OTHM L5 Dip IT Spec 2020 03

OTHM LEVEL 5 DIPLOMA IN INFORMATION TECHNOLOGY | SPECIFICATION
OTHM LEVEL 5 DIPLOMA

IN INFORMATION
TECHNOLOGY
Qualification Number: 603/3614/6
Specification | March 2020 |
SPECIFICATION | MARCH 2020 | WWW.OTHM.ORG.UK PAGE 1 OF 22

OTHM LEVEL 5 DIPLOMA IN INFORMATION TECHNOLOGY SPECIFICATION
TABLE OF CONTENTS
QUALIFICATION OBJECTIVES 3
QUALITY, STANDARDS AND RECOGNITIONS 3
REGULATORY INFORMATION 3
EQUIVALENCES 3
QUALIFICATION STRUCTURE 4
ENTRY REQUIREMENTS 4
PROGRESSIONS 5
DELIVERY OF OTHM QUALIFICATIONS 5
ASSESSMENT AND VERIFICATION 5
OPPORTUNITIES FOR LEARNERS TO PASS 5
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT 6
EQUALITY AND DIVERSITY 6
CONTACT DETAILS 7
UNIT SPECIFICATIONS 8
SOFTWARE ENGINEERING 9
DATABASE SYSTEMS 11
ADVANCED SYSTEMS ANALYSIS & DESIGN 13
MANAGEMENT INFORMATION SYSTEMS 15
NETWORK INFORMATION SYSTEMS 18
IT PROJECT MANAGEMENT 20
IMPORTANT NOTE 22

QUALIFICATION OBJECTIVES
The objective of the OTHM Level 5 Diploma in Information Technology is to provide learners
with an excellent foundation for a career in a range of organisations. It designed to ensure that
each learner is ‘business ready’: a confident, independent thinker with a detailed knowledge
of Information Technology, and equipped with the skills to adapt rapidly to change.
The qualification is ideal for those who have started, or are planning to move into, a career in
private or public sector business. Successful completion of the Level 5 Diploma in Information
Technology will provide learners with the opportunity to progress to further study or
employment.
QUALITY, STANDARDS AND RECOGNITIONS

OTHM Qualifications are approved and regulated by Ofqual (Office of Qualifications and
Examinations Regulation). Visit the register of Regulated Qualifications.
OTHM has progression arrangement with several UK universities that acknowledges the
ability of learners after studying Level 3-7 qualifications to be considered for advanced entry
into corresponding degree year/top-up and Master’s/top-up programmes.
REGULATORY INFORMATION
Qualification Title OTHM Level 5 Diploma in Information Technology
Ofqual Reference Number 603/3614/6
Regulation Start Date 08/09/2018
Operational Start Date 10/09/2018
Duration 1 Year
Total Credit Value 120
Total Qualification Time (TQT) 1200 Hours
Guided Learning Hours (GLH) 480 Hours
Sector Subject Area (SSA) 06.1 ICT practitioners
Overall Grading Type Pass / Fail
Assessment Methods Coursework
Language of Assessment English
EQUIVALENCES
OTHM qualifications at Level 5 represent practical knowledge, skills, capabilities and
competences that are assessed in academic terms as being equivalent to Foundation
Degrees, Higher National Diploma (HND) and the second year of a three-year UK Bachelor's
degree.

QUALIFICATION STRUCTURE
The OTHM Level 5 Diploma in Information Technology consists of 6 mandatory units for a
combined total of 120 credits, 1200 hours Total Qualification Time (TQT) and 480 Guided
Learning Hours (GLH) for the completed qualification.
Unit Ref. No. Unit title Credit GLH TQT

