ESM, ATCS, PRJ A6.5 – ATCS, PRJ A6.6 – EMS, ATCS A6.7 – ESM, ATCS A6.8 – ESM, ATCS A6.9 – ESM, CC, ATCS A6.10 – ESM, CC, ATCS A6.11 – ESM, CC, ATCS


A6.6 – Understand the trade-offs for functionality, usability and security A6.7 – Understand the concept of residual risk and what it means to an organization A6.8 – Understand where technical controls cannot be used, other controls can be selected A6.9 – Understand the cybersecurity legal and ethical concerns, privacy as a special form of information protection. A6.10 – Understand the key factors to consider when creating an cybersecurity awareness or user education program A6.11 – Understand the key elements of security governance and its role, the standards such as ISO/IEC cybersecurity governance, etc.

B – Intellectual skills B6.1 – Critically evaluate own skills and knowledge in the context of the computing industry and implement this for future career decisions B6.2 – Manifest a critical awareness of current ethical, legal and quality frameworks that apply to the development of systems by incorporation of these concepts across a range of business issues. B6.3 – Design software systems based on best practices for component based enterprise systems. B6.4 – Critically analyse and apply concepts in software engineering and computer security to the practical design of elements of business solutions. B6.5 – Highlight the need for security architecture and its relevance to systems, service continuity and reliability B6.6 – Apply key steps in managing security incidents, the components and steps for a Business Continuity Plan/Disaster Recovery Plan B6.7 – Place security in an organisational context, respect for organisational needs, other individuals and confidential information

B6.1 – ESM, CC, ATCS, PRJ B6.2 – ESM, CC, ATCS, PRJ B6.3 – ESM, ATCS, PRJ B6.4 – ESM, ATCS, PRJ B6.5 – ESM, ATCS B6.6 – ESM, ATCS B6.7 – EMS, CC, ATCS

C – Subject practical skills C6.1 – Plan, implement, monitor and complete a significant independent computing practical project under only limited guidance from academic supervisor C6.2 – Account for their professional conduct, particularly with respect to current ethical, legal and quality frameworks that apply within the computing industry C6.3 – Critically evaluate and recommend the technologies needed to develop secure artefacts C6.4 – Analyse requirements for, and evaluate and develop solutions to knowledge based systems C6.5 – Analyse the key steps in a design process and where security considerations should be worked in. C6.6 – Design security controls can be implemented to protect systems and information C6.7 – Identify common trade-offs and compromises that are made in the security design and development process

C6.1 – ESM, CC, ATCS, PRJ C6.2 – ESM, CC, ATCS, PRJ C6.3 – ESM, CC, ATCS, PRJ C6.4 – ESM, ATCS, PRJ C6.5 - ESM, CC, ATCS, PRJ C6.6 - ESM, CC, ATCS, PRJ C6.7 - ESM, CC, ATCS, PRJ C6.8 – ESM, CC, ATCS, PRJ C6.9 – ESM, CC, ATCS, PRJ C6.10 - ESM, CC, ATCS, PRJ


C6.8 - Demonstrate the knowledge of a security management framework and identify commonly used standards and areas of best practice C6.9 – Demonstrate the ability to describe the various tools that can be used in cybersecurity management C6.10 – Demonstrate an understanding of security compliance and its importance

D – Key / Transferable skills D6.1 – Exercise initiative and personal responsibility for the management of own learning D6.2 – Demonstrate the ability to manage independent learning necessary for continued professional development D6.3 – Reflect on personal attainment and appropriately apply learning experiences to inform and enhance subsequent professional practice

D6.1 – ESM, CC, ATCS, PRJ D6.2 – ESM, CC, ATCS, PRJ D6.3 – ESM, CC, ATCS, PRJ

21. Course Level Skills Development The BSc (Hons) Cyber Security with Foundation course is designed in line with the accreditation guideline defined by BCS (British Computer Society) for cyber security enhanced computing and computer science degrees. The course aims to

• Build the knowledge and understanding of Cyber Security issues in relation to the design, development and use of information systems.

• Develop the ability to recognise the legal, social, ethical and professional issues involved in the exploitation of Cyber Security technology and be guided by the adoption of appropriate professional, ethical and legal practices.

