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Exam Number : FSDEV
Exam Name : BCS Foundation Certificate in Systems Development
Vendor Name : ISEB
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One hour 'closed book' with 40 multiple choice questions
Pass mark is 65% (26/40)
Specific learning objectives
A comprehensive range of topics are covered, including:
Introduction to systems development
Life cycle types and their rationales
Business analysis
Requirements engineering
Making a business case
Programming and development approaches
Systems modelling and specification techniques
Systems design
System architecture
Quality and testing
Implementation and changeover
Evaluation and maintenance
Software support tools
Introduction to Systems Development (5%, K2) 7
2. Lifecycle types and their rationales (10%, K2) 7
3. Business Analysis (5%, K2) 8
4. Requirements Engineering (10%, K2) 8
5. Making a Business Case (10%, K3) 9
6. Programming and Development Approaches (10%, K2) 10
7. Systems Modelling and Specification Techniques (10%, K2) 10
8. Systems Design (10%, K2) 11
9. System Architecture (5%, K2) 12
10. Quality and Testing (10%, K2) 13
11. Implementation and Changeover (5%, K2) 14
12. Evaluation and Maintenance (5%, K2) 15
13. Software Support Tools (5%, K2)
This BCS Foundation Certificate in Systems Development is designed for anyone involved in
or affected by the development of IS/IT systems: this extends to Business and Systems
Analysts, Designers, Developers, Testers and other users and practitioners who want an
understanding of the coverage of Systems Development. Candidates will be able to
demonstrate an understanding of the principles systems development and delivery,
including, life cycle approaches, architecture, business analysis, requirements engineering,
systems modelling, design, development, testing, implementation and communication
between the various roles involved in systems development and delivery.
This exam sits below the range of BCS modular Certificates in Systems Development and
the BCS Diploma in Solution Development. It can be used to provide a foundation in the
subject for specialists in other disciplines.
A pass in this Certificate is an optional requirement of the BCS International Diploma in
Systems Development, for candidates wishing to follow that certification pathway later.
Specific Learning Objectives
A comprehensive range of topics are covered, including:
Introduction to Systems Development
Life Cycle types and their Rationales
Business Analysis
Requirements Engineering
Making a Business Case
Programming and Development Approaches
Systems Modelling and Specification Techniques
Systems Design
System Architecture
Quality and Testing
Implementation and changeover
Evaluation and maintenance
Software Support Tools
Syllabus
For each top-level area of the syllabus a percentage and K level is identified. The
percentage is the exam coverage of that area, and the K level identifies the maximum level
of knowledge that may be examined for that area.
1. Introduction to Systems Development (5%, K2)
The objective is to understand the scope of systems development work and its relationship to other associated disciplines.
1.1 What is systems development
1.2 The scope of systems development
1.3 Relationship with other disciplines such as project management, programming, testing, service management, change and configuration management
2. Lifecycle types and their rationales (10%, K2)
The objective is to understand the range of systems development lifecycles, their application, advantages and disadvantages.
2.1 Systems Development Lifecycles
Waterfall model
V model
Incremental model
Spiral model
Unified Process
2.2 For each lifecycle
Principles and rationale
Structure and stages
Advantages
Disadvantages
Selection criteria
Team roles and responsibilities
2.3 Adaptation and customisation of the lifecycles
2.4 Project management and the lifecycles
Responsibilities of project managers in systems development
Difference between project life cycles and systems development life cycles
3. Business Analysis (5%, K2)
The objective is to understand the objectives, activities and deliverables of business analysis
work.
3.1 Definition of Business Analysis
3.2 Holistic discipline
Focus on business problems and opportunities
Bridge between business and IT
3.3 Place of Business Analysis in the development lifecycle
Feasibility study
Requirements analysis
User acceptance testing
Implementation
Post-implementation review/benefits realisation
3.4 Outcomes from Business Analysis
People change
Process change
IT/IS change
Organisation change
4. Requirements Engineering (10%, K2)
The objective is to understand the core activities of the requirements engineering approach
and the techniques used to define, document and manage requirements.
4.1 Key areas of Requirements Engineering
Requirements elicitation
Requirements analysis
Requirements negotiation
Requirements documentation
Requirements validation
4.2 Techniques for requirements elicitation
Workshops
Interviews
Observation
Questionnaires
Scenarios
Prototyping
Document analysis
4.3 For each elicitation technique
Purpose of the technique
Advantages
Disadvantages
4.4 Types of requirements
Functional
Non-functional
4.5 Prioritising requirements
Reasons for prioritisation
Approach to prioritisation
4.6 Managing requirements
Recording requirements documentation
Change control
Version control
Traceability
CASE tools
4.7 Analysing and validating requirements
Feasibility checking
Ensuring the consistency and correctness of the requirements
The validation process and roles
Responsibilities of the reviewers
5. Making a Business Case (10%, K3)
The objective is to understand the purpose of producing a business case and the structure and contents of a business case.
