QQI level 5M0529 Software Development Assignments Questions 2026

QQI Level 5 5M0529 Module Specification 2026

1. Introduction

It is a requirement of QQI that programmes leading to QQI Common Awards must be developed by or on behalf of a QQI registered provider and validated by QQI prior to the programmes being offered to a learner. In response to this, a programme called Software Development 5M0529 was developed, leading to the Level 5 QQI Certificate in Software Development 5M0529.

The information relating to this programme is contained in this programme descriptor. The role of the descriptor is to provide the teacher/tutor with all the information pertaining to the programme, including; programme profile, learner profile, programme objectives, entry criteria, opportunities for transfer and progression, programme duration, delivery modes and methodologies, learner supports, programme review schedule, programme structure and assessment information.

2.Programme Profile

This programme was written by the Education and Training Board (ETB) sector to be shared with Department of Education and Skills funded providers who are registered with QQI and wish to offer certification to their learners in a Level 5 QQI Certificate in Software Development 5M0529

The overall aim of the programme is to provide the learner with the opportunity to enable the learner to design, develop and test software components and systems in a workplace environment, working as a team member under supervision, while contributing to the workflow for the finished product.  There are 35 programme modules in this programme.  Upon successful completion of a minimum of 8 programme modules the learner may achieve the required 120 credits for a level 5 QQI major award.

The programme may be offered to the learner on a full time or a part time basis and has been designed to be sufficiently flexible so that it may meet the needs of the learner who accesses programmes through many different avenues in Laois and Offaly ETB (LOETB). Overall the programme is based on a duration of 1200 hours (typical learner effort), to include both directed and self directed learning.

Upon successful completion of this programme, the learner will have many transfer and progression options available to him/her. The learner may transfer to a programme leading to certification in one of the other level 5 QQI major or special purpose awards either with LOETB or another QQI registered provider.

The learner may also progress to other appropriate programmes leading to awards at the next level of the National Framework of Qualifications (NFQ) with LOETB or another QQI registered provider. Alternatively the learner may be eligible to apply to progress to the next or higher levels of the NFQ with a higher education provider.

3.Learner Profile

It is expected that the learner availing of this programme will come from diverse social, economic and/or cultural backgrounds. The learner may have an existing vocationally specific skill-set and seek re-skilling/up-skilling in order to re-enter the workforce. Many learners will have completed second level education.  However if the learner has not achieved a previous formal qualification, it is expected that s/he will be able to demonstrate the levels of knowledge, skill and competence associated with the NFQ level 4 when accessing this programme.

It is expected that the learner will be participating in this programme through an appropriate provision, for example, Post-Leaving Certificate (PLC), Community Education, BTEI, VTOS, etc.

The learner may be progressing onto this programme from community education, Youthreach, second level education or other formal or informal learning. The learner may or may not have had a positive experience of education in the past but will have expressed an interest in learning new things and practicing new skills.  It is expected that the learner will have a range of learning styles, strengths and needs related to the programme.

The learner will have the capacity to take responsibility for his/her own learning within the managed environment provided by LOETB.

4. Programme Objectives

• To facilitate the learner to explore Software Development with a view to re-skilling/up-skilling and exploring concepts and subject areas that may interest the learner in future programmes or employment
• To facilitate the learner to design, develop and test software components and systems in a workplace environment
• To facilitate the learner to work as a team member under supervision, while contributing to the workflow for the finished product
• To provide a programme of learning that is vocational in nature and flexible in structure so that the learner has the maximum opportunity to improve his/her academic and vocational literacy, numerical, ICT and planning skills while participating in the programme
• To afford the learner opportunities to enhance his/her confidence and ability to develop the skills to reach his/her full potential
• To facilitate the learner to further develop his/her interpersonal, team working, problem solving and time management skills, as appropriate, so that the learner is enabled to take responsibility for his/her own learning and to support progression including future participation in education and employment
• To provide the learner with vocationally specific knowledge, skill and competence at this level, thus affording the learner the opportunity to progress to programmes leading to awards at level 6 or above
• To facilitate the learner to reflect on and evaluate his/her performance while participating in the programme

5.Entry Criteria

The learner who has either successfully completed a programme leading to a level 4 QQI Certificate OR can demonstrate the levels of knowledge, skill and competence associated with NFQ level 4 will be eligible to apply for entry to this programme.

