Cambridge Technical Introductory Diploma in IT (Unit 6)

One A level equivalent

Unit 6 Application design.

LO1   Understand how applications are designed
LO2   Be able to investigate potential solutions for application developments
LO3   Be able to generate designs for application solutions
LO4   Be able to present application solutions to meet client and user requirements
LO Pass Merit Distinction
  The assessment criteria are the Pass requirements for this unit. To achieve a Merit the evidence must show that, in addition to the pass criteria, the candidate is able to: To achieve a Distinction the evidence must show that, in addition to the pass and merit criteria, the candidate is able to:
1. Understand how applications are designed P1:
Describe the key stages in application development
Compare and contrast different application development models
2. Be able to investigate potential solutions for application developments P2*:
Gather client requirements for an application solution
(*Synoptic assessment from Unit 1 Fundamentals of IT, Unit 2 Global information and Unit 3 Cyber security)
Conduct a feasibility study of different solutions for the client requirements
3. Be able to generate designs for application solutions P3:
Illustrate the requirements, functioning, and designs of an application solution, using diagrams
Justify design choices identifying the advantages and disadvantages of each
4. Be able to present application solutions to meet client and user requirements P4:
Present a proposed design solution to the identified client
Negotiate adaptations with the identified client to refine the design solution
Implement improvements based on the analysed client and/or user feedback
Create a prototype based on the design solution
Gather client and/or user feedback on the prototype


The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in IT units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units

This unit (Unit 6) Title of suggested activity Other units/LOs
LO1 Understanding the requirements of the development life cycle Unit 2 Global information

LO5 Understand the process flow of information

LO6 Understand the principles of information security
Unit 3 Cyber security LO1 Understand what is meant by cyber security
Unit 8 Project management LO1 Understand the project life cycle
Unit 9 Product development LO1 Understand the product development life cycle
Unit 11 Systems analysis and design LO1 Understand the role of systems analysis and design in relation to the systems development lifecycle
LO2 What to consider when using interviews to gather information Unit 1 Fundamentals of IT LO1 Understand computer hardware
LO2 Understand computer software
LO4 Understand employability and communication skills used in an IT environment
Unit 5 Virtual and augmented reality LO2 Be able to design virtual and augmented reality resources
LO3 Be able to create a virtual or augmented reality resource
Unit 7 Data analysis and design LO1 Understand the purpose and stages of data analysis and design
Unit 11 Systems analysis and design LO2 Be able to use investigative techniques to establish requirements for business systems
LO3 Exploring functional requirements of applications Unit 2 Global information LO4 Understand the legal and regulatory frameworks governing the storage and use of global information
Unit 9 Product development LO2 Be able to design products that meet identified client requirements
Unit 11 Systems analysis and design LO1 Understand the role of systems analysis and design in relation to the systems development lifecycle
LO4 How to pitch ideas to an audience Unit 7 Data analysis and design LO4 Be able to present data analysis and design solutions to stakeholders
Unit 10 Business computing LO4 Be able to present data analysis outcomes


Some common misconceptions and guidance on how they could be overcome
What is the misconception? How can this be overcome?
The difference between application and software Learners may confuse the meanings of application and software. Learners could differentiate the two by researching the meanings of application and software separately. This could help learners to understand the context in which they can use each term.
How the use of closed and open questions could be used for data analysis Learners may not understand the implications of using closed and open questions when gathering data using interviews and questionnaires. Tutors could ask learners questions where they have to provide an answer from a choice. Tutors could also ask another question where learners provide an explanation or opinion. Tutors could then use the data to quantify the responses from the first question and use this to explain quantitative data. Tutors could get learners to identify any trends from the responses from the second question to highlight qualitative data.
Understanding the purpose of standardisation of design Learners may not fully understand why applications are designed to a standard. W3C is an international organisation that works to develop a range of processes and practices which applications need to conform to. Tutors could direct learners to the W3C website to research more about what these standards comprise of and how they are developed.
Understanding the meaning of feasibility study

Learners may not have an in-depth understanding of carrying out feasibility studies. Tutors could direct learners to the Ambysoft IT consultancy website which provides useful information about the different stages involved in carrying out a feasibility study in order to justify the viability of an application project. Learners could gain more knowledge about the different stages that are involved in a feasibility study such as:

  • • technological requirements
  • • economic or financial cost requirements
  • • legal issues
  • • operational requirements.
What are the differences between sketches and prototypes? It is important for learners to be able to distinguish between sketches and prototypes. Sketches are used in the early stages of application design to explore and initiate the intended ideas. Prototypes on the other hand are used at the later stages of application design to create a model that was initiated during the conceptual stage of the design.
What are the differences between functional and non-functional requirements? When analysing the functional requirements of an application, it is important for learners to contrast these with the non-functional requirements in order not to confuse the two when analysing user requirements.


When learners are taking an assessment task, or series of tasks, for this unit they will have opportunities to draw on relevant, appropriate knowledge, understanding and skills that they will have developed through other units. We’ve identified those opportunities in the grading criteria (shown with an asterisk). Learners should be encouraged to consider for themselves which skills/knowledge/understanding are most relevant to apply where we have placed an asterisk.


LO1 Understand how applications are designed

P1: Learners must describe the key activities of different stages in application development. They should describe these for a named application development model. This can be in the form of a report, presentation with detailed speaker notes, user guide or tutor resource.

M1 Learners should consider similarities and differences between different application development models. They should also explain how the different application development models are appropriate for different types of project. This can be an extension of P1 or presented as a hand out for learners, presentation or report.

LO2 Be able to investigate potential solutions for application developments

P2: Learners are required to establish the requirements of the client for an application development. Learners must document the specific requirements, together with constraints and limitations on the solution or its development.