5.1 Feasibility checking
Business feasibility
Technical feasibility
Financial feasibility
5.2 Elements of a business case
Background and context to the business case
Options
Costs and benefits for each option
Impacts of each option
Risks of each option
Recommended actions
5.3 Identifying, evaluating and selecting options
5.4 Principles of cost/benefit analysis
5.5 Principles of impact and risk analysis
6. Programming and Development Approaches (10%, K2)
The objective is to appreciate the different approaches to programming and development of software solutions and identify the key features of each.
6.1 Types of development approaches (these are not necessarily mutually-exclusive)
Agile Approaches
Extreme programming
Iterative and incremental approaches (Dynamic Systems
Development Method)
Exploratory/empirical approaches (Scrum, Adaptive Systems
Development, Crystal, Lean Development)
Feature driven development
Test driven development
Procedural
Waterfall lifecycle
Structured Programming
Object-Oriented approaches
Service Oriented
On Demand Software
Application Service Provider (ASP)
Open source development
Commercial off-the-shelf packages (COTS)
7. Systems Modelling and Specification Techniques (10%, K2)
The objective is to understand the importance of modelling and documentation in the systems development process, to identify the different types models and be aware of the various perspectives they address.
7.1 Reasons for modelling
To aid communication between actors
As a basis for rigorous development
To provide a standard approach
To ensure consistency across the development
To assist in the identification of re-use
To compare the current situation with the required
7.2 Modelling from different perspectives
Examples of models
Modelling perspectives of ‘Why; What; How; When; Who; Where
Modelling static data (top down and bottom up)
Modelling process and business rules
Modelling dynamic behaviour
Modelling user interface
7.3 Cross-referencing different modelling perspectives
Cross-referencing process and data (e.g. CRUD)
Cross-referencing process and objectives
Cross-referencing user roles and processes
7.4 Documentation and specification
Importance of documentation
Documentation configuration management and version control
Keeping documentation up to date
8. Systems Design (10%, K2)
The objective is to recognise the fundamental objectives and principles of good systems design.
8.1 The location of systems design in the systems development lifecycle
8.2 The objectives and constraints of systems design
Objectives reflect many of the software qualities also identified in section
10. They include the need to deliver required functionality, reliability, maintainability, flexibility, expandability, usability, efficiency, re-usability, testability and adherence to standards
Constraints on design include budget, time, skills available, influence of current (legacy) systems, target hardware and software platforms and internal politics
8.3 Input design, input technologies and their application
Keyboard input considerations including data validation and data
verification requirements
Existence check
Range check
Format check
Cross-field (consistency) check
Cost, time and accuracy advantages of direct data input
Direct data input technologies including signals, voice, scanning, Optical Character Recognition (OCR), Magnetic Ink Character Recognition (MICR), Optical Mark Recognition (OMR), bar codes, swipe cards and mouse
Application of direct data input technologies within given scenarios
8.4 Output technologies and their application (screen and form design is covered in the interface design and usability section of the syllabus)
Output design technologies including different types of screens, printers and digital media, public display screens (for example, at bus stops) and mobile telephones
Application of output design technologies within given scenarios
8.5 The objectives and principles of process design
Stepwise refinement – the process of the elaboration of requirements
Expressing processes through the constructs of sequence, condition and repetition
Modularity and the principles of coupling and cohesion
The principles of abstraction, encapsulation and generalisation
8.6 The objectives and principles of data design
The aims and principles (but not conduct) of normalisation
File organisation methods: serial, sequential, index-sequential and random
File access methods: searches, indexes and algorithms
Principles of hierarchical, network, relational and object-oriented database
management systems
8.7 The design of codes
Factors affecting the design of a successful code, including uniqueness, stability, expandability and length
The principles of facetted codes
The use and definition of check digits
8.8 The scope and principles of security design
Physical security of the computer environment
Logical security measures such as passwords
Firewalls, anti-virus software and spy-ware
The function and content of audit trails
Principles of the Computer Misuse Act
Principles of the Data Protection Act
9. System Architecture (5%, K2)
The objective is to recognise the importance of a well-developed architecture as an integral
part of good system development.
