Template C4

Programme Specification

Title of Course: MSc Artificial Intelligence

Date first produced 04/09/2024

Date last revised 25/08/2023
Date of implementation of 02/01/2025
current version
Version number 2
Faculty Faculty of Engineering, Computing and the Environment
School School of Computer Science and Mathematics
Department Department of Computer Science
Delivery Institution

This Programme Specification is designed for prospective students, current students,

academic staff and employers. It provides a concise summary of the main features of the
programme and the intended learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if they take full advantage of the learning opportunities
that are provided. More detailed information on the learning outcomes and content of each
modules can be found in the course VLE site and in individual Module Descriptors.

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SECTION 1: GENERAL INFORMATION

Award(s) and Title(s): MSc Artificial Intelligence

Up to 10 pathways
Intermediate Awards(s) and PGCert Artificial Intelligence
Title(s): PGDip Artificial Intelligence
There are 4 Intermediate
awards for each pathway

Course Code PPARI1ARI20

For each pathway and mode PFARI1ARI20
of delivery
UCAS code
For each pathway

Award(s) and Title(s): MSc Artificial Intelligence with Professional Placement

Up to 10 pathways
Intermediate Awards(s) and PGCert Artificial Intelligence
Title(s): PGDip Artificial Intelligence
There are 4 Intermediate
awards for each pathway

Course Code N/A

For each pathway and mode N/A
of delivery
UCAS code
For each pathway

RQF Level for the Final

Award:

Awarding Institution: Kingston University

Teaching Institution:

Location: Penrhyn Road

Language of Delivery: English

Modes of Delivery: Full-time

Part-time
With Professional Placement

Available as: Full field

Minimum period of Full-time - 1 year
registration: Part-time - 2 years
With Professional Placement - 2 years

Maximum period of Full-time - 2 years

registration: Part-time - 4 years
With Professional Placement - 3 years

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Entry Requirements: Kingston University typically uses a range of entry
requirements to assess an applicant’s suitability for our
courses. Most postgraduate taught course requirements
are based on having been awarded a relevant
undergraduate degree and are normally coupled with
minimum grades expectation of 2:2, specific courses in
certain areas may have a stricter grade requirement. We
may also use interview, portfolio and performance pieces
to assess a person's suitability for some courses. We
recognise that every person's journey to a postgraduate
taught education is different and unique and in some
cases we may take into account work experience and
other non-standard pathways onto University level study.
Additionally, all non-UK applicants must meet our English
language requirements.
Please see our course pages on the Kingston University
website for the most up to date entry requirements.

Programme Accredited by: Will be submitted for accreditation by BCS in due course,
who require at least 2 cohorts.

QAA Subject Benchmark QAA Subject Benchmark Statement

Statements: https://www.qaa.ac.uk/quality-code/subject-
benchmark-statements for Computing and
Mathematics at master’s level found here.

Approved Variants: Compensation is not permitted in 30-credit modules

at Level 7. All Level 7 30-credit modules must be
passed with a mark of at least 50%.

Is this Higher or Degree

Apprenticeship course?

For Higher or Degree Apprenticeship proposals only

Higher or N/A
Degree
Apprenticeship
standard:

Recruitment, N/A
Selection and
Admission
process:

End Point N/A

Assessment
Organisation(s):

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SECTION 2: THE COURSE

A. Aims of the Course

The MSc in Artificial Intelligence (AI) offers a comprehensive range of modules that
cover cutting-edge algorithms, tools, and techniques in the field of AI. These
modules are designed to align with the growing market opportunities in various
areas, including big data, data mining, machine learning, deep learning and their
direct application in Computer Vision, Natural Language Processing, and Cyber
Security.
The principal aim of the course is:
 To provide students with a strong foundation in the theoretical aspects of AI
technologies, enabling them to apply these algorithms to real-world data and
develop intelligent systems ready for deployment.
The course is ideal for students that wish to develop and apply computing skills in
this domain that is widely used throughout industries and the public sector.
The modules are structured in a way that follows the typical roadmap of an AI
project, ensuring a systematic approach to learning. Most importantly, elective
modules are available to allow students to specialise and focus on specific areas of
interest. The compulsory modules include Applied Data Programming, Ethics &
Regulation in AI, and Machine Learning & Deep Learning. These modules provide a
broad understanding of AI principles and applications. The elective modules include
Cyber & AI Applications, Natural Language Processing, and Computer Vision. These
modules offer students the opportunity to delve deeper into specialised areas within
AI, depending on their chosen stream of study.

