Unit 35 Web Application Development

Module Booklet Unit 35 Web Application Development

Unit	Unit35: – Web Application Development
Unit level	5
Unit code	K/601/1510
Credit Value	15
Qualification	BTEC HND in Computing and Systems Development
Term Start Date	20 November 2017
Hand out date	20 November 2017
Submission Deadline	18 February 2018
Lecture	9 weeks
Revision Clinic	1 Week
Module Leader	Rafiqul Islam
Lecturer	Ekereuke Udoh

 Copyright Statement:
This document is the product and property of the UK College of Business and Computing and therefore may not be: shared with any external third party; reproduced in full or in part; or used in any other related manner whatsoever, without prior expressed written permission. This statement is for the attention of students, staff and external parties. In the case of copyright infringement, legal action will be exercised

1. Introduction 

The internet has emerged as a dominating area of IT development. The ever-expanding applications within the global community that communicates, trades and exchanges information (seamlessly) has meant that the Internet and its associated technologies is a rapidly growing and changing area that requires in-depth knowledge as well as a wide range of skills. These web technologies have also been used to develop e-Commerce, intranet, extranet and social networking systems to meet the needs of modern businesses and associations.
Learners should already be familiar with website design and management, and will be able to apply their own web development skills to this unit. Learners will enjoy extending their web development skills by understanding the concepts of web-based applications using server-side technologies. This unit takes client-side web-development one step further by introducing server side application development. This unit focuses on server-side technologies and how server-side scripting can be used to create sophisticated web-based applications.
Learners will understand the concepts of web-based applications using one or more different server-side scripting languages, such as ASP, JSP and PHP. Many web-based systems also include database systems, which enables data to be processed dynamically. Learners will gain experience of developing web-enabled database systems, using SQL statements combined with server-side scripts to manage the process of information.
Learners will develop skills in specific techniques and also able to select when and where they are most appropriate, basing this decision on client and user needs. They will also ensure that their applications comply with the relevant legislation and guidelines. 
1.1 Aim: 
To enable learners to understand the concepts of web applications and apply the skills to develop and test web applications using server-side technologies.
1.2       Objectives 
On successful completion of this unit a learner will: 

1. Understand the concepts of web application development
2. Be able to design web applications
3. Be able to implement web applications
4. Be able to test web applications.

