Level 2 Units IT

Edexcel Diplomas
Units
Level 2 Principal Learning

in Information Technology
Draft accredited units
October 2007
DRAFT
UNIT 1: THE POTENTIAL OF TECHNOLOGY
Unit 1: The Potential of Technology
Principal Learning unit
Level 2
Guided Learning hours 60
Internally assessed (40 hours learning time with approx. 20 hours for assessment)
About this unit ‘Information technology and business are becoming inextricably
interwoven. I don’t think anybody can talk meaningfully about
one without talking about the other.’ — Bill Gates
This unit looks at the way technology has transformed society,
organisations and individuals. Technology has created many new
businesses and has had a remarkable effect on a range of
existing organisations. Among the business areas you will be
looking at in this unit are retail, local government,
manufacturing and sport and leisure. You will learn about the
impact that technology has had on the efficiency and
competitiveness of organisations in these areas and how it has
contributed to their success.
What do we mean by technology? This unit looks at the key
components of technology systems and investigates how
organisations can realise the potential of this technology to
improve business performance. It also investigates the effect
that new technology has on individuals and society, looking at
issues such as different working patterns and the skills required
for workers to use the technology.
Using the knowledge you have learned in this unit, you will create a
Business Scenario
working business technology system. This system should be
designed to increase the potential of your assigned mini-enterprise.
Please refer to Assessment Portfolio and Business Scenario Brief
Learning outcomes
On completion of this unit a learner should:
1.1 Understand the role and contribution of technology to the success of a range
of organisations, including impact on efficiency and competitiveness
1.2 Know how technology is changing the way organisations, individuals and
society operate
1.3 Be able to identify the key components of technology systems as used in business,
explaining their function in different business scenarios
1.4 Know why example organisations should implement or improve a technology
system
Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007 1
Learning outcomes 1.3 and 1.4 relate to the business scenario.
2 Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007
Personal learning and thinking skills

This unit provides opportunities for the development and formative assessment of
personal, learning and thinking skills, as suggested in the following table:
Learning Independent Creative Reflective Team Self- Effective

outcome enquirers thinkers learners workers managers participators
1.1 9
1.2 9
1.3
1.4
What you need to cover

This unit needs to be studied in conjunction with the Edexcel supplied business
scenario for Unit 1: The Potential of Technology, Unit 2: Exploring Organisations and
Unit 3: Effective Communication.
All learning outcomes of this unit could be studied using the business areas, retail,
manufacturing, sport and leisure and local government. The business scenario will
focus on one of these areas.
1.1 Understand the Technology: computers, communications, networks, the

role and internet, software and all other components used within
contribution of information systems.
technology to the Role and contribution: eg increase market reach, improve
success of a range customer service, reduce costs.
of organisations,
Organisations: these could be internet-based businesses or brick
including impact on
and click business, eg retail, manufacturing, sport and leisure,
efficiency and
local government etc.
competitiveness
Efficiency: eg improved processing time for orders, mobile
technology allows workers more time to visit customers,
payments are made securely and immediately, quicker customer
feedback.
Competitiveness: eg web presence advertises to new markets,
online ordering generates more business, improved
communication leads to better customer satisfaction and
loyalty.
1.2 Know how Organisations: eg off-shoring, mobile working, off-site remote
technology is working.
changing the way
Individuals: eg teleworking — working from home, remote
organisations,
working — keeping in touch with the office on the move,
individuals and
broadband, wireless and high-speed internet access, flexible
society operate
working day, upskilling to meet new technology needs.
Society: eg social websites, messenger services, the UK’s e-
government strategy, organized groups of people connected
because of religious, cultural, scientific, political, or other
reason.
1.3 Be able to identify Components of technology systems: computers,
the key communications, networks, the internet, software.
components of
Computers: eg web servers, application servers, PCs, Laptops,
technology systems
wired, mobile.
as used in business,
explaining their Communications: eg email, video conferencing, mobile.
function in Networks: eg Local Area Network (LAN), Wide Area Network
different business (WAN), internet, intranet, extranet, wireless.
scenarios
Internet: eg transactional websites, e-customers, security.
Software: eg operating system, network, application, wireless,
bespoke.
1.4 Know why example Technology systems: computers, communications, networks,

organisations the internet, software and all other components used within
should implement information systems.
or improve a
Reasons for improving/implementing software and computers:
technology system
eg relatively short life, new/improved developments, changing
user needs and expectations.
Reasons for improving/implementing networks: eg stand-alone
systems no longer viable, requirement for more bandwidth,
introduction of mobile networking.
Reasons for improving/implementing communications: eg staff
given mobile devices to promote flexible working patterns,
maintain contact with the office while on the move, teams
working in different locations.
Reasons for improving/implementing servers: eg new web and
mail servers introduced as company expands, current web server
over-utilised so additional servers are required.
Reasons for improving/implementing internet presence: eg
introduction of web marketing, managing web databases in-
house, customer requirements, online shopping, faster delivery,
improved customer relations and communication, reduced costs,
wider market.
QCF unit summary
Learning Outcome Assessment for Unit 1 Level 2
The learner will: The learner can:
1.1 Understand the • describe how technology has contributed to

role and the success, and has impacted on, the
contribution of efficiency and competitiveness of at least two
technology to the online businesses by identifying questions to
success of a range answer [IE 1], planning and carrying out
of organisations, research [IE 2], analysing and evaluating
including impact on information and judging its relevance and
efficiency and value [IE 4]
competitiveness
1.2 Know how • describe how technology is changing the way
technology is organisations, individuals and society operates,
changing the way by identifying questions to answer [IE 1],
organisations, planning and carrying out research [IE 2]
individuals and analysing and evaluating information and
society operate judging its relevance and value
1.3 Be able to identify • identify and explain the function of the key
the key components of business technology systems as
components of defined in a business scenario
technology systems
• produce a specification for a technology
as used in business,
system as defined in a business scenario
explaining their
function in • create the business technology system
different business
scenarios
1.4 Know why example • outline how the business technology system
organisations implemented in 1.3 was used and how it
should implement benefits business performance
or improve a
• outline why the system should be improved or
technology system
a new system implemented
How you will be assessed

For this unit you will be expected to present evidence in a portfolio.
For assessment focus 1.1 of this unit you will use the internet to research at least two
online businesses (eg online retailers, music download site, online auction site etc.) to
explore how technology has contributed to the success and efficiency of the businesses.
For assessment focus 1.2, you will research a limited number of industry sectors or
local companies to investigate where and how technology is changing the way
organisations, individuals and society operates. You could include the UK government’s
e-strategy in your research. These tasks will allow you to explore how organisations use
technology and how it is changing the way they operate, as well as finding out the
effect it is having on individuals and society. This knowledge in turn will lead you to a
clearer understanding of how companies can use technology to enhance their business
and what they can do to meet users’ expectations. You will present your findings for
assessment focus 1.1 in a report, which is a method businesses use to inform colleagues
or management.
For assessment focus 1.2 you will give a presentation. Communication skills are highly
valued in the business world. You may give a presentation to management to inform
them of how a project is progressing or to inform members of your own team of
upcoming projects. The presentation may even be given over a video-conferencing link
to an overseas branch of the organisation. Your presentation for this unit should be
about 10 minutes long. Marks will be awarded for both the content of your presentation
and the actual presentation itself.
The assessment of focuses 1.3 and 1.4 of this unit will be based on a business scenario,
supplied by the examination board, for the year of assessment. This business scenario
will be for a mini-enterprise within one of the following areas: retail, manufacturing,
local government or sports and leisure. You will divide into teams and then you will be
allocated a role within your team to produce a specific part of the business system for
the mini-enterprise. You will then provide evidence of how your system has improved
the running of the mini-enterprise. Working in teams to manage a project or develop a
computer system is common in the commercial world. This unit will enable you to
develop your team worker skills.
You will use your understanding of technology and business, applying your research, IT
and communication skills, to include the following in your portfolio:
a a report describing how technology has contributed to the success of online
businesses and their efficiency and competitiveness. This evidence is used to assess
learning outcome 1.1
b a presentation describing how technology is changing the way organisations,
individuals and society operates. This evidence is used to assess learning outcome
1.2
c a report showing the design and development of the system you produced for the
mini-enterprise. It will include a description of the function of the key components
of the business technology system as defined in the business scenario, including
how it works (a complete systems manual and user guide is not required but there
must be enough evidence to enable the assessor to see how the system works and
what it does). This evidence is used to assess learning outcome 1.3
d a report on how your system was used in the mini-enterprise and how it made things
easier. This evidence is used to assess learning outcome 1.4.
Assessment grid
Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

Focus awarded
The learner: The learner: The learner:
1.1 • produces a report identifying • produces a report describing • produces a report explaining
how technology has contributed how technology has contributed how technology has contributed
to the success of at least two to the success of at least two to the success of at least two
online businesses, and its online businesses, and its online businesses, and its
impacted upon efficiency and impacted upon efficiency and impacted upon efficiency and
competitiveness competitiveness competitiveness
(0–5) (6–9) (10–13) 13
1.2 • gives a presentation identifying • gives a presentation describing • gives a presentation explaining
how technology is changing the how technology is changing the how technology is changing the
way organisations, individuals and way organisations, individuals way organisations, individuals
society operates and society operates and society operates
(0–6) (7-11) (12-15) 15

Focus awarded
1.3 • identifies the key components of • describes the function of the key • explains the function of the key
business technology systems as components of business components of business
defined in a business scenario technology systems as defined in technology systems as defined in
a business scenario a business scenario
• produces a specification
detailing some of the objectives • produces a specification • produces a specification
of the system they are assigned detailing most of the objectives detailing all of the objectives of
within their role in the business of the system they are assigned the system they are assigned
scenario mini-enterprise within their role in the business within their role in the business
scenario mini-enterprise scenario mini-enterprise
• creates the system assigned to
them, which will achieve some • creates the system assigned to • creates the system assigned to
of the objectives, and produces them, which will achieve most of them, which will be totally fit
basic documentation the objectives, and produces for purpose and achieves all of
demonstrating how it works detailed documentation the objectives, and produces
demonstrating how it works comprehensive documentation
The learner may have required
demonstrating how it works
assistance in the creation of the The learner may have required
system. limited assistance in the creation of The learner will have worked
the system. independently when creating the
system.
(0–8) (9-14) (15-20) 20

Focus awarded
1.4 • outlines how the business • describes how the business • explains how the business
technology system implemented technology system implemented technology system implemented
in 1.3 was used and how it in 1.3 was used and how it in 1.3 was used and how it
benefits business performance benefits business performance benefits business performance
• outlines why the system should • describes why the system should • explains why the system should
be improved or a new system be improved or a new system be improved or a new system
implemented implemented implemented
(0–5) (6–9) (10–12) 12
Total marks 60
Assessment guidance
Guidance to the Assessment Grid
• The basic principle is that this is a ‘best fit’ grid – ie match overall standard of
work for an assessment focus to a band. It is NOT a hurdle approach, whereby
the Assessor cannot award marks from the next band if one item for an
assessment focus from a lower band has been omitted, regardless of the quality
of the rest of the work for that assessment focus
• If a learner completes all they are asked to do in a band for an assessment focus,
they should normally be awarded the full marks for that band
• If a learner has clearly gone beyond the requirements for one aspect of work
required by a band, consider whether the learner can be awarded marks from the
next band
• If a learner has completed less than required in any aspect of work for an
assessment focus, or indeed omitted an aspect, then the mark moves down within
the band
• Judgements are completely separate for each assessment focus – ie a learner can
get marks in band 3 on one assessment focus, band 1 on another etc, then all
band marks are added together for the unit total. It may be possible for a learner
to pass a unit even if 0 has been given in marks for one assessment focus in the
unit.
Progression across the mark bands will be achieved as learners are able to address
the more demanding requirements of each assessment focus.
Mark band 1 has approximately 40% of the total marks available for this unit, mark
bands 2 and 3 together the remaining 60%. The actual marks available in bands 2 and
3 generally reflect the need for the learner to respond to criteria that demand higher
level skills with increasing independence of thought and action.
Whilst learners may work as part of a team to carry out investigations, the evidence
produced to satisfy each mark band should be the individual learner’s own work.
When appropriate, witness statement or similar evidence may be used to clearly
demonstrate that it is the learner fulfilling the mark band requirement.
Guidance for Allocating Marks

This section provides further guidance on how to confirm marks within the best fit
approach. This section should only be referred to once a Mark Band has been deemed
appropriate. The guidance can then be used to allocate specific marks for that band.
The assessment guidance has been designed to ensure that all aspects of the
assessment focus are covered. Where assessors feel a learner’s work merits the
awarding of marks outside of those specified in the guidance, marks may be given,
but the assessor must justify the awarding of these marks on the learner’s script.
Level 2 Descriptors
Descriptor Meaning
Basic Including fundamental features, elements or facts

Comprehensive Precise, including all features, elements or facts
Consistent The same use of information throughout
Describe Provide clear information that includes all or most of the relevant
features, elements or facts
Detail/Detailed Including most features, elements or facts
Explain Provide reasoning behind a decision or feature
Identify Point out (ie choose the right one) or give a list of the main
features
Most The majority with one or two left out
Outline Write a clear description but not a detailed one
Some At least two
State Express clearly
Assessment focus (1.1)
This unit is based on the business scenario supplied for the year
and used for the assessment of Unit 1: The Potential of
Technology, Unit 2: Exploring Organisations and Unit 3:
Effective Communication.
The learner will develop their skills as an independent enquirer
by listing questions that they need to ask about how the two
businesses use technology and how this has affected the
efficiency and success of each business. The learner will plan
and carry out research of the two businesses to successfully
answer these questions. The learner will analyse and evaluate
the information, judging its relevance and value to produce a
report about how technology has contributed to the success of
each business. Evidence of research and examples may be
provided in the form of website extracts, screenshots, media
clips, journal extracts etc.
Mark Band 1 To be eligible for Mark Band 1, the learner will use the internet
to research at least two online businesses (eg online retailers,
(0-5 marks) music download site, online auction site etc).
The learner will produce a report identifying how technology
has contributed to the success of each of the two online
businesses, with an example showing how technology has
provided an advantage to each business (2). The learner will
provide an example of how they consider technology has
impacted on the efficiency of each business (2).
For full marks in this band, the learner will provide an example
of how online businesses use technology to compete (1).
(6-9 marks) music download sites, online auctions etc).
The learner will produce a report, describing how technology
has contributed to the success of the businesses (3), giving
examples of how technology has made each of the online
businesses successful (2).
The learner will describe how technology has made the
businesses more efficient and how technology has improved
their efficiency and competitiveness (2).
For full marks in this band, the learner will give two examples of
how technology provides online businesses with a competitive
edge over others (2).
(10-13 marks) music download sites, online auctions etc).
The learner will produce a report, explaining how technology
has contributed to the success of the businesses (4), giving
several examples of how technology has made each of the online
businesses successful (3).
The learner will explain how technology has made the
businesses more efficient and how technology has improved
their efficiency and competitiveness (3).
The learner will give two examples of how technology provides
online businesses with a competitive edge over others (2).
For full marks in this band, the learner will give a further
example of an advantage that technology has provided that is
not available using alternative methods (1).
The learner will develop their skills as an independent enquirer

by listing questions that they need to ask. The learner will plan
and carry out research of the organisation, individuals and
society to successfully answer these questions. The learner will
analyse and evaluate the information, judge its relevance and
value and produce a presentation about how technology is
changing the way organisations, individuals and society operate.
Mark Band 1 To be eligible for Mark Band 1, the learner will research some
industry sectors or local companies to explore how technology is
(0-6 marks)
changing the way organisations, individuals and society
operates.
The learner will produce a presentation with notes, which will
identify how technology is changing the way organisations
operate, for example how working methods, business processes,
communication methods have changed (2).
The learner will identify how technology is changing the way
individuals work or communicate, for example using mobile
telephony, the internet etc (2).
The learner will identify how technology is affecting society
giving an example such as the internet, communication methods
or mobile telephony (1).
For full marks in this band, the learner will produce a
presentation using appropriate English, which may contain
grammatical errors (1).
Mark Band 2 To be eligible for Mark Band 2, the learner will research a
(7-11 marks) variety of industry sectors or local companies. They will explore
how technology has changed the way organisations, individuals
and society operate.
The learner will describe, with examples, how technology is
changing business processes, working or communication methods
(3).
The learner will describe, with examples, how technology has
affected the way individuals can now work or communicate (3).
The learner will describe, with examples, how technology has
affected the way society can now communicate and promote
shared interests (3).
For full marks in this band, the learner will produce a
presentation in a consistent style, and demonstrate correct and
appropriate English with few errors (2).
Mark Band 3 To be eligible for Mark Band 3, the learner will research a wide
variety of industry sectors or local companies to explore how
(12-15 marks) technology has changed the way organisations and individuals
operate. They will also research the way society uses technology
to communicate and promote shared interests. The learner will
also investigate the UK government’s e-strategy. Their findings
will be produced in a presentation with notes.
The learner will explain how technology has changed the way
organisations operate, with examples, citing the technology and
the effect it has on the way the organisation operates; for
example mobile technology, communication/working methods or
business processes. Employees, for example, using hand-held
devices to take readings and send them back to the company
allowing faster and more accurate data readings (4).
The learner will explain how technology has changed the life of
individuals, for example in areas such as new working methods,
and explain what this means to the individual, for example the
shorter working day, transport, costs etc (4).
The learner will explain how technology has affected the way
society operates such as groups using websites or messenger
services to communicate, and analyse the affect this has had on
society, giving examples of communication methods (4).
For full marks in this band, the learner will produce a detailed
presentation in a consistent style and demonstrate correct and
appropriate English containing only minor grammatical errors
(3).
This assessment focus is based on a business scenario supplied

for the year and used for the assessment of Unit 1: The
Potential of Technology, Unit 2: Exploring Organisations and
Mark Band 1 To be eligible for Mark Band 1, the learner will have
identified/listed the key components of the business technology
(0-8 Marks) system specified in the business scenario (1). They will have
produced a specification outlining some of the objectives of the
business system they have created (1) but probably not enough
to give the assessor a complete idea of what the system is to do.
The learner will create a system, which partly fulfils the
objectives set in the business scenario (3). The learner will
produce basic documentation, which will not by itself be enough
to run the system (1).
For full marks in this band the system will be capable of
providing a useful contribution to the running of the mini-
enterprise (1). The learner will specify some of the inputs to the
system and the resulting outputs (1).
Mark Band 2 To be eligible for Mark Band 2, the learner will have identified
and described the function of the key components of the
(9-14 marks) business technology system specified in the business scenario
(2). They will have produced a specification outlining most of
the objectives of the business system they have created (2).
From the specification it will be clear what the system is to do.
The learner will create a system, which fulfils most of the
produce detailed documentation, which will be enough for a
competent user to run the system (2). Some of the inputs and
resulting outputs will be described (1).
For full marks in this band, the system will be capable of fully
fulfilling the role assigned in the mini-enterprise when operated
by the learner who created it (2).
Mark Band 3 To be eligible for Mark Band 3, the learner will have identified
and explained the function of the key components of the
(15-20 marks) business technology system specified in the business scenario
(3). They will have produced a specification outlining all of the
objectives of the business system they have created (3). From
the specification it will be clear what the system is to do.
The learner will create a system, which fulfils all of the
produce comprehensive documentation, which will be enough
for any user to run the system (3). All of the inputs and resulting
outputs will be described (2).
For full marks in this band, the learner will produce an easy to
use instruction manual, which would enable a user to run the

