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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.

Business Scenario

Using the knowledge you have learned in this unit, you will create a 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

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

Learning outcomes 1.3 and 1.4 relate to the business scenario.

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

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 outcome

Independent enquirers

1.1

9

1.2

9

Creative thinkers

Reflective Team learners workers

Selfmanagers

Effective participators

1.3 1.4

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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 role and contribution of technology to the success of a range of organisations, including impact on efficiency and competitiveness

Technology: computers, communications, networks, the internet, software and all other components used within information systems. Role and contribution: eg increase market reach, improve customer service, reduce costs. Organisations: these could be internet-based businesses or brick and click business, eg retail, manufacturing, sport and leisure, local government etc. 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 technology is changing the way organisations, individuals and society operate

Organisations: eg off-shoring, mobile working, off-site remote working. Individuals: eg teleworking — working from home, remote working — keeping in touch with the office on the move, broadband, wireless and high-speed internet access, flexible working day, upskilling to meet new technology needs. Society: eg social websites, messenger services, the UK’s egovernment strategy, organized groups of people connected because of religious, cultural, scientific, political, or other reason.

1.3 Be able to identify the key components of technology systems as used in business, explaining their function in different business scenarios

Components of technology systems: computers, communications, networks, the internet, software. Computers: eg web servers, application servers, PCs, Laptops, wired, mobile. Communications: eg email, video conferencing, mobile. Networks: eg Local Area Network (LAN), Wide Area Network (WAN), internet, intranet, extranet, wireless. Internet: eg transactional websites, e-customers, security. Software: eg operating system, network, application, wireless, bespoke.

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

1.4 Know why example organisations should implement or improve a technology system

Technology systems: computers, communications, networks, the internet, software and all other components used within information systems. Reasons for improving/implementing software and computers: 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 inhouse, customer requirements, online shopping, faster delivery, improved customer relations and communication, reduced costs, wider market.

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

QCF unit summary Learning Outcome

Assessment for Unit 1 Level 2

The learner will:

The learner can:

1.1 Understand the role and contribution of technology to the success of a range of organisations, including impact on efficiency and competitiveness

•

describe how technology has contributed to the success, and has impacted on, the efficiency and competitiveness of at least two online businesses by identifying questions to answer [IE 1], planning and carrying out research [IE 2], analysing and evaluating information and judging its relevance and value [IE 4]

1.2 Know how technology is changing the way organisations, individuals and society operate

•

describe how technology is changing the way organisations, individuals and society operates, by identifying questions to answer [IE 1], planning and carrying out research [IE 2] analysing and evaluating information and judging its relevance and value

1.3 Be able to identify the key components of technology systems as used in business, explaining their function in different business scenarios

•

identify and explain the function of the key components of business technology systems as defined in a business scenario

•

produce a specification for a technology system as defined in a business scenario

•

create the business technology system

1.4 Know why example organisations should implement or improve a technology system

•

outline how the business technology system implemented in 1.3 was used and how it benefits business performance

•

outline why the system should be improved or a new system implemented

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

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.

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Assessment grid Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

1.1

•

•

•

produces a report identifying how technology has contributed to the success of at least two online businesses, and its impacted upon efficiency and competitiveness (0–5)

1.2

•

gives a presentation identifying how technology is changing the way organisations, individuals and society operates

(0–6)

8

produces a report describing how technology has contributed to the success of at least two online businesses, and its impacted upon efficiency and competitiveness (6–9)

•

gives a presentation describing how technology is changing the way organisations, individuals and society operates

(7-11)

Mark awarded

produces a report explaining how technology has contributed to the success of at least two online businesses, and its impacted upon efficiency and competitiveness (10–13)

•

13

gives a presentation explaining how technology is changing the way organisations, individuals and society operates

(12-15)

15

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

1.3

•

identifies the key components of business technology systems as defined in a business scenario

•

•

•

produces a specification detailing some of the objectives of the system they are assigned within their role in the business scenario mini-enterprise

describes the function of the key components of business technology systems as defined in a business scenario

explains the function of the key components of business technology systems as defined in a business scenario

•

produces a specification detailing most of the objectives of the system they are assigned within their role in the business scenario mini-enterprise

•

produces a specification detailing all of the objectives of the system they are assigned within their role in the business scenario mini-enterprise

•

creates the system assigned to them, which will achieve most of the objectives, and produces detailed documentation demonstrating how it works

•

creates the system assigned to them, which will be totally fit for purpose and achieves all of the objectives, and produces comprehensive documentation demonstrating how it works

•

creates the system assigned to them, which will achieve some of the objectives, and produces basic documentation demonstrating how it works

The learner may have required assistance in the creation of the system.

The learner may have required limited assistance in the creation of the system. (0–8)

Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007

(9-14)

Mark awarded

The learner will have worked independently when creating the system. (15-20)

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Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

1.4

•

outlines how the business technology system implemented in 1.3 was used and how it benefits business performance

•

describes how the business technology system implemented in 1.3 was used and how it benefits business performance

•

explains how the business technology system implemented in 1.3 was used and how it benefits business performance

•

outlines why the system should be improved or a new system implemented

•

describes why the system should be improved or a new system implemented

•

explains why the system should be improved or a new system implemented

(0–5)

10

(6–9)

Mark awarded

(10–12)

12

Total marks

60

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

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.

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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

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Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007

UNIT 1: THE POTENTIAL OF TECHNOLOGY

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 (0-5 marks)

To be eligible for Mark Band 1, the learner will use the internet to research at least two online businesses (eg online retailers, 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).

Mark Band 2 (6-9 marks)

To be eligible for Mark Band 2, the learner will use the internet to research at least two online businesses (eg online retailers, 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).