B. Intended Learning Outcomes

The programme outcomes are referenced to the QAA subject benchmarks for
computing and mathematics and the Framework for Higher Education Qualifications
(2024), and relate to the typical student. The course provides opportunities for
students to develop and demonstrate knowledge and understanding specific to the
subject, key skills and graduate attributes.

The programme learning outcomes are the high-level learning outcomes that will
have been achieved by all students receiving this award. They must align to the
levels set out in the ‘Sector Recognised Standards in England’ (OFS 2022).

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Programme Learning Outcomes

Knowledge and Understanding Intellectual Skills Subject Practical Skills

On completion of the course On completion of the course On completion of the course

students will be able to: students will be able to students will be able to
A1 Explain and evaluate essential B1 Analyse, abstract and decompose C1 Create, develop and critically
concepts, theories, principles, and problems to design effective evaluate specifications for
practices of computer science that solutions or models. specialist computer systems
underpin Artificial Intelligence involving AI and communicate
these specifications to other
computing professionals

A2 Evaluate key ethical, legal, social B2 Synthesise information and draw C2 Use and modify established
and commercial and other human new conclusions from disparate systems, AI models, techniques
factors that affect the design, and potentially incomplete and tools to model, develop and
development and deployment of sources. build computer-based AI solutions
Artificial Intelligence systems.
A3 Demonstrate a critical awareness B3 Analyse, evaluate and advise on C3 Collaborate and communicate
of current developments and future the development of AI models to effectively with other
trends in Artificial Intelligence. ensure they meet the needs of its professionals/stakeholders to plan,
current use and future design, implement, evaluate and
development deliver AI projects

A4 Evaluate security issues and B4 Elicit, evaluate and model C4 Create and implement software
evaluate risk in the context of business, customer and user solutions involving AI using a
Artificial Intelligence. requirements, incorporating variety of programming languages,
considerations such as sociological environments and platforms
and commercial contexts.
A5 Examine, appraise and identify B5 Use different programming C5 Keep up-to-date in the Artificial
appropriate ways that data and environments and justify the Intelligence profession through
information can be stored and selection of one or more for a given relevant literature, research and
processed using Artificial context. using professional networks.
Intelligence in ways appropriate to
the context of different uses.
A6 Apply knowledge in a professional B6 Identify and develop appropriate C6 Relate academic theory to
context, including understanding of methods and any relevant practice, develop and practise key
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their professional development and computer applications, to assist in personal and employability skills
the structure of the placement the solution of problems. and show examples of the
organisation (with Professional application of these skills.
Placement Only).
B7 Reflect critically on their experience
during the professional placement,
including research and information
literacy, numeracy, management
and leadership skills (with
Professional Placement Only).

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In addition to the programme learning outcomes, the programme of study defined in
this programme specification will allow students to develop the following range of
Graduate Attributes:
1. Creative Problem Solving
2. Digital Competency
3. Enterprise
4. Questioning Mindset
5. Adaptability
6. Empathy
7. Collaboration
8. Resilience
9. Self-Awareness

C. Outline Programme Structure

The programme is made up of four core taught modules in total worth 90 credits, two option
modules (total: 30 credits) that have to be chosen worth 15 credits each and an individual
project worth 60 credits. All students will be provided with the University Postgraduate
Regulations. Full details of each module are provided in module descriptors and via the
VLE.
The optional Professional Placement is undertaken following completion of the other
modules, specifically in Year 2 – all deadlines for it are posted on the VLE. Students on
placement complete a portfolio assessment which includes a reflection on how the theories
they have learnt during their teaching year have helped them in their placement and
demonstrate the ability to apply their teaching in a real-world situation.
Modules will run in the following order:

