HND in Digital Tech for England: Software Developt & Prog (HTQ)

You will study these units:

Year 1

• Professional practice in the digital economy
• Innovation and digital transformation
• Cyber security
• Programming
• Big data and visualisation
• Networking in the cloud
• Database design and development
• Software development lifecycles

Year 2

• Internet of things
• Emerging technologies
• Work based learning in the digital economy
• Data structures and algorithms
• Advance programming
• Risk analysis and systems testing
• Digital sustainability

• 48 UCAS points
• A BTEC Level 3 qualification in Computing or IT related courses
• A GCE Advanced Level profile that demonstrates strong performance in a relevant subject or adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C (or equivalent) and/or 9 to 4 (or equivalent) in subjects such as maths and English
• Other related Level 3 qualifications such as, Level 3 T Level qualification
• An Access to Higher Education Diploma from an approved further education institution
• Relevant work experience, or an international equivalent to the above qualifications.

Pearson Recognition of Prior Learning policy means that students’ previous learning and experience can be taken into account, and they may be awarded certain qualifications or units of a qualification based on that learning or experience.

1.Written Assignments

• Research-based reports, technical documentation, and design specifications.
• Commonly used for units such as Professional Practice, Software Development Lifecycles, and Emerging Technologies, where learners justify design decisions and document coding standards.

1. Practical Coding Projects

   • Development of software applications, web solutions, and API integrations.
   • Includes tasks such as coding in Python, Java, or C#, implementing algorithms, and building secure, scalable systems.
   • Projects often simulate real-world scenarios, requiring learners to apply agile methodologies and ver-sion control tools (e.g., Git).

2. Case Studies & Problem-Solving

   • Real-world programming challenges, such as debugging complex systems or optimising algorithms.
   • Applied in units like Risk Analysis & Systems Testing, Database Design, and Cloud Networking.

3. Presentations & Viva

   • Oral presentations of software prototypes, system architecture, or testing strategies.
   • Demonstrates ability to communicate technical concepts clearly to stakeholders.

4. Group Work

   • Collaborative development projects simulating team-based environments.
   • Learners work in roles such as front-end developer, back-end developer, and QA tester, applying SCRUM or Kanban frameworks.

5. Work-Based Evidence

   • For learners on placement or employer-led projects, evidence of applied programming skills in a pro-fessional setting.
   • May include contributions to live coding projects, API development, or software testing cycles.
6. Digital Portfolio
   • Compilation of code samples, GitHub repositories, and reflective logs.
   • Supports employability by showcasing practical programming skills and project experience.

During this course, you will develop advanced programming and software engineering skills, preparing you for a wide range of careers in the rapidly evolving digital technologies sector. Whether you aim to become a Software Developer, Application Programmer, Web Developer, or progress into roles such as Systems Analyst or DevOps Engineer, this comprehensive programme will equip you with the expertise to succeed in a dynamic and innovative industry. You will gain practical understanding of coding in languages such as Python, Java, and C#, software development lifecycles, API integration, cloud-based solutions, and secure coding practices—skills that employers value highly in today’s digital economy. Upon successful completion of this qualification, you will graduate with a Pearson BTEC Higher National Diploma (HND) in Digital Technologies – Software Development and Programming Pathway, enabling you to:

• Enter employment in software development, application programming, or web development roles
• Progress within your current role and take on greater responsibilities in digital transformation projects
• Move on to a top-up degree in Software Engineering, Computing, or related disciplines
• Explore professional certifications such as AWS Developer, Microsoft Azure Developer Associate, and CompTIA Security+ This programme combines industry-aligned content, practical coding projects, and vendor-supported tools, ensuring you are job-ready and future-focused.

2 years

Year 1 (All units are Core or Specialist)

**Unit 1: Professional Practice in the Digital Economy88 The aim of this unit is to develop learners’ understanding of how technological change and the Fourth Indus-trial Revolution are transforming work environments, and to equip them with the professional, transferable, and communication skills required for success in a digital economy. Learners will explore the evolution and impact of digital technologies on workplace practices, examine the importance of continuous professional de-velopment, and apply problem-solving strategies in varied contexts. Through this, they will build resilience, creativity, and innovation while learning to collaborate effectively, give and receive feedback, and plan for career progression. On completion, learners will be able to justify the application of these skills in solving complex problems and make informed recommendations for their own professional development, ensuring readiness for roles in the dynamic digital sector.