K/617/2276 Software Engineering 20 80 200
H/617/2275 Database Systems 20 80 200
D/617/2274 Advanced systems Analysis and Design 20 80 200
Y/617/2273 Management Information Systems 20 80 200
R/617/2272 Network Information Systems 20 80 200
L/617/2271 IT Project Management 20 80 200
DEFINITIONS
Total Qualification Time (TQT) is the number of notional hours which represents an estimate
of the total amount of time that could reasonably be expected to be required in order for a
Learner to achieve and demonstrate the achievement of the level of attainment necessary for
the award of a qualification.
Total Qualification Time is comprised of the following two elements –

a) the number of hours which an awarding organisation has assigned to a qualification
for Guided Learning, and
b) an estimate of the number of hours a Learner will reasonably be likely to spend in
preparation, study or any other form of participation in education or training, including
assessment, which takes place as directed by – but, unlike Guided Learning, not under
the Immediate Guidance or Supervision of – a lecturer, supervisor, tutor or other
appropriate provider of education or training.
(Ofqual 15/5775 September 2015)
Guided Learning Hours (GLH) is defined as the hours that a teacher, lecturer or other
member of staff is available to provide immediate teaching support or supervision to a student
working towards a qualification.
Credit value is defined as being the number of credits that may be awarded to a Learner for
the successful achievement of the learning outcomes of a unit. One credit is equal to 10 hours
of TQT.
ENTRY REQUIREMENTS
For entry onto the OTHM Level 5 Diploma in IT qualification, learners must possess:
● Relevant NQF/QCF/RQF Level 4 Diploma or equivalent
● Learner must be 18 years or older at the beginning of the course
● English requirements: If a learner is not from a majority English-speaking country
must provide evidence of English language competency. For more information visit
English Language Expectations page.

PROGRESSIONS
Successful completion of Level 5 Diploma in Information Technology provides learners the
opportunity for a wide range of academic progressions including OTHM Level 6 Diploma in
Information Technology. As this qualification is approved and regulated by Ofqual (Office of
the Qualifications and Examinations Regulation), learners are eligible to gain direct entry into
Final year of a three-year UK Bachelor’s degree. For more information visit University
Progressions page.
DELIVERY OF OTHM QUALIFICATIONS

OTHM do not specify the mode of delivery for its qualifications, therefore OTHM Centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
Learners. However, OTHM Centres should consider the Learners’ complete learning
experience when designing the delivery of programmes.
OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted. Where
it is reasonable and practicable to do so, it will take steps to address identified inequalities or
barriers that may arise.
Guided Learning Hours (GLH) which are listed in each unit gives the Centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.
ASSESSMENT AND VERIFICATION

All units within this qualification are internally assessed by the centre and externally verified
by OTHM. The qualifications are criterion referenced, based on the achievement of all the
specified learning outcomes.
To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.
Judgement that the learners have successfully fulfilled the assessment criteria is made by the
Assessor.
The Assessor should provide an audit trail showing how the judgement of the learners’ overall
achievement has been arrived at.
Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document. These are made available to centres immediately after
registration of one or more learners.
OPPORTUNITIES FOR LEARNERS TO PASS

Centres are responsible for managing learners who have not achieved a Pass for the
qualification having completed the assessment. However, OTHM expects at a minimum, that
centres must have in place a clear feedback mechanism to learners by which they can
effectively retrain the learner in all the areas required before re-assessing the learner.

RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT

Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit through
knowledge, understanding or skills they already possess and do not need to develop through
a course of learning.
RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
 Accreditation of Prior Learning (APL)
 Accreditation of Prior Experiential Learning (APEL)
 Accreditation of Prior Achievement (APA)
 Accreditation of Prior Learning and Achievement (APLA)
All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the learning
outcome and its related assessment criteria at that particular level.
Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more learning
outcomes, or to partly meet the need of a learning outcome, then additional assessment
methods should be used to generate sufficient evidence to be able to award the learning
outcome(s) for the whole unit. This may include a combination of units where applicable.
EQUALITY AND DIVERSITY

OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all other
related equality and diversity legislation, in relation to our qualifications.
We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
religion or belief, and sexual orientation.
If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly in
the qualification specification.

