Pearson

BTEC Higher National

qualifications in Computing

Pearson-set Theme and Topic Release

1st September 2023 to 31st August 2024

Unit: 6 Planning a Computing Project

First Teaching from September 2022
First Certification from September 2023

For use with the following qualifications:

Pearson BTEC Level 4

Higher National Certificate in Computing

Pearson BTEC Level 4

Higher National Certificate in Computing for England

Pearson BTEC Level 5

Higher National Diploma in Computing

Pearson BTEC Level 5

Higher National Diploma in Computing for England
(Also for use with Unit 6 – Managing a Successful Computing Project in HNC in Computing, First Teaching Sep 2018)
Edexcel, BTEC and LCCI qualifications
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© Pearson Education Limited 2023
Contents

1 Introduction to theme 1

2 Topic Selection 2

3 Choosing a project type 3

4 Evidence / outcomes 3

5 Employer engagement 4

6 Sharing of good practice 4

7 Resources and useful links 5

1 Introduction to theme
The Pearson-set theme for use with Unit 6: Planning a Computing Project is:

Big Data

Big data is a term that has become more and more common over the last decade. It
was originally defined as data that is generated in incredibly large volumes, such as
internet search queries, data from weather sensors or information posted on social
media. Today big data has also come to represent large amounts of information
generated from multiple sources that cannot be processed in a conventional way and
that cannot be processed by humans without some form of computational
intervention.
Big data can be stored in several ways: Structured, whereby the data is organised into
some form of relational format, unstructured, where data is held as raw, unorganised
data prior to turning into a structured form, or semi-structured where the data will
have some key definitions or structural form, but is still held in a format that does not
conform to standard data storage models.
Many systems and organisations now generate massive quantities of big data on a
daily basis, with some of this data being made publicly available to other systems for
analysis and processing. The generation of such large amounts of data has
necessitated the development of machine learning systems that can sift through the
data to rapidly identify patterns, to answer questions or to solve problems. As these
new systems continue to be developed and refined, a new discipline of data science
analytics has evolved to help design, build and test these new machine learning and
artificial intelligence systems.
Utilising Big Data requires a range of knowledge and skills across a broad spectrum of
areas and consequently opens opportunities to organisations that were not
previously accessible. The ability to store and process large quantities of data from
multiple sources has meant that organisations and businesses are able to get a larger
overall picture of the pattern of global trends in the data to allow them to make more
accurate and up to date decisions. Such data can be used to identify potential
business risks earlier and to make sure that costs are minimised without
compromising on innovation.
However, the rapid application and use of Big Data has raised several concerns. The
storage of such large amounts of data means that security concerns need to be
addressed in case the data is compromised or altered in such a way to make the
interpretation erroneous. In addition, the ethical issues of the storage of personal

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Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 1
data from multiple sources have yet to be addressed, as well as any sustainability
concerns in the energy requirements of large data warehouses and lakes.
The theme will enable students to explore some of the topics concerned with Big Data
from the standpoint of a prospective computing professional or data scientist. It will
provide the opportunity for students to investigate the applications, benefits and
limitations of Big Data while exploring the responsibilities and solutions to the
problems it is being used to solve.

2 Topic Selection
Tutors must choose one topic from the list provided below and decide which type of
project is most suitable for small-scale research. All students must complete the same
topic and project chosen by the tutor, however, if delivering to different cohorts of
students then tutors may select a different topic and project for each cohort.
The Example Assessment Brief for Unit 6: Planning a Computing Project, provides
additional support and guidance for both tutors and students.
Topics:

• Challenges and opportunities of Big Data 6 V’s in modern, large scale

applications.
• Current and future Big Data storage models and implications for local and/or

cloud practices.

• Cyber security risks involved in local and/or cloud-based Big Data storage

systems. Evolution of these risks over time and future risks.

• Current and future legal and ethical implications of storing and processing Big

Data on local and/or cloud-based servers. Harmonising legislation and

policymaking to safeguard big data sustainability.

• Application of Big Data and IoT/AI to potential future developments e.g.,

automated manufacturing, medicine and healthcare, virtual worlds, scientific

research etc.

• The potential of applying cloud computing for processing of large datasets

stored on a cloud system.

• The impact of the application of Big Data Technologies in operational efficiency

in a range of academic, scientific and economic areas.