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Mark Band 3 (10-13 marks)

To be eligible for Mark Band 3, the learner will use the internet to research at least two online businesses (eg online retailers, 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).

Assessment focus (1.2) 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 (0-6 marks)

To be eligible for Mark Band 1, the learner will research some industry sectors or local companies to explore how technology is 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).

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Mark Band 2 (7-11 marks)

To be eligible for Mark Band 2, the learner will research a 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 (12-15 marks)

To be eligible for Mark Band 3, the learner will research a wide variety of industry sectors or local companies to explore how 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).

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Assessment focus (1.3) 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 Unit 3: Effective Communication. Mark Band 1 (0-8 Marks)

To be eligible for Mark Band 1, the learner will have identified/listed the key components of the business technology 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 minienterprise (1). The learner will specify some of the inputs to the system and the resulting outputs (1).

Mark Band 2 (9-14 marks)

To be eligible for Mark Band 2, the learner will have identified and described the function of the key components of the 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 objectives set in the business scenario (5). The learner will 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 (15-20 marks)

To be eligible for Mark Band 3, the learner will have identified and explained the function of the key components of the 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 objectives set in the business scenario (6). The learner will 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

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Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007

UNIT 1: THE POTENTIAL OF TECHNOLOGY

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).

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Assessment focus (1.4) 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 Unit 3: Effective Communication. Mark Band 1 (0-5 marks)

To be eligible for Mark Band 1, the learner will include a section in their report outlining where the system they developed was 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).

Mark Band 2 (6-9 marks)

To be eligible for Mark Band 2, the learner will include a section in their report describing where the system they developed was used within the mini-enterprise (2). 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).

Mark Band 3 (10-12 marks)

To be eligible for Mark Band 3, the learner will include a section in their report explaining where the system they developed was used within the mini-enterprise (3). 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).

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

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.

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

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. Assessment focus 1.2 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. Assessment focus 1.3 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. Assessment focus 1.4 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.

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

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

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

Functional Skills – Level 2 When learners are:

Skill ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Producing a presentation describing how technology is changing the way organisations, individuals and society operates

Evaluate the effectiveness of the ICT system they have used

Testing and evaluating the business system that they have developed for the mini-enterprise

Manage information storage to enable efficient retrieval

Designing, developing and testing the system they produce for the mini-enterprise

Follow and understand the need for safety and security practices

Producing the various reports required for the portfolio 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 sources of information independently for a complex task

Researching information for a report on how technology has contributed to the success of online businesses and their efficiency and competitiveness

Access, search for, select and use ICT-based information and evaluate its fitness for purpose

Researching information for a report on how technology has contributed to the success of online businesses and their efficiency and competitiveness

ICT – Develop, present and communicate information Individuals can enter, develop and format information independently to suit its meaning and purpose including:

Producing the various reports required for the portfolio and the SPB Designing, developing and testing the system they produce for the mini-enterprise

Text and tables Images Numbers records Bring together information to suit content and purpose

Producing the various reports required for the portfolio and the SPB

Present information in ways that are fit for purpose and audience

Producing a report on how the mini-enterprise 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

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Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007

UNIT 1: THE POTENTIAL OF TECHNOLOGY

ICT tools and facilities used to present information

have developed for the mini-enterprise

Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists

Communicating with other team members for the minienterprise

Mathematics Understand routine and nonroutine 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 contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts

Giving a presentation on areas where technology is changing the way organisations, individuals and society operates

Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions

Researching the various reports for the portfolio

Writing – write documents communicating information, ideas and opinions effectively and persuasively

Producing the various reports required for the portfolio and the SPB Giving the presentation

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UNIT 1: THE POTENTIAL OF TECHNOLOGY

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/

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Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007

UNIT 2: EXPLORING ORGANISATIONS

Unit 2: Exploring Organisations Principal Learning unit Level 2 Guided Learning Hours: 60 Internally assessed (40 hours learning time with approx. 20 hours for assessment)

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 minienterprise? Here’s your chance! In this unit, you will work in teams to set up and run a minienterprise 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 minienterprise.

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 On completion of this unit a learner should: 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

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UNIT 2: EXPLORING ORGANISATIONS

All learning outcomes relate to the business scenario.

What you need to cover 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 different organisational structures, cultures and roles

Structures: eg hierarchical/matrix, centralised/decentralised, flat/deep, organisational charts.

2.2 Understand the purpose of key business processes, including customer relationship management, people management, supplier management and service delivery

Business processes: customer relationship management; people management; supplier management and service delivery.

Cultures: eg mission statements, small/large organisations, management style, aims and objectives. Roles: eg director, manager, production worker; departmental.

Customer relationship management: eg mission statement, customer service, integration with mission statement, marketing company image (stationery, advertising etc), market share, profitability, customer complaints, movement from brick to click. People management: eg management styles (paternalistic, autocratic, etc), leadership qualities, job definitions, appraisals, 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 is used to support business processes, describing what technology is used and what benefits it delivers

Technology: eg computing, communications, networks, internet, software, components of information systems.

2.4 Be able to run a simulated minienterprise, describing key factors in an organisation’s success

Key factors: eg structure (management structure, assign key positions), company image (name, logo and stationery), brick or click (shop or internet sales), finance (business plan, financial plan, setting budgets), preparing and presenting a bid for a contract, project planning and management, project evaluation, calculating break-even and recording profit and loss.

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Business processes: customer relationship management; people management; supplier management and service delivery.

