Unit 24 Technical Fundamentals for Computing Professionals Assignment Brief 2026

Unit 24 Technical Fundamentals for Computing Professionals Assignment Brief

Unit in Brief

Learners will study the core knowledge and skills required to make them effective members of an IT workplace. They will design and create a computer infrastructure solution to meet client requirements.

Unit introduction

Organisations are increasingly reliant on IT to perform everyday tasks, deliver goals and ensure customers’ needs are met. This means that delivery of high-quality computing solutions is vital for an organisation to be successful, and these are increasingly integrated into every aspect of an organisation. Modern computing professionals are increasingly required to perform many different roles, are integrated into larger teams and interact with a wide range of stakeholders. To be effective in any of these roles, computing professionals should have a core set of key skills. These key skills can be technical in nature, but often require an understanding of wider issues that impact not only the ogranisation that they work for, but on society as a whole.

In this unit, you will first explore the basic coding and scripting skills that will be useful in a range of technical roles. You will explore the fundamentals of coding and explore how to use shell scripting to perform and automate work tasks. You will then explore wider issues relating to the use of technology that can impact on the workplace. Finally, you will learn about network infrastructure and how to design a network and related systems to meet identified needs.

This unit builds on knowledge from Unit 1: Information Technology Systems – Strategy, Management and Infrastructure and Unit 11: Cyber Security and Incident Management.

The analytical and problem-solving skills and knowledge that you develop in this unit will prepare you for entry to higher education to study a range of degrees. This unit will also help you to progress to an IT apprenticeship or to employment, for example as a junior software developer.

Learning Aims

In this unit, you will:

A. Explore the mathematics, logic and processes of computer systems

B. Investigate issues relating to the use of digital systems

C. Design a computer infrastructure solution.

Summary of Unit

Assessment Criteria

Essential information for Assignments

The recommended structure of assessment is shown in the unit summary, along with suitable forms of evidence. Section 6 Internal assessment gives information on setting assignments and there is also further information on our website.

There is a maximum number of three summative assignments for this unit.

The relationship of the learning aims and criteria is:

Learning aim A: (A.P1, A.M1, A.D1)

Learning aim B: (B.P2, B.P3, B.M2, B.D2)

Learning aim C: (C.P4, C.P5, B.M3, C.D3)

Essential Information for Assessment Decisions

Learning aim A

For Distinction standard, learners will produce a set of shell scripts that would automate a number of administrative tasks and computer programs (code) for that demonstrate a comprehensive understanding of a range of fundamental coding conventions. Learner solutions will have efficient and logical structures, and will make use of precise logic and programming constructs throughout. The scripts and code will result in consistently correct outcomes. Where appropriate, the code will handle user errors and rogue inputs effectively to ensure highly robust code.

The solutions will provide an excellent user experience through the appropriate use of effective input handling, informative guidance and messages to the user, and effective output formatting.

Learners will provide well-organised and clear evidence that show the scripts and code created, the purpose of each and the operations carried out.

For Merit standard, learners will produce a set of shell scripts that would automate a number of administrative tasks and computer programs (code) that demonstrate a good understanding of a range of fundamental coding conventions. At this level, the scripts and code will have logical structures, but may not always be the most efficient solution. Learner solutions will make use of precise logic and programming structures which result in correct outcomes. Where appropriate, the code solutions will handle a range of user errors and rogue inputs to ensure a fairly robust program, but some minor issues may persist.

The solutions will provide a good experience through the use of mostly effective input handling, generally informative guidance and messages to the user, and mostly effective output formatting.

Learners will provide evidence that shows the scripts and code created, the purpose of each and the operations carried out.

For Pass standard, learners will produce a set of shell scripts that would automate a number of administrative tasks and computer programs (code) that demonstrate a basic understanding of a range of fundamental coding conventions.

Learner solutions will meet some of their intended aims and may be inefficient. At this level the solutions will have a mostly logical structure. They will make use of some precise logic and programming structures which result in mostly correct outcomes. Where appropriate, the code will handle some user errors and rogue input but some issues may persist.