The project dissertation module's start and end dates are cohort-dependent. For the
September cohort, students are enrolled in the module in January and are expected to
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submit it by mid-September. Similarly, for the January cohort, students are enrolled in the
module in June and are expected to submit it by mid-January.
Consistent with all PG courses in the School of Computer Science and Mathematics (CSM),
modules will be delivered in Block Delivery Mode to offer students high flexibility in balancing
their work and other commitments. Each 30-credit and 15-credit module will be delivered
over two and one week(s) respectively, with classes scheduled for five days a week, six
hours a day.
The three elective modules should function as practical applications of the machine learning
and deep learning concepts introduced in the 30-credit core module CI7520. Additionally,
students are expected to extend the topics covered in the taught modules and treat the
Dissertation module (CI7000) as an exemplary AI project. This project should not only
demonstrate students' domain knowledge but also showcase their practical skills.
The target of our course extends well beyond covering the main theories of contemporary AI
applications. Our primary goal is to prepare our graduates for the industry by focusing
extensively on real-world commercial applications and full enterprise architecture. In the
current industry, there are AI research-oriented staff who understand AI theory very well but
struggle to commercially implement or integrate it into an enterprise platform due to a lack of
understanding of system engineering and architecture principles. Conversely, there are very
good software engineers who understand best software practices but struggle to efficiently
integrate AI components due to a lack of understanding of AI theory. As a result, they use AI
as a black-box component without being able to efficiently customise it to meet application
needs, which affects the performance, reliability, efficiency, operational cost, and other
aspects of the final product.
While each of the modules covers some aspects of software engineering practice and
architecture frameworks, an integrated approach is crucial. Therefore, we are introducing a
compulsory one-and-a-half-day intensive workshop titled “Developing an AI-Driven Cloud-
Based Enterprise System,” which will be offered twice a year. Students are expected to enrol
in the workshop during the early stages of their dissertation project. The main aim is to
provide a comprehensive understanding of the development of AI-driven cloud-based
enterprise systems while highlighting essential systems engineering and architectural
principles.

MSc Artificial Intelligence

Level 7
MSc Artificial Intelligence
Core modules Modul Credit Level Teaching Pre-requisites Full Part
e code Value Block Time Time
Applied Data CI7340 30 7 TB1 1 1
Programming
Big Data and Data CI7524 15 7 TB1 1 2
Mining
Ethics and CI7522 15 7 TB1 1 2
Regulation of
Artificial
Intelligence
Machine Learning CI7520 30 7 TB2 1 1
and Deep Learning
Project Dissertation CI7000 60 7 TB1 and 1 2
TB2
Optional Modules

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 Computer Vision CI7523 15 7 TB2 1 2
Cyber Security and CI7526 15 7 TB2 1 2
Artificial
Intelligence
Applications
Natural Language CI7525 15 7 TB2 1 2
Processing

Level 7 information

Students can start in September or January.

Students exiting the programme with 60 credits are eligible for the award of PgCert
in Artificial Intelligence.
Students exiting the programme with 120 credits are eligible for the award of PgDip
in Artificial Intelligence.

MSc Artificial Intelligence with Professional Placement

Level 7
MSc Artificial Intelligence with Professional Placement
Core modules Modul Credit Level Teaching Pre-requisites Full Part
e code Value Block Time Time
Applied Data CI7340 30 7 TB1 1 1
Programming
Big Data and Data CI7524 15 7 TB1 1 2
Mining
Ethics and CI7522 15 7 TB1 1 1
Regulation of
Artificial
Intelligence
Machine Learning CI7521 30 7 TB2 1 1
and Deep Learning
Professional CI7900 120 7 TB3 2 2
Placement
Project Dissertation CI7000 60 7 TB1 and 1 2
TB2
Optional Modules
Computer Vision CI7523 15 7 TB2 1 2
Cyber Security and CI7526 15 7 TB2 1 2
Artificial
Intelligence
Applications
Natural Language CI7525 15 7 TB2 1 2
Processing