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UNIT 2: EXPLORING ORGANISATIONS

QCF unit summary Learning Outcome

Assessment for Unit 2 Level 2

The learner will:

The learner can:

2.1 Understand different organisational structures, cultures and roles

•

produce an outline report on the running of the mini-enterprise as defined in a business scenario

•

describe the structure and culture of the enterprise including the roles of the members

2.2 Understand the purpose of key business processes, including customer relationship management, people management, supplier management and service delivery

•

produce an outline report on the image of the mini-enterprise which describes the importance of 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

•

produce an outline report on the technology used in the mini-enterprise

•

describe at least one business process

•

indicate how the technology benefits the business process

•

produce an outline financial account for the mini-enterprise

•

produce a weekly profit and loss account giving reasons for the performance

•

explain some key factors in the success of the mini-enterprise

2.4 Be able to run a simulated minienterprise, describing key factors in an organisation’s success

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UNIT 2: EXPLORING ORGANISATIONS

How you will be assessed 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 minienterprise 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 minienterprise 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.

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UNIT 2: EXPLORING ORGANISATIONS

Assessment grid Assessment focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

2.1

•

•

produces an outline report on the running of the minienterprise as defined in the business scenario by outlining the structure and culture of the mini-enterprise including the roles of the members

produces a detailed report on the • running of the mini-enterprise as defined in a business scenario by describing the structure and culture of the mini-enterprise including the roles of the members

(0–6) 2.2

•

produces an outline report on the image of the mini-enterprise which describes the importance of customer relationship management, people management, supplier management and service delivery

produces a comprehensive report on the running of the mini-enterprise as defined in a business scenario by explaining the structure and culture of the mini-enterprise including the roles of the members

(7-11) •

produces a detailed report on the image of the mini-enterprise which describes in detail the importance of customer relationship management, people management, supplier management and service delivery

(0–6)

Edexcel Diploma Level 2 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007

(7-11)

Mark awarded

(12-15) •

15

produces a comprehensive report on the image of the minienterprise which evaluates the importance of customer relationship management, people management, supplier management and service delivery

(12-15)

15

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UNIT 2: EXPLORING ORGANISATIONS

Assessment focus 2.3

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

•

produces an outline report on the technology used in the minienterprise

•

produces a detailed report on the technology used in the minienterprise

•

produces a comprehensive report on the technology used in the mini-enterprise

•

outlines the business processes

•

describes the business processes

•

explains the business processes

•

indicates how the technology benefits the business process

•

describes how the technology benefits the business processes

•

explains how the technology benefits the business processes.

(0–6) 2.4

(7-11)

•

produces an outline financial account for the mini-enterprise

•

produces a detailed financial account for the mini-enterprise

•

produces a weekly profit and loss account giving reasons for the performance

•

produces a weekly profit and loss account describing the performance

outlines some key factors in the success of the mini-enterprise

•

•

(0–6)

30

Mark awarded

describes most key factors in the success of the mini-enterprise

(7-11)

(12-15) •

15

produces a comprehensive financial account for the minienterprise

•

produces a weekly profit and loss account explaining the performance

•

explains all key factors in the success of the mini-enterprise (12-15)

15

Total marks

60

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UNIT 2: EXPLORING ORGANISATIONS

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 bottom of 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.

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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

Analyse

Examine in detail and explain

Comprehensive

Precise, including all features, elements or facts

Describe

Give a clear description that includes all the relevant features

Detail/Detailed

Including most features, elements or facts

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

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

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UNIT 2: EXPLORING ORGANISATIONS

Assessment focus (2.1) 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. Mark Band 1 (0-6 marks)

To be eligible for Mark Band 1, the learner will produce an outline report on the running of the mini-enterprise. They will 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 minienterprise (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).

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UNIT 2: EXPLORING ORGANISATIONS

Mark Band 3

To be eligible for Mark Band 3, the learner will produce a

(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 minienterprise (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).

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UNIT 2: EXPLORING ORGANISATIONS

Assessment focus (2.2) Mark Band 1 (0-6 marks)

To be eligible for Mark Band 1, the learner will produce an outline report that includes a basic description of the 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.

Mark Band 2 (7-11 marks)

To be eligible for Mark Band 2, the learner will produce a detailed report that includes detailed descriptions of the importance of customer relationship management, people management, supplier management and service delivery (5). The learner will describe how each process was used by the minienterprise 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).

Mark Band 3 (12-15 marks)

To be eligible for Mark Band 3, the learner will produce a comprehensive report that includes an evaluation of the 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)

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UNIT 2: EXPLORING ORGANISATIONS

Assessment Focus (2.3) Mark Band 1 (0-6 marks)

To be eligible for Mark Band 1, the learner will produce an outline report on the technology used in the mini-enterprise 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).

Mark Band 2 (7-11 marks)

To be eligible for Mark Band 2, the learner will produce a detailed report on the technology used in the mini-enterprise 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).

Mark Band 3 (12-15 marks)

To be eligible for Mark Band 3, the learner will produce a comprehensive report on the technology used in the minienterprise 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).

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UNIT 2: EXPLORING ORGANISATIONS

Assessment Focus (2.4) Mark Band 1 (0-6 marks)

To be eligible for Mark Band 1, the learner will produce an outline financial account for the mini-enterprise, in the form of 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).

Mark Band 2 (7-11 marks)

To be eligible for Mark Band 2, the learner will produce a detailed financial account for the mini-enterprise, in the form 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).

Mark Band 3 (12-15 marks)

To be eligible for Mark Band 3, the learner will produce a comprehensive financial account for the mini-enterprise, in the 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).

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UNIT 2: EXPLORING ORGANISATIONS

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. Assessment focus 2.1 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. Assessment focus 2.2 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. Assessment focus 2.3 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. Assessment focus 2.4 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).

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UNIT 2: EXPLORING ORGANISATIONS

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

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 minienterprise for others as well as themselves.