Pearson BTEC Levels 4 and 5 Higher Nationals in Computing

2 Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023
3 Choosing a project type
You will need to devise a project brief for the student to follow in completion of the
assignment for this unit.
The type of project chosen for the selected topic should allow for a sufficient degree
of research through the existence of adequate background materials and allow for
the depth and breadth of study suitable for a level 4 qualification.
Guidance for tutors is available in the Pearson-set Guidance for Unit 6: Planning a
Computing Project. This provides a range of project types and examples that could be
utilised for a project. The project types provided are not exhaustive or mandatory and
we do encourage tutors to be innovative with their ideas.
Please note that if reasonable adjustments are necessary to meet a specific individual
student need you are able to adjust internal assessments to take this into account. In
most cases, this could be a defined time extension or adjustment in the format of
evidence.
Further details on how to make adjustments for students with protected
characteristics are given in the document ‘Pearson Supplementary Guidance for
Reasonable Adjustment and Special Consideration in Vocational Internally Assessed
Units’ available on our website (http://qualifications.pearson.com).

4 Evidence / outcomes
It is important to recognise that project work is reliant on gathering information/data
that can be analysed. The scale of the project means that there must be time for both
primary and secondary research. An advised model would be to use secondary
research to provide a context for the students to conduct and interpret primary data
collection. The project could then yield data/information that could be compared with
the findings of secondary research information.
In assessing the project, the assessor should be able to see how project objectives
have been met, how students have explored the research material relevant to the
project objective, how students have developed and formulated their outcomes and
answers to the central questions posed by the objectives and what they have learned
in carrying out their project. An important part of the conclusion must be an
awareness of the significance of results. Well edited, focused writing and
presentation, where the key decisions, developments, lines of argument and salient
research are explained succinctly, is preferable to unstructured writing and
presentation where little attempt to select or edit material has been made.
It is important to recognise that there are many different presentation formats and it
is important that students think carefully about the suitability of any presentations for

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Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 3
their target audience, if this is a chosen format. Their presentations should be
appropriate to the audience, both in terms of the nature and level of material they
use and also in terms of length. Students should be guided to produce presentations
that give a succinct account of the main arguments or developments from their
project.
The question and answer session should address issues raised by the presentation,
but also give students an opportunity to review their work.
Students are to submit a completed technical report as evidence for the unit, however
centres would be advised that in addition to their project findings, a project
management plan, a completed logbook and performance review should also be
submitted. The project management plan is designed to define how the project is to
be planned, executed and monitored. The project management plan should give
details of the actions required for the integration and coordination of various
planning activities to carry out the project. The project logbook is designed to
provide evidence of the project development process and ongoing reflection. It should
provide evidence that the student has thought about the direction of their project and
in particular, what problems they encountered and steps they have taken to address
them. The performance review will provide evidence of reflection and evaluation of
the project management process and individual performance.

5 Employer engagement
It is advisable that centres look at the Pearson-set Assignment as an appropriate unit
to embed employer engagement, although this is not a mandatory requirement.
Developing and establishing links with employers enhances the teaching and learning
experience and improve students' employability. Where possible, identifying links with
employers as part of the delivery of the Pearson- set Assignment could lead to
enhancing and supporting student learning. Real-life projects provide students with
the opportunity to develop and acquire appropriate skills, knowledge and expertise
required by employers.

6 Sharing of good practice

An appointed External Examiner (EE) for the centre will ask to sample the Pearson -set
assignment briefs for review as part of the remote sampling request. Although this is
not a mandatory requirement for centres we strongly advise that centres seek
guidance and support from their EE on the Pearson-set assignment. The EE may also
include the Pearson-set units in the centre visit sample of student work.

Pearson BTEC Levels 4 and 5 Higher Nationals in Computing

4 Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023
The EE will review and identify exemplars in all aspects of good practice. Good
practice will focus on current themes that align to QAA Higher Education Reviews:
Innovation
Digital literacy
Student employability and entrepreneurial skills
Employer engagement
Quality of assessment feedback.

7 Resources and useful links

Suggested resources and links that centres may find useful are shown below. Centres
should choose those resources that are relevant for localised use and complement
these with additional resources to support independent research into the chosen
topic.