CONTACT DETAILS
OTHM Qualifications
8 Waterside Court, Galleon Boulevard, Crossways Business Park, Dartford, Kent DA2 6NX
United Kingdom
Tel : +44(0)20 7118 4243

Email : info@othm.org.uk
Website : www.othm.org.uk

UNIT SPECIFICATIONS

SOFTWARE ENGINEERING
Unit Reference Number K/617/2276
Unit Title Software Engineering
Unit Level 5
Number of Credits 20
Total Qualification Time 200 hours
Mandatory / Optional Mandatory
SSAs 06.1 ICT practitioners
Unit Grading Structure Pass / Fail
Unit Aims
The aim of this unit is to give learners an understanding of software development and its
evolution as an engineering discipline, and to develop, maintain, and evolve software systems
of high quality.
Learning Outcomes and Assessment Criteria

Learning Outcomes- Assessment Criteria-
The learner will: The learner can:
1. Understand modelling 1.1 Describe different modelling languages
languages and their benefits. 1.2 Explain the benefit of using modelling languages in
system design
2. Be able to design and 2.1 Design and build class diagrams using a UML tool.
implement a series of UML 2.2 Define/refine class diagrams derived from a given
class diagrams. code scenario using a UML tool.
2.3 Build an application derived from UML class
diagrams.
3. Understand the management 3.1 Evaluate how software testing differs for different
of software testing using strategies.
different strategies. 3.2 Describe the stages of system testing
3.3 Evaluate different software testing tools available for
the automation of the testing process.
4. Be able to develop a solution 4.1 Develop software using a variety of constructs.
using object-oriented 4.2 Apply collections and generics in developing
programming. software.
4.3 Apply different testing techniques to validate code.
Indicative contents
Topic Course coverage
Learning Outcome 1 ● UML
● XML
● Quality, code reuse, flexibility, modularisation.
Learning Outcome 2 ● Tools to develop class diagrams based on a business
requirement.
● Developing code based on class diagrams.
● Using appropriate language & IDE.
Learning Outcome 3 ● Test strategies, analytical, model based, methodical,

process-oriented, dynamic, White-box, Black-box, etc.

● Testing phases, alpha, beta, acceptance
● Bugzilla, LoadRunner, Jira etc.
Learning Outcome 4 ● Developing an OO program to meet a business
requirement.
● Including collections and generics in developed code.
● Testing and documenting the OO program developed.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have
Learning Outcomes Assessment criteria Type of Summary

to be met to be covered assessment quality/quantity
LO1, LO3 All ACs under LO1 and Coursework 2000 words
LO3
LO2, LO4 All ACs in LO2 and LO4 Practical/Lab NA
Demonstration
Indicative Reading list

Stevens P (2005) Using UML: Software Engineering with Objects and Components (Object
Technology Series) (2nd Ed) Addison Wesley
Unhelkar, B. (2017). Software Engineering with UML, (1st Ed), Auerbach Publications, Milton.
Deitel, P. & Deitel, H. (2016). Visual C# How to Program, 6th edn, Pearson.
Tarlinder, A. (2016), Developer Testing: Building Quality into Software. (1st Ed). Addison-
Wesley Professional.

DATABASE SYSTEMS
Unit Reference Number H/617/2275
Unit Title Database Systems
Unit Level 5
Unit Aims
The aim of this unit is to provide learners with knowledge in database systems development
and enable them to develop strong database design and development skills.

1. Understand basic concepts of 1.1 Describe the concept of normalisation in the storage
database systems. of data.
1.2 Explain different 'Normal forms'.
1.3 Explain data and functional dependencies.
1.4 Compare and contrast the ‘hierarchical’ and the
'relational' database management system.
1.5 Explain the use of entity relationship diagrams.
2. Be able to design and 2.1 Produce a comprehensive design using E-R
develop a fully functional Modelling for a fully functional system.
relational database system to 2.2 Design a ‘Relational Database System’ using
meet a business need. appropriate design tools and techniques.
2.3 Design and run queries on the database.
2.4 Integrate system security and constraints for a
database system.
3. Be able to test database 3.1 Test the system against user and system
systems and produce requirements.
required documentation. 3.2 Use query tools to produce business reports.
3.3 Produce technical and user documentation for a
system.
3.4 Recommend improvements that may be required to
ensure the continued effectiveness of the database
system.
Indicative contents
Learning Outcome 1 ● tables, relationships, rules 1NF, 2NF, 3NF, BCNF
● data relationships, trivial functional dependencies, full
functional dependencies, transitive dependencies,
multivalued dependencies.