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UNIT 2: EXPLORING ORGANISATIONS

Functional Skills – Level 2 When learners are:

Skill ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Producing the various documents required for their portfolio and business scenario

Evaluate the effectiveness of the ICT system they have used

Evaluating the effectiveness of the business processes with respect to the technology used

Manage information storage to enable efficient retrieval

Producing the various documents required for their portfolio and business scenario

Follow and understand the need for safety and security practices

Producing the various documents required for their 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 sources of information independently for a complex task

Researching information for the various documents required for their portfolio and business scenario

Access, search for, select and use ICT-based information and evaluate its fitness for purpose

Researching information for the various documents required for their portfolio and business scenario

ICT – Develop, present and communicate information Individuals can enter, develop and format information independently to suit its meaning and purpose including:

Producing the various documents required for their portfolio and business scenario

Text and tables Images Numbers records Bring together information to suit content and purpose

Producing the various documents required for their portfolio and business scenario

Present information in ways that are fit for purpose and audience

Producing the various documents required for their portfolio and business scenario

Evaluate the selection and use of ICT tools and facilities used to

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UNIT 2: EXPLORING ORGANISATIONS

present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists

Communicating with other team members for the business scenario

Mathematics Understand routine and nonroutine problems in a wide range of familiar and unfamiliar contexts and situations

Producing a financial account for the mini-enterprise

Identify the situation or problem and the mathematical methods needed to tackle it

Identifying the key areas that need to be reported on

Select and apply a range of skills to find solutions

Produce a weekly profit and loss account

Use appropriate checking procedures and evaluate their effectiveness at each stage

Checking the weekly profit and loss account

Interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations

Comparing the weekly profit and loss account with the initial financial plan

Draw conclusions and provide mathematical justifications

Giving explanations for variations between the weekly profit and loss accounts and the original financial plan

English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts

Meeting with other members of their mini-enterprise team

Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions

Researching information for the reports that form part of their portfolio

Writing – write documents communicating information, ideas and opinions effectively and persuasively

Writing the documents that form part of their portfolio and business scenario documentation

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UNIT 2: EXPLORING ORGANISATIONS

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.culturalminienterpriseoffice.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.

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Unit 3: Effective Communication Principal Learning unit Level 2 Guided Learning hours: 60 Internally assessed (40 hours learning time with approx. 20 hours for assessment)

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 On completion of this unit a learner should: 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

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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.

What you need to cover 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 the implications and appropriateness of different communication media in a wide range of business contexts

Implications: eg misunderstandings leading to inappropriate actions. Appropriateness: eg clarity, quality, audience (what do you want to say, who is the audience and how will it be perceived). Communication media: eg electronic (websites, blogs, emails), telephony, fax, paper (letters, reports, memos, agendas, meeting minutes etc), speech (telephone, conferencing, meetings etc). Business contexts: eg sales, marketing, human resources, production, accounts, stock systems etc

3.2 Understand how teams work

Teams: eg collaborative working, compromise, reaching 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 consequences of different behaviours, attitudes and actions and how these impact on effective communication and performance

Behaviours: eg quality of presentation of written communications, organised/disorganised approach, quality of English/spelling. Attitudes: eg positive or negative approach, verbal clues and body language. Actions: eg immediate or late responses, incomplete or lost work. Effective communication: in the team, in the organisation, 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

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and products, organisational standards. 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

Personal performance: eg evaluate strengths and limitations, monitor progress.

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

Confident/correct: eg concise, logical, persuasive, clear; using a range of sentence structures, including complex structures; correctly punctuated including commas, apostrophes and inverted commas; proof read and revised for accuracy and meaning.

3.6 Know how to identify and demonstrate the features of effective communication between individuals and groups.

Features: eg clarity, quality, appropriateness (context, audience), timeliness.

Performance in a team: eg working with others, what makes a successful team, defining levels of performance in a team, ways to improve own performance in a team, handling dissent and criticism, sharing information. Responding constructively to feedback: eg performance appraisals, appraisals focusing on corporate goals, appraisals focusing on personal and career goals, dealing positively with praise, setbacks and criticism.

Contextually appropriate: for the organisation, for the audience, for the subject matter. Range of communications: eg meetings, short reports, emails, telephone calls, presentations, memos.

Effective communication between individuals and groups: eg communication in the form of minutes of meetings, agendas, reports, presentations; through different media, eg face-toface, meetings, email, telephone, paper, presentation software.

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QCF unit summary Learning Outcome

Assessment for Unit 3 Level 2

The learner will:

The learner can:

3.1 Know how to assess the implications and appropriateness of different communication media in a wide range of business contexts

•

assess which method of communication is most appropriate in different business contexts and the implications of using different communication methods

•

describe the roles of the teams members, 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 • consequences of different behaviours, attitudes and actions and how these impact on effective communication and performance

outline how behaviour, attitudes and actions can affect team work by adapting behaviour to suit different situations [TW 3], showing fairness and consideration to others [TW 4], taking responsibility for their own role and showing confidence in themselves and their contribution [TW 5]

3.2 Understand how teams work

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

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•

list their own strengths and limitations in contributing to the mini-enterprise, as defined in a business scenario, assessing themselves and others, identifying achievements [RL 1], evaluating experiences and learning to inform future progress [RL 5]

•

provide evidence of responding constructively to feedback, communicating their learning in 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]

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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.

•

produce a range of documentation relating to mini-enterprise team meetings, as defined in a business scenario, using correct and contextually appropriate English

produce a statement on the effectiveness of each of the communications used between individuals and groups in the mini-enterprise, as defined in a business scenario

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How you will be assessed 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 minienterprise 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.