Useful resources for underlying principles, examples of articles and webinars on the
theme:

Resource Type of
Resourc Resource Titles Links
Number e
https://www.geeksforgeeks.or
Article 6V’s of Big Data g/5-vs-of-big-data/
1
https://www.ibe.org.uk/resou
Article Business Ethics and Big Data rce/business-ethics-and-big-
2 data.html
What is Big Data Security? https://www.datamation.com/
Article Challenges & Solutions
3 big-data/big-data-security/

https://www.oracle.com/uk/bi
Article What is Big Data?
g-data/what-is-big-data/
4
https://www.sciencedirect.co
Magazine Information Sciences m/journal/information-
5 sciences
https://www.sciencedirect.co
Magazine Big Data Research
6 m/journal/big-data-research
Big Data & Investment
7 Report https://tinyurl.com/yff4uenz
Management:

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Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 5
 The Potential to Quantify
Traditionally Qualitative Factors
Big Data Sources & Analysis https://tinyurl.com/2p85d7m
Webinar
8 Webinar b

Big Data In 5 Minutes | What Is

https://www.youtube.com/wa
Video Big Data?| Introduction To Big
tch?v=bAyrObl7TYE
9 Data |Big Data Explained

https://www.youtube.com/wa
Video Challenges of Securing Big Data
tch?v=3xIuIcPzMVs
10

https://www.youtube.com/wa
Video The Importance of Data Ethics
tch?v=gLHMhCtxEYE
11

A Bite-Sized Guide to
Book https://tinyurl.com/38d6thsk
Visualising Data
12
https://www.sciencedirect.co
Business Intelligence Strategy m/book/9780128091982/busi
Book
and Big Data Analytics ness-intelligence-strategy-
13 and-big-data-analytics
Principles and Practice of Big https://www.sciencedirect.co
Data m/book/9780128156094/prin
Book
Preparing, Sharing, and ciples-and-practice-of-big-
14 Analysing Complex Information data
Systems Simulation and
Book Modelling for Cloud Computing https://tinyurl.com/2s3wkehn
15 and Big Data Applications
Big Data in Construction:
https://www.mdpi.com/2504-
Journal Current Applications and
2289/6/1/18
16 Future Opportunities
Big Data with Cloud https://www.sciopen.com/arti
Journal Computing: Discussions and cle/pdf/10.26599/BDMA.2021.
17 Challenges 9020016.pdf
Mobile Big Data
Journal Solutions for a https://tinyurl.com/hpk2zvvw
18 Better Future
The social implications, risks,
https://tinyurl.com/yw593svk
Journal challenges and opportunities of
19 big data
Policy discussion – Challenges
Journal of big data and analytics driven https://tinyurl.com/kyb3j6x7
20 demand-side management

Pearson BTEC Levels 4 and 5 Higher Nationals in Computing

6 Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023
 Explore Big Data Analytics
Applications and
Journal https://tinyurl.com/597j8nd3
Opportunities:
21 A Review
https://www.oracle.com/cl/a/
ocom/docs/what-is-big-data-
Journal What is Big Data?
ebook-4421383.pdf
22
Towards felicitous decision
https://www.sciencedirect.co
making: An overview on
Journal m/science/article/abs/pii/S002
challenges and trends of Big
23 0025516304868
Data
Critical analysis of Big Data https://www.sciencedirect.co
Journal challenges and analytical m/science/article/pii/S014829
24 methods 631630488X

Big Data Security Issues and

Journal https://tinyurl.com/wabx7zya
Challenges
25

IoT Big Data Security and https://ieeexplore.ieee.org/ab

Journal
Privacy Versus Innovation stract/document/8643026
26
https://www.atlantis-
Big Data Security and Privacy
Journal press.com/proceedings/icmcs
Protection
27 -18/25904185
https://journalofcloudcomputi
Big data analytics in Cloud
Journal ng.springeropen.com/articles/
computing: an overview
28 10.1186/s13677-022-00301-w

Additional materials
Pearson-set Report 2018–2019:
https://hnglobal.highernationals.com/sites/default/files/Pearson-set-Report-2018-2019-
final.pdf
Training Video for the RQF BTEC Higher Nationals Pearson-set Assignments:
https://youtu.be/FkQi_l78_tw

The Pearson-set Guidance for Unit 6: Planning a Computing Project should be

read in conjunction with the theme and topic release. It provides advice and
guidance for both tutors and students.
For any further additional support or queries regarding this document, please email
[email protected].

Pearson BTEC Levels 4 and 5 Higher Nationals in Computing

Pearson-set Theme and Topic Release – Issue 1 – March 2023 © Pearson Education Limited 2023 7
March 2023

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