D. Principles of Teaching, Learning and Assessment

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Students on postgraduate courses in the School of CSM come from diverse social,
cultural and educational backgrounds and their past learning experiences are varied.
The School’s broad strategy of aiming for problem-centred teaching and accessible,
relevant (authentic) artefact-based assessment (assessment of learning by
doing/creating) was created in recognition of this. The course adopts the University’s
Inclusive Curriculum Design Principles to cater for this diversity and define the
approaches to learning, teaching and assessment (LTA), pastoral care and
employability with the following broad principles:
1. An inclusive curriculum with the student at the heart of the learning process
encouraging choice in their focussed topics for investigation within the
prescribed module assignment formats (where practical) and sharing
experiences and perspectives within the course through discussion and
presentation of results.
o Module descriptors adopt problem-centred approaches which in turn
facilitate an inclusive learning environment.
o Curricula and approaches to LTA allow for expression of cohorts’
experiences and perspectives, ultimately for sharing and shaping
understanding together. Modules and the dissertation challenge
students’ epistemological and ontological approaches to the study of
Artificial Intelligence, including software and its legal, social and ethical
aspects and the impact on society to develop approaches to critical
evaluation of current and future knowledge.
o Teaching sessions are problem-centred, predominantly workshop-
based, and necessarily interactive to make best use of the intensive
weeks of study interspersed with directed study. Workshops and the
use of the VLE (or other cohort-inspired networking tools) allow
students to investigate and share their understanding of new concepts,
techniques and technologies. This approach is also designed to
enhance their practical competency and confidence when dealing with
a range of requirements.
o The delivery is research informed, taking advantage of CSM’s diverse
research portfolio, dynamically updated in accordance with advances in
the field.
o Modules incorporate opportunities to explore current developments in
the field, in practice and applied settings incorporating student
perspectives, real world situations, problem solving and task based
learning. Content includes the opportunity for students to personalise
the topics being explored and allow them to adapt summative
assessments towards their personal interests and motivations, where
practical in module assignments as well as the dissertation.
o Teaching teams draw on the academic strengths and research
interests of staff and use invited speakers and experts from research
and industry to bolster the curriculum. This offers students up-to-date
learning experiences from experts in these areas.
o Students complete their MSc by conducting an individualised capstone
research project, designed in collaboration with the Artificial
Intelligence team.
2. Assessment for learning (rather than solely of learning) enabling an inclusive
student perspective in their design and application, permitting a degree of
individual choice and direction for assessed tasks work.
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 o All assessments have been designed at level 7, as appropriate for the
Artificial Intelligence MSc, to be inclusive, accessible, artefact-based
and authentic to the field.
o Students’ induction at the start of the course includes an introduction to
the language of UK HEI assessment and the tools used to measure the
quality of their academic performance.
o The assessment strategy aims to incorporate an element of choice
within a carefully designed framework of assessments that align with
the diversity of a Artificial Intelligence professional’s needs, and thus
encourages students to be personally involved in their assessments.
For example, students will have opportunities to choose to focus on
different industries and contexts reflecting their specialism or areas of
interest in coursework assignments.
o Students have formative tasks and feedback available within the
workshops preceding all assessments. Teaching sessions adopt a
range of activities (including practical tasks, case studies, group
discussion, role play) to enrich the learning experience in a problem-
centred, predominantly workshop-based setting, which directly
supports the formulation of summative assessments.
o Feedback on both formative tasks and summative work enables
students to learn from assessment experiences, reflect alongside
directed study and feed-forward that learning to future assessments,
most critically to the final dissertation project.
3. An approach to the personal tutor system appropriate to the Artificial
Intelligence MSc, which provides opportunities for students to personalise
their experience and track their academic and personal skills development.
o The Course Leader is the nexus of the postgraduate personal tutor
system and normally acts as the formal Personal Tutor, supported day-
to-day during intensive week-block teaching by the course’s module
leaders. The personal tutors take the lead on academic advise and
pastoral support. This is also complemented by the Individual Project
Supervisor who also develops a complementary relationship with their
supervisees. The personal tutor and project supervisor are the major
touchpoints for the investigation of students’ current future skills and a
point of guidance for their development.
o Students will have a Dissertation Supervisor from the Artificial
Intelligence team and in cases where that is the Course Leader, an
independent Personal Tutor will also be appointed so that all students
have the opportunity for independent pastoral and academic advice.
o The Course Leader and/or Personal Tutor will meet with Artificial
Intelligence students regularly to provide guidance on assessment and
personal development choices, discuss progress on the course, career
plans, goals, development and recognition of personal and graduate
attributes.
The assessment during the Professional Placement year will include a reflective
practice piece of work supported by evidence of achievement, and the employer’s
appraisal. The performance and attendance will be regularly monitored through the
placement year. The marking of the placement is “pass” or “fail”.