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Assessment grid Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

3.1

•

briefly assesses which method of communication is most appropriate in different business contexts

•

assesses which method of communication is most appropriate in different business contexts

•

gives a detailed assessment of which method of communication is most appropriate in different business contexts

•

briefly assesses the implications of using different communication methods

•

assesses the implications of using different communication methods

•

gives a detailed assessment of the implications of using different communication methods

(0–7) 3.2 3.3

(8-12)

Mark awarded

(13-18)

•

outlines the roles of team members

•

describes the roles of team members

•

describes in detail the roles of team members

•

outlines how attitude and behaviour can affect team work and impact on effective communication and performance

•

describes how attitude and behaviour can affect team work and impact on effective communication and performance

•

analyses how attitude, actions and behaviour affect team work and impact on effective communication and performance

(0–5)

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(6-8)

18

(9-12)

12

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Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

3.4

•

lists their own strengths and limitations in contributing to the mini-enterprise, both as an individual and as a member of a team

•

describes individual strengths and limitations in contributing to the mini-enterprise, both as an individual and as a member of a team

•

evaluates individual strengths and limitations in contributing to the mini-enterprise, both as an individual and as a member of a team

•

provides evidence of responding constructively to feedback

•

•

•

provides evidence of feedback to others

provides evidence of responding constructively to feedback and dealing positively with praise

•

provides evidence of support and feedback to others

provides evidence of responding constructively to feedback and dealing positively with praise, setbacks and criticism

•

provides evidence of constructive support and feedback to others

(0–6) 3.5

•

produces some documentation using correct and contextually appropriate English relating to mini-enterprise team meetings

•

produces a statement on the effectiveness of each of the communications used between individuals and groups in the mini-enterprise

3.6

(0–6)

50

(7-11)

Mark awarded

(12-15)

•

produces a range of documentation using correct and contextually appropriate English relating to mini-enterprise team meetings

•

produces a comprehensive set of documentation using correct and contextually appropriate English relating to minienterprise team meetings

•

produces a description of the effectiveness of each of the communication methods used between individuals and groups in the mini-enterprise

•

produces an evaluation of the effectiveness of each of the communication methods used between individuals and groups in the mini-enterprise

(7-11)

15

(12-15)

15

Total marks

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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 bottom of 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.

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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

Analyse

Examine in detail and explain

Assess

Make a judgement on the importance of something

Brief assessment Give your opinion using few words Comprehensive

Precise, including all features, elements or facts

Describe

Provide clear information that includes all or most of the relevant features

Detail/Detailed

Including most features, elements or facts

Evaluate

Assess the value of something – consider strengths and weaknesses and the balance between the two, justifying your statements. Suggest potential improvements.

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

State

Express clearly

Assessment focus (3.1) Mark Band 1 (0-7 marks)

To be eligible for Mark Band 1, the learner will produce a list of different business contexts (2) with an indication of which 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).

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Mark Band 2 (8 -12 marks)

To be eligible for Mark Band 2, the learner will describe a range of business contexts (3) with an assessment of which 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 (13 – 18 marks)

To be eligible for Mark Band 3, the learner will describe a 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)

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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 (0-5 marks)

To be eligible for Mark Band 1, the learner will produce notes 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 (6-8 marks)

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 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. 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 an example of how attitude and behaviour affected their own teamwork in respect to communication and performance (1).

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Mark Band 3 (9-12 marks)

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 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). 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 a number of examples from their own experience of how attitude and behaviour can affect teamwork in respect to communication and performance (3).

Assessment focus (3.4) Mark Band 1 (0-6 marks)

To be eligible for Mark Band 1, the learner will reflect on their own learning assessing themselves and identifying their 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).

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Mark Band 2 (7-11 marks)

To be eligible for Mark Band 2, the learner will reflect on their own learning assessing themselves and identifying their 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). The reflective learner will invite feedback and deal positively 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).

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Mark Band 3 (12-15 marks)

To be eligible for Mark Band 3, the learner will reflect on their own learning assessing themselves and identifying their achievements. Reviewing their progress, the learner will evaluate their strengths and limitations (4) and suggest ways they can improve on their limitations (1). The reflective learner will invite feedback and deal positively 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 (0-6 marks)

To be eligible for Mark Band 1, the learner will produce a set of business documentation to include at least a business document (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).

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Mark Band 2 (7-11 marks)

To be eligible for Mark band 2, the learner will produce a set of business documentation to include at least a business document 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 (12-15 marks)

To be eligible for Mark Band 3, the learner will produce a set of business documentation to include documents such as an agenda 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).

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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 Assessment focus 3.3 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 Assessment focus 3.4 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

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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 Assessment focus 3.2 Learners will discuss issues of concern amongst the team and how they were resolved.

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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

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.

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Functional Skills – Level 2 Skill

When learners are:

ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Producing the various reports required for the portfolio and the business scenario documents

Evaluate the effectiveness of the ICT system they have used Manage information storage to enable efficient retrieval

Producing the various reports required for the portfolio and the business scenario documents

Follow and understand the need for safety and security practices

Producing the various reports required for the portfolio 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 sources of information independently for a complex task

Producing the various reports required for the portfolio and the business scenario documents

Access, search for, select and use ICT-based information and evaluate its fitness for purpose

Researching information required for the report outlining the communications media available with an assessment of the implications and using them in different business situations

ICT – Develop, present and communicate information Individuals can enter, develop and format information independently to suit its meaning and purpose including:

Producing the various reports and documents required for the portfolio and the business scenario

Text and tables Images Numbers records Bring together information to suit content and purpose

Producing the various reports and documents required for the portfolio and the business scenario

Present information in ways that are fit for purpose and audience

Producing the various reports and documents required for the portfolio and the business scenario

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UNIT 3: EFFECTIVE COMMUNICATION

Evaluate the selection and use of ICT tools and facilities used to present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists

Communicating with other members of their minienterprise team

Mathematics Understand routine and nonroutine 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 contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts

Communicating and meeting with the other members of their mini-enterprise team

Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions

Producing the various reports and documents required for the portfolio and the business scenario

Writing – write documents communicating information, ideas and opinions effectively and persuasively

Producing the various reports and documents required for the portfolio and the business scenario

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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

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UNIT 4: SKILLS FOR INNOVATION

Unit 4: Skills for Innovation Principal Learning unit Level 2 Guided Learning hours: 60 Internally assessed (40 hours learning time with approx. 20 hours for assessment)

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 On completion of this unit a learner should: 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.