To ensure the development of the above skills, the BSc (Hons) Cyber Security with Foundation course is structured to focus on the core concepts and principles within the following key Cyber Security themes where this is relevant to the Programme Learning Outcomes suggested by (ISC)2 - The International Information Systems Security Certification Consortium which is the largest membership body of certified information and software security professionals worldwide, and the CPHC (Council of Professors and Heads of Computing):

• Information and risk: models including confidentiality, integrity and availability (CIA); concepts such as probability, consequence, harm, risk identification, assessment and mitigation; and the relationship between information and system risk

• Threats and attacks: threats, how they materialise, typical attacks and how those attacks exploit vulnerabilities

• Cyber Security architecture and operations: physical and process controls that can be implemented across an organisation to reduce information and systems risk, identify and mitigate vulnerability, and ensure organisational compliance

• Secure systems and products: the concepts of design, defensive programming and testing and their application to build robust, resilient systems that are fit for purpose

• Cyber Security management: understanding the personal, organisational and legal/regulator y context in which information systems could be used, the risks of such use and the constraints (such as time, finance and people) that may affect how Cyber Security is implemented.

The BSc (Hons) Cyber Security with Foundation course provides a range of cyber security related modules at all levels of the course, which address all the above themes. Please refer to


the Section of Course Learning Outcomes in this document which outlines how the modules cover the themes and learning outcomes.

22. Teaching and Learning Approaches

The underlying philosophical approach to teaching and learning on this course is consistent with that of the university. Design of the modules making up the course is assessment driven, in that they are designed from learning outcomes and assessment upwards. Students on the course will be encouraged to take responsibility for their own learning whilst still being supported by subject tutors. Students are encouraged to immerse themselves in the subject area. Student membership of the BCS and ACM will be encouraged so that they can make use of low-cost external seminars. There is an appropriate balance of theory and practice, and in order to be successful students will need to demonstrate appropriate levels of analytical, critical and reflective skills alongside a professional level of practical skills and knowledge. Teaching and learning on the course is underpinned by the research and development activities of the course team. During the foundation year, a scaffolded approach will be adopted and some elements of assessment will be partially developed in class. To ensure steady engagement, students will be required to evidence progress, e.g. by use of blogs/work diaries and regular updating of electronic portfolios. As the year develops and the confidence of the student increases, the level of scaffolding will be reduced, and the assessment will require more independence from the student. Teaching methods include lectures, whole group information-giving sessions, workshops, tutorials, practical work, and blended e-learning and group critiques. Practical work The practical work will reflect real-world techniques that practitioners would encounter in industry. Blended E-Learning The University of West London is now relatively experienced in the use of an e-Learning platform – Blackboard to support traditional HE delivery methods. Within UWL, The School of Computing and Engineering is perhaps one of the most mature users of Blackboard. This is evidenced by:

• Contributions that staff members have made to the university wide staff development programmes for e-learning notably in the area of assessment using On-line Discussion Forums.

• Use of Blackboard on most UG and PG modules at varying levels of sophistication.

• Provision of specialist advice in eLearning to the University with respect to integration of Portal technology with Blackboard.

• Research activity in the area of eLearning including and externally funded projects which includes collaborators from the HEFCE funded National ELearning Centre at Manchester University.

As noted above, the use of Blackboard and eLearning elements varies with each module. But it is useful to note that within the five level model proposed by van der Craats, McGovern and Pannan (2002)1, most staff are at least at level 2 (Document Distribution of learning materials) and several are at the level 3 - Enhanced Face To Face Level (use of discussion boards, formative assessment, community support). There are also plans to consider full e-Learning based delivery of several of the modules of the Masters Programmes.

1 Van der Craats, C., McGovern, J., & Pannan, L. (2002). A five-level approach to the large-scale development and delivery of on-line programs. In A. Williamson, C. Gunn, A. Young, &T. Clear. (Eds) Proceedings of the 19th Annual Conference of the Australasian Society of Computers in Learning in Tertiary Education.