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E. Support for Students and their Learning

Postgraduate students are supported by:


o A detailed induction programme in the first week of enrolment which
includes mathematics and programming background diagnostics and
support for students with diverse academic backgrounds. For example:
 Students’ programming experience is explored during induction.
Diagnostic self-assessment and self-directed learning materials
for introductory Python have been developed within the in-house
Nooblab system to prepare students unfamiliar with Python for
the CI7520 module.
 A mathematics and statistics “refresher” course is available
following induction, as for other CSM postgraduate programmes.
o Students Academic Success Centre (SASC), which supports students
in their academic skills, English language, assessment and feedback
interpretation, through daily drop-ins as well as online through the VLE
(Canvas). For CSM students in particular (but open to all) SASC
incorporates:
 Programming Aid for drop-in software development support; and
 MathsAid for mathematics and statistics support (Both are run
by CSM academic staff or postgraduate & PhD students)
 Advice on generic study skills is also available on the VLE
(Canvas), to which all students have access; this includes
advice on writing, oral communication, numeracy, problem-
solving and career management, amongst others.

o The Course Leader-led Personal Tutor Scheme aims to help students
in their studies, with a combination of staff and peer support. It is
recognised that students studying the MSc Artificial Intelligence come
from a variety of backgrounds, including those who are in employment,
returning to study after a break, recent graduates from Kingston
University and other UK institutions and international students. These
various experiences and backgrounds contribute to the peer support
built into the Personal Tutor Scheme. At the beginning of the year and
throughout, tutors and students will discuss: available resources to help
students getting started at Kingston University and transitioning from
undergraduate to postgraduate study; maths aid, employability, CV and
cover letter writing, and ‘skills gap analysis’; academic progress during
studies, including formative and summative feedback and how this can
be used to feed-forward to improve performance; and preparation for
the research project.
o Students are encouraged to discuss academic and pastoral concerns
with their Course Leader. All academic staff operate a system of open
office support hours during which students can consult with their
lecturers. Additional assistance is also available through the Union of
Kingston Students, the Dyslexia and Disability Support Office, and the
Careers & Employability Service.

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 o Elected/appointed Student Representatives who can report to the
Student Voice Committee meetings with feedback from students on the
course specific to the modules and the course in general.

F. Ensuring and Enhancing the Quality of the Course

The University has several methods for evaluating and improving the quality and
standards of its provision. These include:
 External examiners
 Student Voice Committees (SVC)
 Annual Monitoring and Enhancement
 Internal Subject Review undertaken at subject level
 Student evaluation including MEQs
 Moderation policies
 Feedback from employers

G. Employability and work-based learning

The course, MSc in Artificial Intelligence (AI), encompasses a diverse range of

modules covering contemporary fields within AI. The compulsory modules establish
the foundational theories and provide hands-on implementations, while each elective
module opens pathways to related projects, research, and subsequent job
opportunities. All module titles were already approved by the Industrial Advisory
Board (IAB).
The compulsory modules cover essential aspects such as machine learning, deep
learning, and the ethical and regulatory considerations that AI scientists must adhere
to. Additionally, they introduce the "Data Mining and Big Data", a subject that has
been in high demand in market.
The elective modules offer specialized topics including computer vision, natural
language processing, and Cyber Security with AI. The AI research conducted at
Kingston University showcases not only diversity but also renowned quality,
particularly in areas such as computer vision, image processing and cyber security.
Job opportunities within AI-related fields have experienced an unprecedented surge,
and studies indicate that this trend is likely to continue for at least the next decade.
Furthermore, as various AI systems may replace numerous current jobs, individuals
with deep knowledge and expertise in AI, particularly computer scientists, are
expected to secure employment more easily than those in other disciplines. Lastly, it
is worth noting that the School of Computer Science and Mathematics (CSM) adopts
the block delivery mode for this course, providing high flexibility for students to
balance their work and other commitments.
Recent graduates from CSM’s postgraduate courses have found employment with
large organisations such as IBM, Hewlett Packard, Capgemini, JDA Software,
Thomson Reuters, GlaxoSmithKline, Axa, BAA, British Telecom, Ernst & Young,
Marks & Spencer, Waitrose, Virgin Media, NHS Institute for Innovation and
Improvement as well as a host of smaller companies. Graduates also pursue careers
in academia joining universities such as Kingston University’s PhD programmes in
digital imaging, network security, and user experience.