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What you need to cover 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.

Numerical and graphical techniques: mathematical skills, eg percentages, ratios, estimation; spreadsheet skills, eg simple formulae, statistical functions (Sum, Average), complex functions (multiple linked pages), if and lookup statements, command buttons, drop-down boxes; logic and selection functions; data format; security (locked cells, protected pages); pivot tables.

4.2 Be able to use creative, investigative and numerical reasoning skills to present proposals to address business challenges and opportunities

Creative skills: eg suggest new markets, automating a manual function, try to increase sales instead of cutting costs.

4.3 Know about the key legal and ethical considerations in the IT environment, including data protection, health and safety and copyright

Legislation: eg Data Protection Act, Computer Misuse Act, Copyright and Patents Act, Distance Selling Regulations, Standard Operating Procedures (SOP), European Spreadsheet Risks Interest Group, EEC regulations for the disposal of computer equipment etc, health and safety legislation and awareness, eg ergonomics.

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Analysis: using models, eg if I increase spending by 10% what is the effect on the business?, statistical analysis, eg mean, mode, median; cost-benefit analysis; planning, eg forecasting, budgeting; charts and graphs. Estimation and approximation: confident use of number without calculators or computers.

Investigative skills: documenting systems; opportunity identification, eg sales increase opportunities, overhead savings. Numerical skills: numerical and graphical techniques(see above); generating models, eg what are the variables? what are the possible inputs?, comparing, ‘What if’ scenarios, forecasts, trends; assessing, eg multi-series graphs or charts, cash flow forecast, return on investment.

Ethical issues: eg digital divide, internet safety, upskilling and training.

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UNIT 4: SKILLS FOR INNOVATION

QCF unit summary Learning Outcome

Assessment for Unit 4 Level 2

The learner will:

The learner can:

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.

•

describe an area that needs improvement in a business

•

outline at least two numerical improvement options and use estimation and approximation to support these options

•

graphically represent the options using a chart or graph

4.2 Be able to use creative, investigative and numerical reasoning skills to present proposals to address business challenges and opportunities

•

produce a proposal to address a business challenge or opportunity, to include a numerical model

•

explain how the proposal works

•

outline the outcomes of the proposal

•

justify a recommendation for future action

•

seek agreement for the recommendation

•

describe the relevant legal and ethical issues in the IT environment including data protection, health and safety and copyright

4.3 Know about the key legal and ethical considerations in the IT environment, including data protection, health and safety and copyright

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How you will be assessed 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

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a report on the legal and ethical issues facing the business. This evidence will be used to assess learning outcome 4.3.

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Assessment grid Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

4.1

•

identifies an area that needs improvement in a business

•

describes an area that needs improvement in a business

•

analyses an area that needs improvement in a business

•

outlines improvement options (other than doing nothing) using estimation and approximation to support the option

•

describes improvement options (other than doing nothing) using estimation and approximation to support the options

•

explains improvement options using estimation and approximation to support the options

•

graphically represents the options using a chart or graph. The learner requires frequent prompting to achieve this.

•

graphically represents the options using an appropriate chart or graph that meets most of the requirements. The learner requires limited prompting to achieve this.

•

graphically represents the options using an appropriate chart or graph that meets all of the requirements. The learner works independently.

(0–10)

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(11-17)

Mark awarded

(18-25)

25

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Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

4.2

•

outlines a proposal to address a business challenge or opportunity, to include a numerical model

•

produces a detailed proposal to address a business challenge or opportunity, to include a numerical model

•

•

outlines how the proposal works

•

•

outlines the outcomes of the proposal

describes how the proposal works

produces a comprehensive proposal to address a business challenge or opportunity, to include a numerical model explains how the proposal works

•

describes the outcomes of the proposal

explains the outcomes of the proposal

•

justifies a recommendation for future action showing a creative approach

•

seeks agreement for the recommendation demonstrating powers of persuasion and negotiation

• •

•

outlines a recommendation for future action

•

seeks agreement for the recommendation

justifies a recommendation for future action

•

seeks agreement for the recommendation demonstrating powers of persuasion

The learner may have required assistance.

4.3

•

outline the relevant legal and ethical issues in the IT environment including data protection, health and safety and copyright (0-4)

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The learner will have worked independently.

The learner may have required limited assistance. (0–10)

(11-17) •

Mark awarded

describe the relevant legal and ethical issues in the IT environment including data protection, health and safety and copyright (5-7)

(18-25) •

25

explain the relevant legal and ethical issues in the IT environment including data protection, health and safety and copyright (8-10)

10

Total marks

60

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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 bottom of 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.