system (1). The system would be fit for purpose within its role in
the mini-enterprise (2).
This assessment focus is based on a business scenario supplied

for the year and used for the assessment of Unit 1: The
Potential of Technology, Unit 2: Exploring Organisations and
Mark Band 1 To be eligible for Mark Band 1, the learner will include a section
in their report outlining where the system they developed was
(0-5 marks) used within the mini-enterprise (1).
The learner will outline how the mini-enterprise benefits from
the implementation of their system (2).
The learner will outline at least one way they could improve
their system and the benefit this would bring to the enterprise
(1).
For full marks in this band, the learner will describe how the
improvement would benefit the enterprise (1).
in their report describing where the system they developed was
The learner will describe how the mini-enterprise benefited
from their system, partially justifying it using estimated figures,
although the estimations may be questionable (3).
The learner will describe at least one way they would improve
their system and the benefits this would bring to the enterprise
(2).
For full marks in this band, the learner will have used reasonable
estimates to justify the benefits (1). They will have considered
the limitations of their suggested improvement (1).
in their report explaining where the system they developed was
The learner will explain how the mini-enterprise benefited from
their system, fully justifying it using reasonable, estimated
figures (4).
The learner will explain at least one way they would improve
the system and the benefits this would bring to the enterprise
(4).
For full marks in this band, the learner will have considered the
limitations of their suggested improvement (1).
Delivery guidance
This unit must be delivered in conjunction with Unit 2: Exploring Organisations and
Unit 3: Effective Communication and the business scenario for covering these.
The purpose of this unit is to use topical examples for the learners to explore the
transformational effect of technology on society, organisations and individuals,
examining the ways in which technology can help organisations and individuals to
achieve their objectives.
Learners could investigate new types of businesses enabled by the growth of the
internet, such as search engines, music download sites or online auctions. They could
explore the main reasons organisations use technology, for example to increase
market reach, improve customer service or save costs. This could include research of
case studies from a variety of industry sectors and visits to local companies.
Learners could consider the impact of the UK’s e-government strategy on society,
and the rise of off-shoring. They could investigate organisations with which they have
personal experience and identify what types of technology they use and why. They
could identify examples of local companies where they think improvements in
technology systems could be made — for example a bookshop might introduce online
ordering, a Bed and Breakfast could create a website, a warehouse could use
cameras, PCs and the internet to provide improved physical security.
Learners could consider the effect technology has had on communication methods
both within the home and the wider environment. Companies are exploiting the
opportunities provided by new technology, constantly offering new services and
applications. Individuals can interact with organisations and voice their opinions using
the various communication methods made available because of new technology.
Technology has had an effect on the wider environment with an increase in social
websites enabling people to get in contact and share online conversations,
photographs and videos. Groups of people, connected because of religious, cultural,
scientific, political, or other reasons can share their ideas and interests via the
internet. People can use messenger services to chat in real time, have video
conversations or share applications. Small clubs can use the internet to advertise
their existence to publicise themselves and increase their membership. Learners
could use the internet to familiarise themselves with this technology.
Learners will investigate a range of business scenarios to consider the key
components of technology systems. They will need to know the function served by
the software and hardware for a number of scenarios. This will include different
types of software: operating systems and application packages and different types of
hardware such as a wired LAN, wireless or mobile technology.
Finally, learners will examine the technology systems of local companies to identify
how they could benefit from improving their systems. They will analyse the
company’s current system, identify the disadvantages of the current system and
state how it could be improved. They will also investigate the reasons behind why a
company should improve their system for example explaining why they should set up
a website, improve security methods or implement a network.
Example areas of investigation/study for each learning outcome are listed below.
Assessment focus 1.1
Retail: online internet retailers (who do not have other outlets), online auctions,
music download sites, e-cards.
Manufacturing: the use of robotics in manufacturing, a small local engineering

company develops a web presence and receives overseas orders.
Sport and leisure: live scores on websites and viewing the highlights of games,
booking tickets online, social networking sites.
Local government: online information services, local statistics and information.
Retail: online customer services, interaction and contact/feedback opportunities.
Manufacturing and local government: how mobile technology is used off-site,
‘ruggedised’ devices.
Sport and leisure: communication between individuals using mobile telephony or
websites, podcasts.
Retail: a supermarket online ordering system, mobile telephony advertising.
Manufacturing: computer-aided manufacturing.
Local government: technology used in new initiatives, for example recording the
amount of waste put into domestic dustbins.
Sports and leisure: technology used in a gym for monitoring fitness of an athlete on a
treadmill, lifting weights etc.
Retail: why a local shop might introduce online ordering, why a Bed and Breakfast
should create a website.
Manufacturing: why a warehouse should use cameras, PCs and the internet to
improve security.
Local government: interaction from voters via websites.
Sports and leisure: online check-in, club websites, membership, feedback,
marketing.
Opportunities for developing and confirming personal learning and thinking skills
Although PLTS are identified within this unit as an inherent part of the assessment
criteria, there are further opportunities to develop a range of PLTS through various
approaches to teaching and learning.
Skill When learners are:
Independent enquirers 1.1 and 1.2 Identifying questions to answer. Planning and
carrying out research to successfully answer these questions.
Analysing and evaluating information, judging its relevance and
value.
Creative thinkers 1.2 Generating ideas and exploring possibilities for the content
of their presentation.
Reflective learners 1.4 Reviewing how the systems has made a contribution and how
improvements could be made.
Team workers 1.3 and 1.4 Collaborating in a team; reaching agreements;
adapting behaviour to suit their role. Taking responsibility,
showing confidence in themselves and their contribution.
Self-managers Planning and organising the creation of their portfolio for this
unit, Dealing with time pressures and deadlines for the
production of their portfolio. Seeking advice and support from
their peers and tutors when needed.
Effective participators
Functional Skills – Level 2

ICT – Use ICT systems
Select, interact with and use ICT Producing a presentation describing how technology is
systems independently for a changing the way organisations, individuals and society
complex task to meet a variety of operates
needs
Evaluate the effectiveness of the Testing and evaluating the business system that they
ICT system they have used have developed for the mini-enterprise
Manage information storage to Designing, developing and testing the system they
enable efficient retrieval produce for the mini-enterprise
Follow and understand the need Producing the various reports required for the portfolio
for safety and security practices and the SPB
Troubleshoot Designing, developing and testing the system they

produce for the mini-enterprise
ICT – Find and select information
Select and use a variety of Researching information for a report on how technology
sources of information has contributed to the success of online businesses and
independently for a complex task their efficiency and competitiveness
Access, search for, select and use Researching information for a report on how technology
ICT-based information and has contributed to the success of online businesses and
evaluate its fitness for purpose their efficiency and competitiveness
ICT – Develop, present and

communicate information
Individuals can enter, develop Producing the various reports required for the portfolio
and format information and the SPB
independently to suit its meaning Designing, developing and testing the system they
and purpose including: produce for the mini-enterprise
Text and tables
Images
Numbers
records
Bring together information to suit Producing the various reports required for the portfolio
content and purpose and the SPB
Present information in ways that Producing a report on how the mini-enterprise

are fit for purpose and audience organisation used the system created and its impact on
business performance including the benefits to their
organisation of implementing the system
Evaluate the selection and use of Testing and evaluating the business system that they
ICT tools and facilities used to have developed for the mini-enterprise
present information
Select and use ICT to Communicating with other team members for the mini-
communicate and exchange enterprise
information safely, responsibly
and effectively including storage
of messages and contact lists
Mathematics
Understand routine and non-

routine problems in a wide range
of familiar and unfamiliar
contexts and situations
Identify the situation or problem

and the mathematical methods
needed to tackle it
Select and apply a range of skills

to find solutions
Use appropriate checking

procedures and evaluate their
effectiveness at each stage
Interpret and communicate

solutions to practical problems in
familiar and unfamiliar routine
Draw conclusions and provide

mathematical justifications
English
Speaking and listening – make a Giving a presentation on areas where technology is

range of contributions to changing the way organisations, individuals and society
discussions and make effective operates
presentations in a wide range of
contexts
Reading – compare, select, read Researching the various reports for the portfolio
and understand texts and use
them to gather information,
ideas, arguments and opinions
Writing – write documents Producing the various reports required for the portfolio
communicating information, and the SPB
ideas and opinions effectively Giving the presentation
and persuasively
Specialist Resources
Websites BBC Bitesize revision for GCSE ICT -
http://www.bbc.co.uk/schools/gcsebitesize/ict/
BBC Bitesize revision for GCSE Business Studies -
http://www.bbc.co.uk/schools/gcsebitesize/business/
http://www.intute.ac.uk/socialsciences/business/ - A collection
of links to information on Business aimed at students and tutors in
Further and Higher Education
BBC Bitesize revision for DiDA -
http://www.bbc.co.uk/schools/gcsebitesize/dida/
Teach ICT.com – A collection of ICT resources (for teaching staff
and students) for both GCE and GCSE: http://www.teach-ict.com/
FatMax – resources for AS and A Level IT (AQA Spec) -
http://www.fatmax.org/
UNIT 2: EXPLORING ORGANISATIONS
Unit 2: Exploring Organisations
Level 2
Guided Learning Hours: 60
About this unit ‘The first rule of any technology used in a business is that
automation applied to an efficient operation will magnify the
efficiency. The second is that automation applied to an
inefficient operation will magnify the inefficiency.’ — Bill
Gates
Have you ever wanted to run your own company or mini-
enterprise? Here’s your chance!
In this unit, you will work in teams to set up and run a mini-
enterprise and hopefully make a profit. Starting with an
investigation of the structure of organisations, you will then
look at generating a corporate image and investigate how
technology contributes to the running of a business. Among the
business areas you will be looking at in this unit are retail,
local government, manufacturing and sport and leisure. Once
you get a feel for the contribution of technology to these
areas, you will apply your knowledge to your own mini-
enterprise.
Business Scenario You are now ready to implement your business technology
system, using it to fulfil your assigned role in your mini-enterprise
whilst working effectively in a dynamic team.
Please refer to Assessment Portfolio and Business Scenario Brief
Learning outcomes
2.1 Understand different organisational structures, cultures and roles

2.2 Understand the purpose of key business processes, including customer
relationship management, people management, supplier management and
service delivery
2.3 Know how technology is used to support business processes, describing what
technology is used and what benefits it delivers
2.4 Be able to run a simulated mini-enterprise, describing key factors in an
organisation’s success
All learning outcomes relate to the business scenario.

This unit needs to be studied in conjunction with the business scenario for Unit 1:
The Potential of Technology, Unit 2: Exploring Organisations and Unit 3: Effective
Communication.
All learning outcomes of this unit could be studied using each of the four supplied
business areas as a context. These areas could include retail, manufacturing, sport
and leisure and local government. The business scenario will focus on one of these
areas.
2.1 Understand Structures: eg hierarchical/matrix, centralised/decentralised,
different flat/deep, organisational charts.
organisational
Cultures: eg mission statements, small/large organisations,
structures, cultures
management style, aims and objectives.
and roles
Roles: eg director, manager, production worker; departmental.
2.2 Understand the Business processes: customer relationship management; people
purpose of key management; supplier management and service delivery.
business processes,
Customer relationship management: eg mission statement,
including customer
customer service, integration with mission statement, marketing
relationship
company image (stationery, advertising etc), market share,
management,
profitability, customer complaints, movement from brick to
people
click.
management,
supplier People management: eg management styles (paternalistic,
management and autocratic, etc), leadership qualities, job definitions, appraisals,
service delivery pay for performance, inspiration and aspirations.
Supplier management: eg joint promotions, image equality,
supply and demand (profit maximisation, sales maximisation,
growth maximisation).
Service delivery: eg quality, targets, gaining and retaining a
reputation.
2.3 Know how Technology: eg computing, communications, networks,
technology is used internet, software, components of information systems.
to support business
Business processes: customer relationship management; people
processes,
management; supplier management and service delivery.
describing what
technology is used
and what benefits
it delivers
2.4 Be able to run a Key factors: eg structure (management structure, assign key
simulated mini- positions), company image (name, logo and stationery), brick or
enterprise, click (shop or internet sales), finance (business plan, financial
describing key plan, setting budgets), preparing and presenting a bid for a
factors in an contract, project planning and management, project evaluation,
organisation’s calculating break-even and recording profit and loss.
success
QCF unit summary
2.1 Understand • produce an outline report on the running of

different the mini-enterprise as defined in a business
organisational scenario
structures, cultures
• describe the structure and culture of the
and roles
enterprise including the roles of the members
2.2 Understand the • produce an outline report on the image of the

purpose of key mini-enterprise which describes the
business processes, importance of customer relationship
including customer management, people management, supplier
relationship management and service delivery
management,
people
management,
supplier
management and
service delivery
2.3 Know how • produce an outline report on the technology
technology is used used in the mini-enterprise
to support business
• describe at least one business process
processes,
describing what • indicate how the technology benefits the
technology is used business process
and what benefits
it delivers
2.4 Be able to run a • produce an outline financial account for the
simulated mini- mini-enterprise
enterprise,
• produce a weekly profit and loss account
describing key
giving reasons for the performance
factors in an
organisation’s • explain some key factors in the success of the
success mini-enterprise

For this unit you will be expected to present evidence in a portfolio.
The assessment of this unit will be based on the business scenario supplied by the
Examination Board, for the year of assessment, which will be a case study of a mini-
enterprise within one of the following areas: retail, manufacturing, local government
or sports and leisure. For the assessment of this unit the Examination Board will
supply details of a number of business opportunities or contracts to be bid for by the
mini-enterprise groups. The tutor will make the award of the contracts. You will
work in teams and you will be allocated a role within your team to produce a number
of reports. Organisations use reports to inform management and colleagues. Working
in teams to manage a project or develop a computer system is common in the
commercial world and team members will often be expected to produce a report for
their section. This unit will enable you to develop both your team worker and report
writing skills. You will produce the following reports; a report describing how the
mini-enterprise was run, a report on the mini-enterprise image, a report describing
how technology is used in the mini-enterprise and a financial report on the mini-
enterprise
Your report describing how the mini-enterprise was run will include an organisation
structure chart showing the structure of the mini-enterprise. Organisational structure
charts are used to graphically illustrate the hierarchy of management and employees
within organisations. You will also include a record of the decisions made by your
team in the form of a diary, in business this would be in the form of minutes in team
meetings.
Each organisation has its own culture and image. Your report on the mini-enterprise
image will enable you to focus on the image of the mini-enterprise and the functions
performed by different sections of an organisation to promote this image, using the
mini-enterprise as a case study.
Your report describing how technology is used in the mini-enterprise will identify how
technology benefits the mini-enterprise and how it could be improved. Technology is
essential to the efficiency of any enterprise.
Your financial report of the mini-enterprise will provide you with an opportunity to focus on
the financial aspect of the business. The purpose of any commercial business is to make
money and the report will include a profit and loss ananlysis.
You will use your understanding of technology and business, applying your IT,
communication and mathematical skills, to include the following in your portfolio:
e a report describing how the mini-enterprise was run, including a structure chart
and a description of the culture of your company and the roles of the team
members. This evidence is used to assess learning outcome 2.1
f a report on the mini-enterprise image and the importance of customer
relationship management, people management, supplier management and service
delivery. This evidence is used to assess learning outcome 2.2
g a report describing how technology is used in the mini-enterprise to support
business processes. This evidence is used to assess learning outcome 2.3
h a financial report on the mini-enterprise. This evidence is used to assess learning
outcome 2.4.
Assessment grid

focus awarded
2.1 • produces an outline report on • produces a detailed report on the • produces a comprehensive
the running of the mini- running of the mini-enterprise as report on the running of the
enterprise as defined in the defined in a business scenario by mini-enterprise as defined in a
business scenario by outlining describing the structure and business scenario by explaining
the structure and culture of the culture of the mini-enterprise the structure and culture of the
mini-enterprise including the including the roles of the members mini-enterprise including the
roles of the members roles of the members
(0–6) (7-11) (12-15) 15
the image of the mini-enterprise image of the mini-enterprise which report on the image of the mini-
which describes the importance describes in detail the importance enterprise which evaluates the
of customer relationship of customer relationship importance of customer
management, people management, people relationship management,
management, supplier management, supplier people management, supplier
management and service management and service delivery management and service
delivery delivery
(0–6) (7-11) (12-15) 15

focus awarded
the technology used in the mini- technology used in the mini- report on the technology used in
enterprise enterprise the mini-enterprise
• outlines the business processes • describes the business processes • explains the business processes
• indicates how the technology • describes how the technology • explains how the technology
benefits the business process benefits the business processes benefits the business processes.
(0–6) (7-11) (12-15) 15
2.4 • produces an outline financial • produces a detailed financial • produces a comprehensive

account for the mini-enterprise account for the mini-enterprise financial account for the mini-
enterprise
• produces a weekly profit and • produces a weekly profit and loss
loss account giving reasons for account describing the • produces a weekly profit and loss
the performance performance account explaining the
performance
• outlines some key factors in the • describes most key factors in the
success of the mini-enterprise success of the mini-enterprise • explains all key factors in the
success of the mini-enterprise
(0–6) (7-11) (12-15) 15
Total marks 60
Assessment guidance
• The basic principle is that this is a ’best fit’ grid – ie match overall standard of
bottom of the next band
the band
unit.
Level 2 Descriptors
Descriptor Meaning
Analyse Examine in detail and explain

Describe Give a clear description that includes all the relevant features
Evaluate Assess the value of something – consider strengths and weaknesses
and the balance between the two, justifying your statements.
Suggest potential improvements.
Explain Provide detailed information that accounts for/gives reasons
Fully Entirely
Indicate Point out
Outline Write a clear description but not a detailed one
Some At least two

