WM278-30 Software Development Life Cycle
Introductory description
With the increasing trend across the industry, software engineering skills such as Cloud Computing, DevSecOps including CI/CD and Containerisation, Full-Stack Development, Microservices Architecture, Security, etc. are becoming a vital part of any product development. It goes hand-in-hand with the integration of the mechatronics hardware devices, which is becoming crucial for many sectors, not just the software industry.
This module contributes to AHEP 4 learning outcomes for Partial CEng and BCS accreditation criteria for Full CITP as referenced in the learning outcomes.
Module aims
The aim of this module is to cover the main phases of the software development life cycle including requirements analysis, design, development, testing, and deployment. This involves analysing user requirements, defining functional and non-functional requirements, and subsequently designing a system architecture that aligns with these gathered requirements. In particular, this module introduces the use of various UML diagrams such as use case diagrams to capture user interactions with contexts, class diagrams for illustrating system structure, sequence diagrams for depicting the flow of interactions between system components.
This module also explores key software process models including the Agile Manifesto, Scrum, XP, Lean, and Kanban and aims to gain a deeper understanding of different software design models to effectively manage projects in software development. More importantly, by engaging in a series of carefully designed work-based projects and case studies, the module aims to deliver to students the software development mindset, which allows them to apply to real-world problems using tools and techniques for managing changes in software, code, and documentation.
In this module you will seek to reflect on your own learning and experience in terms of knowledge, skills, behaviour and professional engineering development through an analysis of your individual work-based development.
Learners will be taught to manage their own professional development as engineers / IT professionals (as individuals, team members or leaders), by introducing them to reflective practice and the UK Standard for Professional Engineering Competence (UK SPEC) / Chartered IT Professional (CITP) standard.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
Importance of Software Engineering
Software development methodologies
Stages of software development life cycle
Gathering and analysing requirements
Functional and non-functional requirements
Software Design using UML
Designing the Software using UML
Use Case diagram
Activity diagram
Sequence diagram
State diagram
Deployment diagram
Class diagram
Overview of software quality assurance
Defining quality: requirements and specifications
Security as a fundamental aspect of quality
Quality by design: building in quality
Program verification technologies and methods
Inspections and code reviews
Software testing
Software configuration control
Requesting, evaluating, and approving software changes
Implementing software changes
Software documentation
Generate documentation from the code
Writing user manual
Software process modelling
The Agile Manifesto
Sprint management
XP values and principles
Pair programming
Test-driven development
Continuous integration
Coding standards
Lean Software Development
Kanban
Measure and manage workflow
Combining Agile with traditional software development
Enterprise Agility
Learning outcomes
By the end of the module, students should be able to:
- Reflect on their own learning and experience in terms of developing Knowledge, Skills, Behaviours and Professional Engineering / IT Competences to demonstrate their work-based development. [AHEP:4 - C18] [CITP: 2.1.13].
- Analyse and define project requirements to recognise key software processes used in software development [CITP: 2.1.2, 2.1.10, 2.2.4].
- Demonstrate software design process by effectively producing artefacts and contexts to optimise process workflow [CITP: 2.1.1, 2.1.3, 2.1.7, 2.1.8].
- Apply the range of software techniques, tools, and methods to improve configuration management, version control and software build [CITP: 2.1.12, 2.2.5].
- Distinguish between key different design patterns and software testing strategies, and effectively apply these patterns and testing solutions to a project [AHEP:4 - C6] [CITP: 2.2.1].
Indicative reading list
- I. Sommerville, “Software Engineering”, Pearson education, 2016, ISBN: 9781292096131
- R. Stephens, “Beginning Software Engineering”, Indiana: Wrox 2015, ISBN: 9781118969168.
- Andrew Stellman, Jennifer Greene: “Learning Agile: Understanding Scrum, XP, Lean, and Kanban”, 2014, ISBN: 9781449331924.
- Jonathan Rasmusson: “The agile samurai: how agile masters deliver great software”, 2010, ISBN: 9781934356586
Subject specific skills
Contributes to the occupational standard for Digital and Technology Solutions Professional (ST0119):
- Apply relevant standard processes, methods, techniques and tools. For example, ISO Standards, Waterfall, Agile in a digital and technology solution project (S5).
