Computing (Top-Up)
Entry requirements
To apply for this programme, applicants will be required to hold a Level 5 Higher National Diploma or alternative Level 5 qualification in a related subject area (e.g. Foundation Degree or Diploma of Higher Education) or British Computer Society (BCS) Diploma in IT (Level 5) - including completion of the professional project.
You may also need to…
Attend an interview
About this course
This programme provides students with the opportunity to study a one-year BSc Top-Up degree, that covers the core areas of computing and information technology of networking and security, advanced database development and advanced web development.
The curriculum is designed to provide a structured and cohesive focus on the core areas, along with the advanced aspects of how the different areas integrate to create systems using current technologies. Additional options allow students to tailor the BSc (Hons) Top-Up course to their own interests and chosen career path.
The course enhances vocationally relevant professional skills through specific modules, practical activities and the opportunity to undertake applied study. Technical and academic skills are embedded in the modules allowing students to emerge from the programme with an updated skill set that they can use to market themselves with employers or move into further master’s level study.
Within the course there is opportunity for students to attain a level of professional practice. Strong links to the business and the computing sector facilitate industry-related briefs and real scenarios that provide an opportunity for students to acquire professional work ethics, time planning skills and working within a team.
Modules
Modules studied:
• Artificial Intelligence
• Cyber Security
• Emerging Technologies
• Internet of Things
• Individual Research Project
Assessment methods
The assessment strategy for students undertaking the Level 6 (Top-Up) programme online also takes into account the different learning needs of online students. The following principles also inform our approach:
• To include a range of assessment types, with these being viewed holistically, within and across a programme structure
• To ensure that at the very beginning of a module students are made clearly aware of the specific, assessed, activities or online participation that will be required of you and of the assessment criteria involved
• To ensure that sufficient time is allowed within modules where there are multiple assessment types for students to grasp the different approaches to assessment.
Assessments for all modules have been designed to be inclusive for all students.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
Arts Centre
Computer Science and Digital
What students say
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
After graduation
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Explore these similar courses...
Lower entry requirements
Nearby University
Higher entry requirementsSame UniversityThis is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
Have a question about this info? Learn more here
This is the percentage of applicants to this course who received an offer last year, through Ucas.
Have a question about this info? Learn more here
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Course location and department:
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
Have a question about this info? Learn more here
This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
Have a question about this info? Learn more here
This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
Have a question about this info? Learn more here
Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
Have a question about this info? Learn more here
Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
Have a question about this info? Learn more here
The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
Have a question about this info? Learn more here
