Pearson BTEC Higher National qualifications in Computing Pearson-set Theme and Topic Release 1 st September 2023 to 31st August 2024 Unit: 6 Planning a Computing Project First Teaching from September 2022 First Certification from September 2023 For use with the following qualifications: Pearson BTEC Level 4 Higher National Certificate in Computing Pearson BTEC Level 4 Higher National Certificate in Computing for England Pearson BTEC Level 5 Higher National Diploma in Computing Pearson BTEC Level 5 Higher National Diploma in Computing for England (Also for use with Unit 6 – Managing a Successful Computing Project in HNC in Computing, First Teaching Sep 2018)
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Contents 1 Introduction to theme 1 2 Topic Selection 2 3 Choosing a project type 3 4 Evidence / outcomes 3 5 Employer engagement 4 6 Sharing of good practice 4 7 Resources and useful links 5
Pearson BTEC Levels 4 and 5 Higher Nationals in Computing Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 1 1 Introduction to theme The Pearson-set theme for use with Unit 6: Planning a Computing Project is: Big Data Big data is a term that has become more and more common over the last decade. It was originally defined as data that is generated in incredibly large volumes, such as internet search queries, data from weather sensors or information posted on social media. Today big data has also come to represent large amounts of information generated from multiple sources that cannot be processed in a conventional way and that cannot be processed by humans without some form of computational intervention. Big data can be stored in several ways: Structured, whereby the data is organised into some form of relational format, unstructured, where data is held as raw, unorganised data prior to turning into a structured form, or semi-structured where the data will have some key definitions or structural form, but is still held in a format that does not conform to standard data storage models. Many systems and organisations now generate massive quantities of big data on a daily basis, with some of this data being made publicly available to other systems for analysis and processing. The generation of such large amounts of data has necessitated the development of machine learning systems that can sift through the data to rapidly identify patterns, to answer questions or to solve problems. As these new systems continue to be developed and refined, a new discipline of data science analytics has evolved to help design, build and test these new machine learning and artificial intelligence systems. Utilising Big Data requires a range of knowledge and skills across a broad spectrum of areas and consequently opens opportunities to organisations that were not previously accessible. The ability to store and process large quantities of data from multiple sources has meant that organisations and businesses are able to get a larger overall picture of the pattern of global trends in the data to allow them to make more accurate and up to date decisions. Such data can be used to identify potential business risks earlier and to make sure that costs are minimised without compromising on innovation. However, the rapid application and use of Big Data has raised several concerns. The storage of such large amounts of data means that security concerns need to be addressed in case the data is compromised or altered in such a way to make the interpretation erroneous. In addition, the ethical issues of the storage of personal
Pearson BTEC Levels 4 and 5 Higher Nationals in Computing 2 Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 data from multiple sources have yet to be addressed, as well as any sustainability concerns in the energy requirements of large data warehouses and lakes. The theme will enable students to explore some of the topics concerned with Big Data from the standpoint of a prospective computing professional or data scientist. It will provide the opportunity for students to investigate the applications, benefits and limitations of Big Data while exploring the responsibilities and solutions to the problems it is being used to solve. 2 Topic Selection Tutors must choose one topic from the list provided below and decide which type of project is most suitable for small-scale research. All students must complete the same topic and project chosen by the tutor, however, if delivering to different cohorts of students then tutors may select a different topic and project for each cohort. The Example Assessment Brief for Unit 6: Planning a Computing Project, provides additional support and guidance for both tutors and students. Topics: • Challenges and opportunities of Big Data 6 V’s in modern, large scale applications. • Current and future Big Data storage models and implications for local and/or cloud practices. • Cyber security risks involved in local and/or cloud-based Big Data storage systems. Evolution of these risks over time and future risks. • Current and future legal and ethical implications of storing and processing Big Data on local and/or cloud-based servers. Harmonising legislation and policymaking to safeguard big data sustainability. • Application of Big Data and IoT/AI to potential future developments e.g., automated manufacturing, medicine and healthcare, virtual worlds, scientific research etc. • The potential of applying cloud computing for processing of large datasets stored on a cloud system. • The impact of the application of Big Data Technologies in operational efficiency in a range of academic, scientific and economic areas.