2. Unit / Module Content 

1. Understand the concepts of web application development 

Users: types eg expert, regular, occasional, novice, special needs; requirements, eg psychological, cultural, social and environmental, health and safety, education and work
Site analysis: purpose eg communication, real-time information, commercial, government, education, business, entertainment, downloading/uploading, web storage; fit for purpose, eg meets organisational and site objectives; planning, eg storyboarding, structure, hypermedia linkage, search engine key words, graphical design, user interface, audio/video sources, animation, text design; maintenance, eg plans, logs, disaster recovery, testing
Accessibility: features eg alternative text, resizable fonts, support for screen readers, adjustable fonts
Legislation: laws, guidelines and standards, eg Disability Discrimination Act, Data Protection Act, E-Commerce Regulations Act, W3C validation, copyright and intellectual property rights
Functionality: functions, eg shopping cart, reserve order, manage user profile, web content management, upload files
Scripting languages: server-side eg ASP (Active Server Pages), ASP.NET, PHP (HypertextPre-processor), JSP (Java Server Pages), Cold Fusion, Perl, Java Applet, Flash; advantages eg faster processing time, data processing, data storage; client-side eg JavaScript, VBScript
Security:security requirements, eg user accounts, account restrictions, procedures forgranting and revoking access, terms of use, system monitoring
2 Be able to design web applications 
Identification of need: nature of interactivity eg online transactions, static versus dynamic; client needs and user needs, eg image; level of security, eg user/administrator access; development timescales, support and maintenance contracts, costs, visibility on search engines; end user need eg appropriateness of graphics, complexity of site, delivery of content 
Design tools: concept designing, eg mood boards, storyboarding; layout techniques eg frames, tables, block level containers (DIV), inline containers (SPAN); templates; colour schemes; screen designs, use case diagrams, pseudo code; other eg outline of content; database design, eg data flow diagrams, entity relationship diagrams
Database design: documenting the design; back end design, eg defining relationships, normalisation, naming conventions; front end design, eg user interface, security measures
3 Be able to implement web applications 
Structure: layout of pages; navigation; format of content and cascading style sheets (CSS); page elements, eg headings, rules, frames, buttons, text and list boxes, hyperlinks/anchors,graphical images, clickable images/maps; interactive features, eg catalogue of products,shopping cart; images and animation
Content: proofed, correct and appropriate; reliability of information source; structured forpurpose, eg prose, bullets, tables
Development: mark-up languages eg HTML (Hypertext Mark-up Language), DHTML (DynamicHypertext Mark-up Language); client-side scripting languages eg JavaScript, VBScript; featuresand advantages of software languages; web authoring software tools
Tools and techniques: navigation diagram eg linear, hierarchy or matrix; building interactivitytools, eg pseudo-code for client-server scripting; adding animation and audio/visualelements; ensuring compliance with W3C; meta-tagging; cascading style sheets
Server-side interaction: manage and process data, eg client, server; action events, actionresponses, login/logoutServer-side scripting languages: ASP, JSP, PHP, Cold Fusion, Perl
Database connectivity: common methods of using/accessing databases on a web server egSQL (Structured Query Language), MySQL, ODBC (Open Database Connectivity), JDBC (JavaDatabase Connectivity), ADODB (ActiveX Data Objects).
Web-programming concepts: objects, eg response, request, application, session, server,error, file system, text stream, drive, file, folder, dictionary, ADO; components, eg email, file,file uploads, date/time; syntax, variables, procedures, forms, cookies, sessions, applications. 
4 Be able to test web applications 
Review: functionality testing (user environments, links and navigation); content; check against user requirements; user acceptance; audit trail of changes.
Mechanisms: browser compatibility testing, platform testing, script-language testing; valid HTML, server-script and database-script code; checking functionality against requirements, check internal and external hyperlinks to other web pages and media content (web files, web documents, images), error detection, error messages, dry running.
Feedback: record feedback, eg surveys, questionnaire, interviews; analyze feedback; present results
Supportive documentation: test plan (test data, expected results, actual results); test results; programmer guidance; user guidance (instructions)
Testing by: types eg administrator, user, automated scripts. 
Knowledge and Understanding: 

• To understand the website design concepts like, users, accessibility, site analysis, design and environment.
• To design an interactive website.
• Understanding about design tools.
• Understand the structure of Website, & content.
• Understand the development of website.
• Understand the tools and techniques used for development of website.
• Able to document the website implemented.
• Able to support the website. 

3. Learning Outcomes and Assessment Criteria:

4. Teaching plan for the term / Scheme of Work

Accrediting Body:  EDEXCEL
Course: BTEC HND IN COMPUTING AND SYSTEM DEVELOPMENT                           
Unit: 35 WEB APPLICATION DEVELOPMENT