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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

Analyse

Examine in detail and explain

Describe

Give a clear description that includes all the relevant features

Detail/Detailed

Including most features, elements or facts

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

Most

The majority with one or two left out

Outline

Provide a clear summary including main features/general principles

Several

At least three

Some

At least two

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Assessment focus (4.1) Mark Band 1 (0-10 marks)

To be eligible for Mark Band 1, the learner will identify an area for improvement (1) with some justification for their choice - in 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 (11-17 marks)

To be eligible for Mark Band 2, the learner will describe an area for improvement (2). They will have justified why it should be 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 (18-25 marks)

To be eligible for Mark Band 3, the learner will analyse an area for improvement (4). They will have justified why it should be 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).

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Assessment focus (4.2) Mark Band 1 (0–10 marks)

To be eligible for Mark Band 1, the learner will produce a proposal to include a model using numerical and/or graphical 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).

Mark Band 2 (11-17 marks)

To be eligible for Mark Band 2, the learner will produce a detailed proposal to include a well designed model using 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. For full marks in this band, the learner will produce a model with at least two complex aspects (eg multiple linked pages, if and lookup statements, command buttons, drop-down boxes) (2).

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Mark Band 3 (18-25 marks)

To be eligible for Mark Band 3, the learner will produce a comprehensive proposal to include a well designed model using 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. For full marks in this band, the learner will produce a model with at least three complex aspects (eg multiple linked pages, if and lookup statements, command buttons, drop-down boxes)(3).

Assessment focus (4.3) Mark Band 1 (0-4 marks)

To be eligible for Mark Band 1, the learner will produce a report outlining some of the relevant legal and ethical issues facing the 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).

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Mark Band 2 (5-7 marks)

To be eligible for Mark Band 2, the learner will produce a report describing most of the relevant legal and ethical considerations 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). For full marks in this band, the learner will use a range of sentence structures (including complex structures), which include basic punctuation (1). The work will be proof read (1), evidenced from reasonably accurate final copy.

Mark Band 3 (8-10 marks)

To be eligible for Mark Band 3, the learner will produce a report explaining the relevant legal and ethical considerations facing the company. The effectiveness of the legislation will be explained (6). The learner will have put forward a balanced view on ethical issues (1). For full marks in this band, the learner will use a range of 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).

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UNIT 4: SKILLS FOR INNOVATION

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.

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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

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.

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UNIT 4: SKILLS FOR INNOVATION

Functional Skills – Level 2 Skill

When learners are:

ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Producing a model of the business situation Producing an explanation of how the model works

Evaluate the effectiveness of the ICT system they have used Manage information storage to enable efficient retrieval

Producing the documentation required for the portfolio

Follow and understand the need for safety and security practices

Producing the documentation required for the portfolio

Troubleshoot

Designing and testing a model

ICT – Find and select information Select and use a variety of sources of information independently for a complex task

Producing the documentation required for the portfolio

Access, search for, select and use ICT-based information and evaluate its fitness for purpose

Producing the documentation required for the portfolio

ICT – Develop, present and communicate information Individuals can enter, develop and format information independently to suit its meaning and purpose including:

Producing a model

Text and tables Images Numbers records Bring together information to suit content and purpose

Producing a model

Present information in ways that are fit for purpose and audience

Producing an explanation of how the model works

Evaluate the selection and use of ICT tools and facilities used to

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UNIT 4: SKILLS FOR INNOVATION

present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists

Working as part of team to identify areas for improvement

Mathematics Understand routine and nonroutine problems in a wide range of familiar and unfamiliar contexts and situations

Identifying areas for improvement in a business

Identify the situation or problem and the mathematical methods needed to tackle it

Justify investigating the area for improvement

Select and apply a range of skills to find solutions

Produce a model

Use appropriate checking procedures and evaluate their effectiveness at each stage

Develop and test the model

Interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations

Explaining how the model works

Draw conclusions and provide mathematical justifications

Explaining how the model works

English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts

Working as part of a team to analyse a business scenario and identify areas for improvement

Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions

Researching information for the documents and reports to be included in the portfolio

Writing – write documents communicating information, ideas and opinions effectively and persuasively

Producing the documentation required for the portfolio

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UNIT 5: TECHNOLOGY SYSTEMS

Unit 5: Technology Systems Principal Learning unit Level 2 Guided Learning hours: 60 Internally assessed (40 hours learning time with approx. 20 hours for assessment)

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 On completion of this unit a learner should: 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.

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What you need to cover 5.1 Understand the role of key components of networked PC systems

Key components: eg modem, network card, Ethernet, wireless, switch, router, hub, peer-to-peer networks, ISP, ISP software, broadband.

5.2 Be able to assemble a business relevant technology system including networked PCs and software applications

Business relevant: eg the sort of system that a home user might setup (two or more networked machines connected to the internet via broadband), two or more networked computers used in a small business (small estate agents or similar sized organisation with two or more networked machines).

Networked PC systems: at least two PCs connected using cables/mobile or combination of the two; addressing; protocols.

Technology system: computing, communications, networks, the internet, software and all other components used within 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 within a small-scale technology environment, including viruses and simple user errors

Problems: eg a security violation, non-functioning internet or network connection.

5.4 Be able to design, develop and test simple systems (including programmes) to meet identified business needs

Design: eg opening and closing objects, displaying message boxes, go to controls, actions combined with conditions.

Resolve problems: eg log errors; test solution; document solutions to common problems. Viruses: eg updating virus software, configuring virus software. Simple user errors: eg user error such as ‘losing’ a file/folder; forgetting password.

Develop: implement the design. Test: fully test the solution for correctness, completeness, security and quality including a user test. 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.

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5.5 Be able to create, search and sort single table databases

Create: design simple single table database structures to include: suitable fields for data to be entered, suitable field names, field lengths, data types (eg text, number, date, 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 and use macros

Script programmes: eg simple script programmes such as creating a script for a command button on a database page, add 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 feedback, review the system and identify opportunities for improvement

Seek feedback: eg through questionnaires, discussion, comment fields.