In order for the learner to have a realistic chance of achieving the standard of a level 5 award, it is expected that the learner should be able to:

• Proficiently read, draft, prepare and understand information across a broad range of topics, for example, in relation to a community concern or a work based plan or solution
• Proficiently read, draft, prepare and understand quantitative information
• Assume partial responsibility for consistency of self understanding and behaviour
• Solve predictable problems, independently and as part of a familiar and less familiar group
• Demonstrate a range of practical and cognitive skills and tools
• Act with a considerable amount of responsibility and autonomy
• Attend timetabled classes for the duration of the programme
• Complete self directed hours of learning in the form of practice time, preparation, study time and reflection time, as appropriate
• Participate in all programme related activities
• Participate in work experience, as appropriate

6.Programme Duration

The programme may be offered on a full time or part time basis, depending on the needs of the learner and the funding mechanism available to support the programme delivery.

The programme is based around an overall duration of 1200 hours (typical learner effort) to achieve a minimum of 120 credits. This duration includes time for both self-directed learning by the learner and directed learning activities provided by LOETB.

For the learner following the programme on a full time basis it is expected that the learner may achieve certification in the major award within one academic year. For some full time learners a longer duration than one year may be required to achieve the major award in exceptional circumstances.

For the learner following the programme on a part time basis the duration to complete the programme will depend on how many programme modules the learner undertakes within a specified timeframe. This will be determined by the mechanism used to make the programme available to the learner. For example, the learner may complete only one or two programme modules each year and will build credits over time.

This programme is structured so that there is flexibility for the learner who does not wish to complete the whole programme and only has an interest in completing one or more programme modules. In this case the learner may achieve a QQI Component Certificate.

7.Delivery Mode

In the main this programme may be delivered in a classroom setting or other learning environment, for example, by distance learning, blended learning or other appropriate modes. If it is intended to deliver this programme through an e-learning approach, a separate programme must be developed and submitted for validation.

LOETB may also deliver the programme in the workplace for employers who have an agreement with the provider for this service.

8. Delivery Methodologies

The delivery methodologies have been chosen based on the needs and profile of the learner together with the themes and content of the various programme modules making up this programme. The phased development of academic and vocational language, literacy and numeracy skills will be facilitated through these chosen methodologies. Methodologies will be inclusive of the range of learning styles of the learners.

The following are the delivery methodologies to be employed in delivering this programme, as appropriate:

• directed learning experiences in the classroom setting
• group discussions and interactions
• practical sessions using appropriate equipment, resources and facilities
• one-to-one delivery
• self directed learning which may include practice time, preparation, study time and reflection time
• blended learning
• work based training

9. Programme Structure

This programme should afford the learner the opportunity to achieve the Level 5 Certificate in Software Development 5M0529.

In order to achieve certification in this major award, the learner must achieve a minimum of 120 credits to satisfy the following QQI award structure:

Within the programme, Software Development there are a number of combinations of programme modules that will afford the learner the opportunity to achieve certification in the major award. The following table outlines which programme modules are compulsory and which are optional and how the programme modules must be combined to ensure that the learner has the correct combination of components to achieve certification in the major award.

The teacher/tutor should ensure as far as practicable that modules would be delivered in a sequence to allow for optimum delivery

In the delivery of this programme, LOETB will facilitate the learner’s achievement of the learning outcomes as stated in the Certificate Specification.

 Please note for the remaining credit value for this award:

If for local reasons a provider wishes to offer programme module/s not listed above, the provider may do this as long as the following conditions are met.

1. This programme has been validated by QQI for use by this provider
2. The programme module is appropriate to the purpose of the major award
3. By adding the programme module/s it constitutes a change of less than 20% of the overall programme
4. The provider notifies and agrees this change with QQI prior to delivery of the amended programme

The work experience requirement for this programme is 10 days.  This will allow the learner to demonstrate a range of practical skills and competencies in an appropriate vocational setting. Providers should be mindful of specific programme module requirements in relation to work experience/practice.

10. Programme Review Schedule

The review process will adhere to LOETB’s quality assurance policy B5 Programme Development, Delivery and Review, and specifically procedure B5.9 Programme Review.

11.Transfer and Progression

Once LOETB has additional level 5 programmes validated, there will then be opportunities for the learner to transfer to those programmes offering certification at level 5. Alternatively the learner may transfer to a programme offered by another provider.