This level of maturity and experience within the subject group will enable the use of Blackboard to support the learning requirements all students on postgraduate degrees. In particular, the blended e-learning approach will be of significant value to work based students. From a strategy perspective, our goal is to progress staff development in eLearning such that most if not all staff are at level 3 – indicative of a truly blended approach. As the knowledge and experience to enable this to happen resides within the subject group this will happen naturally over time, but we will endeavour to put in place, mechanisms such as module team structures, specific staff development workshops and encourage attendance at faculty and university level staff development opportunities.

23. Teaching and Learning Tools The course has a well balance of theory and practice. Students are required to demonstrate high levels of analytical, critical and reflective skills alongside a professional level of practical skills and knowledge. Teaching methods includes lectures, tutorials, practical work, case studies, blended e-learning, and so on. The practical work will reflect real-world techniques that practitioners would encounter in industry. Some modules require students to select a research paper in an appropriate area of the subject and to produce a critique thereby providing an opportunity for students to specialize and be up-to-date with emerging trends. The industry focused nature of the course also means that many modules will have an invited talk from an IT practitioner in the relevant subject area.

24. Technology Enhanced Learning (TEL) A high-spec Red Hat Enterprise Linux cluster composed of 5 high-end computing servers will be used to support the practical work for the students. It provides a good platform to improve students’ practical skills. Blackboard has been used throughout the course to facilitate teaching and learning.

25. Assessment Approaches

Assessment for all BSc courses is designed, where possible to simulate the variety of tasks that graduates from the programme may encounter in relevant employment. Where necessary other academic assessment devices, such as a formal examination are also used. The timings of all the assessments for the course are shown in the module study guides for each of the modules. Module tutors are the assessors in the majority of cases; however peer and self-assessment are both used where appropriate. During the foundation year much of the assessment is by means of portfolio development and in class assessment which may take the form of class tests, presentations, or practical activities. As the year develops and the confidence of the student increases, the assessment will have a more conventional output e.g. formal reports and other documentation. In subsequent years, assessment types include the following: • Analysis and design and the production of appropriate artefacts • Portfolio of work • Presentations to tutors and peers • Development of design specifications


• Critiques of own and peer work • Major implementation project • Examinations and class tests Wherever possible the students will be encouraged to relate theory to practice and to reflect on practice experienced. This challenge will be addressed by developing a student-centred approach to learning and teaching. This has involved the introduction of a range of specific techniques including problem-based learning and case studies, which will inform the development of the assessment strategy. Its intension is to make the curriculum interesting and relevant to diverse groups of students. Social constructivism emphasises the importance of student learning through interaction with teachers and other students. We encourage this to include the work place, particularly as many students are engaged in part-time work, while some are employed full time. There are a variety of mechanisms by which feedback on assessments is provided to students. Where assessments are portfolio based, formative assessment on elements of draft submissions is provided during class or via email. Additionally, portfolio based assessments allow work to be submitted in stages where each element submitted receives summative feedback. Student feedback will also be provided via the Blackboard e-Learning Platform. This is particularly useful where there are trends in student work and formative feedback can be provided to class groups as whole. Formative feedback is available during dedicated class sessions and via email and pre-arranged meetings with Programme tutors. Written feedback is provided on assessed work via a School of Computing & Engineering divided system which has considerable external examiner support. Additional feedback may also be provided in a general form as part of the module leader’s report or during Course committee meetings. Work-based learning is not compulsory but students will be encouraged to take part in extra-curricular activities throughout the course. This may take the form of freelance work on an ad-hoc basis or as employment by a firm in the computing industry. L3 modules: Foundation Skills and Extended Foundation Skills These two modules are for students who have failed resits of Level 3 modules up to a value of 40 credits. It starts from the premise that students who have passed at least 80 credits of Level 3 modules have already developed a range of appropriate knowledge and skills, but need additional support to identity their own academic strengths and areas for development and to understand how to apply these skills in practice. Both modules are delivered together in the form of an intensive one-day workshop, giving students an additional 7 hours of supported study (in addition to the learning hours they have already spent on the failed modules). The workshop provides a structured set of guided tasks which allow students to identify and understand the core academic skills they need to progress to L4 study, recognise their own strengths and weaknesses as learners, and in Extended Foundation Skills, apply core academic skills of analysis and the presentation of information.