Unit 2: Innovation & Digital Transformation The aim of this unit is to provide learners with a comprehensive understanding of digital transformation and its impact on modern business operations. Learners will explore how organisations integrate digital technologies across all areas to enhance efficiency, agility, and customer value, while driving innovation and cultural change. The unit focuses on key frameworks, tools, and tech-niques used to implement digital transformation strategies, including operational agility, leadership, customer experience, and technology integration. By examining these elements, learners will develop the knowledge and skills required to support business-es in adapting to market changes and leveraging digital solutions to maximise return on investment (ROI). This will prepare learn-ers for roles that require strategic thinking, problem-solving, and the ability to manage transformation projects in a dynamic digital economy.

Unit 3: Cyber Security The aim of this unit is to develop learners’ understanding of cyber threats, vulnerabilities, and defence strategies within the digital technologies sector. Learners will explore the nature of cybercrime, attack vectors, and threat actors, as well as the principles of information assurance and incident response. The unit provides a foundation in both fundamental and advanced cybersecurity concepts, including hardening methods, risk assessment, and strategic approaches to maintaining cyber resilience. By examining roles and responsibilities in safeguarding ICT infrastructure, learners will gain the knowledge and practical skills required to identi-fy, assess, and mitigate security risks. On completion, students will be able to justify the application of cybersecurity measures, recommend effective defence techniques, and demonstrate awareness of the importance of individual and organisational respon-sibility in protecting digital assets.

Unit 4 Programming The aim of this unit is to introduce learners to the fundamental principles of programming and algorithm design, enabling them to develop practical skills for creating efficient solutions to computational problems. Learners will explore the role of algorithms in problem-solving, understand core programming constructs such as sequence, selection, and iteration, and apply these within dif-ferent programming paradigms, including procedural, object-oriented, and event-driven approaches. The unit also covers essen-tial concepts such as data types, control structures, security considerations, and the use of an Integrated Development Environ-ment (IDE) for coding and debugging. By the end of the unit, learners will be able to design, implement, and test algorithms in a chosen programming language, while developing transferable skills such as critical thinking, analysis, and problem-solving that are vital for employment and academic progression in the digital technologies sector.

Unit 5 Big Data & Visualisation The aim of this unit is to develop learners’ understanding of big data concepts and the role of data visualisation in transforming complex information into actionable insights for decision making. Learners will explore industry-leading tools and software for ana-lysing, manipulating, and presenting data, while examining the ethical, legal, and compliance responsibilities of data specialists in a rapidly evolving digital environment. The unit will enable learners to investigate how data-driven strategies support organisational goals, assess challenges in building an ethical data culture, and apply practical techniques to query, summarise, and visualise large datasets. By the end of the unit, learners will be able to demonstrate proficiency in using data analytics and visualisation tools, criti-cally evaluate their application in business contexts, and develop transferable skills such as problem solving, analysis, and interpre-tation—essential for careers in the digital technologies sector.

Unit 6: Networking in the Cloud The aim of this unit is to provide students with a comprehensive understanding of cloud networking principles and technologies, including operational concepts, protocols, standards, and security considerations. It equips learners with the foundational knowledge required to design, implement, and manage network infrastructures that support cloud-based communication and services. Students will explore LAN, WAN, and scalable network systems, configure cloud solutions, and develop practical skills in routing, switching, IP services, and trouble-shooting. By completing this unit, learners will gain the technical and analytical competencies essential for roles in cloud support, cybersecurity, and cloud software development, while also enhancing transferable skills such as critical thinking, problem-solving, and communication.