Week & Session	Lecture Schedule	Outcome of session	Activity/seminar and formative assessment	Resources
Week 1 Session 1	Introduction to the module Breakdown of Learning Outcomes Explanation of the assessment model	Introduction to the module, awareness of the awarding body, assessment criteria and the mode of assessment	Role play and individual induction, helping to know each other. General Overview of the Module and significance of the Module as a component part of the BTEC Higher National	Module handbook and PowerPoint slides prepared by Module Leader
Week 1 Session 2	Introduction to website concepts (design, environment). Web Servers, HTML, FTP, SSH	At the end of this session, learner’s will be able: ü  AC 1.1 critically evaluate the functions and advantages of web applications ü  AC 1.2 critically compare different types of server-side and client-side scripting language	Case study and addressing the outcome Activity: Individual and group interaction related to HTML and Web Servers HTML file; FTP to publish HTML on the server.	PowerPoint slides from: books and Websites
Week 2 Session 3	Introduction to HTML5 Introduction to web authoring software tools	After this session, learners will be able to: ü  AC 1.1 critically evaluate the functions and advantages of web applications ü  AC 1.2 critically compare different types of server-side and client-side scripting languages ü  AC 1.3 examine web security concerns and make recommendations for security improvements	Practical and addressing the learning outcome Activity: Practical on the use of HTML5, Publishing content on the Web using HTML.	PowerPoint slides From books and Websites and Lab Practice
Week 2 Session 4	Design of interactive websites: Requirements Analysis and introduction to UML. Introduction to CSS	After this session, learners will be able to: ü  AC 2.1 design a web application to meet a given requirement ü  AC 2.2 synthesis client-side and server-side functionality in a web application	Practical, case study and addressing the learning outcome Activity: CSS practise – using IDs, classes and layout control;	PowerPoint slides From books and Websites  and research
Week 3 Session 5	JavaScript (Fundamentals, variables, Loop)	After this session, learners will be able to: ü  AC 3.1 implement a web application to a prepared design using client-side and server-side scripting languages	Case study and addressing the learning outcome Activity: JavaScript practice – variables, if-else, loop	PowerPoint slides From books and Websites  and research
Week 3 Session 6	JavaScript (Functions, Events, Cookies)	After this session, learners will be able to: ü  AC 3.1 Implement a web application to a prepared design using client-side and server-side scripting languages	Case study and addressing the learning outcome Activity:  JavaScript practice – calling functions	PowerPoint slides From books and Websites  and research
Week 4 Session 7	Introduction to PHP: Syntax, variable, decision making, loop	After this session, learners will be able to: ü  3.2 implement a web-enabled database management system to store, retrieve and manipulate data in a web application	Case study and addressing the learning outcome Activity: PHP practice- variable, decision making, loop	PowerPoint slides From books and Websites  and research
Week 4 Session 8	PHP-Arrays, string, get and post	After this session, learners will be able to: ü  AC 3.2 implement a web-enabled database management system to store, retrieve and manipulate data in a web application	Case study and addressing the learning outcome Activity: PHP practice-Scripting examples with String processing and Selection	PowerPoint slides From books and Websites  and research
Week 5 Session 9	PHP and MySQL	After this session, learners will be able to: ü  AC 2.3 apply a database design for use in a web application	Practical, case study and addressing the learning outcome Activity: Database connectivity through MySQL	PowerPoint slides From books and Websites  and research
Week 5 Session 10	PHP and MySQL (Continued)	After this session, learners will be able to: ü  3.3 identify and implement opportunities for error handling and reporting	Practical, case study and addressing the learning outcome Activity: Database connectivity through MySQL	PowerPoint slides From books and Websites  and research
Week 6 Session 11	PHP: Processing Data from HTML forms	After this session, learners will be able to: ü  AC 3.1 implement a web application to a prepared design using client-side and server-side scripting languages ü  AC 3.2 implement a web-enabled database management system to store, retrieve and manipulate data in a web application	Practical, case study and addressing the learning outcome Activity: User requests and backend processing	PowerPoint slides From books and Websites  and research
Week 6 Session 12	PHP: Processing Data from HTML forms ( Continued)	After this session, learners will be able to: ü  AC 3.3 identify and implement opportunities for error handling and reporting	Practical, case study and addressing the learning outcome Activity: User requests and backend processing	PowerPoint slides From books and Websites  and research
Week 7 Session 13	PHP and Testing Strategies	After this session, learners will be able to: ü  AC 4.1 critically review and test a web application using a webenabled database management system ü  AC 4.2 analyse actual test results against expected results to identify discrepancies	Practical, case study and addressing the learning outcome Activity:  Developing a small sample application	PowerPoint slides From books and Websites andresearch
Week 7 Session 14	PHP and Testing Strategies (Continue)	After this session, learners will be able to: ü  AC 4.3 critically evaluate independent feedback on a developed web application and make recommendations for improvements	Practical, case study and addressing the learning outcome Activity: Developing a small sample application	PowerPoint slides From books and Websites andresearch
Week 8 Session 15	PHP and advanced data management.	After this session, learners will be able to: ü  AC 2.4 evaluate alternative designs and solutions to meet a given requirement	Practical, case study and addressing the learning outcome Activity: Working with Databases/XML	PowerPoint slides From books and Websites andresearch
Week 8 Session 16	PHP and advanced data management (Continued)	After this session, learners will be able to: ü  AC 4.4 create user documentation for a developed web application.	Practical, case study and addressing the learning outcome Activity: Introduction to 3rd party APIs	PowerPoint slides From books and Websites andresearch
Week 9 Session 17	PHP and advanced data management (Continued)	AC 4.4 create user documentation for a developed web application.	Practical, case study and addressing the learning outcome Activity: Introduction to 3rd party APIs
Week 9 Session 18	PHP and advanced data management (Continued)	Create a database systems using PHP.
Week 10 Session 19	Assessment and Feedback	Assessment and Feedback	Assessment and Feedback	Assessment and Feedback
Week 10 Session 20	Assessment and Feedback	Assessment and Feedback	Assessment and Feedback	Assessment and Feedback

