Module Booklet
Qualification
Unit
BTEC HND in Computing and Systems Development
Unit 9: Systems Analysis and Design
Unit level
4
Unit code
K/601/1281
Credit Value
15
Teaching Period
10 Weeks [Contact Hours: 60]
Term Start Date
27 02 2017
Hand out date
Submission Deadline
21 05 2017
Lecture
7 weeks
Revision Clinic
2 Weeks
Module Leader
Mr. Ram Kallapiran
Lecturer
Mr. Ram Kallapiran
Contents
1.0
Introduction ........................................................................................................................................... 3
1.1 Aim .......................................................................................................................................................... 3
1.2 Learning Outcomes ................................................................................................................................ 3
2.0
Unit Indicative content:........................................................................................................................ 4
3.0
Learning Outcomes and assessment criteria ...................................................................................... 5
4.0.
Teaching and learning Methods ........................................................................................................... 6
5.0
Teaching plan for the term / Scheme of Work ................................................................................... 8
6.0
Assignment Details .......................................................................................................................................... 17
6.2 ASSIGNMENT BRIEF .......................................................................................................................................... 23
6.3 Achievement Summary...................................................................................... Error! Bookmark not defined.
6.4 RELEVANT KEYWORDS .................................................................................................................................... 26
6.4 Evidence Planning ........................................................................................................................................... 27
2
1.0 Introduction
The systems life cycle provides a comprehensive framework for initially capturing data and
information through a feasibility study and the use of recognised fact-finding techniques. Learners
will be encouraged to identify and consider a full set of stakeholder interests to be sure that the
wider implications of any development are considered.
To provide perspective, learners will examine different life cycle models and appreciate their
particular strengths and weaknesses and to which situations they are most appropriate. Theoretical
understanding will be translated into practical skills through actual systems investigations and
learners will become confident in the use of particular tools and techniques relevant to the
methodology chosen. Although for practical purposes, it is likely that one particular methodology
and related tools and techniques will be chosen for practical work, it is important that learners
understand that others are available.
1.1 Aim
To provide learners with the knowledge and skills needed to undertake a systems analysis
investigation by following a recognised methodology.
1.2 Learning Outcomes
On successful completion of this unit a learner will:
1. Understand different systems life cycles
2. Understand the importance of a feasibility study
3. Be able to perform a systems investigation.
3
2.0 Unit Indicative content:
1 Understand different systems life cycles
Lifecycle models: examples eg Systems Development Life Cycle (SDLC), Rapid Applications Design
(RAD), Spiral, Agile, Dynamic Systems Design Methodology (DSDM), Waterfall and Prototyping
Lifecycle procedure/stage: lifecycle stages within different models; lifecycle stages examples eg
(feasibility study, analysis, design, implementation, testing, review) or (analysis, design,
implementation, maintenance, planning)
2 Understand the importance of a feasibility study
Fact-finding techniques: eg,
questionnaires, focus groups
interviews,
observation,
investigation
of
documentation,
Feasibility criteria: issues eg legal, social, economic, technical, timescales; organisational
constraints
Components: purpose; structure; intended audience; outcomes
3 Be able to perform a systems investigation
Identify requirements: stakeholders; requirements identification; requirements specification eg
scope, inputs, outputs, processes and process descriptors; consideration of alternate solutions;
quality assurance required
Constraints: specific to activity eg costs, organisational policies, legacy systems, hardware
platforms
Report documentation: structure eg background information, problem statements, data collection
process and summary, recommendations, appendices
Systems analysis terminology and tools: data stores and entities; data flows; process
representation techniques relationships – 1:1, 1: Many (1:M) and Many: Many (M:M)
Investigation: eg upgrading computer systems, designing new systems
Techniques: examples relevant to methodology chosen eg Context Diagrams, Data Flow Diagrams
(DFDs), Entity Relationship Diagrams (ERDs); Business Systems Options (BSOs); Technical Systems
Options (TSOs); quality considerations eg Total Quality Management (TQM)
4
3.0 Learning Outcomes and assessment criteria
On successful completion of this unit a learner will:
LO1 Understand different systems life cycles
1.1 Evaluate different systems lifecycle models
1.2 Discuss the importance of following a procedural/staged lifecycle in a systems investigation
LO2 Understand the importance of a feasibility study
2.1 Discuss the components of a feasibility report
2.2 Assess the impact of different feasibility criteria on a systems investigation
LO3 Be able to perform a systems investigation
3.1
3.2
3.3
3.4
Undertake a systems investigation to meet a business need
Use appropriate systems analysis tools and techniques to carry out a systems investigation
Create documentation to support a systems investigation
Evaluate how user and systems requirements have been addressed.