M2: Based on the client requirements established in P2, learners should identify potential solutions and undertake a feasibility study. The feasibility study should consider the client and/or user need for which the application solution is to be designed. The study must consider whether the proposed solutions are technologically possible, estimates of the likely costs of development, any laws that will apply to the proposed solutions or their development, how well each of the proposed solutions meets the identified needs of the client, the impact that each will have, and the resources required for development of each solution and likely timescales. The evidence will be the document feasibility study and proposed solutions.

LO3 Be able to generate designs for application solutions

P3: Learners must provide a series of annotated diagrams that describe their proposed application design. These should include diagrams to show the scenarios in which the application will be used with functional requirements, process and data handling and user interface designs. The evidence will be the annotated diagrams.

D1: Learners should justify their design choices, outlining the advantages and disadvantages of each. The evidence for this could be a report, presentations, or an extension to P3.

LO4 Be able to present application solutions to meet client and user requirements

P4: Learners must present their proposed design solution to the client. The presentation format must be ‘fit for purpose’ and they should have undertaken appropriate quality checks. It should be sufficiently detailed to enable the client to understand the key features of their proposed solution. Evidence could be in the form of a formal presentation that is either videoed or with detailed speaker notes, or could be a formal report.

M3: Learners must provide evidence of their meeting, discussion, or communication with the client. They should identify clearly the adaptations that the client wanted and what was agreed, with clear statements of the refinements to the solution design and possible implications. Learners should make changes to their designs following the client review and negotiations. Changes should be clearly documented.

P5: Learners should create a prototype of the chosen design solution. Evidence will be the actual prototype of the design.

P6: Learners must collect client and/or user feedback. They should provide evidence of collecting feedback together with a summary of the outcomes from the feedback.

D2: Learners should analyse client and/or user feedback to identify any improvements required. They must provide evidence of implementing improvements to the design based on their analysis of user feedback. The evidence will be the analysis and implemented improvements to the prototype and/or design documentation.

Feedback to learners: you can discuss work-in progress towards summative assessment with learners to make sure it’s being done in a planned and timely manner. It also provides an opportunity for you to check the authenticity of the work. You must intervene if you feel there’s a health and safety risk. Learners should use their own words when producing evidence of their knowledge and understanding. When learners use their own words it reduces the possibility of learners’ work being identified as plagiarised. If a learner does use someone else’s words and ideas in their work, they must acknowledge it, and this is done through referencing. Just quoting and referencing someone else’s work will not show that the learner knows or understands it. It has to be clear in the work how the learner is using the material they have referenced to inform their thoughts, ideas or conclusions.

Assignment for learners

Unit 6: Application Design Scenario

Part A – Training

You are an application designer for Progress Computing Solutions and are required to take part in all the stages of designing an application.

Part of your role is to train new application designers to the company to help them understand the processes and the way Progress Computing Solutions develops applications for clients. This role requires you to describe each stage of the application design process as you carry out this training process.

Part B – Designing the application

A local language school wants to have an application designed to enable customers to access and use a new language learning product and has approached Progress Computing Solutions to design a suitable application for them. The client knows very little about how applications are designed, their technical capabilities, the costs involved and the legal requirements. They have ideas for their application with regard to the content and what they want it to be able to do but they are relying on the application designer to provide them with guidance.

You will be required to:

  •  compare different application development models and select which model you will use for your application design;
  •  gather and document the client’s requirements;
  •  identify possible solutions and produce a feasibility study for the client;
  •  prepare their designs and present them to the client;
  •  negotiate and document any adaptations agreed with the client;
  •  develop a prototype;
  •  test the prototype and gather feedback from the client/user;
  •  analyse the feedback and implement any changes required.

Throughout the process of designing the application you will describe the various stages that they work through and include relevant documentation at each stage of the process.

Part C – Client brief

The client wants to meet the needs of people who enrol on an intensive English language course at their language school. They want to enable their customers to work independently on additional language training which is fun to use.

They want users’ progress and usage of the product to be able to be viewed by staff. When users first access the product they will need to be able to select their native language and they will then be shown the words on screen in both their native language and English. All recordings will be in English as that is the language the users are learning.

The client wants users to be able to access at least three learning activities to learn words and phrases. They would like the user to be able to select any of the three activities to work on.

One activity should involve repetition of the words and phrases with suitable images and a recording of the word or phrase spoken in English. They would like a record and play back facility so that users can record themselves saying the word or phrase and compare how they sound with the recorded speaker.

Another learning activity could be based on memory. This would use the same words, images, recordings of the spoken words and written words as in the first activity.

A third activity could be based on the speed and accuracy of the user in associating the spoken words with the correct image.

There needs to be some form of scoring system so that users are motivated to achieve high scores and improve. Sound and animation could be included to provide interest and excitement and to celebrate the completion of each section.

The words and associated images, text and recorded words must remain consistent throughout.

The client initially wants to see what the application looks like and how well it performs for one language (English) and one subject area (snacks and drinks). If this proves successful they would be interested in having the application developed to include more subjects and languages.

These are the words and phrases connected with snacks and drinks that the client wants to be used. Initially two other languages have been provided with English so that users can select a native language to use with the product.

English Italian Polish
mineral water acqua minerale woda mineralna
a black coffee un caffè nero czarna kawa
tea with lemon tè con limone herbata z cytryną
sugar zucchero cukier
milk latte mleko
salt sale sól
pepper pepe pieprz
A table for two please. Un tavolo per due, per favour. Stolik dla dwojga proszę.
Here is the menu. Ecco il menu. Oto menu.
Do you want to order? Volete ordinare? Chcesz zamówić?