 Recommended text and links:
Books

1. Hogan, Brian P., et al. Web Development Recipes. Pragmatic Bookshelf, 2012.
2. Glass, Michael K., et al. Beginning PHP, Apache, MySQL Web Development. John Wiley & Sons, 2004.
3. Welling, Luke, and Laura Thomson. PHP and MySQL Web development. Sams Publishing, 2003.
4. Robbins, Jennifer Niederst. Learning web design: A beginner's guide to HTML, CSS, JavaScript, and web graphics. " O'Reilly Media, Inc.", 2012.
5. McFarland D – CSS: The Missing Manual, second edition (Pogue Press, 2009) ISBN 9780596802448
6. McFarland D – JavaScript: The Missing Manual, first edition (Pogue Press, 2008) ISBN 9780596515898

Lecturer:
Campus: PR/WH
Contact details: 
Teaching and Learning Activities: 
The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.
Teaching Ethos:
The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career. 

5. Methods of Delivery: 

LECTURES:
These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively. 
SEMINARS:
These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills. 
CASE STUDIES:
An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.
Plagiarism: 
Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plaare presented below:
Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work.Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.) 
Academic Misconduct’ Statement:
Academic Misconduct’ is a term used to describe a deliberate attempt by a student to take unfair advantage over other students to undermine the quality, standards and credibility of the programmes and qualifications offer by UKCBC. Academic Misconduct includes: plagiarism; collusion; falsification; replication; cheating; bribery; and impersonation. A student suspected of Academic Misconduct will be investigated by the College and appropriate action will be taken.
Contract Cheating’ Statement:
‘Contract Cheating’ is defined by the Quality Assurance Agency (QAA) as occurring when, “a third party completes work for a student who then submits it to an education provider as their own, where such input is not permitted.” Such third party companies have become known as ‘essay mills’, and it is the responsibility of students to avoid contact and association with such third party companies throughout their entire period of study. A student suspected of Contract Cheating will be investigated by the College and appropriate action will be taken.

6. Assessment: 

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.
Please read the instructions carefully while addressing the tasks specified.

• Contribution: 100% of the module
• Outline Details: Individual report approx. 4000 words.
• Details enclosed in the assignment brief.
• All diagrams used must be appropriate and labelled and sources cite

6.1 ASSIGNMENT BRIEF

Unit Number and title	35: Web Application Development
Qualification	BTEC HND CSD Level 05
Start Date	20 November 2017
Deadline/ Hand-in	18 February 2018
Assessor	Ekereuke Udoh

 TASK 1 to TASK 4: You are required to follow the instructions as specified towards each task and support with a research by using supportive materials like books, websites, etc., and give a feedback on the findings by relating your arguments to the relevant case studies as specified towards each task:
LO1. Understand the concepts of web application development 
Task 1 you are required to address the assessment criteria, by using supportive materials, like books, websites, etc., and give a feedback on the findings by relating your arguments to the given assessment criteria ( P1.1,P1.2 & P1.3)  as specified below.
P1.1 –critically evaluate the functions and advantages of web applications
P1.2 – critically compare different types of server-side and client-side scripting languages.
P1.3 – examine web security and make recommendations for security improvements.
Case Study -Task 2, 3&4
Design and implement an interactive web application with a web enabled database management system for a company of your choice. Your web must include client-side and server-side functionality and a web-enabled database management system, to store, retrieve and manipulate data in a web.
There are some requirements provided below. However, it is required to identify the requirements of the chosen company to design and implement an interactive web application with a web enabled database management system.