The solutions will provide a reasonable user experience through the use of some effective input handling, some informative guidance and messages to the user, and some effective output formatting.

Learners will provide evidence that shows the scripts and code created, the purpose of each and the operations carried out but there may be some errors or omissions.

Learning aim B

For Distinction standard, learners will evaluate their recommendations for solutions to identified cybersecurity, health and safety, as well as moral and ethical issues. They will consider the impact that their introduction will have on the organisation and its stakeholders.

Learners must provide reasoned and realistic justifications of the impact the solutions have in relation to a specific identified organisation. They will support their justification with relevant and well-chosen contextual examples. The evaluation and justification will be informed by a balanced, wide-ranging review of the positive and negative aspects of the recommendations they have made in comparison to alternatives.

For Merit standard, learners will provide a clear, accurate and well-reasoned analysis  of their suggested solutions to relevant cybersecurity, health and safety, as well as moral and ethical issues, with consideration of the impact that their introduction will have on the organisation and its stakeholders.

Learners will show a clear link to the organisation’s requirements and the suggested solutions.

The analysis will be balanced and supported by clear examples.

The evidence will be technically accurate and demonstrate good quality written or oral communication.

For Pass standard, learners will produce a formal report that describes cybersecurity, health and safety, as well as moral and ethical issues relating to the use of computer systems. The learner’s report will provide details of solutions to computer-related issues.

Learners will show an understanding of some of the organisation’s requirements,  but they may rely on more generic assertions.

The evidence will be mostly accurate and demonstrate appropriate written or oral communication.

Learning aim C

Learners are expected to provide evidence that they have planned a computer infrastructure network to meet the requirements of an identified organisation.

The specification that is given to learners must be sufficiently complex to give them scope to demonstrate the appropriate range of skills. For example, it must include more than one network type, e.g. wired and wireless, and include user requirements such as shared files, folders and printers, email and intranet access as well as a range of devices and users with different needs.

For Distinction standard, learners will evaluate their infrastructure design with particular focus on how effectively the solution meets the identified requirements. Learners will provide a reasoned justification of their design and will reach reasoned and valid conclusions relating to the needs of the identified organisation and specific users.

The evaluation and justification will be informed by a balanced, wide-ranging review  of the positive and negative aspects of the recommendations they have made in comparison to alternatives.

For Merit standard, learners will utilise the feedback of others to refine the quality and appropriateness of their infrastructure design. Learners will provide evidence of their initial designs, a record of feedback received and evidence of how the feedback was considered and implemented. They will provide evidence that includes the initial and refined designs. Learners will provide a justification of any changes made during the design stage with reference to organisational needs and the needs of individual users.

At this level, the design documentation should be of sufficient quality, clarity and detail so that, if required, a third party could, with minimal difficulty, use them create the proposed solution.

For Pass standard, learners will produce a design for a computer infrastructure solution to meet the needs of an identified organisation. The proposal should provide sufficient detail that a third party would be clear as to the scope of the intended solution and provide approval to continue the process based on its content.

Learners will produce a set of design documentation for a substantial infrastructure solution that utilises a range of hardware and software. The design documents should clearly show physical and logical network designs and provide specifications for devices that will meet a range of different user needs.

Learners should show an understanding of how to implement networks and related hardware in an appropriate and legal way.

Learners will provide evidence of having received feedback on their designs, developing their designs accordingly.

At this level, the design documentation must be of a reasonable quality, so that a third party could mostly create the proposed solution, but there may be some minor difficulties due to lack of detail or clarity in places.

Further information for Teachers and Assessors

Resource requirements

For this unit, learners must have access to:

• an integrated development environment compatible with chosen programming languages
• diagramming software for creating network plans.

Links to other units

This unit builds on content covered in the following units:

• Unit 1: Information Technology Systems – Strategy, Management and Infrastructure
• Unit 11: Cyber Security and Incident Management.

Opportunities to develop transferable employability skills

In completing this unit, learners will have the opportunity to develop a number of transferable employability skills, including:

• planning and organising
• problem solving
• decision making.

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