18. Assessment Matrix Module Title Level Credit Assessment Type

(see definitions below)

Weighting (%)

Overall pass mark

Threshold (%)

Submission: Week Number

Academic Performance (AP)

3 20 • Written assignment

100% 40 Week 15 (S2)

Introduction to Software Development (ISD)


• Project output & report

25%

75%

40 Week 5

Week 13

Introduction to Computing Mathematics (ICM)


• In-class Test

5%

50%

40 Week 9

Week 13 Introduction to Web Design and Development (WDD)

3 20 • Project output & portfolio

100% 40 Week 12


Introduction to Computer Technologies (ICT)

3 20 • Report & Presentation

• Written assignment

50%

50%

40 Week 6 and Week 10

Week 14

Personalised Learning (PC)


100% 40 Week 15 (S1)

Foundation Skills

3 20 Portfolio Oral Assessment

60 40

40 Summer: only for students who have failed resit of one 20 credit module

Extended Foundation skills

3 40 Portfolio Set Exercise Practical Oral Assessment

30 20 30 20

40 Summer: only for students who have failed resits of two 20 credit modules

Computer Architecture (CA)



50%

50%

40% Week 5

Week 12

Mathematics for Computing (MATH)

4 20 • Set exercise & report

• Set exercise & report

30%

70%

40% Week 12 Week 14

Programming (PRO) 4 20 • Set exercise & report

• Written assignmetn

50%

50%

40% Week 8

Week 13

Cyber Security in Society (CSS)


• In-class test

50%

50%

Week 9

Week 13 Algorithms and Data Types (ADT)

4 20 • Project output & Report

• Written exam

50%

50%

40% Week 7

Exam week Information Systems and Databases (ISDB)

4 20 • Set exercise & report

• Written exam

50%

50%

40% Week 10

Exam week

Applied Cryptography (AC)


• In-class Test

60%

40%

Week 10

Week 12 Distributed computing (DC)

5 20 • Project output & report

• Written exam

50%

50%

40% Week 9

Exam week Mobile Application Development (MAD)

5 20 • Project output & report

100% 40% Week 13

Networks and Security (NS)



50%

50%

40% Week 9

Week 13

Web and Mobile Application Security (WMAS)



50%

50%

40% Week 6

Week 12

Team Project (TP) 5 20 • Oral assessment and presentation


20%

80%

40% Week 8

Week 12


Enterprise Security Management (ESM)


• Written exam

50%

50%

40% Week 7

Week 14 Advanced Topics in Cyber Security (ATCS)



50%

50%

40% Week 9

Week 14

Cyber Crime (CC) 6 20 • Written assignment

• Oral assessment and presentation

50%

50%

40% Week 6

Week 11

Project (PRJ) 6 60 • Written assignment (project proposal)

• Oral assessment and presentation (technical presentation)

• Written assignment (literature review)

• Written assignment (progress report)

• Report (final project report)

• Oral assessment and presentation (project demo)

10%

10%

10%

10%

50%

10%

40% Week 2

Week 4

Week 6

Week 8 & 10

Week 12

Week 12

Assessment type KIS category Written exam Written Written assignment, including essay Coursework Report Coursework Dissertation Coursework Portfolio Coursework Project output (other than dissertation) Coursework Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical Set Exercise Varies (see below*) *Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam.

27. Opportunities for work experience and employer engagement

Work-based learning is not compulsory but students will be encouraged to take part in extra-curricular activities throughout the course. This may take the form of freelance work on an ad-hoc basis or as employment by a firm in the computing industry. The School has established close collaboration with some leading IT company such as Amazon and SEGA. We are actively exploring opportunities for internship and work placement with these partners.


28. Personal Development Planning (PDP)

Personal Development Planning (PDP) is embedded across the BSc (Hons) Cyber Security with PDP elements at each level. The PDP process aims to encourage students to have a positive attitude towards personal development and to increase their employability. This is addressed in personal tutorial sessions at all levels. Academic staff will encourage students to reflect upon their own learning through assessment evaluation, group module evaluation and individual tutorials. Reflection and critical analysis will not only consider academic progress, but also provide preparation for the future self-management for life-long learning. Students’ PDP is likely to involve the following elements: • Gathering information on learning experiences and achievement. • Reflecting on learning experiences and achievement. • Identifying new learning needs and creating development plans. • Reviewing their progress towards the achievement of goals they have set. and develop their capacity to: • Recognise, value and evidence their own learning in academic and non-academic contexts. • Evaluate and recognise their own strengths and weaknesses and identify ways in which

perceived weaknesses might be improved and strengths enhanced. • Utilise their own records and evidence of learning to demonstrate to others what they know and

can do. • Recognise how achievements that are not part of an academic programme might be accredited. Plan and take responsibility for their personal, educational and career development.