5
4.0. Teaching and learning Methods
This unit requires a range of skills and strategies to be employed for teaching and learning.
This is suitable for use for a range of sectors and should utilise the full range of skills developed through
study of other units in the programme. These include planning, practical work, data handling and
processing, critical analysis and presentation skills.
Learners must have access to a range of systems environments, in addition to more traditional texts,
journals and case studies. Learners must also keep up to date with current systems developments in the
field.
6
Learners must be encouraged to investigate a range of systems analysis methodologies and practices.
Realistic business scenarios must be chosen wherever possible to provide as wide a perspective as
possible. It is important for learners to consider all stakeholders in any activity because failure to do so is
often one of the reasons why new systems do not fulfil the stated requirements.
The feasibility study is one of the most important stages in the lifecycle. If data and information is not
obtained from users about the existing environment, problems, or requirements for a new or revised
system then the investigation will be flawed. Delivery must therefore reflect this and expose learners to
a range of information collecting techniques and their appropriateness in certain environments. Learners
must also be encouraged to use a good variety of information collecting devices.
Assessment Methods -Summary
The assessment will consist of an individual report based on a case scenario chosen for the purpose to
address all the learning outcomes and the implied assessment criteria.
The assessment will comprise of three key components – Understanding different systems life cycles,
Understanding the importance of a feasibility study, be able to perform a systems investigation
A Milestones Approach will be used for this unit facilitated through an Assessment workshop which will be
conducted every week. Milestones will be set in the workshop for tasks 1, 2 and 3 on weeks 3, 6 and 8
respectively. A formative assessment on their report will be conducted on the week 10.
7
5.0
Teaching plan for the term / Scheme of Work
Accrediting Body: EDEXCEL
Course: BTEC HND IN Computing and Systems Development
Unit: Unit 9: Systems Analysis and Design
Week
Lecture Schedule
Outcome of session
Session
1
1
Tutorial / Test / seminar/ workshop
Resources
and formative assessment
Introduction to the Unit,
Importance of understanding the
challenges faced by System
Analyst and Designers. Why do
systems fail? How to ensure
system success?
Understand Lifecycle models:
examples eg Systems
Development Life Cycle (SDLC),
Rapid Applications Design (RAD),
Spiral, Agile, Dynamic Systems
Design Methodology (DSDM),
Waterfall and Prototyping
By the end of the session learners will
be able to:
Tutorial:
 Know about the unit, mode of
assessment, assessment criteria
Worksheet on why systems fail and how
to avoid it
 evaluate different systems lifecycle
models
Workshop:
Module handbook and
PowerPoint slides
(Tutor)
LOS / ACs covered:
AC1.1
Case study on various types of system
development methods and models
Study skills: Personality skills
1
Understand Lifecycle
procedure/stage: lifecycle stages
within different models; lifecycle
By the end of the session learners will
be able to:
Case study and addressing the
learning outcome 1.2
Module handbook and
prepared PowerPoint
slides, tutorial
2
stages examples eg (feasibility
study, analysis, design,
implementation, testing, review)
or (analysis, design,
implementation, maintenance,
planning)
 Discuss the importance of following
a procedural / staged lifecycle in a
systems investigation
worksheets and
workshops
Tutorial:
Demonstrate the activities,
which need to be carried out
in system development life
cycle.
LOS / ACs covered:
AC1.2
Workshop:
Case study in groups on how these
stages are applied in different
models
2
1
Understand Fact-finding
techniques: eg, interviews,
observation, investigation of
documentation, questionnaires,
focus groups
By the end of the session learners will
be able to:
 Discuss the components of a
feasibility report
Workshop:
Apply appropriate fact-finding
techniques and identify user
requirements in different development
models [Buzz Groups]
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC2.1
Assessment Workshop:
Review AC1.1
2
2
Understand Feasibility criteria:
issues eg legal, social, economic,
technical, timescales;
organisational constraints
Components: purpose; structure;
intended audience; outcomes
By the end of the session learners will be
able to
 Assess the impact of different
feasibility criteria on a systems
investigation
Workshop / Role-play:
Case study: Conduct feasibility study
using various criteria in relation to the
given case study.