9.1 Types of architecture
Enterprise architecture and IT architecture
Systems and application architecture
Data architecture
9.2 Objectives and principles of systems architectures
What is an IT architecture=>
Why is an architecture important=>
Underlying principles of architectures
9.3 Stakeholders and roles in architecture
Customers and sponsors
Service and product providers
Designers and developers
IT architect
9.4 Management of the architecture
Monitoring compliance
Handling change
Evolution of architecture
9.5 The tiered architecture approach to IT system development
The components of an IT architecture
Interface, process and data layers
9.6 Service Oriented Architecture and Service Oriented Development Applications
Services and technologies
Examples of services
10. Quality and Testing (10%, K2)
The objective is to recognise the role of testing through the lifecycle.
10.1 The definition of software quality
The need to meet robustness and reliability requirements
The need to meet functional requirements
The need to meet non-functional requirements, particularly usability
The need for inherent software product qualities such as maintainability,
flexibility and efficiency
10.2 The objectives and limitations of testing
The causes of software defects and the distinction between errors, faults
and failures
The distinction between static and dynamic testing
General testing principles
Testing shows the presence of defects
Exhaustive testing is impossible
The principle and benefits of early testing
The recognition of defect clustering
10.3 The structure and purpose of the static test stages of the V model
Requirements
Functional Specification
Design Specification
Module specification
10.4 The purpose and content of the dynamic test stages of the V model
Component (unit) testing
Component integration testing
System testing
Functional testing
Non-functional testing
User acceptance testing
10.5 Static testing
Reviews and the test process
Informal review
Walkthrough
Technical review
Inspection
10.6 Dynamic testing
Specification-based or black-box techniques
Structure-based or white-box techniques
Experience-based techniques
10.7 Re-testing (confirmation testing)
10.8 Regression testing
Definition and scope of regression testing
Opportunities for automating regression testing
11. Implementation and Changeover (5%, K2)
The objective is to recognise the importance of careful implementation.
11.1 The task of file and data conversion
Technical feasibility of converting data
Alternatives to automatically converting data, such as printing data out and re-entering it
11.2 The principles and problems of data mapping
The principles of data mapping
Common problems in data mapping, such as field type incompatibility, field
length differences, different field structures and absence of required fields in the current system
Approaches to dealing with different field structures (for example, converting from one address field to three address line fields) and issues arising from populating newly defined fields with valid data
11.3 Plan, test and undertake data conversion
Plan the steps and the timing of data conversion
Write and test the data conversion programs
The possible role of an automated test comparator in the testing process
Undertake the actual conversion of live data
11.4 The role of supporting documentation, including user manuals
The role and structure of an online help facility
The role and structure of a printed user guide or user manual
The role and structure of printed operational manuals
The role and structure of technical documentation designed to allow the continuing support of the delivered software
11.5 Approaches to training
Conventional lectures and workshops
Remote mechanisms, such as web-casts and tele-conferencing
Computer-based training (CBT) and e-learning initiatives
11.6 Define training needs and evaluate training effectiveness
Identify current and proposed competencies
Define an appropriate strategy, using approaches to training (11.5), to support the gaining of proposed competencies
Assess the effectiveness of training in supporting these proposed competencies through post-course questionnaires and tests
11.7 Systems implementation
The principles of direct changeover/conversion
The advantages and disadvantages of direct changeover/conversion within a given scenario
The principles of parallel running
The advantages and disadvantages of parallel running within a given scenario
The principles of pilot running
The advantages and disadvantages of pilot running within a given scenario
12. Evaluation and Maintenance (5%, K2)
The objective is to recognise the need to evaluate a delivered system and to enhance it through subsequent maintenance.