Pearson BTEC Levels 4 and 5 Higher Nationals in Computing Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 3 3 Choosing a project type You will need to devise a project brief for the student to follow in completion of the assignment for this unit. The type of project chosen for the selected topic should allow for a sufficient degree of research through the existence of adequate background materials and allow for the depth and breadth of study suitable for a level 4 qualification. Guidance for tutors is available in the Pearson-set Guidance for Unit 6: Planning a Computing Project. This provides a range of project types and examples that could be utilised for a project. The project types provided are not exhaustive or mandatory and we do encourage tutors to be innovative with their ideas. Please note that if reasonable adjustments are necessary to meet a specific individual student need you are able to adjust internal assessments to take this into account. In most cases, this could be a defined time extension or adjustment in the format of evidence. Further details on how to make adjustments for students with protected characteristics are given in the document ‘Pearson Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units’ available on our website (http://qualifications.pearson.com). 4 Evidence / outcomes It is important to recognise that project work is reliant on gathering information/data that can be analysed. The scale of the project means that there must be time for both primary and secondary research. An advised model would be to use secondary research to provide a context for the students to conduct and interpret primary data collection. The project could then yield data/information that could be compared with the findings of secondary research information. In assessing the project, the assessor should be able to see how project objectives have been met, how students have explored the research material relevant to the project objective, how students have developed and formulated their outcomes and answers to the central questions posed by the objectives and what they have learned in carrying out their project. An important part of the conclusion must be an awareness of the significance of results. Well edited, focused writing and presentation, where the key decisions, developments, lines of argument and salient research are explained succinctly, is preferable to unstructured writing and presentation where little attempt to select or edit material has been made. It is important to recognise that there are many different presentation formats and it is important that students think carefully about the suitability of any presentations for
Pearson BTEC Levels 4 and 5 Higher Nationals in Computing 4 Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 their target audience, if this is a chosen format. Their presentations should be appropriate to the audience, both in terms of the nature and level of material they use and also in terms of length. Students should be guided to produce presentations that give a succinct account of the main arguments or developments from their project. The question and answer session should address issues raised by the presentation, but also give students an opportunity to review their work. Students are to submit a completed technical report as evidence for the unit, however centres would be advised that in addition to their project findings, a project management plan, a completed logbook and performance review should also be submitted. The project management plan is designed to define how the project is to be planned, executed and monitored. The project management plan should give details of the actions required for the integration and coordination of various planning activities to carry out the project. The project logbook is designed to provide evidence of the project development process and ongoing reflection. It should provide evidence that the student has thought about the direction of their project and in particular, what problems they encountered and steps they have taken to address them. The performance review will provide evidence of reflection and evaluation of the project management process and individual performance. 5 Employer engagement It is advisable that centres look at the Pearson-set Assignment as an appropriate unit to embed employer engagement, although this is not a mandatory requirement. Developing and establishing links with employers enhances the teaching and learning experience and improve students' employability. Where possible, identifying links with employers as part of the delivery of the Pearson- set Assignment could lead to enhancing and supporting student learning. Real-life projects provide students with the opportunity to develop and acquire appropriate skills, knowledge and expertise required by employers. 6 Sharing of good practice An appointed External Examiner (EE) for the centre will ask to sample the Pearson -set assignment briefs for review as part of the remote sampling request. Although this is not a mandatory requirement for centres we strongly advise that centres seek guidance and support from their EE on the Pearson-set assignment. The EE may also include the Pearson-set units in the centre visit sample of student work.