Assessment Workshop:
Review of 1.1 & 1.2.
3
Identify requirements:
stakeholders; requirements
identification; requirements
By the end of the session learners will be
able to
Workshop:
Undertake systems investigation to
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC2.2
Module handbook and
prepared PowerPoint
slides, tutorial
1
specification eg scope, inputs,
outputs, processes and process
descriptors; consideration of
alternate solutions; quality
assurance required
 Undertake a systems investigation
to meet a business need
Carousel Activity: Identify the
constraints when identifying user
requirements
Constraints: specific to activity
eg costs, organisational policies,
legacy systems, hardware
platforms
3
2
4
1
Identify Systems analysis
terminology and tools: data
stores and entities; data flows;
process representation
techniques relationships – 1:1,
1:Many (1:M) and Many: Many
(M:M)
Use Techniques: examples
relevant to methodology chosen
eg Context Diagrams, Data Flow
Diagrams (DFDs)
meet the business needs of the given
scenario
worksheets and
workshops
LOS / ACs covered:
AC3.1
Assessment Workshop:
Review of 2.1, 2.2.
By the end of the session learners will be
able to:
 use appropriate systems analysis
tools and techniques to carry out a
systems investigation
By the end of the session learners will be
able to:
 use appropriate systems analysis
tools and techniques to carry out a
systems investigation
Workshop:
Select appropriate tools & techniques
and carry out system investigation for
the given case study
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
Assessment Workshop:
Feedback and group
support.
Learner will be required to present
their formative assignment
(completed tasks) to the tutor
LOS / ACs covered:
AC3.2
Workshop:
 use various types of techniques
to produce designs for the
given scenario using the key
features
Assessment Workshop:
Review of 3.1
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC3.2
4
2
Use Techniques: examples
relevant to methodology chosen
eg Context Diagrams, Data Flow
Diagrams (DFDs
By the end of the session learners will be
able to:
 use appropriate systems analysis
tools and techniques to carry out a
systems investigation
Workshop:
 use various types of techniques
to produce designs for the
given scenario using the key
features
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC3.2
Assessment Workshop:
Review of 3.1
5
Use Techniques: examples
relevant to methodology chosen
Entity Relationship Diagrams
(ERDs); Business Systems Options
(
By the end of the session learners will be
able to:
 use appropriate systems analysis
tools and techniques to carry out a
systems investigation

5
BSOs); Technical Systems Options
(TSOs); quality considerations eg
Total Quality Management (TQM)
2
6
Discussions on students’ works,
Tasks and Individual Assignment support.
A review of all learning outcomes. The
structure of learner and the policies
regarding the assignment submission.
Report documentation: structure
eg background information,
By the end of the session learners will be
able to:
Workshop:
 use various types of techniques
to produce designs for the
given scenario using the key
features
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC3.2
Assessment Workshop:
Review of 3.1
Assignment support Workshop:
Address all LOS / ACS and providing
holistic and individual support to all
learners
Formative Assessment & Feedback
Workshop:
Provide Constructive
one-to-one
Feedback.
Q&A sessions
addressing learner
needs
Module handbook and
prepared PowerPoint
1
problem statements, data
collection process and summary,
recommendations, appendices
 Create documentation to support a
systems investigation
List down the components of
report documentation and talk
about the impact of this
document on the development
process.
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC3.3
Assessment Workshop:
Feedback session and addressing
the case study and reflective
practices. Review of 3.2
6
2
Report documentation: structure
eg background information,
problem statements, data
collection process and summary,
recommendations, appendices
By the end of the session learners will be
able to:
 Create documentation to support a
systems investigation
Workshop:
List down the components of
report documentation and talk
about the impact of this
document on the development
process.
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC3.3
Assessment Workshop:
Feedback session and addressing
the case study and reflective
practices. Review of 3.2
7
1
Verify and validate the activities,
which has been carried out during
system analysis and design
process.
By the end of the session learners will be
able to
Evaluate how user and systems
requirements have been addressed.