● design, marry-to-one vs marry-to-many, flexibility, structure.

● benefits, limitations, conceptual/logical/physical data models,
entities & attributes.
Learning Outcome 2 ● Database design including; interface and output designs,
data validations and data normalisation.
● Systems containing at least six interrelated tables, with clear
statements of user and system requirements.
● Queries to include validate data, input and output data,
queries to run across multiple tables and use functions and
formulas.
● Implementation of security elements in databases.
● Controls such as data validation using; input masks, drop
down lists, option buttons.
Learning Outcome 3 ● Creating and implementing a test plan
● Identifying elements of the system that need to be tested.
● Considering data that should be used to fully test the system.
● Matching tests against user and system requirements.
● Identifying test procedures to be used: test plans, test
models e.g. white box, black box.
● Testing documentation.
● Creating queries to produce system reports using report
writing tools and report generators, dashboards.
● Technical and user documentation and their contents.
● Review performance of system and document
recommendations.
Assessment
Learning Outcomes Assessment Type of assessment Summary

to be met criteria to be quality/quantity
covered
LO1 All ACs under LO1 Coursework 750 words
LO2, LO3 All ACs under LO2 Coursework and
and LO3 Practical/Lab works

Coronel, C., & Morris, S. (2018). Database systems: design, implementation, and
management. Boston, MA, USA: Cengage Learning.
Elmasri, R., Navathe, S., & Elmasri, R. (2011). Database systems: models, languages, design,
and application programming. Boston, MA: Pearson.

ADVANCED SYSTEMS ANALYSIS & DESIGN

Unit Reference Number D/617/2274
Unit Title Advanced Systems Analysis & Design
Unit Level 5
Unit Aims
The aim of this unit is to provide learners with a deep understanding of the activities of the
systems analyst and systems designer, and to be able to apply some current techniques.

1. Understand the role of 1.1 Explain the different organisational roles involved in
system analysis and system analysis and design and how they interact.
design in an organisation. 1.2 Explain how to analyse business requirements for
system design.
1.3 Evaluate system analysis and design methodologies
used in an organisation.
2. Understand the steps 2.1 Describe approaches to gathering system
needed in system requirements.
analysis and design. 2.2 Explain prototyping techniques.
2.3 Explain how use-cases and scenarios are used within
system design.
2.4 Explain the use of top-down and bottom-up
methodologies in relation to ‘Systems Integration’
3. Be able to create 3.1 Evaluate the impact of hardware and software
documented system systems, technologies, platforms and services on
requirements. system design.
3.2 Apply methods of investigation to determine system
requirements.
3.3 Use a structured method and notation to describe
system requirements.
4. Be able to develop 4.1 Produce functional and data models to reflect the
functional and data different levels of the design process.
models for a software 4.2 Document the benefits and limitations of a system
system. design.
Indicative contents
Learning Outcome 1 ● Business Analyst, System Architects, System Analysts.
● Stakeholders (identification, requirements), sign-off.

● Atern/DSDM Dynamic Systems Design Method, and XP

eXtreme Programming.
Learning Outcome 2 ● Prioritisation, function, quality, gap analysis, business activity
modelling.
● Horizontal and vertical prototyping. Throwaway, Evolutionary,
Incremental and Extreme prototyping.
● Actors, visual modelling, etc.
● Requirements, components.
Learning Outcome 3 ● Research and evaluate hardware and software servers,
technologies, platforms and services.
● Connecting systems and subsystems, including custom
software services and development.
● Documenting functional and non-functional requirements, user
requirements, technical requirements for a business system.
● Documenting the system requirements of a business
requirement using a suitable notation method, such as UML.
Learning Outcome 4 ● Documenting the development of data models during the
development of a system to meet business requirements.
● Evaluating and documenting the benefits and the limitations of
the system design.
Assessment
Learning Outcomes Assessment criteria Type of Summary of

to be met to be covered assessment quantity/quality
LO1, LO2, LO3, LO4 All ACs under LO1, Coursework and 2000 words
LO2, LO3, LO4
LO3, LO4 LO3, LO4 Lab
Demonstration

Yeates D; Wakefield T (2003) Systems Analysis and Design. Prentice Hall. London

MANAGEMENT INFORMATION SYSTEMS

Unit Reference Number Y/617/2273
Unit Title Management Information Systems
Unit Level 5
Core / Option Mandatory
Unit Aims
The aim of this unit is to give learners an understanding of how an organisation uses
information to design, implement, maintain and manage secure information systems to
support its operations. This unit examines how systems can be used to support core business
functions and enable organisations to be more productive and competitive within the global
marketplace.