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Students’ employability skills are developed throughout the course, through activities
that are embedded within the syllabus and from the University’s Careers and
Employability Service. During induction week students are encouraged to reflect on
and identify what they have previously learned, whether academically or in terms of
transferable skills, and how these may be relevant to their choice of subject
discipline and employment opportunities. They are also encouraged to explore the
job market and possible career paths at an early stage of the course, and to consider
attributes that employers look for in graduates above and beyond essential academic
skills. The students are then encouraged to continue to build on the key skill
attributes learnt from their previous education and experiences, and focus on the
importance of the following KU graduate attributes that are particularly relevant to
Artificial Intelligence: Creative and original thinking, being inventive and
experimental, finding original solutions to problems, influencing change, being more
resilient and self-aware and able to consider their actions in the context of the wider
community. As the course progresses, students are further encouraged to develop
clearer ideas about career options and are offered assistance and guidance in the
preparation of a CV and for job applications and interviews. For students already in
employment the course offers an opportunity to enhance their knowledge and to
develop their practical, intellectual and key skills to assist them in their career
development, obtaining recognition for current and acquired skills.

Work-based learning, including sandwich courses and higher or degree

apprenticeships

Additional support is available for students undertaking a placement.

 While the responsibility for finding and securing a professional placement
rests ultimately with the students, those who are intending to undertake a
placement are supported by a comprehensive structured programme of
activities and events designed to help them. This starts with an additional
separate day of induction at the start of the course (over and above the
induction for other students) – introducing some of the fundamentals of career
development and job-hunting, as well as the place of the professional
placement module within the academic structure. After induction students
follow, over a few months, a scheduled programme of assignments (built into
the module structure in Canvas) including personal awareness/development
portfolio, CV writing, and commercial awareness research, combined with
webinars and workshops on such things as building a personal brand in
LinkedIn as well as networking events. This is supported by placements and
careers' teams who, in addition to helping source potential placement job
opportunities and expanding the University’s pool of employer contacts, work
with students to help them utilise the resources available and complete the
assignments. In addition, staff from the University’s Careers and Employability
team introduce all of their facilities and resources and also work with the
students in one-to-one sessions e.g. for cv review. As well as acting as
consultants, support staff also visit the students in timetabled sessions for
‘maximum exposure’ and students who have completed the placement in the
past are also invited back for presentations and Q & A sessions.

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  The appropriateness of placement positions is vetted by the Course Leader
and while out on placement students are supported by a placement tutor who
monitors progress and visits the students on site.
 The aim from start to finish is to ensure that students have a successful and
rewarding placement experience which develops their knowledge and skills
and prepares them for higher levels of employment.
All students will be benefiting from the Future Skills programme that the University is
rolling out as a part of the Town House Strategy. These skills include problem solving,
communication skills, digital skills, critical thinking, analytical skills, adaptability,
imitativeness, resilience, building relationships and creativity. Post-graduate students
come with many of these skills with them, so there will be great opportunities for peer-
based work and sharing and the development of these skills across the cohort. The
development of these skills will be built into the degree programme coherently as the
future skills programme rolls out into post-graduate study. In the beginning, they will
be discussed during Personal Tutor meetings and supervision of the Individual Project.
Students are encouraged to have an industrial client as the focus for their projects,
and this offers an ideal common area for discussion.

H. Other sources of information that you may wish to consult

The British Computer Society (The Chartered Institute for IT) https://www.bcs.org
The Institute for Mathematics and its Applications https://ima.org.uk
QAA Subject Benchmark Statement https://www.qaa.ac.uk/quality-code/subject-
benchmark-statements for Computing and Mathematics at master’s level.

I. Development of Course Learning Outcomes in Modules

This table maps where course learning outcomes are summatively assessed across the
modules for this course. It provides an aid to academic staff in understanding how individual
modules contribute to the course aims, a means to help students monitor their own learning,
personal and professional development as the course progresses and a checklist for quality
assurance purposes.

Level 7

Module Code
CI7522

CI7523

CI7524

CI7525

CI7526

CI7340

CI7521

CI7520

CI7000

CI7340

CI7900

A1 S S S S S
A2 S S S S
Knowledge & A3 S S S S S
Understandin
g A4 S S S S
A5 S S S S S
A6 S
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 B1 S S S S
B2 S S S S
B3 S S S S S
Intellectual
B4 S S S S S
Skills
B5 S S S S
B6 S S S S
B7 S
C1 S S S S S
C2 S S S S S
Practical C3 S S S S S
Skills C4 S S S S
C5 S S S S S
C6 S S S S S

Students will be provided with formative assessment opportunities throughout the

course to practise and develop their proficiency in the range of assessment methods
utilised.

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