Workshop:
Write a report following good
practices on user and system
requirements for the given scenario
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC3.4
Assessment Workshop:
Review of 3.3, 3.4
7
2
Evaluate how system
requirements have been
addressed
Evaluate how user requirements
have been addressed
By the end of the session learners will be
able to
Evaluate how user and systems
requirements have been addressed.
Workshop:
Write a report following good
practices on user and system
requirements for the given scenario
Assessment Workshop:
Study skills: Report Writing and
critical analysis
8
Assessment Support
1
8
Assessment Support
2
9
Assessment Support
1
9
Assessment Support
2
10
Assessment Support & upload
Review of 3.3, 3.4
Module handbook and
prepared PowerPoint
slides, tutorial
worksheets and
workshops
LOS / ACs covered:
AC3.4
1
10
Assessment Support & upload
2
Resources
Books
 Dennis A and Haley Wixom B – Systems Analysis and Design (John Wiley & Sons Ltd, 2009) ISBN-10: 0470400315
 Lejk M and Deeks D – An Introduction to System Analysis Techniques, 2nd Edition (Addison Wesley, 2002) ISBN-10:
0201797135
Wk
1
Session Update
Date
Signature
2
3
4
5
6
7
8
Assessment support
9
Assessment support
10
Assessment support & upload
Lecturer:
Campus:
Contact Details:
Assessment:
The module will be assessed meeting all the LO as specified by the awarding body, EdExcel.
Please read the instructions carefully while addressing the tasks specified.
Contribution: 100% of the module
Outline Details: Individual report approx. 4500 words. Details enclosed in the assignment brief.
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.
2.3
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.
15
2.3.1 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 plagiarism are presented below:
Plagiarism is presenting someone’s work as your own. 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.)
16
6.0
Assignment Details
In the following pages you will find the assignment for this unit.
Please find the assignment front sheet, assignment brief and other assessment guidelines.
This is the ONLY assignment that will be used to grade you for this unit.
Please go through the scenario and plan for your achievement using the PASS, MERIT and
DISTINCTION descriptions / indicative characteristics given below.
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
The module will be assessed using all the Learning Outcomes as specified by the awarding body
Please read the instructions carefully while addressing the tasks specified.
Contribution: 100% of the module
Outline Details: Individual report approx. 4000 – 5000 words. Details enclosed in the assignment
brief
17
Assignment Guidelines
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Use a standard report structure, Word-process the report and use Normal script of a proper font size 12
Produce an academic report, detailing the above issues with a word limit of APPROX 4000 to 5000 words.
Complete the title page and sign the statement of authenticity.
The Assignment sheet should be attached in the front.
Submit the document in a folder in the form of a file as well as a soft copy on the submission date.
It should be uploaded on E-Learning platform before the deadline and submitted to -------- and sign the submission form of the college.
Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee.
Collusion and Plagiarism must be avoided.
Start each answer on a new page and pages should be numbered. Highlight each question clearly.
Include a Bibliography at the end of the assignment and use the Harvard referencing system.
All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit),
etc.
Try to give the page numbers, publishers' details and the year of publication
In order to PASS you need to address all the LOs
In order to obtain a MERIT you need to address the characteristics of M1, M2,M3
In order to obtain a DISTINCTION you need to address the characteristics of D1, D2 and D3.
18
Guidance in addition to the Pass criteria’s, this assignment gives you the opportunity to submit evidence
in order to achieve the following Merit and Distinction grades. Assessment Grid indicating their pass,
merit and distinction:
Unit: Systems Analysis and Design
Outcomes/criteria:
Indicative characteristics
Contextualised Feedback
LO1 Understand different systems
life cycles
As per the assessment criteria specified
for pass
Task 1
LO2 Understand the importance of a
feasibility study
Do
Task 2
LO3 Be able to perform a systems
investigation.
Do
Task 3
19
Merit grade Description:
Indicative characteristics
Contextualisation
M1. Identify and apply strategies to
find appropriate solutions.
An effective approach to study and
research has been applied
To achieve M1 you should apply an effective approach to study
and research throughout your assignment particularly when
comparing and evaluating various types of system development
models. Evidence needs to be provided
a range of methods and techniques have
been applied
To achieve M2 you should have used/applied a range of methods
and techniques throughout your assignment with particular
attention to using relevant techniques & tools during system
investigation for the given scenario
a range of methods of presentation have
been used and technical language has
been accurately used
To achieve M3 you should have written the entire report for
the assignment using appropriate technical language,
appropriate structure and range of methods of presentation
have used throughout your assignment.