This unit is based on the business scenario supplied for the year
and used for the assessment of Unit 1: The Potential of
Technology, Unit 2: Exploring Organisations and Unit 3:
Effective Communication.
Mark Band 1 To be eligible for Mark Band 1, the learner will produce an
outline report on the running of the mini-enterprise. They will
(0-6 marks) create a structure chart of their mini-enterprise in which there
may be a few errors but it will be clear who the members of the
team are and their roles within the mini-enterprise (3). They will
include some aims and objectives of their mini-enterprise (2).
For full marks in this band, the learner will include an outline
mission statement (1)
Mark Band 2 To be eligible for Mark Band 2, the learner will produce a
(7-11 marks) detailed report on the running of the mini-enterprise. They will
give a detailed description of the structure, including a
structure chart which will be free from errors and will
accurately show all members of the team and their roles in the
mini-enterprise (4).
They will include most of the aims and objectives of the mini-
enterprise (3) and describe the mission statement (2).
For full marks in this band, the learner will describe the
management style(s) adopted within the team (2).
(12-15 marks) comprehensive report on the running of the mini-enterprise.
The learner will explain the structure and point out areas where
it helped or hindered the running of the company. The structure
chart will be free from errors and will accurately show all
members of the team and their roles in the enterprise (5). The
management style(s) adopted by the team will be described (2).
They will include all the aims and objectives of the mini-
enterprise (4) and a detailed explanation of the mission
statement (3).
For full marks in this band, the learner will explain how the
management styles helped or hindered the running of the
company (1).
outline report that includes a basic description of the
(0-6 marks) importance of each of customer relationship management (1),
people management (1), supplier management (1) and service
delivery (1).
For full marks in this band, the learner will provide at least two
statements outlining how the mini-enterprise developed their
image through these processes (2). The statements may be brief.
detailed report that includes detailed descriptions of the
(7-11 marks) importance of customer relationship management, people
management, supplier management and service delivery (5). The
learner will describe how each process was used by the mini-
enterprise to develop their image (4).
For full marks in this band, the learner will have considered
which process is the most significant for the mini-enterprise (2).
comprehensive report that includes an evaluation of the
(12-15 marks) importance of each of customer relationship management,
people management, supplier management and service delivery
(6). The learner will explain how each process was used by the
mini-enterprise to develop their image (5). The learner will give
a clear and detailed evaluation of which process is considered to
be the most significant for the mini-enterprise (3).
For full marks in this band, the learner will provide an
explanation of why the chosen example is significant (1)
Assessment Focus (2.3)
outline report on the technology used in the mini-enterprise
(0-6 marks) with examples of technology used in their mini-enterprise from
at least two of the categories listed in ‘What you need to cover’.
This might include an outline of any databases or spreadsheets
they have created or outlines of communication systems or
networks they intend setting up in the future (2). The learner
will also provide an outline of the business processes (2) and
indicate how the technology used benefited one of the
processes (1). For example, outline how a database was setup to
manage details of the people in the organisation.
For full marks in this band, the learner will have included more
than one business process (1).
detailed report on the technology used in the mini-enterprise
(7-11 marks) with examples of technology used in their mini-enterprise from
at least two of the categories listed in ‘What you need to cover’.
This might include a description of any databases or
spreadsheets they have created or descriptions of
communication systems or networks they intend setting up in
the future(3). They will describe the business processes (3) and
describe how technology benefited the processes (3). For
example describe how a database was designed and setup to
manage details of the people in the organisation and used to
track when workers were working from home.
For full marks in this band, the learner will have described more
than one business process (2).
comprehensive report on the technology used in the mini-
(12-15 marks) enterprise from at least two of the categories listed in ‘What
you need to cover’. This might include an explanation of any
databases or spreadsheets they have created or an analysis of
communication systems or networks they intend setting up in
the future (4) and describe how each category supports at least
one business process (3). The learner will describe the business
processes (3) and explain how the technology benefits at least
two different business processes (4). For example tracking
workers that are working from home and having this information
available online is useful for company communications.
For full marks in this band, the learner will indicate at least one
improvement that could be made to the technology (1).
Assessment Focus (2.4)
outline financial account for the mini-enterprise, in the form of
(0-6 marks) a report, including an initial outline financial plan showing at
least where the breakeven point is and where capital has been
borrowed (1). The learner will also supply the actual profit and
loss figures during the running of the mini-enterprise (2) giving
some reasons for the performance of the business (1).
For full marks in this band, the learner will have outlined some
key factors for the success (or failure) of the mini-enterprise (2).
detailed financial account for the mini-enterprise, in the form
(7-11 marks) of a report, including an initial financial plan showing expected
income and outgoings, breakeven point and borrowed capital
(2). The learner will also supply the actual profit and loss
figures during the running of the mini-enterprise (2) and
describe the performance of the business (2).
The learner will have described most of the key factors for the
success (or failure) of the mini-enterprise (3).
For full marks in this band, the learner will compare the actual
profit and loss figures with the predicted figures from the
financial plan (2).
comprehensive financial account for the mini-enterprise, in the
(12-15 marks) form of a report, detailing all projected income and outgoings
including an initial financial plan showing where the breakeven
point is and where capital has been borrowed (3). The learner
will supply the actual profit and loss figures during the running
of the mini-enterprise (2) detailing the performance of the
business (3) comparing with the predicted figures from the
financial plan and explaining all variations between the actual
and the predicted figures (3).
For full marks in this band the learner will have explained the
key factors for the success (or failure) of the mini-enterprise (4).
Delivery guidance
This unit must be delivered in conjunction with Unit 1: The Potential of Technology,
and Unit 3: Effective Communication and the business scenario for the three units.
Using current examples from industry, learners will develop their understanding of
mini-enterprise and organisations, in particular organisational structures, cultures
and roles and how businesses use technology to support their key business roles.
Learners will apply the theory from this unit to the business scenario in which they
will set their own business mini-enterprise in a simulated exercise. To illustrate the
theory behind this unit learners could look at various examples drawn from across the
four following areas: retail, manufacturing, sport and leisure and local government.
Examples could also be drawn from other areas to broaden the learner’s knowledge
and some are listed below. Further details will be provided by Edexcel.
Retail: managing an international retail chain, staffing structure of an internet sales
organisation.
Manufacturing: zero fault tolerance/quality control, six sigma
Sport and leisure: interaction between the playing, coaching and business
management in a professional football club.
Local government: relationship between elected council members and full-time
employees.
Retail: movement from high street shops to internet sales, processing returns.
Manufacturing: dealing with unions, health and safety legislation, modelling the
effects of variations in the cost of raw materials.
Sport and Leisure: training requirements and qualifications for personal trainers.
Local Government: parks and green area management. Funding services.
Retail: POS/EPOS, stock control (automatic ordering, just in time stock control),
internet sales.
Manufacturing: CAD/CAM, automated production lines.
Sport and Leisure: data logging equipment, fitness measurement.
Local Government: personal details for housing and welfare benefits, payroll system
for council workers.
Retail: running a small sweet shop.
Manufacturing: running a small factory which makes tennis balls.
Sport and Leisure: running a small theatre group.
Local Government: running the collection of refuse (recycling).
Independent enquirers 2.1-2.4 Identifying coursework questions and problems to resolve and
exploring the issues around the running of a mini-enterprise.
Creative thinkers 2.1-2.4 Trying different ways to tackle the mini-enterprise

management problem, working with others in the team to find
imaginative solutions and outcomes that are of value.
Reflective learners 2.1-2.4 Setting goals for the development of their portfolio and
monitoring their own performance and progress. Inviting feedback
from other members of their team.
Team workers 2.1-2.4 Co-operating with others to manage the mini-enterprise.
Reaching agreements and adapting their behaviour to suit their role as
team members. Taking responsibility for their own role and showing
some confidence in themselves and their own contribution.
Self-managers 2.1-2.4 Planning and organising the creation of their portfolio for this
unit. Dealing with time pressures and deadlines for the production of
their portfolio. Seeking advice and support from their peers and tutors
when needed.
Effective participators 2.1-2.4 Taking responsibility for making improvements to the mini-
enterprise for others as well as themselves.

Select, interact with and use ICT Producing the various documents required for their
systems independently for a portfolio and business scenario
complex task to meet a variety of
needs
Evaluate the effectiveness of the Evaluating the effectiveness of the business processes
ICT system they have used with respect to the technology used
Manage information storage to Producing the various documents required for their
enable efficient retrieval portfolio and business scenario
Follow and understand the need Producing the various documents required for their
for safety and security practices portfolio and business scenario
Troubleshoot
ICT – Find and select information Researching information for the various documents
required for their portfolio and business scenario
Select and use a variety of Researching information for the various documents
sources of information required for their portfolio and business scenario
independently for a complex task
Access, search for, select and use Researching information for the various documents
ICT-based information and required for their portfolio and business scenario
evaluate its fitness for purpose

Individuals can enter, develop Producing the various documents required for their
and format information portfolio and business scenario
independently to suit its meaning
and purpose including:
Text and tables
Images
Numbers
records
Bring together information to suit Producing the various documents required for their
content and purpose portfolio and business scenario
Present information in ways that Producing the various documents required for their
are fit for purpose and audience portfolio and business scenario
Evaluate the selection and use of

ICT tools and facilities used to
present information
Select and use ICT to Communicating with other team members for the
communicate and exchange business scenario
Mathematics
Understand routine and non- Producing a financial account for the mini-enterprise
Identify the situation or problem Identifying the key areas that need to be reported on
needed to tackle it
Select and apply a range of skills Produce a weekly profit and loss account
to find solutions
Use appropriate checking Checking the weekly profit and loss account
Interpret and communicate Comparing the weekly profit and loss account with
solutions to practical problems in the initial financial plan
Draw conclusions and provide Giving explanations for variations between the
mathematical justifications weekly profit and loss accounts and the original
financial plan
English
Speaking and listening – make a Meeting with other members of their mini-enterprise
range of contributions to team
discussions and make effective
contexts
Reading – compare, select, read Researching information for the reports that form
and understand texts and use part of their portfolio
Writing – write documents Writing the documents that form part of their
communicating information, portfolio and business scenario documentation
ideas and opinions effectively
and persuasively
Resources
Websites The Times 100 – A Student and Teacher Business resource Centre
with articles and case studies:
http://www.thetimes100.co.uk/index.php
BBC Bitesize revision for GCSE Business Studies -
http://www.bbc.co.uk/schools/gcsebitesize/business/
http://www.intute.ac.uk/socialsciences/business/ - A collection of
links to information on Business aimed at students and tutors in
Further and Higher Education
The importance of effective communication (From the North
Eastern University College of Business Administration) -
http://web.cba.neu.edu/~ewertheim/interper/commun.htm
The Higher Education Academy – a collection of links and
bibliography relating to team work -
http://www.ukcle.ac.uk/resources/temp/gwresources.html
http://www.businesslink.gov.uk – The governments web site for
the self employed and small businesses
http://www.bgateway.com/ - Business Gateway Startup
http://www.startups.co.uk/ - Start Ups
www.companies-house.gov.uk
Companies House. This site gives information and guidance on
Registering as a Company, Limited Liability Partnerships,
choosing company names and filing account returns.
http://www.hmrc.gov.uk/
The HM Revenue and Customs (formerly the Inland Revenue) site
gives practical information on the tax and legal requirements of
self-employment or starting a business.
http://www.culturalmini-
enterpriseoffice.co.uk/uploads/File/CompanyStructuresFactshee
t.doc
A document from the Cultural Mini-enterprise Office of Scotland
detailing the different company structures that are recognised
by the law.
UNIT 3: EFFECTIVE COMMUNICATION
Unit 3: Effective Communication
Level 2
Guided Learning hours: 60
About this unit The important thing to recognize is that it takes a team, and
the team ought to get credit for the wins and the losses.
Successes have many fathers, failures have none. – Philip
Caldwell
Do you belong to a team? If you belong to a sports team or social
group you will already know how important cooperation and
consideration of others is. Businesses rely on teams of people
working together effectively and efficiently to meet their
objectives. In this unit you will work in teams and learn how
business is affected by the behaviour and actions of individuals.
Technology has changed the way we communicate both
personally and at work. In this unit you will investigate the types
of communication media used by business and discover why
businesses use them and for what purpose.
Have you been misunderstood when speaking or writing to
someone? Good communication skills are crucial to success for
individuals and businesses alike. In this unit you will be
practicing your written and oral communication skills by taking
part in presentations and discussions and creating business
documents.
Learning outcomes
3.1 Know how to assess the implications and appropriateness of different
communication media in a wide range of business contexts
3.2 Understand how teams work
3.3 Understand the consequences of different behaviours, attitudes and actions
and how these impact on effective communication and performance
3.4 Know how to evaluate personal performance as an individual and as a member
of a team, including offering and responding constructively to feedback
3.5 Know how to use confident, correct and contextually appropriate English in a
range of communications appropriate to the business environment including
meetings, short reports, emails, telephone calls and presentations
3.6 Know how to identify and demonstrate the features of effective

communication between individuals and groups.
Learning outcomes 3.2, 3.3, 3.4, 3.5 and 3.6 relate to the business scenario.

This unit needs to be studied in conjunction with the business scenario for Units 1, 2
and 3.
All learning outcomes of this unit could be studied using each of the four supplied
business areas as a context. These areas include retail, manufacturing, sport and
leisure and local government. The business scenario will focus on one of these areas.
3.1 Know how to assess Implications: eg misunderstandings leading to inappropriate

the implications actions.
and
Appropriateness: eg clarity, quality, audience (what do you
appropriateness of
want to say, who is the audience and how will it be perceived).
different
communication Communication media: eg electronic (websites, blogs, emails),
media in a wide telephony, fax, paper (letters, reports, memos, agendas,
range of business meeting minutes etc), speech (telephone, conferencing,
contexts meetings etc).
Business contexts: eg sales, marketing, human resources,
production, accounts, stock systems etc
3.2 Understand how Teams: eg collaborative working, compromise, reaching
teams work agreements, fairness and consideration to others, listening,
taking responsibility.
Team members: eg leader, recorder, ideas person,
compromiser; leadership, eg delegation (managing workloads),
negotiation, handling conflict, motivation of the team.
3.3 Understand the Behaviours: eg quality of presentation of written
consequences of communications, organised/disorganised approach, quality of
different English/spelling.
behaviours,
Attitudes: eg positive or negative approach, verbal clues and
attitudes and
body language.
actions and how
these impact on Actions: eg immediate or late responses, incomplete or lost
effective work.
communication and Effective communication: in the team, in the organisation,
performance outside of the organisation eg customers, suppliers.
Performance: eg importance of training and development to
improve performance, skills and techniques associated with the
a job (confidence, customer care, promptness of response,
politeness, helpfulness), acquisition of knowledge of company
and products, organisational standards.

3.4 Know how to Personal performance: eg evaluate strengths and limitations,
evaluate personal monitor progress.
performance as an
Performance in a team: eg working with others, what makes a
individual and as a
successful team, defining levels of performance in a team, ways
member of a team,
to improve own performance in a team, handling dissent and
including offering
criticism, sharing information.
and responding
constructively to Responding constructively to feedback: eg performance
feedback appraisals, appraisals focusing on corporate goals, appraisals
focusing on personal and career goals, dealing positively with
praise, setbacks and criticism.
3.5 Know how to use Confident/correct: eg concise, logical, persuasive, clear; using
confident, correct a range of sentence structures, including complex structures;
and contextually correctly punctuated including commas, apostrophes and
appropriate English inverted commas; proof read and revised for accuracy and
in a range of meaning.
communications
Contextually appropriate: for the organisation, for the
appropriate to the
audience, for the subject matter.
business
environment Range of communications: eg meetings, short reports, emails,
including meetings, telephone calls, presentations, memos.
short reports,
emails, telephone
calls and
presentations
3.6 Know how to Features: eg clarity, quality, appropriateness (context,
identify and audience), timeliness.
demonstrate the
Effective communication between individuals and groups: eg
features of
communication in the form of minutes of meetings, agendas,
effective
reports, presentations; through different media, eg face-to-
communication
face, meetings, email, telephone, paper, presentation software.
between
individuals and
groups.
QCF unit summary
3.1 Know how to assess • assess which method of communication is

the implications most appropriate in different business
and contexts and the implications of using
appropriateness of different communication methods
different
communication
media in a wide
range of business
contexts
3.2 Understand how • describe the roles of the teams members,
teams work discussing issues of concern and how they were
resolved [EP 1], co-operating with others to
work towards common goals [TW 1] and
reaching agreements [TW 2]
3.3 Understand the • outline how behaviour, attitudes and actions
consequences of can affect team work by adapting behaviour to
different suit different situations [TW 3], showing
behaviours, fairness and consideration to others [TW 4],
attitudes and taking responsibility for their own role and
actions and how showing confidence in themselves and their
these impact on contribution [TW 5]
effective
communication and
performance
3.4 Know how to • list their own strengths and limitations in
evaluate personal contributing to the mini-enterprise, as defined
performance as an in a business scenario, assessing themselves and
individual and as a others, identifying achievements [RL 1],
member of a team, evaluating experiences and learning to inform
including offering future progress [RL 5]
and responding
• provide evidence of responding constructively
constructively to
to feedback, communicating their learning in
feedback
relevant ways for different audiences and
provide constructive support and feedback to
others [TW 6], inviting feedback and dealing
positively with praise, setbacks and criticism
[RL 4]
3.5 Know how to use • produce a range of documentation relating to

confident, correct mini-enterprise team meetings, as defined in a
and contextually business scenario, using correct and
appropriate English contextually appropriate English
in a range of
communications
appropriate to the
business
environment
including meetings,
short reports,
emails, telephone
calls and
presentations
3.6 Know how to • produce a statement on the effectiveness of
identify and each of the communications used between
demonstrate the individuals and groups in the mini-enterprise,
features of as defined in a business scenario
effective
communication
between
individuals and
groups.