1. Understand the 1.1 Determine the inputs, outputs and processing activities
information system of an organisation.
requirements of 1.2 Explain different information systems and their
organisations. functions in an organisation.
1.3 Analyse the effectiveness of information systems at the
operational, tactical and strategic levels within an
organisation.
2. Understand the use of an 2.1 Explain the importance of an organisation having data
information system to and information that is current, valid and accurate.
produce management 2.2 Describe how an information system can be used for
information. management reporting.
2.3 Determine the impact of ethical, technical and
regulatory constraints that an organisation can face
when gathering data and information.
2.4 Evaluate how strategic information systems can
contribute to the competitiveness of organisations.
3. Be able to develop and 3.1 Review existing information systems used in a
implement a management business to identify improvements for competitive
information system for an advantage.
organisation. 3.2 Justify recommended improvements to an existing
information system.
3.3 Implement improvements to the information system.
3.4 Critically review the developed information system.

Indicative contents
Learning Outcome 1 ● Business information systems, decision support systems,
management information systems, strategic/executive
information systems, office information systems, transaction
processing systems, expert systems, global information
systems, data warehouse systems, enterprise systems,
enterprise resource planning systems, integrated information
systems.
● Definition of information and data, sources of information,
information requirements and the needs for information at
different levels within an organisation.
● Storing information and its importance with regard to security,
accuracy and relevance.
● Outputs e.g. payroll, invoicing, ordering, bookings, stock
control, personnel records, goods tracking, decision-making,
marketing, customer service.
Learning Outcome 2 ● Data quality & integrity, common errors.
● Reports e.g. sales report, college enrolment statistics,
marketing analysis (brick v click), trends in the market,
competition and market share.
● Current relevant regulation on security (e.g. GDPR, Sarbanes
Oxley, PCIDSS). Geographical differences may be relevant.
● Delivering a differentiated product or service; delivering a
product or service at a lower cost, specific segmentation of the
market e.g. targeted marketing to specific target audiences;
innovative product or service design and implementation.
Learning Outcome 3 ● Undertaking a critical review of an existing business
information system, evaluating the overall strengths and
weaknesses.
● Documenting recommendations for improvements to an
existing business system.
● Using appropriate design and development methodologies
and tools to implement the identified improvements.
● Undertaking a critical review of the performance of the
system.
Assessment

LO1, LO2 All ACs under LO1 and Coursework 1500 words
LO2
LO3 All ACs under LO3 Computer Lab NA
documentation


Peppard J; Ward J (2016) The Strategic Management of Information Systems - Building a
Digital Strategy (4th Ed) Wiley.
Chaffey D; Wood S (2004) Business Information Management: Improving Performance using

Information Systems. Prentice Hall.

NETWORK INFORMATION SYSTEMS

Unit Reference Number R/617/2272
Unit Title Network Information Systems
Unit Level 5
Unit Aims
The aim of this unit is to develop learners knowledge and skills in planning, configuring, setting
up and managing networks (such as a LAN, PAN, MAN, WAN) as well as build skills in network
monitoring, and knowledge of Network Security, network protocols and standards.