Unit 10: Database Design & Development Organisations depend on their databases for providing information that is essential for their day-to-day operations and to help them take advantage of today’s rapidly growing and maturing e-commerce opportunities. An understanding of database tools and technologies is an essential skill for designing and developing systems to support them. As applications get increasingly more so-phisticated, database systems continue to demand more complex data structures and interfaces. Most organisations collect and store large volumes of data, either on their own systems or in the cloud, and this data is used not just for the operational running of their business but is also mined for other more intelligent and complex applications. Databases stand as the back-end of most sys-tems used by organisations for their operations. Database design and development is a fundamental and highly beneficial skill for computing students to master, regardless of their specialism. The aim of this unit is to give students opportunities to develop an understanding of the concepts and issues relating to database design and development. It will also provide the practical skills need-ed to be able to translate that understanding into the design and creation of complex databases. Topics covered in this unit are: examination of different design tools and techniques; examination of different development software options; consideration of the development features of a fully-functional robust solution covering data integrity, data validation, data consistency, data security and advanced database querying facilities across multiple tables; appropriate user interfaces for databases and for other external-ly linked systems; creating complex reports/dashboards, testing the system against the user and system requirements; and ele-ments of complete system documentation.

Unit 11: Software Development Lifecycles The aim of this unit is to provide learners with a comprehensive understanding of software development lifecycles and their appli-cation in creating secure, high-quality software solutions. Learners will explore different lifecycle models, including iterative and sequential approaches, and evaluate their suitability for various project environments. The unit focuses on developing practical skills in applying lifecycle methodologies, from initial feasibility studies and requirements gathering through to analysis, design, implementation, and testing. Students will gain experience in using tools and techniques relevant to chosen methodologies and learn how to make informed decisions at each stage of the development process. By the end of the unit, learners will be able to implement a software development lifecycle within a suitable framework, demonstrating critical thinking, problem-solving, and technical competence essential for professional practice in the digital technologies sector.

Year 2 Unit 19: Business Intelligence-C The aim of this unit is to provide learners with the knowledge and practical skills to understand, develop, and apply business intelli-gence tools and techniques for effective decision-making. Learners will explore how organisations capture, process, and convert data into meaningful information that drives operational efficiency and strategic planning. The unit introduces key concepts such as data mining, data integration, data quality, and data warehousing, alongside modern business intelligence technologies and appli-cations. Students will learn to design and implement a business intelligence solution, apply analytical techniques to solve business problems, and evaluate the impact of business intelligence on organisational performance. By the end of the unit, learners will ap-preciate the role of business intelligence in optimising processes and adapting to market changes, while developing critical skills such as analysis, reasoning, interpretation, and communication—essential for careers in data analytics and digital technologies.

Unit 20: Internet of Things-C The aim of this unit is to provide learners with a comprehensive understanding of the Internet of Things (IoT), its underlying tech-nologies, and its role in creating smart, interconnected systems. Learners will explore the principles, terminology, and architecture of IoT, including hardware, software, data platforms, and services that enable IoT functionality. The unit focuses on designing, building, and simulating IoT applications, while addressing key challenges such as security, privacy, and integration within wider ecosystems. Students will also examine the impact of IoT on society and business, and evaluate solutions to common problems aris-ing from large-scale adoption. By the end of the unit, learners will be able to apply IoT methodologies to develop innovative appli-cations, demonstrate technical and analytical skills, and critically assess ethical and operational considerations—preparing them for careers in IoT development and digital technologies.

Unit 21: Emerging Technologies-C The aim of this unit is to develop learners’ understanding of emerging technologies and their potential to disrupt industries, trans-form business practices, and influence societal progress. Learners will explore the characteristics of technologies that demonstrate radical novelty, rapid scalability, and significant commercial or social impact. The unit examines current trends, classifications, and terminology, as well as the convergence of technologies and their implications for software development and organisational strat-egy. Students will critically assess the advantages, disadvantages, and ethical considerations of adopting emerging technologies, while evaluating their potential to solve problems, improve efficiency, and create new opportunities. By the end of the unit, learn-ers will be able to analyse the impact of emerging technologies on business and technology ecosystems, demonstrate awareness of future trends, and apply critical thinking and design approaches to anticipate innovation—equipping them with skills essential for careers in digital transformation and technology leadership.

Unit 22: Work-based Learning in the Digital Economy-O The aim of this unit is to enable learners to gain practical experience and insight into professional practices within the digital tech-nologies sector through structured work-based learning. Learners will explore the importance of continuous professional devel-opment and the role of workplace learning in adapting to technological, legislative, and industry changes. The unit provides a framework for students to engage in real or simulated industry environments, applying technical skills alongside professional be-haviours such as teamwork, communication, and problem-solving. Learners will define the scope and objectives of their work-based learning experience in collaboration with tutors and employers, and will record and reflect on their activities to contextualise learning. By the end of the unit, students will understand industry structures, employment patterns, and the value of experiential learning for career progression, while developing transferable skills essential for success in the digital economy.