For this unit assessment evidence will consist of a portfolio and will include
assignments from Unit 1: The Potential of Technology, Unit 2: Exploring Organisations
and Unit 3: Effective Communication.
The assessment of this unit will be based on the business scenario, supplied by the
Examination Board, for the year of assessment, which will be a case study of a mini-
enterprise within one of the following areas: retail, manufacturing, local government
or sports and leisure.
You will work in teams and you will be allocated a role within your team to produce a
number of documents. You will produce a set of documentation, identifying the
effectiveness of communication media available to business; an assessment of your
team work; an evaluation of the performance of your team in running the mini
enterprise and a set of documentation relating to it. Working in teams, to manage a
project or develop a computer system, is common in the commercial world. Team
members will be expected to co-operate and work together effectively, with each
member being responsible for their own contribution. This unit allows you to assess
whether your team has communicated well and worked effectively in running your own
enterprise.
You will use your understanding of business, applying your IT and communication skills,
to include the following in your portfolio:
i an assessment outlining the communication media available and the implications
and appropriateness of using them in different business situations. This evidence is
used to assess learning outcome 3.1
j notes on team work and the consequences of different behaviours based on your
experience in the mini enterprise and listing the team members and their roles
(including leader, recorder and ideas person). This evidence is used to assess
learning outcomes 3.2 and 3.3
k evaluation of the performance of the mini enterprise. This evidence is used to
assess learning outcome 3.4
d documentation relating to your mini enterprise team meetings, eg agenda, minutes.
This evidence is used to assess learning outcome 3.5 and 3.6.
Assessment grid

Focus awarded
3.1 • briefly assesses which method of • assesses which method of • gives a detailed assessment of
communication is most communication is most which method of communication
appropriate in different business appropriate in different business is most appropriate in different
contexts contexts business contexts
• briefly assesses the implications • assesses the implications of • gives a detailed assessment of
of using different communication using different communication the implications of using
methods methods different communication
methods
(0–7) (8-12) (13-18) 18

3.2 • outlines the roles of team • describes the roles of team • describes in detail the roles of
members members team members
3.3
• outlines how attitude and • describes how attitude and • analyses how attitude, actions
behaviour can affect team work behaviour can affect team work and behaviour affect team work
and impact on effective and impact on effective and impact on effective
communication and performance communication and performance communication and performance
(0–5) (6-8) (9-12) 12

Focus awarded
3.4 • lists their own strengths and • describes individual strengths and • evaluates individual strengths
limitations in contributing to the limitations in contributing to the and limitations in contributing
mini-enterprise, both as an mini-enterprise, both as an to the mini-enterprise, both as
individual and as a member of a individual and as a member of a an individual and as a member
team team of a team
• provides evidence of responding • provides evidence of responding • provides evidence of responding
constructively to feedback constructively to feedback and constructively to feedback and
dealing positively with praise dealing positively with praise,
• provides evidence of feedback to
setbacks and criticism
others • provides evidence of support and
feedback to others • provides evidence of
constructive support and
feedback to others
(0–6) (7-11) (12-15) 15
3.5 • produces some documentation • produces a range of • produces a comprehensive set

using correct and contextually documentation using correct and of documentation using correct
3.6 appropriate English relating to contextually appropriate English and contextually appropriate
mini-enterprise team meetings relating to mini-enterprise team English relating to mini-
meetings enterprise team meetings
• produces a statement on the
effectiveness of each of the • produces a description of the • produces an evaluation of the
communications used between effectiveness of each of the effectiveness of each of the
individuals and groups in the communication methods used communication methods used
mini-enterprise between individuals and groups in between individuals and groups
the mini-enterprise in the mini-enterprise
(0–6) (7-11) (12-15) 15
Total marks 60
Assessment guidance
• The basic principle is that this is a ’best Fit’ grid – ie match overall standard of
the band
unit.
Level 2 Descriptors
Descriptor Meaning

Assess Make a judgement on the importance of something
Brief assessment Give your opinion using few words
Describe Provide clear information that includes all or most of the relevant
features
Fully Entirely
List Provide the information in a list, rather than in continuous prose
Outline Provide a clear summary including main features/general principles
Range At least three
Some At least two
Mark Band 1 To be eligible for Mark Band 1, the learner will produce a list of
different business contexts (2) with an indication of which
(0-7 marks)
communication media are the most appropriate to use for each
(2).
For full marks the learner will outline the implications of using
some of the different communication media in various business
contexts eg phone call alone to a customer may be too informal
– no record (2).
The learner may tabulate the information and will use
appropriate English, which may contain grammatical errors (1).
Mark Band 2 To be eligible for Mark Band 2, the learner will describe a range
of business contexts (3) with an assessment of which
(8 -12 marks) communication media are the most appropriate to use for each
(3). The learner will describe the implications of using a range
of different communication media in various business contexts
eg phone call alone to a customer may be too informal – no
record (3).
The assessment will be in a consistent style, and show correct

and appropriate English with few errors (2).
For full marks the learner will have assessed a comprehensive

range of business contexts (1).
The learner may have a little assistance in structuring and

producing the assessment.
Mark Band 3 To be eligible for Mark Band 3, the learner will describe a
(13 – 18 marks) comprehensive range of business contexts (4) with a detailed
assessment of which communication media are the most
appropriate to use for each (4). The learner will explain the
implications of using most of the different communication media
in various business contexts eg phone call alone to a customer
may be too informal – no record (4).
The assessment will be in a consistent business style and show
correct and appropriate English containing only minor
grammatical errors (4).
For full marks the learner will have suggested valid alternative
methods of communication in the various business contexts (2).
Assessment focus (3.2, 3.3)
For this assessment focus the learner will work as a team, based
on the business scenario supplied for the year and used for the
assessment of Unit 1: The Potential of Technology, Unit 2:
Exploring Organisations and Unit 3: Effective Communication.
The learner will be allocated a role in a team of three or four
people.
The learner will develop their team worker skills by co-operating
with others to manage the mini-enterprise. To achieve this they
will have to reach agreements, manage discussions and adapt
their behaviour to suit their role as a team member. The learner
will show fairness and consideration to others. The learner will
take responsibility for their own role and show some confidence
in their own contribution.
Mark Band 1 To be eligible for Mark Band 1, the learner will produce notes
(0-5 marks) including a list of the typical ‘types’ of members of a team (1)
and outline the part these roles play in teams including leader,
recorder and ideas person (2). (Where their own team did not
include a particular team member ‘type’, the learner will
include a brief outline of the characteristics of the missing
styles).
As far as is possible, the learner should base their notes on
personal experience of working as a member of the mini
enterprise team.
For full marks the learner will include some ideas about how
attitude or behaviour can affect teamwork and impact on
communication and performance (2), eg effect of poor time
keeping or laziness on other team members and the
performance of the mini-enterprise
Mark Band 2 To be eligible for Mark Band 2, the learner will list more than
the three typical ‘types’ of members of a team given (2), with a
(6-8 marks)
description of the part these roles play in teams (2). They will
also include how attitude and behaviour can affect team work in
respect to communication and performance (3), eg negative
attitude can lead to factions within a team which can lead to
failure in communication and ultimate failure to meet
objectives.

enterprise team.
For full marks the learner will include an example of how

attitude and behaviour affected their own teamwork in respect
to communication and performance (1).
Mark Band 3 To be eligible for mark band 3 the learner will produce notes
covering a full range of the typical types of members of a team
(9-12 marks)
including at least a leader, recorder, compromiser and ideas
person (3), with a full and detailed description of what their
role is within the team (3). They will have included an analysis
of how attitude and behaviour can affect teamwork in respect to
communication and performance (3).

enterprise team.
For full marks the learner will include a number of examples

from their own experience of how attitude and behaviour can
affect teamwork in respect to communication and performance
(3).
Mark Band 1 To be eligible for Mark Band 1, the learner will reflect on their
own learning assessing themselves and identifying their
(0-6 marks)
achievements. Reviewing their progress, the learner will list
their own strengths and limitations both as an individual and as a
member of the team (including how they performed in meeting
deadlines and communicating appropriately, clearly and
accurately with others) (2).
The reflective learner will invite feedback and deal positively

with praise, setbacks and criticism. Evidence of responding to
feedback may be shown by changes made following a discussion,
e.g. altering the style of a document to suit business
requirements (1). Witness statements from the observation of
meetings may be used to demonstrate dealing positively with
praise, setbacks or criticism (1).
The learner will include some evidence of giving feedback to

other team members (e.g. testimony from a team member or
observer’s witness statement) (1)
For full marks the learner will state how the feedback they
received will inform their future practice (1).
(7-11 marks)
achievements. Reviewing their progress, the learner will
describe their strengths and limitations both as an individual
and as a member of the team, including their performance in
meeting deadlines and communicating appropriately, clearly and
accurately (3).

with praise, setbacks and criticism. Evidence of responding to
feedback should be included. This may be shown by changes
made following a discussion, e.g. altering the style of a
document to suit business requirements or meeting a deadline
(minuted in team meetings)(2). Witness statements from the
observation of meetings may be used to demonstrate dealing
positively with praise, setbacks or criticism (1). The learner will
describe how the feedback they received will inform their
future practice (2)
The learner will include evidence of support and feedback to

other team members (e.g. testimony from team members and
observer’s witness statements) (2)
For full marks the learner will suggest ways they can improve on
their limitations (1).
(12-15 marks)
achievements. Reviewing their progress, the learner will
evaluate their strengths and limitations (4) and suggest ways
they can improve on their limitations (1).

with praise, setbacks and criticism, evaluating their experiences
and stating how this will inform future progress. Evidence of
responding to feedback should be included. This may be shown
by changes made following a discussion, e.g. altering the style
of a document to suit business requirements or meeting a
deadline (minuted in team meetings)(3). Witness statements
from the observation of meetings may be used to demonstrate
dealing positively with praise, setbacks or criticism (1). The
learner will explain how the feedback they received will inform
their future practice (3).
For full marks the learner will include evidence of constructive

support and feedback to other team members (e.g. testimony
from team members and observer’s witness statements) (3)
Assessment Focus (3.5, 3.6)
Mark Band 1 To be eligible for Mark Band 1, the learner will produce a set of
business documentation to include at least a business document
(0-6 marks)
(eg agenda, minutes), a record of telephone communication and
an email communication (3). The communications must relate to
both individuals and groups. There will be a brief statement of
the effectiveness of each method i.e. did it achieve its purpose
(1). The documents will be contextually appropriate and use
English which may contain some errors (1).
For full marks in this band, the learner will suggest alternative
methods that could have been used for each purpose (1).
Mark Band 2 To be eligible for Mark band 2, the learner will produce a set of
business documentation to include at least a business document
(7-11 marks)
such as a set of minutes of a meeting, an email communication
between individuals and a group email, a record of telephone
conversations and any other communication media used (4). The
communications must relate to both individuals and groups.
There will be a description of the effectiveness of each method
(2) and suggestions for alternative methods of communication
that could have been used (1). The documents will be
contextually appropriate and use correct English with few errors
(2).
For full marks in this band, the learner will produce more than
one written communication, eg an agenda or report (2).
Mark Band 3 To be eligible for Mark Band 3, the learner will produce a set of
business documentation to include documents such as an agenda
(12-15 marks)
and a set of minutes of a meeting; an email communication
between individuals and a group email; a record of telephone
conversations; and records of other communication media used
(at least one other) (5). The communications must relate to both
individuals and groups. There will be an evaluation of the
effectiveness of the methods used (4) plus suggestions of
alternative methods that could have been used with justification
for their choice (2). The documents will be contextually
appropriate and use correct English with no errors (3).
For full marks in this band, the learner will give a detailed
evaluation of the effectiveness of all of the methods used (1).
Delivery guidance
This unit must be delivered in conjunction with Unit 1: The Potential of Technology
and Unit 2: Exploring Organisations and the business scenario for the three units.
The individual communication skills acquired through this unit will underpin all units
of the programme and need to be established as soon as possible in the course.
Written communication should be concise, logical, persuasive, clear; use a range of
sentence structures including complex structures; be proof read; be correctly
punctuated including commas, apostrophes and inverted commas. Evidence will come
from all assessment focuses of the assessment. Oral and non-verbal communication
skills should also be developed and practiced through presentations, role-play and
team work.
For this unit learners will need to investigate the growth and use of communication
media such as blogs, websites, mobile telephony and email, identifying examples of
good and bad practice. They could investigate which media are most commonly used
and why, in the variety of business contexts given, eg retail, sport and leisure,
manufacturing, local government.
They could participate in various teams (eg a team collecting and sharing information
from businesses or a team presentation about research for another unit), helping
them to understand, practice and develop team skills, including leadership,
negotiation and handling conflict. They could role-play team meetings and
deliberately introduce different or inappropriate behaviours leading to discussion of
the effect this had on the other members of the team and on the performance of the
team.
They could evaluate business documents to identify problems likely to arise from
inaccurate use of language.
These skills will also be put to use in the business scenario which involves learners
setting up a mini-enterprise and running it for a profit. More information on the
business scenario can be found in the business scenario itself and Unit 1: The
Potential of Technology and Unit 2: Exploring Organisations.
PLTS
Team worker
Learners will develop their team worker skills by co-operating with others to manage
the mini-enterprise. To achieve this they will have to reach agreements, manage
discussions and adapt their behaviour to suit their role as team members. Learners
will show fairness and consideration to others providing constructive support and
feedback to other members of the team. Learners will take responsibility for their
own role and show confidence in their own contribution.
Reflective learner
Learners will have reflected on their own learning assessing themselves and
identifying their achievements. Learners will have assessed whether they have
successfully achieved their goals for their own work and development. Reviewing
their progress learners will have invited feedback and dealt positively with praise,
setbacks and criticism, evaluating their experiences and stating how this will inform
future progress. Communicating their learning in relevant ways for different
audiences.
Effective participator
Learners will discuss issues of concern amongst the team and how they were
resolved.
Independent enquirers 3.1 Carrying out research on communication media.

3.2 Looking at teams.
Creative thinkers 3.5-3.6 Designing documentation for the mini enterprise.
Reflective learners 3.4 Assessing their own performance. Identifying achievements.

Inviting feedback and dealing positively with praise, setbacks
and criticism. Evaluating experiences and learning to inform
future progress. Communicating their learning in relevant ways
for different audiences.
Team workers 3.3 Co-operating with others. Reaching agreements to achieve
results. Adapting behaviour to suit their role. Showing fairness
and consideration to others and taking responsibility, showing
confidence in themselves and their contribution. Providing
constructive feedback and support to others
Self-managers 3.5 Planning and organising a set of business documentation.
Planning and organising the creation of their portfolio for this
unit. Dealing with time pressures and deadlines for the
production of their portfolio. Seeking advice and support from
their peers and teachers when needed.
Effective participators 3.2 and 3.6 Discussing issues of concern and how they were
resolved as part of a team for the mini enterprise.

Select, interact with and use ICT Producing the various reports required for the portfolio
systems independently for a and the business scenario documents
needs
Evaluate the effectiveness of the

ICT system they have used
Manage information storage to Producing the various reports required for the portfolio
enable efficient retrieval and the business scenario documents
Follow and understand the need Producing the various reports required for the portfolio
for safety and security practices and the business scenario documents
Troubleshoot
ICT – Find and select information Researching information required for the report outlining
the communications media available with an assessment
of the implications and using them in different business
situations
Select and use a variety of Producing the various reports required for the portfolio
sources of information and the business scenario documents
Access, search for, select and use Researching information required for the report outlining
ICT-based information and the communications media available with an assessment
evaluate its fitness for purpose of the implications and using them in different business
situations
Individuals can enter, develop Producing the various reports and documents required for
and format information the portfolio and the business scenario
Text and tables
Images
Numbers
records
Bring together information to suit Producing the various reports and documents required for
content and purpose the portfolio and the business scenario
Present information in ways that Producing the various reports and documents required for
are fit for purpose and audience the portfolio and the business scenario

present information
Select and use ICT to Communicating with other members of their mini-
communicate and exchange enterprise team
Mathematics


needed to tackle it

to find solutions



English
Speaking and listening – make a Communicating and meeting with the other members of
range of contributions to their mini-enterprise team
contexts
Reading – compare, select, read Producing the various reports and documents required for
and understand texts and use the portfolio and the business scenario
Writing – write documents Producing the various reports and documents required for
communicating information, the portfolio and the business scenario
and persuasively
Resources
Websites The importance of effective communication (From the North
Eastern University College of Business Administration) -
http://web.cba.neu.edu/~ewertheim/interper/commun.htm
http://www.intute.ac.uk/socialsciences/business/ - A collection
of links to information on Business aimed at students and tutors
in Further and Higher Education
UNIT 4: SKILLS FOR INNOVATION
Unit 4: Skills for Innovation

Level 2
About this unit ‘Technology is like fish. The longer it stays on the shelf, the less
desirable it becomes.’ — Andrew Heller, IBM
In the world of business people tend to think in terms of
challenges or opportunities, not problems.
To take advantage of these challenges or opportunities the
business person needs to use a lot of skills which they tend to
take for granted. The ability to manipulate numbers, especially
currency is an important requirement of any business person as
is the need to communicate your ideas to others.
To make sensible decisions you need to be aware of the
probable consequences of each of the options available to you.
Years ago the only way you could do this was by using your
experience; nowadays technology provides an alternative way in
the form of models and simulations. To use these models,
however, you have to possess the skills and imagination to
create and understand them and also the ability to present your
findings and persuade others that your way ahead is the correct
way. In this unit you will be learning to do just that.
Learning outcomes
4.1 Be able to use a wide range of numerical and graphical techniques to analyse
and present business relevant information, including the use of estimation
and approximation to support ideas and proposals
4.2 Be able to use creative, investigative and numerical reasoning skills to
present proposals to address business challenges and opportunities
4.3 Know about the key legal and ethical considerations in the IT environment,
including data protection, health and safety and copyright.
4.1 Be able to use a Numerical and graphical techniques: mathematical skills, eg

wide range of percentages, ratios, estimation; spreadsheet skills, eg simple
numerical and formulae, statistical functions (Sum, Average), complex
graphical functions (multiple linked pages), if and lookup statements,
techniques to command buttons, drop-down boxes; logic and selection
analyse and functions; data format; security (locked cells, protected pages);
present business pivot tables.
relevant
Analysis: using models, eg if I increase spending by 10% what is
information,
the effect on the business?, statistical analysis, eg mean, mode,
including the use
median; cost-benefit analysis; planning, eg forecasting,
of estimation and
budgeting; charts and graphs.
approximation to
support ideas and Estimation and approximation: confident use of number
proposals. without calculators or computers.
4.2 Be able to use Creative skills: eg suggest new markets, automating a manual
creative, function, try to increase sales instead of cutting costs.
investigative and
Investigative skills: documenting systems; opportunity
numerical
identification, eg sales increase opportunities, overhead savings.
reasoning skills to
present proposals Numerical skills: numerical and graphical techniques(see
to address business above); generating models, eg what are the variables? what are
challenges and the possible inputs?, comparing, ‘What if’ scenarios, forecasts,
opportunities trends; assessing, eg multi-series graphs or charts, cash flow
forecast, return on investment.
4.3 Know about the Legislation: eg Data Protection Act, Computer Misuse Act,
key legal and Copyright and Patents Act, Distance Selling Regulations,
ethical Standard Operating Procedures (SOP), European Spreadsheet
considerations in Risks Interest Group, EEC regulations for the disposal of
the IT computer equipment etc, health and safety legislation and
environment, awareness, eg ergonomics.
including data
Ethical issues: eg digital divide, internet safety, upskilling and
protection, health
training.
and safety and
copyright
QCF unit summary
4.1 Be able to use a • describe an area that needs improvement in a

wide range of business
numerical and
• outline at least two numerical improvement
graphical
options and use estimation and approximation
techniques to
to support these options
analyse and
present business • graphically represent the options using a chart
relevant or graph
information,
including the use
of estimation and
approximation to
support ideas and
proposals.
4.2 Be able to use • produce a proposal to address a business
creative, challenge or opportunity, to include a
investigative and numerical model
numerical
• explain how the proposal works
reasoning skills to
present proposals • outline the outcomes of the proposal
to address business
• justify a recommendation for future action
challenges and
opportunities • seek agreement for the recommendation
4.3 Know about the • describe the relevant legal and ethical issues
key legal and in the IT environment including data
ethical protection, health and safety and copyright
considerations in
the IT
environment,
including data
protection, health
and safety and
copyright

For this unit assessment evidence will consist of a portfolio.
Learners could research a real world company for this unit or the assessment of this unit
could be based on a case study of a business within one of the following areas: retail,
manufacturing, local government or sports and leisure. Centres may provide their own
business scenario for learners or use an example scenario provided by Edexcel and placed
on the website.
You will identify an area or aspect of the business where improvement can be made or a
particular problem can be resolved. You will investigate this area and develop a number of
options and/or solutions. You are required to produce proposals for an area of
improvement for a business, representing it using a mathematical model and reporting on
legal and ethical issues the business has to consider. These are all realistic tasks that are
performed by businesses as well as the methods you have to use to present them. You will
use your understanding of business, applying your IT, communication and mathematical
skills, to include the following in your portfolio:
l an analysis of the business identifying an area for improvement. This will include an
explanation of the options that you identified detailing the changes which would have
to be made. This evidence will be used to assess learning outcome 4.1
m your own proposal, including a model, of the area for improvement identified above.
An explanation of how the model works, how it predicts the outcomes of the options
and a recommendation or recommendations for which you have sought agreement. This
evidence will be used to assess learning outcome 4.2
c a report on the legal and ethical issues facing the business. This evidence will be used
to assess learning outcome 4.3.
Assessment grid