1. Understand the principles 1.1 Compare common networking approaches.
of networking. 1.2 Assess how protocols enable the effectiveness of
networked systems.
1.3 Explain the impact of network topology, communication
and bandwidth management.
1.4 Evaluate the importance of Network Systems
Management.
1.5 Explain the interdependencies of hardware, software
and networking.
2. Understand network 2.1 Evaluate typical network protocols and standards.
management protocols 2.2 Evaluate different network monitoring systems
and standards.
3. Be able to plan, design, 3.1 Produce a comprehensive design of a network to a
setup and configure a given scenario.
network system. 3.2 Install a network according to a predefined network
specification.
3.3 Configure network services and applications in a given
scenario.
Indicative contents
Learning Outcome 1 ● System types: Peer-based, client-server, cloud, cluster,
centralised, virtualised.
● Protocols: Purpose of protocols; routed protocols e.g. IPv4,
IPv6, IPv6 addressing, Global unicast, Multicast, Link local,
Unique local, EUI 64, Auto configuration, FTP, HTTP, SMTP,
POP3, SSL; management of protocols for addressing.
● Topology: Logical e.g. Ethernet, Token Ring; physical e.g.

star, ring, bus, mesh, tree, ring.

● Network management, such as; throttling, traffic management
etc.
● Networking devices: Servers; hub, routers; switches;
multilayer switch, firewall, HIDS, repeaters; bridges; wireless
devices; access point (wireless/wired), content filter, Load
balancer, Modem, Packet shaper, VPN concentrator.
● Server type: Web, file, database, combination, virtualisation,
terminal services server.
● Workstation: Hardware e.g. network card, cabling;
permissions; system bus; local-system architecture e.g.
memory, processor, I/O devices.
● Client server, cluster, WAN, LAN, etc.
Learning Outcome 2 ● OSI and TCP/IP models.
● Network tomography, route analysis tools such as Solarwinds,
Netmon, LibreNMS, etc.
Learning Outcome 3 ● Designing and planning a Network.
● Installing and testing a network based on a specification.
● Configuring network services and devices as specified by
business requirements or from the design/plan.
Assessment
Learning Outcomes Assessment criteria to Type of Summary of

to be met be covered assessment quantity/quality
LO1, LO2 All ACs under LO1, LO2 Coursework 2000 words
LO3 All ACs under LO3 Practical NA

Newman M (2010) Networks: An Introduction. OUP. Oxford.
Stewart JM; Chapple M (2015) Cissp: Certified Information Systems Security Professional
Study Guide 7th Ed. Sybex.
Blokdyk G (2018) Network information system Standard Requirements. 5Starcooks.

IT PROJECT MANAGEMENT
Unit Reference Number L/617/2271
Unit Title IT Project Management
Unit Level 5
Unit Aims
The aim of this unit is to develop learners’ skills in managing Information Technology projects
to implement systems or change in their organisations. This unit is particularly relevant for
middle and senior managers whose responsibilities include the introduction of operational or
strategic change in their organisations.

1. Be able to analyse 1.1 Identify potential IT projects required from an appraisal
business objectives to of established business objectives
determine potential 1.2 Perform a project feasibility study.
projects 1.3 Determine project’s aims and objectives with key
stakeholders.
1.4 Review project methodologies suitable for the chosen
project.
1.5 Justify the project methodology chosen for the given
project.
2. Be able to devise a 2.1 Produce an IT project management plan that covers
project plan using aspects of cost, scope, time, quality, communication, risk
relevant project and resources.
management tools and 2.2 Produce a work breakdown structure.
models. 2.3 Create milestone schedules for monitoring and
completing the aims and objectives of the IT project.
3. Be able to manage an IT 3.1 Monitor project progress according to an IT project plan.
project. 3.2 Manage risks and issues in an IT project according to
agreed procedures.
3.3 Manage changes in an IT project according to agreed
procedures.
3.4 Report on the progress of an IT project to appropriate
stakeholders using agreed communication methods.
4. Be able to evaluate the 4.1 Critically evaluate and reflect on the project outcomes.
project outcomes. 4.2 Reflect on the value of undertaking the IT project to meet
stated objectives.
4.3 Produce a post-implementation report on lessons learnt.