29. (a) QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

On graduating with an honours degree in computing, students should be able to:

Benchmark statement Relevant Modules

Demonstrate a requisite understanding of the main body of knowledge for their programme of study

CA, MATH, PRO, CSS, ADT, ISDB, MAD, DC, AC, NS, WMAS, TP, ESM, CC, ATCS, PRJ

Understand and apply essential concepts, principles and practice of the subject in the context of well-defined scenarios, showing judgement in the selection and application of tools and techniques


Produce work involving problem identification, the analysis, the design or the development of a system with appropriate documentation, recognising the important relationships between these. The work will show some problem-solving and evaluation skills drawing on some supporting evidence, and demonstrate a requisite understanding of the need for quality


Demonstrate transferable skills and an ability to work under guidance and as a team member


http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx


Identify appropriate practices within a professional, legal and ethical framework and understand the need for continuing professional development

TP, ESM, CC, PRJ

Discuss applications based upon the body of knowledge. CA, MATH, PRO, CSS, ADT, ISDB, MAD, DC, AC, NS, WMAS, TP, ESM, CC, ATCS, PRJ

29. (b) Department for Education (DfE) Apprenticeship Standards The relevant standards can be downloaded from: https://www.gov.uk/government/collections/apprenticeship-standards

Please map how the Course and any ‘In-Company’ delivery demonstrates meeting the standards and the ‘End-Point Assessment’. N/A

30. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

Descriptor for a higher education qualification at level 6: Bachelor's degree with honours The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc. Bachelor's degrees with honours are awarded to students who have demonstrated • a systematic understanding of key aspects of their field of study, including acquisition of

coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

• an ability to deploy accurately established techniques of analysis and enquiry within a discipline • conceptual understanding that enables the student:

o to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

• an appreciation of the uncertainty, ambiguity and limits of knowledge • the ability to manage their own learning, and to make use of scholarly reviews and primary

sources (for example, refereed research articles and/or original materials appropriate to the discipline).

https://www.gov.uk/government/collections/apprenticeship-standards

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx


Typically, holders of the qualification will be able to: • apply the methods and techniques that they have learned to review, consolidate, extend and

apply their knowledge and understanding, and to initiate and carry out projects • critically evaluate arguments, assumptions, abstract concepts and data (that may be

incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem

• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

And holders will have: • the qualities and transferable skills necessary for employment requiring:

o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts o the learning ability needed to undertake appropriate further training of a professional or

equivalent nature. • Holders of a bachelor's degree with honours will have developed an understanding of a complex

body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively.

• Holders of a bachelor's degree with honours should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

• Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three full-time academic years and lead to awards with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to, for example, graduate certificates or graduate diplomas.

Comments on how met • Students demonstrate that they meet the QAA qualification descriptors through successful

completion of the module coursework portfolios and examinations, fulfilling the module learning outcomes. The programme learning outcomes together with the module learning outcomes when combined meet the descriptors. The learning outcomes are designed so as to develop skills progressively through the programme to higher levels of evaluation and analysis. This is a vocational programme to ready the learner for the workplace; a common thread which is reflected in the aims of the programme and its design.

At level 6, learners undertake individual projects to show their ability to complete individually directed study to exhibit research and academic skills appropriate for the honour level.

31. External Examiner Arrangements

External examiners are attached to all modules at level 5 and level 6 as per the university regulations. They are responsible for assessing the quality of the programme and the consistency of standards across all levels. External examiners are selected on the basis of their subject expertise and are subject to scrutiny by a division of the University’s Academic and Quality Control Department – External Examiner’s Advisory Committee (EEAC). External examiners are proposed by the School and if accepted by EEAC are in position for four years.

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