• The website which develop, should reflect the 3-tier architecture
• Front-end and the back-end need to be connected properly.
• The followings need to be included in your home page
  • The company logo
  • The company name
  • Proper dropdown menu bar
  • The company aims and objectives
  • The footer of the website
  • Links to other pages
  • Few images which provide an idea about the business functions of the company.
• You should include minimum of 4 web pages which show the user interaction
• You should use standard font sizes, colours, when you develop your site.
• You are free to use any scripting language such as Client-side and server-side development scripting languages or any website development platform such as Joomla, WordPress or any other platform during the development process.
• You should use an appropriate DBMS in order to show the database connectivity. You may use MySQL, SQL Server, DB2 or Oracle or any other Data base management system.

LO2 Be able to design web applications
Task 2 : you are required to identify requirements and  design a web application and a web enabled database systems for the chosen organisation of your choice.
P2.1 designs a web application to meet requirements given in the case study.
P2.2 synthesise client-side and server-side functionality in a web application.
P2.3 apply a database design for the given scenario.
P2.4 evaluate alternative designs and solutions to meet the given requirement as explained in the case study.
LO3 . Be able to implement web applications
TASK 3.  You are required to implement the above (task2) designed web site and the web enabled database systems using scripting languages or any suitable development platform for the chosen company in Task 2.
P3.1- implement a web application to a prepared design using client-side and server-side scripting languages.
P3.2- implement a web-enabled database management system to store, retrieve and manipulate data in a web application.
P3.3- identify and implement opportunities for error handling and reporting for the given case study. 
LO4 . Be able to test web applications 
Task 4 you are required to test the implemented system created in the Task 3.
P4.2- analyse actual test results against expected results to identify discrepancies
P4.3 critically evaluates independent feedback on a developed web application and make recommendations for improvements
P4.4 creates user documentation for a developed web application in task 3.
6.2  Evidence Checklist

Learning Outcomes	Assessment Criteria	In this assessment you will have the opportunity to present evidence that shows you are able to:	Task No	Evidence Check list
LO1 Understand the concepts of web application development	1.1	critically evaluate the functions and advantages of web applications	1
	1.2	critically compare different types of server-side and client-side scripting languages	1
	1.3	examine web security concerns and make recommendations for security improvements	1
LO2 Be able to design web applications	2.1	design a web application to meet a given requirement	2
	2.2	synthesise client-side and server-side functionality in a web application	2
	2.3	apply a database design for use in a web application	2
	2.4	evaluate alternative designs and solutions to meet a given requirement	2
LO3 Be able to implement web applications	3.1	implement a web application to a prepared design using client-side and server-side scripting languages	3
	3.2	implement a web-enabled database management system to store, retrieve and manipulate data in a web application	3
	3.3	identify and implement opportunities for error handling and reporting	3
LO4 Be able to test web applications	4.1	critically review and test a web application using a web enabled database management system	4
	4.2	analyse actual test results against expected results to identify discrepancies	4
	4.3	critically evaluate independent feedback on a developed web application and make recommendations for improvements	4
	4.4	create user documentation for a developed web application	4

6.3 Contextualisation grid to achieve higher grade 

M1. Identify and apply strategies to find appropriate solutions.	Relevant theories and techniques have been application. Complex problems with more than one variable have been explored. an effective approach to study and research has been applied	To achieve M1, you will identify and apply strategies to find appropriate solutions to the given case study and use of relevant theories particular emphasis on (1.2), and techniques (2.1).
M2. Select/ design and apply appropriate methods/ techniques.	A range of methods and techniques has been applied. a range of sources of information has been used complex information/data has been synthesised and processed	To achieve M2, the learner have apply appropriate methods and   used suitable techniques with a particular focus on (3.3) (2.4), for the given case study.
M3. Present and communicate appropriate findings.	Appropriate structure and approach has been used. coherent, logical development of principles/concepts for the intended audience the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used.	To achieve M3 the leaner must present the work with appropriate structure and present and communicate the findings across the tasks 1 to 4. Technical languages accurately used in all part of the assignment.
D1. Use critical reflection to evaluate own work and justify valid conclusion.	Synthesis has been used to generate and justify valid conclusions self-criticism of approach has taken place realistic improvements have been proposed against defined characteristics for success	To achieve D1 you will have addressed the Criteria’s with valid conclusions, with special reference to 2.4 and 4.3 justifying improvements and characteristics of success towards the developed web application. Realistic improvements have been proposed for the solution implemented for the given case study.
D2. Take responsibility for managing and organizing activities.	Substantial activities/ projects or investigations have been planned, managed and organized. activities have been managed the importance of interdependence has been recognised and achieved.	To achieve D2 you will have used substantial activities have been planned, managed and organized across your assignment with special reference to design and implementation of a web application for the given case study.
D3. Demonstrate convergent, lateral and creative thinking	Ideas generate and decisions taken. self-evaluation has taken place problems have been solved effective thinking has taken place in unfamiliar contexts	To achieve D3 the learner expected to demonstrates new ideas or suggestions as improvements for the new web application systems. The new web application system also demonstrates creative thoughts.