12.1 The location of maintenance in the systems development life cycle
Maintenance in abbreviated waterfall and V models
The explicit reference to maintenance in the b model
Maintenance in an iterative environment
12.2 The range of metrics which might be used to evaluate a delivered software product
Characteristics of good metrics (for example, quantifiable, relevant, easy to collect)
Metrics associated with the business objectives of the project (for example, concerned with improving profitability of the organisation)
Metrics associated with the functional fit of the delivered software product (for example, number of corrective maintenance changes raised after implementation)
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10 Web Development Careers To ConsiderEditorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations. A career in web development holds the potential for lifelong learning, requiring professionals to keep up with cutting-edge technology as it constantly changes. Web developers also earn strong salaries and enjoy steady job security. This career also includes the opportunity to create things—in this case, websites and applications, or apps—for people to use on a day-to-day basis. If you’re considering a web developer career, you can explore various paths within the field. Whether you have an eye for design or you enjoy scrutinizing a network for security flaws, web development has a specialization for you. Moreover, many web development careers feature a low barrier to entry. In the following overview, we describe several careers in web development and explain the steps needed to start your journey in the field. Web Development ExplainedWhat is web development? Professionals in this field create and maintain websites and apps. They cover an array of professional responsibilities, from coding and quality assurance testing to database management and security. Dependent on a computer screen and a reliable internet connection, web developers can work in traditional office environments or remotely. However, these professionals often benefit from close collaboration with teammates. Web Development vs. Web DesignWeb development and web design are adjacent fields, and the terms are sometimes used interchangeably. Still, web development is the more technical field of the two, grounded in the coding that underlies every website and app. Types of Web DevelopmentAll salary figures below are courtesy of the U.S. Bureau of Labor Statistics (BLS) or Payscale unless otherwise noted. Computer ProgrammerMedian Annual Salary: $93,000 Required Education: Bachelor’s degree in web development, computer science, information technology (IT) or a related field Job Overview: Computer programmers write, test and update the code that runs computer software and apps. They also handle bug fixes and general troubleshooting. While most computer programmers work in the tech sector, finance, insurance and manufacturing also list computer programming jobs. Database AdministratorMedian Annual Salary: $101,000 Required Education: Bachelor’s degree in computer science, IT or engineering; master’s in web development or a relevant field sometimes preferred Job Overview: Database administrators manage and maintain databases within businesses or organizations like colleges and universities. Because many databases store confidential information, security is a key responsibility for database administrators, as are reliable backups that safeguard against data loss. Graphic DesignerMedian Annual Salary: $50,710 Required Education: Bachelor’s degree in graphic design Job Overview: Using resources such as graphics, layout and typography, graphic designers communicate ideas visually for clients or employers. These professionals must have extensive knowledge of Adobe Photoshop and other imaging software. They should also understand print and digital media. Information Security AnalystMedian Annual Salary: $102,600 Required Education: Bachelor’s degree in IT or a related subject like math or engineering; high school diploma, relevant training and web developer certification sufficient in rare cases Job Overview: Information security analysts protect organizations’ computer networks and systems. They constantly probe these systems for vulnerabilities to improve the data encryption programs, firewalls and other security measures to safeguard sensitive data. Information Systems ManagerMedian Annual Salary: $159,010 Required Education: Bachelor’s degree in a field like computer and information technology or a related subject; master’s degree may be preferred Job Overview: Information systems managers assess an organization’s IT needs and install and maintain critical computer systems. An information systems manager typically handles personnel, budget and security issues and negotiates with vendors over software and hardware. Information Technology SpecialistMedian Annual Salary: $57,910 Required Education: Bachelor’s degree in computer science, IT or business; web developer associate degree and certification in information security, networking and/or server administration sometimes sufficient Job Overview: IT specialists help computer users and organizations by maintaining networks and security, updating and debugging software, and providing tech support to individual users. Mobile Application DeveloperAverage Annual Salary: Approximately $78,000 Required Education: Bachelor’s degree in computer science or IT systems Job Overview: Mobile application developers build apps to run on smartphones and tablets. In addition to knowing several programming languages, mobile app developers should understand specialized areas like cloud storage and wireless networks. User Experience DesignerAverage Annual Salary: Approximately $78,300 Required Education: Bachelor’s degree or associate degree plus certification and work experience Job Overview: User experience (UX) designers create user interfaces for websites and apps. Effectively the conduit between the web developers, users and other stakeholders within an organization, UX designers optimize interfaces for the user. Web DesignerMedian Annual Salary: $78,300 Required Education: Bachelor’s degree in graphic design or computer science; associate degree plus relevant professional experience and a strong portfolio sometimes acceptable Job Overview: Web designers create the look and feel of a website: its graphic elements, layout and navigation. They regularly collaborate with web developers, an adjacent role, to integrate a site’s design with its technical constraints. Web DeveloperMedian Annual Salary: $78,300 Required Education: Bachelor’s in computer science or an associate degree plus relevant work experience and/or professional certification in web development or software engineering Job Overview: Web developers convert a web designer’s plan into a working website. Specializations in the field include front-end, back-end and full-stack web development, as well as the design and development of mobile apps. For more information, check out our guide on how to become a web developer. Frequently Asked Questions (FAQs) About Web Development Careers What is a career in web development?Web development professionals build and maintain websites, constantly staying current with