Unit 26: Data Structures & Algorithms – S Knowing how to implement algorithms and data structures that solve real problems, and knowing the purpose, complexity and use of algorithms is part of an essential toolkit for software engineers. An algorithm is a sequence of instructions used to manipulate data held in a structured form and together with data structures constitute design patterns for solving a diverse range of computer problems, including network analysis, cryptography, data compression and process control. This unit introduces students to data structures and how they are used in algorithms, enabling them to design and implement data structures. Students are introduced to the specification of abstract data types and will explore their use in concrete data structures. Using this knowledge, students should be able to develop solutions by specifying, designing and implementing data structures and algorithms in a variety of pro-gramming paradigms for an identified need. Among the topics included in this unit are abstract data types specification, formal data notations, data encapsulation, complex data structures, programming language implementations using handles, pointers, classes and methods, algorithm types, data structure libraries, algorithm complexity, asymptotic testing and benchmarking. On completion of this unit, students should be able to identify program data requirements, specify abstract data types using a formal notation, translate into concrete data structures and be able to develop, using a programming paradigm, different sorting, search-ing and navigational algorithms that implement complex data structures and evaluate their effectiveness. As a result, students will have developed skills such as communication literacy, critical thinking, analysis, synthesis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Unit 27: Advance Programming - S The aim of this unit is to enable learners to develop advanced programming skills by applying object-oriented principles and design patterns to create efficient, maintainable, and industry-standard software solutions. Learners will explore key features of modern programming languages—such as polymorphism, encapsulation, inheritance, abstract classes, interfaces, generics, and contain-ers—alongside best practices for software design and reusability. Through practical coding and modelling using Unified Modelling Language (UML), students will gain the ability to write robust, scalable applications and deepen their understanding of professional software development methodologies. Successful completion of this unit will equip learners with technical competence and trans-ferable skills such as critical thinking, analysis, and problem-solving, essential for employment and academic progression.

Unit 28: Risk Analysis and Systems Testing-S The aim of this unit is to equip learners with the knowledge and practical skills to apply risk-based testing (RBT) methodologies in software development. Learners will explore how to prioritise testing activities based on the likelihood and impact of system fail-ure, ensuring efficient use of resources and improved software quality. The unit introduces key concepts such as risk classification, risk matrices, test planning, priority test cycles, coverage analysis, and security testing. Students will learn to design and imple-ment a comprehensive RBT procedure for a medium-sized application, document results, and evaluate the effectiveness of both the application and the testing strategy. By the end of the unit, learners will be able to apply industry-standard RBT techniques to optimise testing processes, reduce risk, and enhance system reliability, while developing critical thinking, analytical, and problem-solving skills essential for professional practice in software quality assurance.

Unit 41: Digital Sustainability-O The aim of this unit is to develop learners’ understanding of sustainability challenges within the digital technologies sector and the role of technology in supporting a low-carbon economy. Learners will explore key issues such as resource management, ethical practices, supply chain impact, and climate considerations, alongside the global frameworks that define sustainable development. The unit emphasises the interdisciplinary nature of sustainability, requiring collaboration between technologists and stakeholders across engineering, science, policy, and finance. Students will investigate current digital technology solutions, evaluate their envi-ronmental and social impact, and assess strategies for creating sustainable practices in design, development, and deployment. By the end of the unit, learners will be able to critically analyse sustainability issues, propose low-impact digital solutions, and demon-strate awareness of ethical and legislative responsibilities—equipping them with the knowledge and skills to contribute to a more sustainable digital future.

Keynote: C- Core Mandatory, S – Specialist Mandatory and O- Optional

You may be eligible to a student loan to cover your fees and maintenance. This loan is available from the Government via Student Finance England. The?GOV UK student finance steps website has full details, and you can use their calculator to see what help you may be entitled to.? You should do this as soon as possible to ensure your funding is in place for the start of your course.

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet. These include:

• Textbooks
• Travel to other sites - Where required
• Library Fees and Fines - If you fail to return loaned items within the required time, you will be responsible for the cost of any fees or fines applicable
• Printing and photocopying - You will need to cover the cost of any printing or photocopying undertaken to support your learning