6.4 Assignment Guidelines:
File Format

• Assignments should be uploaded on E-Learning platform before the deadline
• Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee.
• Assignments must be submitted in one of the following file formats: .doc, .docx, .xls, .xlsx or .pdf
• Do not submit html files, web pages, CAD files, Visio (.vsd), PowerPoint (.ppt) or zip files unless these are specifically required for your course
• If you are not sure about the file format required contact your lecturer

Assignment Format

• Use a common format for the questions, for example:

• Introduction (analyse the question.)
• Underpinning Knowledge (write about the relevant theory/points)
• Applied knowledge (Data Analysis)
• Conclusions and Recommendations (summarising the whole scenario keeping in view pass, merit, distinction criteria.)

• In order to PASS you need to address all the LO
• In order to get a MERIT you need to address the characteristics of Pass and address M1, M2,M3
• In order to get a DISTINCTION you need to address the characteristics of Pass, merit and address D1, D2 and D3

Fonts

• Use a clear, readable font such as Verdana, Calibri, Tahoma or Arial, and be consistent and use the same font throughout
• Use black text on a white background. Avoid coloured backgrounds or text in a colour other than black unless you have special permission to use them (for example, if you're dyslexic)
• Use 12 point for the body of your assignment

Spacing

• Use 1.5 or double spacing and fairly wide margins: this leaves room for the marker’s comments
• Leave a blank line between paragraphs
• If the questions are short, leave a blank line between each question; If they are long, start each question on a new page
• Left-justify your work (also known as left-aligned). AVOID block-justified (flush left and right); it might look tidy, but it is harder to read as it can result in gaps between words.

Headings

• Use bold for headings. Do not use underlining or italics
• Essays do not usually require subheadings; reports usually do

Title Page

• The title and number of the assignment
• The course number and name
• The due date
• Your full name and student number
• This information should be centred, starting approximately one third of the way down the page

Numbering

• Number all pages except the title page
• Tables and figures must be numbered and clearly labelled
• Table captions are placed above the table, while captions for a figures go below the figure
• Do not number the items in a Reference List
• Headers and Footers 

• Insert a header or footer on each page (except the title page). It should contain:
• your name (last name, first name/s)
• your student number
• the assignment number
• the page number

Word Count

• The (approx) word limit for this assignment 4000 to 4500 words
• Any specified word limit in the assignment brief is for guidance purpose only. It is there to give an indication of the level of depth that may be needed to provide sufficient evidence.
• You will not be penalised for producing work outside this limit but should ensure your word count is adequate to meet the assessment objectives.
• Remember that the title/title page, reference list and appendices are not included in the word count

Reference List 

• You must ensure that all external sources used to provide evidence in your work must be referenced accordingly to avoid plagiarism and collusion
• All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit)
• You must use correct and consistent Harvard referencing style
• A full reference list should be at the end of the assignment, and should start on a new page labelled 'References' or ‘Reference List’
• Do not include a ‘Bibliography’

Appendices

• Use for information that is too long to include in the body of your assignment
• Use for information that supplements or complements the information you are providing
• Start each appendix (if applicable) on a new page. If there's just one appendix label it ‘Appendix’ without a number, but if there are more than one label them Appendix A, Appendix B, etc. In the main text of your assignment, refer to the Appendix by the label, e.g. Appendix A.