relevant technology. According to the BLS, web developers earn a median annual salary of $79,900. Their employment is projected to grow by 23% between 2021 and 2031—much faster than average. Is web development a hard career?It depends. If you love working with computers and have the aptitude to learn code, you might find web development to be an intellectually stimulating profession. This job continually challenges you to learn new software and keep up with technological innovations. How do I start a career in web development?A bachelor’s degree in computer science or information technology is the standard entry point for web development. Alternatively, you can earn a relevant associate degree and gain professional experience. Some web developers launch their careers by completing online bootcamps or professional certification programs. Certificate in Positive Youth DevelopmentCourse Course Title Credit APSY6420Positive Youth Development Applied Developmental Science (ADS) uses research about human development to inform programs and policies pertinent to topics of social importance. Students will integrate readings about and class discussions of ADS theory and research with information about community-based programs. The focus of this class will be a discussion and analysis of the role of developmental research and, in particular from longitudinal research (for example, the 4-H Study of Positive Youth Development), in framing applications (programs and policies) for promoting positive development among youth. In addition to an overview of the theoretical models that are the bases of the PYD perspective, the course will present the work of researchers who have conducted applied developmental studies of adolescents and their ecological settings in order to advance understanding of how individuals and context are involved across the adolescent years in providing a basis for both healthy and problematic development. 3 APSY7419Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions; (2) central developmental tasks of adolescence; (3) primary contextual influences; and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. 3 APSY8620Social Issues & Social Policy Examines a range of social issues relevant to children and families and the social policies directed at such issues. Discusses policy creation, implementation and evaluation, and considers the roles of advocacy, research and politics. Addresses how current social policies impact children and families and compares U.S. policies to those in other industrialized countries. Likely topics include poverty, economic redistribution, work/family balance, early childhood education, educational reform, and other issues. The seminar aims to help students think critically about the political and empirical issues involved in assessing social issues and developing and evaluating social policies. 3Students will choose one of the following electives: Course Course Title Credit APSY7404College Student Development An intensive introduction to student development, this course focuses on interdisciplinary theories of intellectual and psychosocial change among late adolescent and adult learners in post-secondary education. Research on student outcomes is also covered. Special attention is paid to the implications of ethnicity, age, gender, and other individual differences for the development of students. Course projects include individual and collaborative opportunities to relate theory to professional work with college students. 3 APSY7518Issues in Lifespan Development This course addresses the major psychological and socio-cultural issues in development from childhood through adulthood. The theory, research, and practice in the field of life span development are examined and evaluated. 3 APSY7528Multicultural Issues Assists students to become more effective in their work with ethnic minority and LGBT clients. Increases students' awareness of their own and others' life experiences, and how these impact the way in which we approach interactions with individuals who are different from us. Examines the sociopolitical conditions that impact individuals from ethnic and non-ethnic minority groups in the U.S., and presents an overview of relevant research. 3 EDUC6307Teachers & Education Reform Issues of school reform are constantly in the media--high-stakes testing, charter schools, the Common Core. At the heart of these reforms are teachers and the work they do with students in their classrooms. In this course, students look in-depth at the nature of teaching and learning in schools and classrooms. In particular, the course attends to issues and practices linked to current efforts at educational reform, approaching these matters through active inquiry and experiential enactment of such practices. Focused reflection is also a central component of this class. 3 ELHE7606Diversity in Higher Education The purpose of this course is to provide students with the opportunity to examine the theoretical scholarship and empirical research on race, class, and gender in American higher education. The course readings are interdisciplinary in nature and require students to identify research claims and their relationship to higher education practice and policy in the U.S. We explore such issues as admissions and affirmative action policy, sexual harassment, access, and financial aid practices. 3 ELHE7727Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. Topics include community schools/full service schools, parent involvement models, increasing the involvement of diverse families, grassroots organizing for community development, after school/OST (Out of School Time) programs, and school board-community relations. 3 APSY7530Sport Psychology This graduate course explores the science and practice of sport and exercise psychology with two applied themes: sport-based youth development and sport for social justice. Course content will include individual factors such as personality, motivation, anxiety, exercise adherence, and addictive and unhealthy behaviors, as well as social and environmental factors such as group cohesion, coaching efficacy, parental influence, and character development. The course will challenge students to connect principles of sport and exercise psychology to sport-based youth development and sport for peace and social justice. Therefore, aspects of the course will also utilize a sociological/sociocultural lens. Discussions and assignments will explore practical implications for various applied psychology settings including schools, communities, and sport and recreation organizations. 3 APSY 7448Career Development This course provides students with a comprehensive introduction to the theoretical and practice aspects of career development and the psychology of working. Students learn existing theories and related research pertaining to the vocational behavior of individuals across the life span. Through readings, case discussions, and lectures, students learn how to construct effective, ethical, and humane means of helping people to develop their work lives to their fullest potential. 3Certificate in Educational Policy DevelopmentThe Certificate in Educational Policy Development will prepare students to: |
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