- Manage digital and technology solutions projects. For example, identifying and resolving deviations from specification, applying appropriate Project Management methodologies (S6).
- Work effectively within teams, leading on appropriate digital technology solution activities (S7).
- Initiate, design, implement and debug a data product for a digital and technology solution (S10).
Transferable skills
- Teamwork (Operate within, and contribute to, a respectful, supportive and cooperative group climate. Sensitive to the impact of actions on others.)
- Digital Literacy (Has the capabilities that enable living, learning and working in a digital society. Comfortable with using digital media to communicate, solve problems, manage information, collaborate, create and share content.)
- Problem Solving (Use rational and logical reasoning to deduce appropriate and well-reasoned conclusions. Retain an open mind, optimistic of finding solutions, thinking laterally and creatively to look beyond the obvious. Knows how to learn from failure.)
- Critical Thinking (Recognise patterns, themes and key messages from sometimes confused and incomplete data. Make informed decisions on the value of a range of sources allowing an evidence based conclusion based on this analysis.)
- Professionalism (Prepared to operate autonomously. Aware of how to be efficient and resilient. Manages priorities and time. Self-motivated, setting and achieving goals, prioritising tasks)
- Information Literacy (Critical awareness of how information is gathered, used, managed and synthesised. Understanding of the relative value of different sources and the importance of provenance. The systematic collection, analysis and evaluation of information in the investigation of a topic.)
Study time
| Type | Required |
|---|---|
| Lectures | 20 sessions of 1 hour (7%) |
| Seminars | 5 sessions of 1 hour (2%) |
| Tutorials | 5 sessions of 1 hour (2%) |
| Work-based learning | 30 sessions of 1 hour (10%) |
| Online learning (scheduled sessions) | 30 sessions of 1 hour (10%) |
| Online learning (independent) | 10 sessions of 1 hour (3%) |
| Other activity | 10 hours (3%) |
| Private study | 70 hours (23%) |
| Assessment | 120 hours (40%) |
| Total | 300 hours |
Private study description
Private study and independent learning possibly include:
- Pre-block reading list given on Moodle to encourage flipped learning approach
- Pre-block online Quizzes
- Post block reading list published on Moodle that helps students to do Individual projects.
- Post-block activities released on Moodle.
- Post block online Quizzes for revision
- Post-block reading list on will be published to encourage the outperforming students
- Online forum for discussing queries with course peers and tutor.
- Online consulting session for providing one to one support to help struggling students.
- Distance learning support using technology enhanced learning.
Other activity description
Online support and consultancy in support of assessments and group project work.
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group A2
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
| Work-based Development | 25% | 30 hours | Yes (extension) |
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Analysis of an individual work-based development, which will include reflection on learning and experiences during the year. |
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| Software Design Specification | 25% | 30 hours | Yes (extension) |
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This assessment includes understanding of the given scenario for a system and further exploring the system specification based on the given initial requirements. |
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| Software Development | 50% | 60 hours | Yes (extension) |
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This assessment includes a written report (up to 3000) and plus system development based on the report (a half of the assessment time required).
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Feedback on assessment
Please use the following as guidance and update as necessary:
- verbal feedback given during seminar/tutorial sessions
- formative feedback on the individual contributions
- written feedback on the final reports
Courses
This module is Core for:
- Year 2 of UWMS-H65E Undergraduate Digital and Technology Solutions (Cyber)
- Year 2 of DWMS-H655 Undergraduate Digital and Technology Solutions (Cyber) (Degree Apprenticeship)
- Year 2 of UWMS-H65B Undergraduate Digital and Technology Solutions (Data Analytics)
- Year 2 of DWMS-H652 Undergraduate Digital and Technology Solutions (Data Analytics) (Degree Apprenticeship)
- Year 2 of UWMS-H65C Undergraduate Digital and Technology Solutions (Network Engineering)
- Year 2 of DWMS-H653 Undergraduate Digital and Technology Solutions (Network Engineering) (Degree Apprenticeship)
- Year 2 of UWMS-H65D Undergraduate Digital and Technology Solutions (Software Engineering)
- Year 2 of DWMS-H654 Undergraduate Digital and Technology Solutions (Software Engineering) (Degree Apprenticeship)