Pearson BTEC Levels 4 and 5 Higher Nationals in Computing Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 5 The EE will review and identify exemplars in all aspects of good practice. Good practice will focus on current themes that align to QAA Higher Education Reviews: Innovation Digital literacy Student employability and entrepreneurial skills Employer engagement Quality of assessment feedback. 7 Resources and useful links Suggested resources and links that centres may find useful are shown below. Centres should choose those resources that are relevant for localised use and complement these with additional resources to support independent research into the chosen topic. Useful resources for underlying principles, examples of articles and webinars on the theme: Resource Number Type of Resourc e Resource Titles Links 1 Article 6V’s of Big Data https://www.geeksforgeeks.or g/5-vs-of-big-data/ 2 Article Business Ethics and Big Data https://www.ibe.org.uk/resou rce/business-ethics-and-bigdata.html 3 Article What is Big Data Security? Challenges & Solutions https://www.datamation.com/ big-data/big-data-security/ 4 Article What is Big Data? https://www.oracle.com/uk/bi g-data/what-is-big-data/ 5 Magazine Information Sciences https://www.sciencedirect.co m/journal/informationsciences 6 Magazine Big Data Research https://www.sciencedirect.co m/journal/big-data-research 7 Report Big Data & Investment Management: https://tinyurl.com/yff4uenz
Pearson BTEC Levels 4 and 5 Higher Nationals in Computing 6 Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 The Potential to Quantify Traditionally Qualitative Factors 8 Webinar Big Data Sources & Analysis Webinar https://tinyurl.com/2p85d7m b 9 Video Big Data In 5 Minutes | What Is Big Data?| Introduction To Big Data |Big Data Explained https://www.youtube.com/wa tch?v=bAyrObl7TYE 10 Video Challenges of Securing Big Data https://www.youtube.com/wa tch?v=3xIuIcPzMVs 11 Video The Importance of Data Ethics https://www.youtube.com/wa tch?v=gLHMhCtxEYE 12 Book A Bite-Sized Guide to Visualising Data https://tinyurl.com/38d6thsk 13 Book Business Intelligence Strategy and Big Data Analytics https://www.sciencedirect.co m/book/9780128091982/busi ness-intelligence-strategyand-big-data-analytics 14 Book Principles and Practice of Big Data Preparing, Sharing, and Analysing Complex Information https://www.sciencedirect.co m/book/9780128156094/prin ciples-and-practice-of-bigdata 15 Book Systems Simulation and Modelling for Cloud Computing and Big Data Applications https://tinyurl.com/2s3wkehn 16 Journal Big Data in Construction: Current Applications and Future Opportunities https://www.mdpi.com/2504- 2289/6/1/18 17 Journal Big Data with Cloud Computing: Discussions and Challenges https://www.sciopen.com/arti cle/pdf/10.26599/BDMA.2021. 9020016.pdf 18 Journal Mobile Big Data Solutions for a Better Future https://tinyurl.com/hpk2zvvw 19 Journal The social implications, risks, challenges and opportunities of big data https://tinyurl.com/yw593svk 20 Journal Policy discussion – Challenges of big data and analytics driven demand-side management https://tinyurl.com/kyb3j6x7
Pearson BTEC Levels 4 and 5 Higher Nationals in Computing Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 7 21 Journal Explore Big Data Analytics Applications and Opportunities: A Review https://tinyurl.com/597j8nd3 22 Journal What is Big Data? https://www.oracle.com/cl/a/ ocom/docs/what-is-big-dataebook-4421383.pdf 23 Journal Towards felicitous decision making: An overview on challenges and trends of Big Data https://www.sciencedirect.co m/science/article/abs/pii/S002 0025516304868 24 Journal Critical analysis of Big Data challenges and analytical methods https://www.sciencedirect.co m/science/article/pii/S014829 631630488X 25 Journal Big Data Security Issues and Challenges https://tinyurl.com/wabx7zya 26 Journal IoT Big Data Security and Privacy Versus Innovation https://ieeexplore.ieee.org/ab stract/document/8643026 27 Journal Big Data Security and Privacy Protection https://www.atlantispress.com/proceedings/icmcs -18/25904185 28 Journal Big data analytics in Cloud computing: an overview https://journalofcloudcomputi ng.springeropen.com/articles/ 10.1186/s13677-022-00301-w Additional materials Pearson-set Report 2018–2019: https://hnglobal.highernationals.com/sites/default/files/Pearson-set-Report-2018-2019- final.pdf Training Video for the RQF BTEC Higher Nationals Pearson-set Assignments: https://youtu.be/FkQi_l78_tw The Pearson-set Guidance for Unit 6: Planning a Computing Project should be read in conjunction with the theme and topic release. It provides advice and guidance for both tutors and students. For any further additional support or queries regarding this document, please email [email protected].
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