The learner who successfully completes this programme will achieve the Level 5 Certificate in Software Development 5M0529. The learner may then progress to a programme leading to a level 6 QQI Certificate, offered by this provider or another. Alternatively the learner may be eligible to apply to progress to the next or higher levels of the NFQ with a higher education provider.

12. Learner Supports and Resources

The following learner supports and resources will be available to the learner participating in this programme, where appropriate:

• adult and career guidance
• access to a fully functioning computer with appropriate software applications
• programme specific equipment and facilities
• internet access
• academic support
• reasonable accommodations
• advocacy support
• access to additional literacy and numeracy support

13. Specific Validation Requirements

The following specific validation requirements will be implemented by LOETB if certification in these components is offered to the learner:

 14. Assessment

All assessment activity will be conducted in line with [Named Provider’s] quality assurance policy B6 Fair and Consistent Assessment of Learners and all associated procedures, including QQI quality assuring assessment procedures.

In the majority of cases the teacher/tutor will take on the role of assessor when it comes to marking and grading the learner’s work for certification purposes. There is specific information relating to assessment in each of the Programme Modules which must be adhered to, including:

• the assessment technique to be used to assess the learner
• the weighting for each piece of assessment
• the time allocated to allow the learner complete the assessment, as appropriate to the assessment technique
• the format and context in which assessment is administered
• the assessment criteria to be used by the assessor when marking and grading the assessment evidence
• marking sheets

An assessment portfolio must be completed by the learner. Evidence included in the portfolio must be accompanied by an assessment instrument such as an assessment brief(s) or an examination paper(s), as appropriate to the assessment technique. The assessment instrument outlines the set of instructions given by the assessor to the learner in order to guide the learner in completing the assessment task(s).

Each learning outcome must be evidenced in the portfolio of assessment. In order to avoid over-assessment, it is only necessary to evidence achievement of each learning outcome once, as appropriate. Integrated assessment is encouraged.  The learner will be assessed to measure attainment of particular learning outcomes for certification purposes once s/he has had an opportunity to learn and consider the relevant programme module content associated with those learning outcomes. Assessment will be scheduled into the delivery of this programme at appropriate intervals.

Class work will not be included in the portfolio of assessment for certification purposes. The learner may produce a portfolio of class work for his/her own use but this should not be considered when marking and grading the learner’s assessment work.

The learner who does not complete the whole programme but who does demonstrate the standard for one or more components may achieve a Component Certificate.

15. Planning Assessment

In accordance with [Named Provider’s] Quality Assurance procedure B6.1, an assessment plan will be produced for this programme. This plan will contain a schedule for all assessment activities (all the assessment tasks required for each of the programme modules). This plan will be available to each assessor delivering the programme and each learner participating in the programme.

16. Recording Assessment

There are marking sheets included at the back of each of the programme modules for this programme. The marking sheet(s) should be completed per programme module, per learner.

17.Grading

Distinction:               80% – 100%

Merit:                          65% – 79%

Pass:                            50% – 64%

Unsuccessful:          0% – 49%

At levels 4, 5 and 6 major and minor awards will be graded. The grade achieved for the major award will be determined by the grades achieved in the minor awards.

18.Integration

Opportunities to integrate delivery and assessment across programme modules may be identified and this is encouraged by LOETB.

Where overlap is identified between the content of two or more programme modules, the teacher/tutor may integrate the delivery of this content.

Integration may also be used where there is an opportunity for the learner to produce one piece of assessment evidence which demonstrates learning outcomes from more than one programme module. This means the learner will produce fewer pieces of assessment while still demonstrating the required standard for all the learning outcomes included in the programme.

It is important that the assessment evidence produced as a result of an integrated assessment is assessed in line with the separate criteria for each relevant programme module and documented and recorded appropriately.

19.The Quality Assuring Assessment Process

QQI facilitates a provider to request certification for a learner six times per annum. LOETB will ensure that the QQI key dates are adhered to and Internal Verification, External Authentication and Results Approval Processes planned in line with meeting these key dates, as appropriate.

Internal Verification, External Authentication and Results Approval will be implemented in line with [Named Provider’s] quality assurance procedures B6.7.1 Internal Verification, B6.7.2 External Authentication and B6.10 Results Approval.

20.Quality Assurance

The teacher/tutor is required to identify his/her responsibilities, as outlined in [Named Provider’s] quality assurance agreement with QQI, and ensure his/her compliance with the related policies and procedures.