7. Glossary of terms used for internally assessed units

This is a summary of the key terms used to define the requirements within units.

Term	Definition
Analyse	Present the outcome of methodical and detailed examination either: ●      breaking down a theme, topic or situation in order to interpret and study the interrelationships between the parts and/or ●      of information or data to interpret and study key trends and interrelationships. Analysis can be through activity, practice, written or verbal presentation.
Apply	Put into operation or use. Use relevant skills/knowledge/understanding appropriate to context.
Arrange	Organise or make plans.
Assess	Offer a reasoned judgement of the standard/quality of a situation or a skill informed by relevant facts.
Calculate	Generate a numerical answer with workings shown.
Compare	Identify the main factors relating to two or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages. This is used to show depth of knowledge through selection of characteristics.
Compose	Create or make up or form.
Communicate	Convey ideas or information to others. Create/construct skills to make or do something, for example a display or set of accounts.
Create/Const ruct	Skills to make or do something, for example, a display or set of accounts.
Critically analyse	Separate information into components and identify characteristics with depth to the justification.
Critically evaluate	Make a judgement taking into account different factors and using available knowledge/experience/evidence where the judgement is supported in depth.

Term	Definition
Define	State the nature, scope or meaning.
Describe	Give an account, including all the relevant characteristics, qualities and events.
Discuss	Consider different aspects of a theme or topic, how they interrelate, and the extent to which they are important.
Demonstrate	Show knowledge and understanding.
Design	Plan and present ideas to show the layout/function/workings/object/system/process.
Develop	Grow or progress a plan, ideas, skills and understanding
Differentiate	Recognise or determine what makes something different.
Discuss	Give an account that addresses a range of ideas and arguments.
Evaluate	Work draws on varied information, themes or concepts to consider aspects, such as: ●      strengths or weaknesses ●      advantages or disadvantages ●      alternative actions ●      relevance or significance. Students’ inquiries should lead to a supported judgement showing relationship to its context. This will often be in a conclusion. Evidence will often be written but could be through presentation or activity.
Explain	To give an account of the purposes or reasons.
Explore	Skills and/or knowledge involving practical research or testing.
Identify	Indicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.
Illustrate	Make clear by using examples or provide diagrams.
Indicate	Point out, show.
Interpret	State the meaning, purpose or qualities of something through the use of images, words or other expression.
Investigate	Conduct an inquiry or study into something to discover and examine facts and information.
Justify	Learners give reasons or evidence to: ●      support an opinion ●      prove something is right or reasonable.
Outline	Set out the main points/characteristics.
Plan	Consider, set out and communicate what is to be done.

Term	Definition
Produce	To bring into existence.
Reconstruct	To assemble again/reorganise/form an impression.
Report	Adhere to protocols, codes and conventions where findings or judgements are set down in an objective way.
Review	Make a formal assessment of work produced. The assessment allows learners to: ●      appraise existing information or prior events ●      reconsider information with the intention of making changes, if necessary.
Show how	Demonstrate the application of certain methods/theories/concepts.
Stage and manage	Organisation and management skills, for example, running an event or a business pitch.
State	Express.
Suggest	Give possible alternatives, produce an idea, put forward, for example, an idea or plan, for consideration.
Undertake/ carry out	Use a range of skills to perform a task, research or activity.

This is a key summary of the types of evidence used for BTEC Higher Nationals:

Type of evidence	Definition
Case study	A specific example to which all students must select and apply knowledge.
Project	A large scale activity requiring self-direction of selection of outcome, planning, research, exploration, outcome and review.
Independent research	An analysis of substantive research organised by the student from secondary sources and, if applicable, primary sources.
Written task or report	Individual completion of a task in a work-related format, for example, a report, marketing communication, set of instructions, giving information.
Simulated activity/role play	A multi-faceted activity mimicking realistic work situations.
Team task	Students work together to show skills in defining and structuring activity as a team.
Presentation	Oral or through demonstration.
Production of plan/business plan	Students produce a plan as an outcome related to a given or limited task.
Reflective journal	Completion of a journal from work experience, detailing skills acquired for employability.
Poster/leaflet	Documents providing well-presented information for a given purpose.