M2. Select/ design and apply
appropriate methods/ techniques
M3. Present and communicate
appropriate findings.
20
Distinction Grade Description
Indicative characteristics
D1. Use critical reflection to
evaluate own work and justify valid
conclusion
Conclusions have been arrived at through
synthesis of ideas and have been justified
The validity of results has been evaluated
using defined criteria
Contextualisation
To achieve D1 you should have employed critical refection to
evaluate your own work across the assignment with a particular
focus on Task 1
Self-criticism of approach has taken place
Realistic improvements have been
proposed against defined characteristics
for success
D2. Take responsibility for managing
and organizing activities
Substantial activities/projects or
investigations have been planned,
managed and organized by learner.
To achieve D2 you would have demonstrated in your report how
effectively you have planned and managed your assignment. You
can produce evidences that are not limited to but in the lines of:
A detailed plan of your activities and investigations, on how you
managed them especially when that plan had to be altered, on
how you organised your entire work. A number of tools such as log
book, project diary, tracked WORK BREAKDOWN STRUCTURE
showing how the activities/tasks were carried out; Changes to the
times/dates with reasons; an explanation of why an activity took
longer than planned, how were you able to do other activities in a
shorter time ensuring that the hand in date was met; how and
where did you find suitable examples; who did meet, for what
reason and so on.
21
D3. Demonstrate convergent, lateral
and creative thinking
Innovation and creative thought have been
applied
To achieve D3 you should have employed creative thinking on
identifying realistic improvements particularly when you
perform a systems investigation in relation to the given case
study.
Your suggestions should not be a replication of current
processes articulated in a new way but innovative suggestions
that are practically implementable for the given case study.
22
6.2 ASSIGNMENT BRIEF
Unit Number and title
Qualification
Start Date
Deadline/ Hand-in
Assessor
Unit 9: Systems Analysis and Design
BTEC HND CSD (Level 4)
27 02 17
21 05 2017
Mr Ram Kallapiran
Case Scenario:
Adroit Ads is a London-based Advertisement agency. They have a number of clients and are very
popular in coming up with creative commercials, video and press adverts. In the last 5 years they have
ventured into the mobile technology market as well by creating search adverts on apps alongside other
adverts that they make for the internet.
They have branches all over the world to capture the local markets.
The company was founded by Mr. Phillip Brown who still functions as the CEO. The organisational
structure of the company, as can be found here, has five major departments all reporting to the CEO.
CEO
Creative
Team
Accounts
Team
Creative Director
Copywriters
Art Directors
Visualizers
Ad Directors
Actors / Models
Accounts
Manager
Accounts
officer
Media & Press
Team
Promotions
Manager
Media
coordinator
HR & Payroll
Team
IT Team
HR Manager
Finance
Manager
Client support
Press
coordinator
Accounts
Payment
officer
Support staff
Support staff
Support staff
IT Manager
Multimedia
Team
Support staff
Cameramen
Crew members
When clients approach the company to produce a commercial advert to launch or promote a product
their details are noted down. Each client is allotted with an Accounts Manager who employs his team to
gather the expectations of the client such as the budget, nature of advert and promotion plans for their
service or product and so on. They continue to communicate and support the client throughout. This
team effectively functions as a connecting point to all the other teams as well. They also communicate
with the client generally on behalf of the creative team.
23
The creative team which is led by the Creative Director, come up with creative strategies for the ad
campaigns and aim to satisfy the needs of the clients. The writers conceive the advert with the support
of the Art Director and the crew. In the case of movies, Ad Film Directors are involved along with the
actors, models and camera crew. Once adverts are made, the accounts managers show it to the client
who approves or suggests improvements. Invoices will be raised by the company for all adverts approved
by the client. If an advert is rejected, a minimum amount will be charged by the company for the
service offered.
Adroit Ads, have already been using standalone applications to automate their HR & Payroll systems.
They also have a number of local systems used in different ways by all these teams across its branches.
These systems are not necessarily consistent with each other. They also use the services of a legal firm
as and when required.
Mr. Brown recently lost a closely fought battle as his company did not win the ‘Best Advert Company
Award’ chiefly because they did not have a solid application to support the operations of their creative
team.