Indicative contents
Learning Outcome 1 ● Review of business objectives.
● Selection of an IT project based on a business objectives.
● Carrying out, and documenting a project feasibility study
based on a business objective.
● Considering risk.
● Consulting with stakeholders to determine project aims and
objectives.
● Selecting a suitable project methodology such as Traditional
approach, critical change approach, event change approach
or proprietary/ formalised approaches, for example PRINCE,
AGILE.
● Documenting why project methodology has been selected.
Learning Outcome 2 ● Developing the project plan, including planning for timescales
and time management, cost, quality, change, risk and issues.
● Work breakdown structure.
● Use of Bar and Gantt Charts for effective planning.
Learning Outcome 3 ● Monitoring project progress: measuring progress, schedule
plans, dealing with problems, PRINCE2.
● Initiating and maintain a risk register.
● Managing changes, maintaining a change log.
● Producing regular reports on project progress.
Learning Outcome 4 ● Objectively critiquing the project outcomes.
● The difference between reflecting on performance and
evaluating a project, ie considering the research process,
information gathering and data collection, then considering the
quality of the research argument and use of evidence.
● Producing a post implementation report including lessons-
learned, potential improvements etc.
Assessment

LO1, LO2, LO3, LO4 All ACs under LO1, Project 4500 words
LO2, LO3, LO4

Gerber, J., & Williams, H. (2009). IT project management: the role of governance. Newtown
Square, PA: Project Management Institute.
Brewer, J. L., & Dittman, K. C. (2013). Methods of IT project management. West Lafayette,
IN: Purdue Univ. Press.
Portny, S. E. (2017). Project management. Hoboken, NJ: John Wiley & Sons, Inc.

IMPORTANT NOTE
Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during the course of your studies. You should, therefore, recognise that this document serves
only as a useful guide to your learning experience. For updated information please visit our
website www.othm.org.uk.
You can call us on +44 (0)20 7118 4243 or email to info@othm.org.uk

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OTHM LEVEL 5 DIPLOMA IN INFORMATION TECHNOLOGY | SPECIFICATION

OTHM LEVEL 5 DIPLOMA

SPECIFICATION | MARCH 2020 | WWW.OTHM.ORG.UK PAGE 1 OF 22

SPECIFICATION | MARCH 2020 | WWW.OTHM.ORG.UK PAGE 2 OF 22

QUALITY, STANDARDS AND RECOGNITIONS

SPECIFICATION | MARCH 2020 | WWW.OTHM.ORG.UK PAGE 3 OF 22

Unit Ref. No. Unit title Credit GLH TQT

Total Qualification Time is comprised of the following two elements –

SPECIFICATION | MARCH 2020 | WWW.OTHM.ORG.UK PAGE 4 OF 22

DELIVERY OF OTHM QUALIFICATIONS

ASSESSMENT AND VERIFICATION

OPPORTUNITIES FOR LEARNERS TO PASS

SPECIFICATION | MARCH 2020 | WWW.OTHM.ORG.UK PAGE 5 OF 22

RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT

EQUALITY AND DIVERSITY

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Tel : +44(0)20 7118 4243

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Learning Outcomes and Assessment Criteria

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process-oriented, dynamic, White-box, Black-box, etc.

Learning Outcomes Assessment criteria Type of Summary

Indicative Reading list

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Learning Outcomes and Assessment Criteria

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● design, marry-to-one vs marry-to-many, flexibility, structure.

Learning Outcomes Assessment Type of assessment Summary

Indicative Reading list

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ADVANCED SYSTEMS ANALYSIS & DESIGN

Learning Outcomes and Assessment Criteria

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● Atern/DSDM Dynamic Systems Design Method, and XP

Learning Outcomes Assessment criteria Type of Summary of

Indicative Reading list

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MANAGEMENT INFORMATION SYSTEMS

Learning Outcomes and Assessment Criteria

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Learning Outcomes Assessment criteria Type of Summary of

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Indicative Reading list

Chaffey D; Wood S (2004) Business Information Management: Improving Performance using

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NETWORK INFORMATION SYSTEMS

Learning Outcomes and Assessment Criteria

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star, ring, bus, mesh, tree, ring.

Learning Outcomes Assessment criteria to Type of Summary of

Indicative Reading list

Blokdyk G (2018) Network information system Standard Requirements. 5Starcooks.

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Learning Outcomes and Assessment Criteria

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Learning Outcomes Assessment criteria Type of Summary of

Indicative Reading list

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