Focus awarded
4.1 • identifies an area that needs • describes an area that needs • analyses an area that needs
improvement in a business improvement in a business improvement in a business
• outlines improvement options • describes improvement options • explains improvement options
(other than doing nothing) using (other than doing nothing) using using estimation and
estimation and approximation to estimation and approximation to approximation to support the
support the option support the options options
• graphically represents the • graphically represents the • graphically represents the
options using a chart or graph. options using an appropriate options using an appropriate
The learner requires frequent chart or graph that meets most chart or graph that meets all of
prompting to achieve this. of the requirements. The learner the requirements. The learner
requires limited prompting to works independently.
achieve this.
(0–10) (11-17) (18-25) 25

Focus The learner: The learner: The learner: awarded
4.2 • outlines a proposal to address a • produces a detailed proposal to • produces a comprehensive

business challenge or address a business challenge or proposal to address a business
opportunity, to include a opportunity, to include a challenge or opportunity, to
numerical model numerical model include a numerical model
• outlines how the proposal works • describes how the proposal explains how the proposal works
• outlines the outcomes of the works • explains the outcomes of the
proposal • describes the outcomes of the proposal
proposal • justifies a recommendation for
• outlines a recommendation for
future action • justifies a recommendation for future action showing a creative
future action approach
• seeks agreement for the
recommendation • seeks agreement for the • seeks agreement for the
recommendation demonstrating recommendation demonstrating
powers of persuasion powers of persuasion and
negotiation
The learner may have required The learner will have worked
assistance. The learner may have required
independently.
limited assistance.
(0–10) (11-17) (18-25) 25
4.3 • outline the relevant legal and • describe the relevant legal and • explain the relevant legal and
ethical issues in the IT ethical issues in the IT ethical issues in the IT
environment including data environment including data environment including data
protection, health and safety protection, health and safety protection, health and safety
and copyright and copyright and copyright
(0-4) (5-7) (8-10) 10
Total marks 60
Assessment guidance
the band
unit.
Level 2 Descriptors
Descriptor Meaning

Explain Set out the reason for something, with reasons
Fully Entirely
Identify Point out (ie choose the right one) or give a list of the main
features
Justify Give reasons or evidence to support your opinion or view to show
how you arrived at these conclusions
Several At least three
Some At least two
Mark Band 1 To be eligible for Mark Band 1, the learner will identify an area
for improvement (1) with some justification for their choice - in
(0-10 marks)
general terms (easier, quicker, cheaper, make more money) (2).
They will have given more than one option for improvement but
they will be fairly simple and there may be little explanation as
to how they will be achieved (2). They will have attempted to
use estimation and approximation to support their options (2).
For full marks in this band they will have created a chart or
graph to illustrate options graphically but may have required
considerable prompting (3).
Mark Band 2 To be eligible for Mark Band 2, the learner will describe an area
for improvement (2). They will have justified why it should be
(11-17 marks) investigated, describing the benefits that could be gained (3).
They will have described more than one option for improvement
(4). They will have used estimation and approximation to
support at their options (2) describing how they have calculated
their results (2).
For full marks in this band the learner will have created an
appropriate chart or graph, with limited prompting, to illustrate
the options (4).
Mark Band 3 To be eligible for Mark Band 3, the learner will analyse an area
for improvement (4). They will have justified why it should be
(18-25 marks) investigated, analysing the benefits that could be gained (4).
They will have described more than one option for improvement
and explained how these could be achieved, (6). They will have
used estimation and approximation to support their options (2),
explaining how they calculated each of the estimates and
approximations (4).
For full marks in this band the learner will have created an
appropriate chart or graph independently, to illustrate the
options(5).
proposal to include a model using numerical and/or graphical
(0–10 marks) techniques (2), which will give some idea of the effects of their
proposed changes (2).
The learner will outline how the proposal and the model works
(1) and the outcomes of the model (2) but either the model will
be simple or how it predicts the results may not be obvious.
There will be a recommendation for future action (1).
The learner seeks approval for the recommendation (1)

evidenced by a statement from the tutor.
For full marks in this band, the learner will produce a model
with at least one complex aspect (eg multiple linked pages, if
and lookup statements, command buttons, drop-down boxes)
(1).
detailed proposal to include a well designed model using
(11-17 marks) numerical and/or graphical techniques (3) which detail the
effects of their proposed changes (3).
The learner will describe how the proposal and the model work
and most aspects of the model should work (2). It will be clear
how the model predicts the outcomes of the options. (3).
There will be a justified recommendation for future action (2).
The learner seeks approval for the recommendation, having
demonstrated a persuasive argument (2) evidenced by a
statement from the tutor.
with at least two complex aspects (eg multiple linked pages, if
and lookup statements, command buttons, drop-down boxes)
(2).
comprehensive proposal to include a well designed model using
(18-25 marks) numerical and/or graphical techniques (5) which detail the
effects of their proposed changes and produces results which are
relevant (5).
The learner will explain how the proposal and the model work
and all aspects of the model should work (3). It will be clear how
the model predicts the outcomes of the options and the
outcomes should be valid. (3).
There will be a justified recommendation for future action with
the learner showing a creative approach, eg taking into account
carbon footprint (3).
The learner seeks approval for the recommendation, having
demonstrated a persuasive argument along with negotiation
skills (3) evidenced by a statement from the tutor.
with at least three complex aspects (eg multiple linked pages, if
and lookup statements, command buttons, drop-down boxes)(3).
Mark Band 1 To be eligible for Mark Band 1, the learner will produce a report
outlining some of the relevant legal and ethical issues facing the
(0-4 marks)
company (including at least the Data Protection Act, copyright
legislation and at least one health and safety issue) (3).
For full marks in this band, the learner will use a range of
sentence structures (although these may not be complex), which
include basic punctuation (1).
describing most of the relevant legal and ethical considerations
(5-7 marks) facing the company making some attempt to explain the
effectiveness of the legislation eg if the company continually
flouts copyright and health and safety laws does this indicate a
flaw in the legislation (5).
sentence structures (including complex structures), which
include basic punctuation (1). The work will be proof read (1),
evidenced from reasonably accurate final copy.
explaining the relevant legal and ethical considerations facing
(8-10 marks) the company. The effectiveness of the legislation will be
explained (6). The learner will have put forward a balanced view
on ethical issues (1).
sentence structures (including complex structures), which
include appropriate punctuation (1). The work will be proof read
and revised for accuracy (1), evidenced from corrections made
to drafts (1).
Delivery guidance
This unit will enable learners to develop the ability to create proposals to address
business challenges and opportunities. This includes the use of creative, investigative
and numerical reasoning skills, and the interpersonal skills to negotiate agreements.
Learners could research a real world company for this unit or the assessment of this
unit could be based on a case study of a business within one of the following areas:
retail, manufacturing, local government or sports and leisure. Centres may provide
their own business scenario for learners or use an example scenario provided by
Edexcel and placed on the website.
The unit provides a challenge for tutors in as much as it requires learners to be
innovative. Teaching innovation is not something that can be done using traditional
teaching methods. A possible way, however, is to allow the learners to do their own
thinking and for the tutor to take a background role. It is important, therefore for
learners to take responsibility for their own learning in this unit. In this unit it is
necessary for the tutor to take a step back and facilitate learning rather than teach.
The unit requires learners to acquire significant mathematical skills. Most of these
skills are already taught in their mathematics lessons. It is not suggested that these
lessons be repeated but that the mathematics should be emphasised when learning
the spreadsheet functions. For example, percentages could be explained
mathematically when the formatting of a cell as a percentage is required. It is
necessary that the learners understand that when multiplying by a cell which
contains 40 per cent this is effectively multiplying by 0.4.
Spreadsheet skills are also taught in other units but learners in this unit must be
capable of applying this knowledge to different situations. Knowing that =A4-A5 will
subtract the contents of one cell from another is different from knowing that profit is
revenue minus costs. Learners need to be given many examples of spreadsheets and
models to create and should be offered the opportunity to solve things in their own
way.
The problem solving aspect of this unit is best delivered by giving learners the skills
necessary and then providing examples for them to use these skills. The tutor may
want to take a lead role in the first example but should become less and less
prominent in all subsequent activities.
It is intended that learners use their research skills to discover relevant legislation
but balanced views of ethical issues are not so easy to gain. Formal class debates are
often a good way of letting the learners see opposing points of view as well as
encouraging their participation.
Learners could undertake this topic using a wide range of examples, from case
studies or local businesses. For example, the centre registration system does not
provide information quickly enough. A gym wants to be able to inform members of
new developments in which they might be interested. A dental surgery wants to
consider moving to computerised records but isn’t sure of the benefits and risks.
Independent enquirers 4.3 Investigating legal and ethical considerations.
Creative thinkers 4.2 Creating a model and making recommendations.
Reflective learners 4.1 Assessing benefits of change.

4.2 Seeking agreement through persuasion and negotiation.
Team workers 4.1 Co-operating with others reaching agreements and managing
discussions. Adapting their behaviour to suit their role as a team
member. Taking responsibility for their own role and showing
confidence in their own contribution.
Self-managers 4.2 Planning their solutions, and organising their material.
Effective participators 4.3 Debating ethical issues.
sb151203S:\DTP TEMPLATES\EDEXCEL APPLIED GCE.DOC.1–146/5

Select, interact with and use ICT Producing a model of the business situation
systems independently for a Producing an explanation of how the model works
needs

Manage information storage to Producing the documentation required for the portfolio
enable efficient retrieval
Follow and understand the need Producing the documentation required for the portfolio
for safety and security practices
Troubleshoot Designing and testing a model
Select and use a variety of Producing the documentation required for the portfolio
sources of information
Access, search for, select and use Producing the documentation required for the portfolio
ICT-based information and

Individuals can enter, develop Producing a model

and format information
Text and tables
Images
Numbers
records
Bring together information to suit Producing a model

content and purpose
Present information in ways that Producing an explanation of how the model works
are fit for purpose and audience

present information
Select and use ICT to Working as part of team to identify areas for
communicate and exchange improvement
Mathematics
Understand routine and non- Identifying areas for improvement in a business

Identify the situation or problem Justify investigating the area for improvement
needed to tackle it
Select and apply a range of skills Produce a model

to find solutions
Use appropriate checking Develop and test the model

Interpret and communicate Explaining how the model works

Draw conclusions and provide Explaining how the model works

English
Speaking and listening – make a Working as part of a team to analyse a business scenario
range of contributions to and identify areas for improvement
contexts
Reading – compare, select, read Researching information for the documents and reports
and understand texts and use to be included in the portfolio
Writing – write documents Producing the documentation required for the portfolio
communicating information,
and persuasively
UNIT 5: TECHNOLOGY SYSTEMS
Unit 5: Technology Systems
Level 2
About this unit ‘To err is human--and to blame it on a computer is even more
so.’ — Robert Orben
Ever wondered how computers ‘talk to each other’? Assembling

networked business relevant ICT systems is a typical
requirement of small businesses. Setting up a simple networked
system; installing network and application software; testing the
assembled system; logging and solving common faults and
showing you understand the principles of how to keep a system
up and running. In this unit you will develop a networked PC
system that would be appropriate for home use or for use by a
small business.
Once a system has been set up it needs to handle the user’s data
in an efficient way. In this unit you will be designing and
developing a simple business system for a user comprising user
interface, database and programs. This will involve learning how
to use a scripting language to help extract useful information
from your system.
Learning outcomes
5.1 Understand the role of key components of networked PC systems
5.2 Be able to assemble a business relevant technology system including
networked PCs and software applications
5.3 Be able to resolve problems within a small-scale technology environment,
including viruses and simple user errors
5.4 Be able to design, develop and test simple systems (including programmes) to
meet identified business needs
5.5 Be able to create, search and sort single table databases
5.6 Be able to write script programmes and use macros
5.7 Know how to seek feedback, review the system and identify opportunities for
improvement
5.8 Understand the principles of systems availability, including implementing
appropriate file structures, security and backup processes.
5.1 Understand the Key components: eg modem, network card, Ethernet, wireless,
role of key switch, router, hub, peer-to-peer networks, ISP, ISP software,
components of broadband.
networked PC
Networked PC systems: at least two PCs connected using
systems
cables/mobile or combination of the two; addressing; protocols.
5.2 Be able to Business relevant: eg the sort of system that a home user might
assemble a setup (two or more networked machines connected to the
business relevant internet via broadband), two or more networked computers used
technology system in a small business (small estate agents or similar sized
including organisation with two or more networked machines).
networked PCs and Technology system: computing, communications, networks, the
software internet, software and all other components used within
applications information systems, eg programs, databases and user
interfaces.
Networked PCs: at least two PCs connected using cables/mobile
or combination of the two; network software, eg operating
system, service pack, update from website, upgrade of an
operating system component.
Software applications: eg virus software, spyware, popup
blockers.
5.3 Be able to resolve Problems: eg a security violation, non-functioning internet or
problems within a network connection.
small-scale
Resolve problems: eg log errors; test solution; document
technology
solutions to common problems.
environment,
including viruses Viruses: eg updating virus software, configuring virus software.
and simple user Simple user errors: eg user error such as ‘losing’ a file/folder;
errors forgetting password.
5.4 Be able to design, Design: eg opening and closing objects, displaying message
develop and test boxes, go to controls, actions combined with conditions.
simple systems
(including Develop: implement the design.
programmes) to Test: fully test the solution for correctness, completeness,
meet identified security and quality including a user test.
business needs
Simple systems: user interface, database and programmes,
design solutions to straight forward business problems (see
examples below and those identified in topic 4 – Skills for
Innovation).
Business needs: user requirements eg car sales system, estate
agent system, fitness data from a gym.
5.5 Be able to create, Create: design simple single table database structures to
search and sort include: suitable fields for data to be entered, suitable field
single table names, field lengths, data types (eg text, number, date,
databases currency); primary key/unique identifier; simple input masks
and validation rules (eg format check, range check, lookup,
character check).
Input: enter and edit data into a database table, create and use
a database form/report, create and test input masks and
validation.
Output: present results of search in datasheet view and in
report view.
Search: search for data using single and multiple criteria
queries.
Sort: alphabetically/numerically in ascending/descending order
on single/multiple field(s).
5.6 Be able to write Script programmes: eg simple script programmes such as
script programmes creating a script for a command button on a database page, add
and use macros programming to a report or a form, using Visual Basic for
Applications (VBA) to access a simple Structured Query Language
(SQL) query; using any suitable language eg Visual Basic (VB),
VBA, Javascript, SQL.
Macros: eg calling a macro from VBA and vice versa, limitations
of using macros against using a script.
5.7 Know how to seek Seek feedback: eg through questionnaires, discussion, comment
feedback, review fields.
the system and
Review: in the light of feedback consider options to improve the
identify
system and identify where improvements could be made.
opportunities for
improvement Opportunities for improvement: eg using a unique field;
improving the interface, creating queries to meet user
requirements, sorting data on a different field.
5.8 Understand the Systems availability: reliability (up-time) through:
principles of
• file structures, eg creating appropriately named
systems
directory/folder/file structures), sharing folders to give
availability,
users access to data files.
including
implementing • Security, eg access rights (passwords), virus prevention;
appropriate file firewalls, physical security.
structures, security • Backup processes: backup/restore/archiving procedures
and backup
processes
QCF unit summary
5.1 Understand the • describe the key components of a networked PC

role of key system
components of
networked PC
systems
5.2 Be able to • assemble a business relevant technology
assemble a system including networked PCs by organising
business relevant time and resources and prioritising actions
technology system [SM 3], seeking advice and support when
including needed [SM 6], showing initiative, commitment
networked PCs and and perseverance [SM 2] and anticipating and
software managing risks [SM 4]
applications • install a software application
5.3 Be able to resolve
problems within a
small-scale • resolve virus and simple user errors
technology
environment,
including viruses
and simple user
errors
5.4 Be able to design, • outline the user requirements for a simple

develop and test system, to meet identified business needs by
simple systems asking questions to extend their thinking [CT2]
(including
• design the simple system, including
programmes) to
programmes, by generating ideas and
meet identified
exploring possibilities [CT1] and trying
business needs
alternatives or new solutions to follow ideas
through [CT5]
• test the system
• carry out some validation checks on data entry
5.5 Be able to create, • create a single table database for the system,
search and sort and search and sort the data on at least one
single table field
databases
5.6 Be able to write
• include a script programme and macro in the
script programmes
system
and use macros
• implement some changes in response to
5.7 Know how to seek
feedback
feedback, review
the system and • deal positively with praise, setbacks and
identify criticism [RL 4] from user testing
opportunities for
• evaluate the system by evaluating experiences
improvement
and learning to inform future progress [RL 5]
5.8 Understand the • outline the principles of systems availability

principles of
• outline why suitable file/folder structures
systems
should be maintained
availability,
including • list security processes
implementing
• outline backup and restore processes in the
appropriate file
context of a business system
structures, security
and backup
processes

For this unit assessment evidence will consist of a portfolio.
This unit has two aspects to it. In the first instance you will understand the role of key
components of networked PC systems and assemble a business-relevant technology
system using networked PCs. In the second instance you will design and create a simple
business system consisting of user interface, database and programmes. There are
many small businesses, such as corner shops and hairdressers that often have several
standalone machines and makeshift data management systems. These organisations
could be made more efficient by networking their computers and implementing
industry standard data management systems. This unit focuses on acquiring and
applying these types of skills.
The unit requires the assembly of a business-relevant technology system and could be
delivered with the aid of a case study based on a real-world scenario or based on a
small business you are familiar with. For example, a small estate agency that has two
or more networked computers or a small car sales company that requires a similar
setup. You must provide evidence of networking two or more machines and installing
software. Ideally, the network should be connected to the internet although it is
appreciated that this may not always be possible in some centres.
This unit focuses on experiential learning. You need to be aware of the iterative
processes involved in trying to get a system up and running, gathering feedback from a
client (the tutor could be the client if a real client is not available) and changing the
system as a result of client feedback. Finally you need to reflect on lessons learned
from this process in order to deal more efficiently with a similar situation in the future.
A key aspect of working in an organisation involves giving presentations. These might
be to members of your own team to inform them of how projects are progressing or to
inform them of upcoming projects. Presentation and communication skills are highly
valued in the commercial world. In this unit you will deliver a presentation on how an
organisation could keep their systems up and running. In an organisation this might well
be a presentation given to management. For this unit, management will also be your
audience. Your presentation should be about 10 minutes long. Marks will be awarded
for the content of your presentation and the actual presentation itself.
You will use your understanding of technology, applying your IT and communication
skills to include the following in your portfolio:
n a set of documentation relating to the assembly and testing of a networked PC
system – these could include videos, photos, screen dumps etc. You will assemble a
business relevant technology system with networked PCs and software applications.
This evidence will be used to assess learning outcomes 5.1, 5.2 and 5.3
o documentation of the design, development and testing of a simple system to meet
an identified business and user need. This should include user interface, database
and programmes. It should also include feedback, review and identification of
opportunities for improvement of the system. This evidence will be used to assess
learning outcomes 5.4, 5.5, 5.6 and 5.7
p presentation on systems availability to management. This could be related to either
the business system setup in b or the networked system setup in a. This should
include considering file/folder structures setup, backup and restore procedures and
methods that can be implemented to protect data and systems from unauthorised
access and corruption. This evidence is used to assess learning outcome 5.8.
Evidence should be presented through videos/photographs backed up by screen

prints. Marks will be awarded for both the content and delivery of the presentation.
Assessment Grid