Details about clients, deadlines, copywriter/artist specialisation, adverts, campaigns, ad films, budget
allocation, responses to ads etc. should be automated and managed. In some cases the creative team
will have to work together with the Accounts department and other departments when it needs inputs
on payments, media availability, actor recruitment etc.
You have been recruited by Adroit Ads to help them develop an application for supporting and
effectively managing the operations of their Creative Team. Your role as a System Analyst is to
provide support to the IT Team in analysing the system.
You would be required to observe their operations and collect system & user requirements. You could
also observe similar systems/companies to strengthen your analysis. You should record all business
assumptions that you made in the process.
Mr. Brown wants to win this award in 2017 and so he would expect a thorough job. This means you
would evaluate different system life cycles, conduct a feasibility study, conduct systems investigation
and submit a report to him and the IT team.
TASKS 1 TO 3
You are required to follow the instructions as specified towards each task and support with evidence
where required.
LO1. The student should be able to understand different systems life cycles
Task 1
In this section the learner is to evaluate different systems lifecycle models, discuss the importance
of following a procedural/staged lifecycle in a systems investigation in relation to the given
criteria.
A.C 1.1 Evaluate different systems lifecycle models
A.C 1.2 Discuss the importance of following a procedural/staged lifecycle in a systems
investigation
LO2 Understand the importance of a feasibility study
24
Task 2
In this section you are to discuss the components of a feasibility report, assess the impact of
different feasibility criteria on a systems investigation in relation to the given scenario
A.C 2.1 Discuss the components of a feasibility report
A.C 2.2 Assess the impact of different feasibility criteria on a systems investigation
LO3. Be able to perform a systems investigation
Task 3
In this section you are to show evidence of undertaking a systems investigation to meet a
business need, use appropriate systems analysis tools and techniques to carry out a systems
investigation, create documentation to support a systems investigation, evaluate how user
and systems requirements have been addressed.
A.C 3.1 Undertake a system investigation to meet a business needs for the given scenario
A.C 3.2 Use appropriate systems analysis tools and techniques to carry out a system
investigation in relation to the given scenario.
A.C 3.3 Create documentation to support a system investigation in relation to the given
scenario.
A.C 3.4 Evaluate how user and system requirements have been addressed.
25
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 plagiarism are 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.)
6.3 RELEVANT KEYWORDS
Keywords
Meaning
Assess
Evaluate or estimate the nature, ability, or
quality of something
Discuss
Talk about (something) with another person
or group of people or write about (a topic)
in detail, taking into account different ideas
and opinions
Undertake
Provide a single word or short response to
pick out the key factor(s) or element(s)
Use
Apply practically what you have learnt and
produce an artefact
Create
Develop or make something new based on
previous learning or undertaking
My Comments
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Evaluate
Frame an idea of the amount, number, or
value of someone or something based on
unbiased analysis
6.4 Evidence Planning
(What evidence(s) can I provide for each assessment criteria?)
Note:
 To be planned by the learner at the beginning of the term
 To be agreed with the lecturer at the earliest possible workshop session
 Use specific and relevant evidences in your plan.
Example for your guidance:
Assessment Criteria
What evidences can
provide to meet this?
Example:
Example:
AC1.1 formulate and
possible
outline
specifications
I
record Write a report section on
project formulating and recording
possible
outline
project
specifications for the given
case scenario
Examples / Notes
Example:
I will create 2 or 3 outline
project specifications for the
RockingTunes scenario. I will
consider using a template from
the lecture slides or something
similar to that
Please produce your actual Plan for this Unit here:
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Assessment Criteria
What evidences can
provide to meet this?
I
Examples / Notes
AC1.1
AC1.2
AC2.1
AC2.2
AC3.1
AC3.2
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AC3.3
AC3.4
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Appendix 4: 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
context.
skills/knowledge/understanding
appropriate
to
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 Skills to make or do something, for example, a display or set of
ruct
accounts.
Critically
analyse
Critically
evaluate
Separate information into components and identify characteristics
with depth to the justification.
Make a judgement taking into account different factors and using
available knowledge/experience/evidence where the judgement is
supported in depth.
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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
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.
show
the
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.
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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:
Show how
●
appraise existing information or prior events
●
reconsider information with the intention of making changes, if
necessary.
Demonstrate the application of certain methods/theories/concepts.
Stage and Organisation and management skills, for example, running an
manage
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.
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