Focus awarded
5.1 • identifies the key components of • describes the role of key • explains the role of the key
the networked PC system components of the networked PC components of the networked PC
5.2 system system
• assembles with assistance a
5.3 business relevant technology • assembles with little assistance a • assembles independently a
system business relevant technology business relevant technology
system system
• installs a software application
• installs and tests a software • installs tests and configures a
• resolves simple user and virus
application software application
errors with assistance
• resolves simple user and virus • resolves simple user and virus
errors with limited assistance errors independently
(0–8) (9–14) (15–20) 20

Focus awarded
5.4 • produces an outline of the user • produces a description of the • produces a detailed description
requirements for a simple user requirements for a business of the user requirements for a
5.5 system, to meet identified system, to meet identified business system, to meet
5.6 business needs business needs identified business needs
• designs the simple system, • designs the simple system, • designs the simple system,
5.7
including programmes, but including programmes and including programmes
requires considerable requires limited prompting independently
prompting
• creates a single table database
• creates a single table database for the system and sorts and
• creates a single table database
for the system and sorts and searches the data using at least
for the system and sorts and
searches the data on at least one one multiple field query or sort
searches the data on multiple
field
• includes a script programme and fields using a multiple field
• includes a script programme and a macro which enhances the search and sort
a macro in the system system
• includes a script programme
• carries out some validation • carries out detailed validation essential to the running of the
checks on data entry checks on data entry system, and a macro which
enhances the system
• tests the system • tests the system against the user
requirements • carries out comprehensive
• implements some changes in
validation checks on data entry
response to feedback from user • implements most changes in
testing dealing positively with response to feedback from user • fully tests the system against the
praise, setbacks and criticism testing dealing positively with user requirements
praise, setbacks and criticism
• evaluates the system • implements all changes in
• evaluates the system against the response to feedback from user
user requirements testing dealing positively with
assistance.
praise, setbacks and criticism
• evaluates the system against

Focus awarded
limited assistance. user requirements and suggests
an improvement
The learner will have worked
independently.
(0–11) (12-19) (20-28) 28
5.8 • produces a presentation outlining • produces a detailed presentation • produces a comprehensive

the principles of systems on systems availability presentation on systems
availability availability
• describes why suitable
• outlines why suitable file/folder file/folder structures should be • explains why suitable file/folder
structures should be maintained maintained structures should be maintained
• outlines backup and restore • describes backup, restore and • explains backup, restore and
processes archiving processes archiving processes
• lists security processes. • describes security processes. • explains security processes.
(0–4) (5-8) (9-12) 12
Total marks 60
Assessment guidance
• The basic principle is that this is a ’best Fit’ grid – ie match overall standard of
the band
unit.

Evidence should be presented through videos/photographs backed up by screen
prints and reports of successful testing.
Learners are encouraged to carry out real world installations, configurations and
troubleshooting for this unit. However, it is recognised that this is not always possible
for centres to organise, and it may be that a case study approach is more suitable. In
situations where learners carry out practical work outside of the centre environment,
the onus is on the centre to validate the authenticity of what is carried out. Clearly
the learner will have had to demonstrate a practical level of expertise in the
classroom before using those skills in real world situations. The centre must ensure
that the work carried out by the learner, evidenced as described above, is the
learner’s own work. This could be further validated by question and answer sessions
with the learner or indeed getting the learner to demonstrate in the centre, if
possible, a similar practical they have implemented outside of the centre.
Level 2 Descriptors
Descriptor Meaning

Describe Provide clear information that includes most of the relevant
features or elements
Detailed Including most features, elements or facts
description
Evaluate Review the information, and bring it together to form a
conclusion. Give evidence for each of your views or statements
Explain Set out in detail the meaning of something, with reasons
List Provide the information in a list, rather than in continuous prose
Multiple At least two
Outline Provide a clear summary including main features/general
principles
Some At least two
Assessment focus (5.1, 5.2, 5.3)
Mark Band 1 To be eligible for Mark Band 1, the learner will act as a self
manager producing evidence setting up the key components
(0-8 marks)
needed for a simple business relevant networked system, for
example, setting up and connecting at least two PCs.
The key components (at least 3) f the networked system will be
identified (1). There will be clear evidence that the learner has
personally undertaken some of the network assembly (which
may have required assistance) (1) and installed at least one
software application (1). The learner will organise their time
and resources, prioritising tasks and anticipating and managing
risks [SM3, SM4] (1). (Action plans, witness statements)
The learner will show initiative, commitment and perseverance

[SM2] in connecting the system (1), seeking advice and support
when needed [SM6] (1). (Witness statements)
For full marks in this band, the learner will also produce notes
outlining how they were able to resolve virus and simple user
errors. If no errors were encountered the learner could describe
how they would resolve such errors (2). They will probably have
required assistance.
manager producing evidence of setting up the hardware and
(9-14 marks)
software needed for a simple networked system, for example,
setting up and connecting two or more PCs.
The role of the key components (at least 3) of the networked
system will be described. For example a network card allows
computers to communicate over a network, a router supports
connectivity to multiple networks etc (3). There will be clear
evidence that the learner has personally undertaken the
hardware assembly and tested network connections (which may
have required limited assistance)(2), and installed and tested at
least one software application (3). The learner will organise
their time and resources, prioritising tasks and anticipating and
managing risks [SM3, SM4] (1). (Action plans, witness
statements).
[SM2] in connecting and testing the system (1), seeking advice
and support when needed [SM6] (1). (Witness statements)
For full marks in this band, the learner will also have described
how they were able to resolve virus and simple user errors. If no
errors were encountered the learner could describe how they
would resolve such errors (3). They may have required
assistance.
manager producing evidence of setting up the hardware and
(15–20 marks)
software needed for a user’s requirement for a simple
networked system, for example, setting up and connecting two
or more PCs.
The role of key components of the networked system will be
explained. For example a network card addresses data so that it
can be sent to its destination, a router reads incoming addresses
of data and routes it to the appropriate network. (5). There will
be clear evidence that the learner has personally undertaken the
hardware assembly and tested network connections with no
assistance (4); and installed, tested and configured at least one
software application (4). The learner will organise their time
and resources, prioritising tasks and anticipating and managing
risks [SM3, SM4] (1). (Action plans, witness statements).
[SM2] in connecting and testing the system (1), seeking advice
and support when needed [SM6] (1). (Witness statements)
For full marks in this band, the learner will also have explained
how they were able to resolve virus and simple user errors
independently. If no errors were encountered the learner could
describe how they would resolve such errors (4).
Assessment focus (5.4, 5.5, 5.6, 5.7)
Mark Band 1 To be eligible for Mark Band 1, the creative learner will design,
develop and test a simple system consisting of user interface,
(0-11 marks)
database and programmes.
The creative learner will generate ideas and explore possibilities
in their design and development of the system.
The learner will produce an outline of the user requirements
(1).
The design of the system should include an outline of the user

interface, database structure and programmes to be used. The
learner may have required considerable prompting to achieve
their design (2).
Printouts from the system will include evidence of data sorted

(1) on at least one field and searched on at least one field (1)
There will be evidence of a simple validation check on at least

one field(1)
There will be some evidence of testing although not enough to

guarantee that the system works correctly(1)
The reflective learner will have invited feedback from the user
and dealt positively with praise, setbacks or criticism. The
reflective learner implements at least one change in response to
feedback (1).
The learner will have produced a basic evaluation of the system

but this may be lacking in detail (1).
For full marks in this band, there will be evidence of the
incorporation of a simple script programme and a simple macro
(2).
(12-19 marks)
The learner will produce a description of the user requirements

describing expected data outputs from the system (2).
The design of the system should describe the user interface,

database structure and any programmes to be used. The learner
nay have required some prompting to achieve this (3).
Printouts from the system will include evidence of a search and

a sort, one of which should be carried out multiple fields (3)
There will be evidence of input validation checks on two

different types of data (2).
There will be evidence of testing the system against user

requirements, to ensure that the system works adequately(2).
learner implements most of the changes in response to feedback
(2).
The learner will have produced an evaluation of the system

including strengths and limitations (2).
incorporation of a script programme and a macro, which
enhances the programme, eg simplifies the system, speeds it up
etc (3).
(20-28 marks)
The learner will produce a detailed description of the user

requirements that reflects the expected outputs as a result of
searches and sorts of the system (3).
The design of the system should describe the user interface,

database structure and any programs to be used. The learner
should achieve this independently (5).
Printouts from the system will include evidence of data sorted

on multiple fields and the results of at least one multiple field
search (4).
There will be input validation checks on two different types of

data, along with at least one test for abnormal data (3).
There will be evidence of fully testing the system against user

requirements and an attempt made to optimise the performance
(3).
learner implements all of the changes in response to feedback
(3).
The learner will have produced a comprehensive evaluation of
the system including strengths, limitations and suggestions for
improvements (3).
incorporation of a script programme, which is essential to the
running of the system and a macro, which enhances the
programme (4).
Mark Band 1 To be eligible for Mark Band 1, the learner will give a
presentation outlining the main methods for keeping systems up
(0-4 marks)
and running. This should include considering file/folder
structures (1); outlining what backup and restore processes are
in place (1); listing what methods can be implemented to
protect data and systems from unauthorised access and
corruption (1).
For full marks in this band, will have presented the information
clearly (1).
Mark Band 2 To be eligible for Mark Band 2, the learner will give a detailed
presentation describing the main methods for keeping systems
(5-8 marks) up and running including a description of why suitable file/folder
structures should be maintained (2); describing backup, restore
and archiving processes (2); describing what methods can be
implemented to protect data and systems from unauthorised
access and corruption, eg password protection, user rights, virus
protection, firewalls (2).
For full marks in this band, the learner will have presented the
information clearly with few errors (2).
Mark Band 3 To be eligible for Mark Band 3, the learner will give a presentation
comprehensively explaining the main methods for keeping systems
(9-12 marks) up and running. This should include explaining why suitable
file/folder structures should be maintained and the benefits of file
sharing (3); explaining what backup, restore and archiving
procedures are and why they are used (3); describing and explaining
what methods can be implemented to protect data and systems
from unauthorised access and corruption, eg password protection,
user rights, virus protection, firewalls (3).
For full marks in this band, the learner will have presented the
information clearly with no errors (3).
Delivery guidance
In this unit learners can get their hands on the hardware components and undertake
the physical building of a networked PC system. Learners will need to know about the
key components of a networked system and understand the purpose of each
component. It is useful to have a box of old components to be seen and handled to
bring the theory alive. Using active learning approaches such as matching network
components and functions listed on cards will help learners familiarise themselves
with the components and their functions.
Ideally a laboratory will be available for the build activity and appropriate attention
given to health and safety requirements with respect to static mats, wrist bands,
ensuring hardware and cables are positioned correctly, handling and storing of media
correctly etc. Ideally a supply of PCs that are no longer required for use in the
classrooms but which are sufficiently current in their technology to make them a
worthwhile build activity will be available. Learners will need to practice building a
network and installing software.
Learners should install both an operating system and an application. If possible
different methods for installation should be used, eg one from a CD ROM, one
downloaded from the internet. It is important that learners are able to understand
and correctly respond to the prompts given by the software. They will need to be
able to configure network addresses and suitable protocols for the installed machines
that enables them to communicate with each other and possibly gain internet access.
Learners will need to understand testing and how to implement logical test
procedures. When they are assembling the system they should be encouraged to
write down the sequence of events and learn how to check for a malfunction.
Developing a test plan is good practice.
Learners need to know how to deal with straightforward problems including network
connectivity problems, virus updates and simple user errors. It is likely that during
their build activities, faults will arise and they should be encouraged to log these and
the solutions they come up with. Virus checking software would be useful to install
and run. The centre’s IT technicians could be very helpful in supplying a list of
‘typical’ faults, both technical and user.
Systems availability (learning outcome 5.8) can also be covered in this section of the
learning whilst looking at files and folders and security. Learners should understand
the necessity for sensible file/folder structures and know about backup, restore and
archiving processes to maintain data integrity. Getting the centre’s IT manager to
describe how these procedures are carried out and tell learners any anecdotal tales
of typical problems will make it more meaningful.
A simple peer to peer network is sufficient for this unit. Learners should try to choose
which components they need from a selection available. Learners could write a list of
what they will need before starting the build, which would reduce the time needed
and reduce the pressure on the learners.
Learners could work in groups and care must be taken in assessing their individual
contributions. It must be clear which tasks the individual learner has undertaken.
Witness statements, check lists and photographic evidence can be used.
Learners will need to provide evidence of testing that the system they set up works.
Learners should be provided with a user requirement for the hardware and software
to be installed. Testing should relate to the original user requirement and indicate
whether it has been met and if not why not.
Logging faults and noting solutions can be done as a continuous process during
testing. For the higher mark bands learners will need to order their notes and
produce a list (perhaps in table format) of the most common faults and their
solutions.
Designing and developing a business system

Learners could undertake this topic using a wide range of examples, from case
studies or local businesses. For example, the centre registration system does not
provide information quickly enough. A gym wants to be able to inform members of
new developments in which they might be interested. A dental surgery is considering
moving to computerised records but is not sure of the benefits and risks. Learners
will need design and implement a solution made up of a user interface, database and
programming code. Learners will need to practice setting up tables, sorting, querying
and producing reports on a variety of data using standard database software
Macros are an easy way to take care of simple details such as opening and closing
forms and running reports. They can also be used to carry out an action or a series of
actions when a database first opens. Learners will need to develop their skills in
designing and writing simple macros in order to implement them for common or
repeated tasks. By using VBA learners could carry out tasks such as checking to see
whether a file exists on the system, step through a set of records one record at a
time and perform an operation on each record. VBA could also be used to trap user
input errors - detect an error when it occurs and either display your own message or
take some action.
Learners will need to review and evaluate how well the system they have designed,
developed and produced meets the users’ original requirements. Learners should also
be able to explain any changes they have made to the original requirements.
Testing needs to be thorough. For development testing best practice could be a test
plan with headings such as ‘what is to be tested’, ‘what is the expected result’,
‘what was the actual result’, ‘any further actions required’. Screen dumps of error
messages and before and after printouts should all be utilised as evidence. For user
testing a completed questionnaire could be used as evidence.
When evaluating a system, a discussion on how the system has changed and
developed since the learners’ original plans as well as assessing the strengths and
limitations of the final product could be carried out. Suggestions for improvements
need to be realistic.
PLTS
Self manager
Assessment focus 5.1, 5.2, 5.3
Learners show initiative, commitment and perseverance in connecting and
testing a networked system. Learners organise their time and resources,
prioritising tasks and anticipating and managing risks. Learners deal with
competing pressures and respond positively to change, seeking advice and

support when needed.
Creative thinker
Learners generate ideas and explore possibilities in their design and development of
the system. Learners ask questions to extend their thinking. Learners use their own
and others’ ideas and experiences in inventive ways to try out alternatives or new
solutions and follow ideas through.
Reflective learner
Learners invite feedback and act on the outcomes. Learners evaluate
experience and learning to inform future progress. Learners assess the
strengths and limitations of their system and respond to user feedback.
Independent 5.3 Investigating technical problems and finding

enquirers solutions.
Creative 5.4 Generating ideas and explore possibilities in their design and
thinkers development of the system. Connecting their own and others’
ideas and experiences in inventive ways to try out alternatives
or new solutions and follow ideas through.
Reflective 5.7 Inviting feedback and acting on the outcomes.
learners Evaluating experience and learning to inform future
progress. Assessing the strengths and limitations of their
system and responding to user feedback.
Team workers 5.4 working with a user to produce a set of requirement
for setting up a system.
Self-managers 5.1/2/3 Showing initiative, commitment and
perseverance in connecting and testing a networked
system. Organising their time and resources, prioritising
tasks and anticipating and managing risks. Dealing with
competing pressures and respond positively to change,
seeking advice and support when needed.
Effective 5.7 Seeking feedback from user about the system in
participators order to improve it.

Select, interact with and use ICT Producing a presentation on systems availability
systems independently for a
needs
Evaluate the effectiveness of the Testing and evaluating the business system that they
ICT system they have used have developed
Manage information storage to Designing, developing and testing the business system
Follow and understand the need When assembling and testing network system
Troubleshoot Designing, developing and testing the business system
Select and use a variety of Researching information for the presentation

Access, search for, select and use Searching, selecting using data from the business
ICT-based information and system

Individuals can enter, develop Producing the documentation for parts a) and b)
and format information above
Text and tables
Images
Numbers
records
Bring together information to suit Producing the documentation for parts a) and b)
content and purpose above
Present information in ways that Producing the presentation

Evaluate the selection and use of Carrying out the presentation

present information
Select and use ICT to

communicate and exchange
Mathematics


needed to tackle it

to find solutions



English
Speaking and listening – make a Giving a presentation on systems availability

range of contributions to
contexts
Reading – compare, select, read Researching material for the portfolio

Writing – write documents Producing the various reports required for the
communicating information, portfolio

ideas and opinions effectively Giving the presentation
and persuasively
Links
Other units This unit has links with Unit 4: Skills for Innovation in
the design of solutions to straight forward business
problems.
Industry Skills The IT practitioner knowledge and skills covered in this

Framework for unit map to the SFIA, Areas of Competence.
the Strategy and Planning
Information
Age • Technical strategy and planning – systems
architecture.
Development and implementation
• Systems Development – business analysis.
• Systems Development – systems design.
• Systems Development – systems testing.
National The IT practitioner knowledge and skills in this unit map

Occupational to the standards for Information Communications
Standards Technology and Contact Centres, Areas of Competence.
(NOS) • Health and Safety in ICT and contact centres.
• Investigating and defining requirements.
• Software installation.
• Testing ICT systems.
• Working with hardware and equipment.
• IT trouble shoot for users.
• IT security for users.
UNIT 6: MULTIMEDIA
Unit 6: Multimedia
Level 2
About this unit: ‘…the average teenager can reputedly absorb twice as much
peripheral visual information as today’s adult aeroplane
pilots...They demand new solutions to suit their attitudes and
aptitudes.’1
Digital media is one of the most creative areas of IT and it is
one with which you will already be very familiar from using
websites, watching TV and using your mobile phone. In this
unit you need to look at how digital media is used from a
different perspective. How is contemporary digital media used
by businesses? You will develop your understanding of digital
media and how it is used to communicate and entertain. You
will explore businesses’ objectives in their use of digital
media.
You will use the technical knowledge and skills you develop to
design and develop your own multimedia product for a specific
audience and purpose. You will learn about prototyping and
how to test your product to ensure it meets its specific
purpose and audience needs.
You will seek feedback from your audience and make
suggestions for possible improvements to your multimedia
product.
Learning outcomes
6.1 Understand the use of digital media to meet different business-relevant
objectives
6.2 Understand the technical knowledge and skills used to enhance multimedia
products for a given purpose, through the use of multimedia content (such as
images, graphics, timeline-based animation, video and sound)
6.3 Be able to design, develop and test a multimedia product which meets the
needs of a specific audience and purpose
1
IT Insights: Trends and UK Skills Implications A joint publication by e-skills UK and Gartner
Consulting November 2004.
UNIT 6: MULTIMEDIA
6.4 Know how to evaluate feedback from the target audience, identifying
opportunities for improvement.What you need to cover
6.1 Understand the use Uses of digital media: eg advertisement/promotion of products

of digital media to and service, training, presentations; entertainment, eg
meet different software, online games, television programmes, films (Computer
business-relevant Generated-Imagery (CGI)).
objectives
Business-relevant objectives: eg creating a transactional
website to attract a wider customer base, producing a training
CD to enable customers to see how to use complex equipment,
including a video with sound in a website to show a new product
working, producing a promotional CD to attract new customers,
virtual tour of a house or holiday.
6.2 Understand the Technical knowledge and skills: eg integrated multimedia
technical content, multimedia software, programming languages for web
knowledge and pages, web authoring packages, technical considerations.
skills used to
Integrated multimedia content: the combination of two or
enhance
more of text, sound, motion video, timeline-based animation or
multimedia
images (graphics, drawings, photographs).
products for a
given purpose, Multimedia software: a range of different applications software
through the use of may be used to edit, manipulate and create multimedia
multimedia components, eg software with a timeline to create animation
content (such as such as Flash, Director; graphics packages to enable creation,
images, graphics, editing and manipulation, eg Photoshop, Paintshop Pro; software
timeline-based to edit videos, sound and digital photography, eg Windows Movie
animation, video Maker.
and sound) Programming languages for web pages: eg HyperText Markup
Language (HTML), Extensible Markup Language (XML).
Web authoring packages: software that can be used to
create/edit webpages, eg Dreamweaver, FrontPage.
Technical considerations: eg file size, file format, resolution,
compression, transfer times (upload/download).
6.3 Be able to design, Design: storyboards: visuals, eg multimedia components to be
develop and test a used, user interaction, graphics and images, text, timeline-
multimedia based animation, sound or motion video, menus, hyperlinks,
product which buttons; site map/structure chart etc.
meets the needs of
Develop: create the product using appropriate software tools,
a specific audience
eg audio and video capture and editing tools, graphical and
and purpose
animation packages, web authoring tools, digital cameras, DVD
authoring software.
Test: eg testing against original requirements/objectives, test
using sample audience, end user, ensure all content is error
free, ensure the product is robust and cannot be made to fail,
can it be used without help, test it works on intended
platform(s) etc, prototyping.
Multimedia product: a product which contains multimedia
UNIT 6: MULTIMEDIA
components, eg website, e-book, game, computer program,

advertisement, presentation.
Specific audience: eg business/leisure users; younger/older
users; male/female; informative/interactive; level of users
(novice, intermediate, expert).
Purpose: eg a transactional website selling computer games
aimed at 14-25 year olds, a promotional CD aimed at selling
family holidays in a particular area, an in-house training
package.
6.4 Know how to Improvements: eg changes to the interface to improve ease of
evaluate feedback use, clearer fonts and better use of colour, different images or
from the target digital elements.
audience,
identifying
opportunities for
improvement
UNIT 6: MULTIMEDIA
QCF Unit Summary
6.1 Understand the use • outline how digital media is used to meet different
of digital media to business-relevant objectives
meet different
business-relevant
objectives
6.2 Be able to design, • produce outline storyboard designs by generating
develop and test a ideas and exploring possibilities
multimedia [CT 1] by asking questions to extend their thinking [CT
product which 2] to meet specific business objectives and audience
meets the needs of needs
a specific audience
• develop a multimedia product by connecting own and
and purpose
others’ ideas and experiences in inventive ways [CT 3]
by trying out alternatives or new solutions and
following ideas through [CT 5]
• show evidence of formative and summative testing
• enhance their multimedia product with multimedia

content
6.3 Understand the
technical
knowledge and
skills used to
enhance
multimedia
products for a
given purpose,
through the use of
multimedia
content (such as
images, graphics,
timeline-based
animation, video
and sound).
6.4 Know how to • produce a thoughtful evaluation and deal positively
evaluate feedback with praise, setbacks and criticism [RL 4] from
from the target members of the target audience
audience,
• describe how the multimedia product created for 6.3
identifying
can be improved.
opportunities for
improvement
UNIT 6: MULTIMEDIA

For this unit your evidence will consist of an eportfolio. The eportfolio must be
constructed so that its contents can be accessed using fifth generation, or equivalent,
web browsers.
This unit focuses on experiential learning. You need to be aware of the iterative process
of prototyping involved in developing a multimedia product, gathering feedback from the
target audience and suggesting improvements you could make as a result of the
feedback. Finally, you need to reflect on how you would be more creative to develop a
more effective product or develop it more efficiently in the future. In the commercial
world multimedia products such as websites and promotional CDs are used for many
different purposes, and needs to suit many different audiences for example, (potential)
customers and clients with varying expectations and business needs. It is important that
you understand how to develop a multimedia product to suit your clients’ needs.
You will use your understanding of technology, applying your IT and communication skills,
to include the following in your eportfolio:
a a report identifying the different uses of digital media to meet different objectives.
You will carry out research to compare the use of digital media in advertising, film
and gaming to produce your report. This evidence is used to assess learning outcome
6.1
b a working multimedia product and documentation of the design, development and
testing of the product. This evidence is used to assess learning outcome 6.2 and 6.3
c an evaluation of your multimedia product, based on feedback from the target
audience. This evidence is used to assess learning outcome 6.4.
UNIT 6: MULTIMEDIA
Assessment grid

Focus awarded
6.1 • outlines how digital media is • describes how digital media is • analyses how digital media is
used to meet different business- used to meet different business- used to meet different business-
relevant objectives relevant objectives relevant objectives
(0–6) (7–10) (11–13) 13
UNIT 6: MULTIMEDIA

Focus awarded
6.2 • produces outline storyboard • produces detailed storyboard • produces comprehensive

designs to meet specific business designs to meet specific business storyboard designs to meet
6.3 objectives and audience needs, objectives and audience needs specific business objectives and
but with some gaps and omissions and includes a sitemap/structure audience needs and includes a
chart showing the interaction clear sitemap/structure chart
• develops a multimedia product
between the different pages showing the interaction between
that meets some of the client’s
the different pages
requirements and enhances their • develops a fully functional
product with multimedia content. multimedia product that meets • develops a fully functional
The learner requires frequent most of the client’s multimedia product that meets
prompting to achieve this. requirements and enhances all of the client’s requirements
their product with multimedia and enhances their product with
• shows evidence of formative and
content. The learner requires multimedia content. The learner
summative testing, but not
limited prompting to achieve works independently.
sufficient to identify all
this.
shortcomings
• shows evidence of detailed
• shows evidence of
formative and summative testing
comprehensive formative and
that ensures that the product
summative testing that ensures
works as intended
that the product works as
intended and is easy to use
(0–14) (15-24) (25-35) 35
UNIT 6: MULTIMEDIA

Focus awarded
6.4 • makes some evaluative • produces a thoughtful evaluation • fully evaluates the performance
comments about the about the performance and and functionality of the product,
performance and functionality of functionality of the product, incorporating feedback from
the product, incorporating incorporating feedback from others and indicating how the
feedback from others others final product met the original
user requirements
• outlines how the multimedia • describes how the multimedia
product created for 6.3 can be product created for 6.3 can be • explains how the multimedia
improved. improved product created for 6.3 can be
improved
(0–5) (6-9) (10-12) 12
Total marks 60
UNIT 6: MULTIMEDIA
Assessment guidance
the band
unit.
UNIT 6: MULTIMEDIA
Level 2 Descriptors
Descriptor Meaning

Assess Make a judgement on the importance of something
Comprehensive Including all or nearly all elements
Explain Provide detailed information that accounts for/gives reasons
Fully Entirely
Some At least two
UNIT 6: MULTIMEDIA
Mark Band 1 To be eligible for Mark Band 1, the learner researches different
uses of digital media in business, for example, advertising, film
(0-5 marks) and gaming. The learner will outline how digital media is used to
meet different objectives.
The learner will produce a report identifying some different
business objectives (2).
The learner outlines how digital media is used to meet these
objectives (2).
For full marks in this band, the learner includes examples and
graphical illustrations in the report (1). The report is proof read
and reasonably accurately punctuated (1).
uses of digital media in business, for example advertising, film
(6-10 marks) and gaming. The learner will describe how digital media is used
to meet different objectives.
The learner will produce a detailed report describing the
business objectives (3) and how digital media is used to meet
them (3).
The learner illustrates the report with screenshots showing
examples of the use of the digital media (2).
For full marks in this band, the report is proof read and uses
accurate punctuation with few errors (2).
uses of digital media in business, for example advertising, film
(10-13 marks) and gaming. The learner will analyse how digital media is used
to meet different objectives.
The learner produces a comprehensive report explaining the
different business objectives (4) and analysing how digital
media is used to meet them (4).
The learner illustrates the report with screenshots showing
examples of the use of the digital media (2).
For full marks in this band, the report is proofread and uses
accurate punctuation with only minor errors (3).
UNIT 6: MULTIMEDIA
Mark Band 1 To be eligible for Mark Band 1, the creative learner produces
digital media components and integrates them into a multimedia
(0-14 marks) product. The creative learner designs, develops and tests a
multimedia product to meet the needs of a specific target
audience and purpose.
The creative learner asks questions to extend their thinking and
identify the business objectives and audience needs (2).
Evidence may come from notes the learner makes in response to
questions or discussions with the client.
The creative learner generates ideas and explores the
possibilities of using different multimedia components to
produce outline design specifications including storyboard
designs for a multimedia product, illustrating where the
components will be placed, the content and the layout (3). The
learner will comment on how their design meets the business
objectives and audience needs (1). The design will be sufficient
to give an idea of the product but there may be some gaps and
omissions.
The creative learner will connect their own and others’ ideas
and experiences in inventive ways to try out alternatives or new
solutions and follow ideas through to develop a multimedia
product (1), enhancing it by editing and integrating some
multimedia components such as images, graphics, timeline-
based animation, video or sound (3). The learner may have
required considerable prompting to achieve this.
The learner produces evidence of some prototyping (1) and
provides evidence of testing the final product although this
might not be sufficient to identify all the shortcomings (2).
For full marks in this band, the product will meet most of the
business objectives and audience needs (1).
UNIT 6: MULTIMEDIA
Mark Band 2 To be eligible for Mark Band 2, the creative learner practises
different skills to produce digital media components and how to
(15-24 marks) integrate them into multimedia products. The creative learner
designs, develops and tests a multimedia product to meet the
needs of a specific target audience and purpose.
The creative learner asks questions to extend their thinking and
understand the business objectives and audience needs (2).
Evidence may come from notes the learner makes in response to
questions or discussions with the client.
produce detailed design specifications consisting of detailed
storyboard designs for the multimedia product, illustrating
where the components will be placed, the content, fonts,
colours and the layout (4), including a site map/structure chart
showing the pathways through the product (2).
solutions and follow ideas through to develop a fully functional
multimedia product (2), enhancing it by editing and integrating
several different multimedia components such as images,
graphics, timeline-based animation, video or sound (4). The
learner may have required some prompting to achieve this. The
learner demonstrates a final working product that meets most of
the client’s requirements (2).
The learner produces evidence of prototyping (2) and provides
detailed testing documentation, test plan and test results
showing how testing solutions solved any testing problems (4).
For full marks in this band, the learner shows an imaginative use
of digital media to meet the objectives (2).
UNIT 6: MULTIMEDIA
Mark Band 3 To be eligible for Mark Band 3, the creative learner practises
different skills to produce digital media components and how to
(25-35 marks) integrate them into multimedia products. The learner designs,
develops and tests a multimedia product to meet the needs of a
specific target audience and purpose.
The creative learner asks detailed questions to extend their
thinking to understand the business objectives and audience
needs (2). Evidence may come from notes the learner makes in
response to questions or discussions with the client.
produce comprehensive storyboard designs for the multimedia
product, illustrating where the components will be placed, the
content, fonts, colours and layout (4), including a clear
sitemap/structure chart clearly demonstrating the pathways
through the product and identifying all possibilities for user
interaction (4).
solutions and follow ideas through to develop a fully functional
multimedia product (2), enhancing it by editing and integrating
a range of different multimedia components such as images,
graphics, timeline-based animation, video or sound (6). The
learner will have worked independently. The learner
demonstrates a final fully working product that fully meets the
purpose and target audience’s needs (3).
The learner shows an imaginative use of digital media to meet
the objectives (2).
The learner produces evidence of comprehensive testing
including prototyping (3) and documentation, test plan and test
results showing evidence of how the product is changed as a
result of testing (6).
For full marks in this band, the product will be user friendly and
fit for purpose (3).
UNIT 6: MULTIMEDIA
Mark Band 1 To be eligible for Mark Band 1, the reflective learner provides an
evaluation which includes feedback from the target audience,
(0-5 marks) regarding the product developed for 6.3. The reflective learner
will evaluate the feedback and present their product and the
opportunities for improvements.
The reflective learner invites feedback and deals positively with
praise, setbacks and criticism from at least one relevant
member of the target audience by interview or completion of
questionnaires (1). Witness statements may be used along with
documented evidence of interviews or sample questionnaires.
There will be an attempt at evaluation of the feedback and the
learner will make some evaluative comments about the
performance and functionality of their multimedia product (2).
They will briefly outline opportunities for improvement (1).
For full marks in this band, the learner will have collected
feedback from different members of the target audience (1).
Mark Band 2 To be eligible for Mark Band 2, the reflective learner produces a
thoughtful evaluation which includes feedback from different
(6-9 marks) members of the target audience regarding the product
developed for 6.3.
praise, setbacks and criticism from the target audience by
interview or questionnaires, using well designed closed and open
questions (3). Witness statements may be used along with
documented evidence of interviews or sample questionnaires.
There will be an evaluation of the feedback and a thoughtful
evaluation describing the performance and functionality of their
multimedia product (3). They will describe how their product
could be improved (2).
For full marks in this band, the learner will have collected
feedback from several members of the target audience (1)
UNIT 6: MULTIMEDIA
Mark Band 3 To be eligible for Mark Band 3, the reflective learner produces a
full evaluation which includes feedback from several different
(10-12 marks) members of target audience regarding the product developed
for 6.3. The learner will evaluate the feedback and use this to
explain opportunities for improvements.
praise, setbacks and criticism from several members of the
target audience by interview or questionnaires, using
appropriate and well designed open and closed questions (4).
Witness statements may be used along with documented
evidence of interviews or sample questionnaires.
There will be an evaluation of the feedback and a full evaluation
of the performance and functionality of the multimedia product
and an indication of how the final product met the original user
requirements (4). They will explain how their product could be
improved (3).
For full marks in this band, the learner will have included
sensible suggestions for improvement to their product (1).
UNIT 6: MULTIMEDIA
Delivery guidance
The purpose of this unit is for learners to develop their understanding of
contemporary digital media and its applications. They will design and produce a
multimedia product that shows an understanding of business requirements, technical
competence, and awareness of audience needs. Learners will produce their work in
the format of an eportfolio consisting of a report, multimedia product and
presentation.
Learners will be taught how to integrate existing objects into their product, eg
images from picture galleries or clip art, video or sound clips from websites. They
must ensure that they abide by the copyright law for any copyright material by asking
permission to use it and acknowledge where it came from and who created it.
They will learn how to edit integrated objects, eg cropping or re-sizing the object,
changing the colour or style, change the shape or length of an object or any other
changes to an object and how to create original multimedia components, eg
photographs, graphics, sound, animation, video.

Learners will have experience of digital media in their everyday lives. In this unit
they will need to focus on how businesses use digital media and to what purpose.
They will need to examine websites, TV, CDs/DVDs and hardcopy sources of digital
media. They should be encouraged to discuss their findings and to learn how to
recognise multimedia objects and the business objectives that are being met by using
digital media. The wider their research and exposure to digital media the broader
their understanding will be. They should be instructed to continue their exploration
of how digital media is used outside the classroom. They need to develop how to
critically examine the use of digital media and whether it is meeting business
objectives. For example, learners could research and compare how digital media is
used in different types of business contexts such as advertising in retail or in the
development of new products such as games or new developments in TV and Films,
such as CGI.
Some websites use videos and movies (needing Quick Time, Flash player and other
free downloads to view) to advertise their products and give the prospective
customer a real multimedia experience. Some of the quality car manufacturers have
sites which illustrate this, and there are many sites with virtual tours. Some of the
dance club websites have excellent examples of multimedia, as do various tourist and
educational sites.
Learners will need to be instructed how to present their findings in the format of a
report. The report should be based on their research and be a comparison of the use
of digital media in advertising, film and gaming, considering different uses for
different objectives. They could discuss what objectives have been met by the use of
digital media in different business contexts. Learners could also evaluate different TV
or games company websites to identify how multimedia has been integrated into web
pages.
Assessment focus 6.2 and 6.3

Assessment focus 6.2 and 6.3 are about the design, development and testing of the
multimedia product. Learners need to study the technical knowledge and skills
UNIT 6: MULTIMEDIA
necessary to produce their own multimedia product. They need to use different web
authoring packages and software to practise creating, editing and integrating
multimedia into web pages. It would be useful for them to design and produce mini
working products to develop their skills. They could also practise producing
prototypes tested by their peers. This should develop their evaluative skills and
enable them to recognise the strengths and weaknesses of a product and how to
identify, solve and test problems. Learners should have access to a wide range of
resources and software to develop their skills individually.
Learners may use a range of software packages, eg graphics, web authoring,
multimedia, video/movie/sound/digital picture editing and graphics. They may also
use a variety of hardware and peripherals, eg video capture tools, microphone, web
camera, digital video camera, digital camera. Some part of their multimedia product
may use ready made objects, eg images from picture galleries or clip art, video or
sound clips from websites or other sources, text from websites, magazines or books.
Learners need to consider technical limitations when designing their product. File
sizes and file formats have an impact on speed of uploading. This is very important
when embedding multimedia into a product. Consideration also needs to be given to
how the audience will view the product, eg screen resolution, will any components
need to be compressed, will a reader be needed to view the product? Is the reader
readily available?
If learners use existing digital objects they must ensure that they abide by the
copyright law and ask permission to use copyright material before you they it, then
acknowledge where it came from and who created it. They should be encouraged to
keep a record of the source of each ready made object and who created it. How
much they have used that object and where/how it has been used.
The design stage is arguably the most important stage, as it is at this point that the
learners will decide what the multimedia product is going to look like, what the
content is going to be, which components are going to be used, how pages will link,
the methods to provide ways to interact or obtain feedback, eg menus, hyperlinks
(text and graphic), rollovers, forms etc.
The design of the product to needs to match the audience and purpose. HCI issues
need to be considered, such as ease of use, consistency and interaction as well as
colours and fonts etc.
Consideration needs to be given to which multimedia elements will enhance the
product, for example text, images etc. Should the layout use tables to place text and
images in a defined place. As well as designing where other digital elements will be
placed and how they will be accessed. Learners must also take into account technical
considerations.
Learners need to document their designs, eg storyboards and visuals can be used to
document the designs and navigation, sitemaps or structure charts graphically
illustrate how the different pages or parts of the multimedia product pages link
together and show the different pathways and options.
Before developing the product learners need to think about testing it. Learners may
think it strange to find testing before development but it is not a good idea to leave
the testing until the development stage is finished as it is more difficult to make
changes and unravel it once the product is complete. Testing the product as it is
developed involves producing working prototypes, hence this kind of testing is called
UNIT 6: MULTIMEDIA
prototyping. Learners should create working prototypes at different stages of the

development.
To fully test the product test plans could be produced, describing what the input or
action is going to be and what the expected output or result should be. Using such
testing scripts and listing the inputs/actions, and then testing the product to find out
what the actual results can help learners ensure the product is fully working as it is
developed.
When test plans are created, learners need to consider what kinds of things will be
checked, eg is the content meeting the objectives as well as checking the spelling
and grammar, is the font chosen clear and readable? Do all the links work? Can users
return to the ‘home’ or ‘previous’ page? Does the product work robustly or does it
crash? Does it work on the intended computer platform and in the browser? Learners
may even check the product works on different platforms and in different browsers,
because, of course, not everyone has the same screen resolution or browser.
The results of testing should identify problems which will then need to be solved. It is
important that learners re-test the product when they make a change not only to
make sure that the problem is re-solved but also to ensure that the change does not
have a knock on effect by causing another problem. For example, deleting a non-
working object may delete a link to another page.
Learners need to know about the importance of prototyping, eg testing of designs,
testing and refining of product at different stages of development which involves
producing working prototypes. They need to design and develop working prototypes
of a multimedia product such as a website or e-book with integrated multimedia,
Flash presentation, based on the client’s needs, to meet specific objectives as well
as the target audience’s needs. They should produce design specifications, such as
storyboards, sitemaps/structure charts to illustrate the content, layout and pathways
through their product. They should develop and test prototypes before they produce
a working multimedia product that meets the objectives, is fit for purpose and
targets their intended audience. They can use peers to test the prototypes and
should design test specifications. Learners should understand the difference between
prototyping the design prior to implementation of the product. During the
implementation process, further prototyping will take place, this time with a working
model of the final product.
Once the product has gone through the design, prototyping and development stages,
it should undergo final testing. The final product should be one that is fully working
and meets the objectives, client and audience’s needs.
Before designing a multimedia product it is important to know the profile of the
target audience. The product can then be designed and developed to meet the target
audience’s needs, for example using appropriate colours for children, or appropriate
images to illustrate the content. The multimedia product will also be developed to
meet a specific purpose, the purpose may be to entertain or to meet different
business objectives as described under 6.1. It may be that the product is being
developed to educate, entertain, advertise or inform.
Learners will need to check their designs are ready to turn into a working product.
This involves possibly checking it with the target audience, to make sure it matches
their needs and also that it meets the original purpose (client specification).
Although learners may consider that the product is fully working and meeting its
objectives, it is important that feedback is obtained from the target audience to
ensure that they consider that the product is working as it should and meeting its
UNIT 6: MULTIMEDIA
objective. There are various ways to obtain user feedback. The feedback should
highlight the strengths and weaknesses of the multimedia product, what worked well
or not so well. Questions should include those about the HCI such as the ease of use,
consistency and interaction.
Learners need to evaluate their product based on the feedback of others. The
learners need to obtain feedback from an audience by interview or using
questionnaires. They will design a questionnaire using open and closed questions as
well as rating scales. They could also design and integrate an interactive
questionnaire into their multimedia product. They should then evaluate their
multimedia product based on the audience’s feedback, to assess its strengths and
weaknesses. They should be aware of HCI issues such as consistency, ease of use and
interaction. Feedback from the target audience should include a representative
sample giving consideration to the profile and the client objectives.
Questionnaires should include closed questions that require a Yes/No, True/False
answer and open questions that allow the user to give their own comments.
Questionnaires can also use grading scales to rate the feedback using a scale, for
example from 1-10 or very poor to very good. Learners may include an interactive
form on a website for user feedback and it would be useful to explore some existing
websites that allow user feedback to investigate how this is done.
PLTS
Creative thinker
Assessment focus 6.2, 6.3
Learners generate ideas and explore the possibilities of using different multimedia
components. Learners ask questions to extend their thinking. Learners will connect
their own and others’ ideas and experiences in inventive ways to try out alternatives
or new solutions and follow ideas through.
Reflective learner
Learners invite feedback, dealing positively with praise, setbacks and criticism.
Learners assess themselves and others, identifying opportunities and achievements.
Learners evaluate experience and learning to inform future progress.
UNIT 6: MULTIMEDIA
Independent enquirers Identifying coursework questions and problems to resolve.

6.1 Using the internet to carry out research, explore issues and
draw conclusions.
Creative thinkers 6.2 and 6.3 Generating designs and developing a multimedia
product to meet specific objective for target audience. Asking
questions to extend their thinking. Connecting their own and
others’ ideas and experiences in inventive ways to try out
alternatives or new solutions and follow ideas through.
Reflective learners 6.4 Inviting feedback, dealing positively with praise, setbacks
and criticism. Assessing themselves and others, identifying
opportunities and achievements, evaluating experience and
learning to inform future progress.
Team workers 6.3 and 6.4 To work with a client and target audience to develop
a multimedia product.
Self-managers Planning and organising the creation of their eportfolio for this
unit. Dealing with time pressures and deadlines for the
production of their eportfolio. Seeking advice and support from
their peers and tutors when needed.
UNIT 6: MULTIMEDIA

Select, interact with and use ICT Producing a report identifying the different uses of
systems independently for a digital media
needs
Evaluate the effectiveness of the Evaluating their multimedia product based on

ICT system they have used feedback from the target audience
Manage information storage to Producing their eportfolio

Follow and understand the need Producing their eportfolio

Troubleshoot Testing their multimedia product
Select and use a variety of Researching information for the design of their
sources of information multimedia product
Access, search for, select and use Researching information for the design of their
ICT-based information and multimedia product

Individuals can enter, develop Producing outline storyboard designs for their
and format information multimedia product
Text and tables
Images
Numbers
records
Bring together information to suit Producing a report on the different uses of digital
content and purpose media for different objectives
Present information in ways that Writing a report, describing the different uses of
are fit for purpose and audience digital media for different objectives
Evaluate the selection and use of Evaluating their multimedia product through user
UNIT 6: MULTIMEDIA
present information feedback
Select and use ICT to Seeking user feedback on their multimedia product
Mathematics


needed to tackle it

to find solutions



English
Speaking and listening – make a

contexts
Reading – compare, select, read Researching information for the design of their
and understand texts and use multimedia product
Writing – write documents Producing a report on the different uses of digital

communicating information, media for different objectives
and persuasively
UNIT 6: MULTIMEDIA
Resources
Websites List of multimedia authoring tools and software:
http://lorien.ncl.ac.uk/ming/resources/cal/mmedia.htm
The basics of building a website -
http://www.webdevelopersjournal.com/columns/abcs_of_building
_web_sites.html
HTML Source: HTML tutorials: http://www.yourhtmlsource.com/
HTML net: free HTML and CSS tutorials: http://www.html.net/
World Wide Web Consortium tutorials:
http://www.w3schools.com/default.asp
DiDA delivered – a resource for DiDA but with a lot of relevant
information for the multimedia units - http://www.dida-
delivered.org/
Adobe & Macromedia Education Site -
http://www.adobe.com/education/
Apple Learning Interchange – aimed primarily at the American
Market but some useful ideas for lessons -
http://edcommunity.apple.com/ali/
Serif’s education Site -
http://www.serif.com/education/index.asp
UNIT 6: MULTIMEDIA
UNIT 7: MANAGING PROJECTS
Unit 7: Managing Projects
Level 2
60 Guided Learning Hours
Externally assessed
About this unit ‘I think IT projects are about supporting social systems - about
communications between people and machines. They tend to
fail due to cultural issues.’ — Tim Berners-Lee (inventor of the
worldwide web).
Newspapers and news broadcasts are full of stories about major
projects which go wrong. Horror stories about construction
projects not finishing on time and large computer systems which
simply do not work seem to be on the news every day.
Generally speaking bad project management causes these
situations and results in long overruns and large overspends.
You could be forgiven for believing that all projects are
unsuccessful but this is not the case. There are a large number
of well managed projects which are completed on time and
within budget but these do not, unfortunately, make the news.
The business world is crying out for good project managers and
rewards the best highly. This unit will teach you what makes a
successful project and the fundamentals of project
management.
Learning outcomes
7.1 Understand the key factors determining the success or failure of a business
project
7.2 Know the principles of planning and implementing projects
7.3 Understand project management techniques such as task breakdown,
estimating timescales, defining dependencies and establishing critical paths
7.4 Be able to plan a simple task based project for a small-scale technology
enabled solution
7.5 Understand the implications of changing external factors on project plans in a
range of scenarios
7.6 Be able to use current project management software tools.
7.1 Understand the key Key factors: budget, timescale, communication, objectives:
factors determining
Budget: eg costs (materials, labour, equipment), variable factors
the success or
(inflation, raw materials, effects of world events, environmental
failure of a
considerations).
business project
Timescale: the importance of meeting deadlines,
interdependence of tasks (knock-on effect of delays), realistic
estimations of time.
Communication: between stakeholders, client, supplier, user,
own management.
Objectives: what are the client’s requirements; defining the
objectives of the project; making a clear statement of
deliverables at the outset; reviewing objectives as the project
proceeds; final review on project completion to check all
deliverables met .
Reasons for success: a clear understanding of client’s
requirements and deliverables; submitting a realistic bid at the
outset; keeping within budget; resources met (human, money,
materials); delivering within timeframe.
Reasons for failure: lack of understanding of client’s
requirements or the deliverables; unrealistic bid made in the
first instance, eg London Olympics 2012; the client changing
required deliverables during the progression of the project, eg
NHS Database; lack of resources or expertise; escalating costs
cause project to go over-budget; timeframe not met and project
not completed within timescale.
7.2 Know the principles Principles of planning projects:
of planning and
Stages of a project: initiation, define scope, design and
implementing
development, handover.
projects
Initiation: analysing what is the problem and what are we trying
to do and for whom.
Definition of scope: objectives of the project — what are the
deliverables and what is the timeframe and budget.
Design: what tasks have to be completed; who will undertake
them; when should each be done; what are the dependencies;
what is the critical path.
Implementing projects: handover, final review, acceptance
tests, training and support.
7.3 Understand project Project management techniques:
management
Task breakdown: itemise the tasks to be undertaken and break
techniques such as
them down, eg if the project is to install a computer network;
task breakdown,
build cable pathways; install cabling; test cabling; install devices
estimating
(routers, switches or repeaters); test devices; connect servers;
timescales,
test servers; connect workstations, test workstations; install
defining network operating system software; test operating system

dependencies and software; install network management software; test network
establishing critical management software; implement network; maintain network.
paths (There would also be sub-tasks to install and test software on
the servers and workstations.)
Estimating timescales: making realistic judgements of time
needed to undertake tasks with defined milestones; project
management software tools that help to do this are Gantt
charts.
Defining dependencies: which tasks can be carried out
independently, which are reliant on the completion of other
tasks, putting tasks in chronological order.
Critical paths: simple critical path analysis or critical path
method (CPM). The CPM defines all tasks, the dependencies
between tasks and the time it takes to complete each task. The
critical path defines the time the project will take from
beginning to end by defining all the tasks critical to the
completion of the final product. The critical path therefore
defines the estimated shortest time it will take to meet the final
deadline. If there is any delay in completing any of the critical
tasks it will affect the final deadline.
7.4 Be able to plan a Planning: defining the stakeholders; identifying the objectives;
simple task based defining the tasks; identifying the resources needed; defining
project for a small- the timescale; developing the critical path.
scale technology
Stakeholders: eg client(s), users, own management, project
enabled solution
members, local government, environmental groups.
Objectives: what is the final outcome to be?
Tasks (and subtasks): eg breaking down a project, creating
Gantt charts, identifying milestones, identifying the critical
path, allocating resource, realistic estimation of time.
Resources: human (skills, cost, availability); non-human (cost,
machinery, materials, availability).
7.5 Understand the External factors: eg changes in government policy, rise in
implications of interest rates/VAT/tax; resource problems, eg staff illness,
changing external industrial action, late or non delivery of machinery/supplies,
factors on project cash flow problems; environmental changes, eg adverse
plans in a range of weather, heating or air-conditioning breakdown.
scenarios
Implications:
• need for building in contingencies (time and money),
identifying the critical factors (those which extend the
critical path)
• reassigning resources, eg time or money, extend the life of
the project, hire more resources
• communication, eg clients priorities, presenting the options.
7.6 Be able to use Software tools: eg Gantt charts, Logic Network, specialist
current project project management software.
management
software tools
QCF unit summary
7.1 Understand the key • identify the key factors that determine the
factors determining success or failure of a business project
the success or
failure of a
business project
7.2 Know the principles • identify the main principles involved in
of planning and planning and implementing a project
implementing
projects
7.3 Understand project • identify the main tasks that need to be carried
management out to manage a project
techniques such as
• identify task dependencies
task breakdown,
estimating • setup timescales
timescales,
• identify critical paths
defining
dependencies and
establishing critical
paths
7.4 Be able to plan a • create an initial project plan [RL 2]
simple task based
• list resources
project for a small-
scale technology • calculate costs
enabled solution
7.5 Understand the • modify the project plan in line with changing
implications of external factors[SM 6]
changing external
factors on project
plans in a range of
scenarios
7.6 Be able to use • use project management software tools to
current project create a simple Gantt chart [SM 3]
management
software tools

The assessment of this unit will be by means of a five hour examination. The examination
will be in three sections and will take place over a three week window of time.
a The candidate will be given a scenario and using project management software tools
will create an initial project plan (approximately three hours).
b The candidate will be given a number of changes of circumstances and will be
required to alter the plan on this basis (approx 1⅛ hours).
c The candidate will be asked to answer a number of examination questions based on
the content of the unit (30 minutes).
Delivery guidance
This unit should be delivered in a practical manner.
The learner will need to study a number of unsuccessful projects to understand what a
project manager has to achieve. Using current examples from industry, learners will develop
their understanding of what makes a project successful. The internet could be used for
research and class discussions can be used to ascertain what made the successful projects
successful and the unsuccessful project unsuccessful. Examples can be taken from all walks
of life but some should be IT related projects.
The learner should be skilled in the use of project management software tools.
Centres are encouraged to introduce learners to project management software but
this is not a requirement at level 2 and there are alternative approaches. For
example spreadsheet software can be used to manually create Gantt charts in order
to enter tasks and subtasks, assign times to these tasks, assign resources to the task
and enter dependencies. The learner should also be able to modify timings. Using an
example that they are familiar with could help understanding. Examples could be
planning a trip, organising a football tournament, planning a sports day or organising
a gig, learning about task breakdown, dependencies and critical path analysis. They
could write project plans supported by Gantt charts to share their plan with a
colleague. They could, in teams, deliver a plan which has to be adapted in the light
of changed external factors such as the delivery date being brought forward or a cut
in funding.
This unit could also be taught in conjunction with Unit 6: Multimedia with learners
applying their project management skills to the production of a piece of multimedia
software.
PLTS
Self manager:
Learners will organise their time and resources and prioritising tasks. Learners will
respond positively to change, seeking advice and support when needed.
Reflective learner:
Learners will set goals with success criteria for their development and work.
Independent enquirers 7.2 Identifying the key tasks involved in a particular project and
defining the resources required to achieve them.
Creative thinkers
Reflective learners 7.4 Setting goals with success criteria for their development and work.
Team workers
Self-managers 7.5-7.6 Organising time and resources and prioritising tasks.

Responding positively to change, seeking advice and support when
needed.

Select, interact with and use ICT Creating project plans

systems independently for a
needs

Manage information storage to Saving and managing their project management

enable efficient retrieval files
Follow and understand the need Using project management software

Troubleshoot
Select and use a variety of

Access, search for, select and use

ICT-based information and

Individuals can enter, develop Producing a project plan

and format information
Text and tables
Images
Numbers
records
Bring together information to suit Producing a project plan

content and purpose
Present information in ways that Presenting a project plan


present information
Select and use ICT to

Mathematics

Identify the situation or problem Costing resources for a project

needed to tackle it

to find solutions



English
Speaking and listening – make a

contexts
Reading – compare, select, read

Writing – write documents

communicating information,
and persuasively
Specialist Resources
Project Management The unit requires that learners should be able to plan small scale
Software projects. It is not necessary at this level to use specialist project
management software. Gantt charts can be created using spreadsheet
application software.
The spirit of the unit requires learners to gain a number of
Presentation Software
communication skills including that of giving a presentation.
Websites Association for Project Management - http://www.apm.org.uk/

DfES: Programme and Project Management -
http://www.dfes.gov.uk/ppm/
Project Smart, Online magazine aimed at Project Managers -
http://www.projectsmart.co.uk/

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Edexcel Diplomas

Level 2 Principal Learning

Unit 1: The Potential of Technology

Principal Learning unit

Guided Learning hours 60

Learning outcomes 1.3 and 1.4 relate to the business scenario.

Personal learning and thinking skills

Learning Independent Creative Reflective Team Self- Effective

What you need to cover

1.1 Understand the Technology: computers, communications, networks, the

1.4 Know why example Technology systems: computers, communications, networks,

QCF unit summary

Learning Outcome Assessment for Unit 1 Level 2

The learner will: The learner can:

1.1 Understand the • describe how technology has contributed to

How you will be assessed

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

(0–6) (7-11) (12-15) 15

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

Guidance for Allocating Marks

Basic Including fundamental features, elements or facts

Assessment focus (1.1)

Assessment focus (1.2)

The learner will develop their skills as an independent enquirer

Assessment focus (1.3)

This assessment focus is based on a business scenario supplied

use instruction manual, which would enable a user to run the

Assessment focus (1.4)

This assessment focus is based on a business scenario supplied

Manufacturing: the use of robotics in manufacturing, a small local engineering

Skill When learners are:

Functional Skills – Level 2

ICT – Use ICT systems

Troubleshoot Designing, developing and testing the system they

ICT – Develop, present and

Present information in ways that Producing a report on how the mini-enterprise

Understand routine and non-

Identify the situation or problem

Select and apply a range of skills

Use appropriate checking

Interpret and communicate

Draw conclusions and provide

Speaking and listening – make a Giving a presentation on areas where technology is

Unit 2: Exploring Organisations

Principal Learning unit

Guided Learning Hours: 60

2.1 Understand different organisational structures, cultures and roles

All learning outcomes relate to the business scenario.

What you need to cover

QCF unit summary

Learning Outcome Assessment for Unit 2 Level 2

The learner will: The learner can:

2.1 Understand • produce an outline report on the running of

2.2 Understand the • produce an outline report on the image of the

How you will be assessed

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

(0–6) (7-11) (12-15) 15

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

2.4 • produces an outline financial • produces a detailed financial • produces a comprehensive

(0–6) (7-11) (12-15) 15

Guidance for Allocating Marks

Analyse Examine in detail and explain