5.8 Understand the principles of systems availability, including implementing appropriate file structures, security and backup processes

Systems availability: reliability (up-time) through:

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Review: in the light of feedback consider options to improve the system and identify where improvements could be made. Opportunities for improvement: eg using a unique field; improving the interface, creating queries to meet user requirements, sorting data on a different field. •

file structures, eg creating appropriately named directory/folder/file structures), sharing folders to give users access to data files.

•

Security, eg access rights (passwords), virus prevention; firewalls, physical security.

•

Backup processes: backup/restore/archiving procedures

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UNIT 5: TECHNOLOGY SYSTEMS

QCF unit summary Learning Outcome

Assessment for Unit 5 Level 2

The learner will:

The learner can:

5.1 Understand the role of key components of networked PC systems

•

describe the key components of a networked PC system

5.2 Be able to assemble a business relevant technology system including networked PCs and software applications

•

assemble a business relevant technology system including networked PCs by organising time and resources and prioritising actions [SM 3], seeking advice and support when needed [SM 6], showing initiative, commitment and perseverance [SM 2] and anticipating and managing risks [SM 4]

•

install a software application

•

resolve virus and simple user errors

5.3 Be able to resolve problems within a small-scale technology environment, including viruses and simple user errors

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Learning Outcome

Assessment for Unit 5 Level 2

The learner will:

The learner can:

5.4 Be able to design, develop and test simple systems (including programmes) to meet identified business needs

•

outline the user requirements for a simple system, to meet identified business needs by asking questions to extend their thinking [CT2]

•

design the simple system, including programmes, by generating ideas and exploring possibilities [CT1] and trying alternatives or new solutions to follow ideas through [CT5]

•

test the system

•

carry out some validation checks on data entry

•

create a single table database for the system, and search and sort the data on at least one field

•

include a script programme and macro in the system

•

implement some changes in response to feedback

•

deal positively with praise, setbacks and criticism [RL 4] from user testing

•

evaluate the system by evaluating experiences and learning to inform future progress [RL 5]

•

outline the principles of systems availability

•

outline why suitable file/folder structures should be maintained

•

list security processes

•

outline backup and restore processes in the context of a business system

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

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How you will be assessed 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.

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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.

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Assessment Grid Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

5.1

•

identifies the key components of the networked PC system

•

•

•

assembles with assistance a business relevant technology system

describes the role of key components of the networked PC system

explains the role of the key components of the networked PC system

•

assembles with little assistance a business relevant technology system

•

assembles independently a business relevant technology system

•

installs and tests a software application

•

installs tests and configures a software application

•

resolves simple user and virus errors with limited assistance

•

resolves simple user and virus errors independently

5.2 5.3

•

installs a software application

•

resolves simple user and virus errors with assistance

(0–8)

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(9–14)

Mark awarded

(15–20)

20

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Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

5.4

•

produces an outline of the user requirements for a simple system, to meet identified business needs

•

produces a description of the user requirements for a business system, to meet identified business needs

•

produces a detailed description of the user requirements for a business system, to meet identified business needs

•

designs the simple system, including programmes, but requires considerable prompting

•

designs the simple system, including programmes and requires limited prompting

•

designs the simple system, including programmes independently

•

creates a single table database for the system and sorts and searches the data using at least one multiple field query or sort

•

creates a single table database for the system and sorts and searches the data on multiple fields using a multiple field search and sort

•

includes a script programme essential to the running of the system, and a macro which enhances the system

•

carries out comprehensive validation checks on data entry

•

fully tests the system against the user requirements

•

implements all changes in response to feedback from user testing dealing positively with praise, setbacks and criticism

•

evaluates the system against

5.5 5.6 5.7

•

creates a single table database for the system and sorts and searches the data on at least one field

•

includes a script programme and a macro which enhances the system

•

includes a script programme and a macro in the system

•

carries out some validation checks on data entry

•

carries out detailed validation checks on data entry

•

tests the system

•

•

implements some changes in response to feedback from user testing dealing positively with praise, setbacks and criticism

tests the system against the user requirements

•

•

evaluates the system

The learner may have required assistance.

•

implements most changes in response to feedback from user testing dealing positively with praise, setbacks and criticism evaluates the system against the user requirements

The learner may have required

90

Mark awarded

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Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

limited assistance.

Mark awarded

user requirements and suggests an improvement The learner will have worked independently.

(0–11) 5.8

(12-19)

•

produces a presentation outlining the principles of systems availability

•

outlines why suitable file/folder structures should be maintained

•

outlines backup and restore processes

•

•

lists security processes.

•

•

produces a detailed presentation on systems availability

•

describes why suitable file/folder structures should be maintained

(20-28) •

produces a comprehensive presentation on systems availability

•

explains why suitable file/folder structures should be maintained

describes backup, restore and archiving processes

•

explains backup, restore and archiving processes

describes security processes.

•

explains security processes.

(0–4)

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(5-8)

28

(9-12)

12

Total marks

60

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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 bottom of 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. 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.

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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

Comprehensive

Precise, including all features, elements or facts

Describe

Provide clear information that includes most of the relevant features or elements

Detailed description

Including most features, elements or facts

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

Most

The majority with one or two left out

Multiple

At least two

Outline

Provide a clear summary including main features/general principles

Some

At least two

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Assessment focus (5.1, 5.2, 5.3) Mark Band 1 (0-8 marks)

To be eligible for Mark Band 1, the learner will act as a self manager producing evidence setting up the key components 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. Mark Band 2 (9-14 marks)

To be eligible for Mark Band 2, the learner will act as a self manager producing evidence of setting up the hardware and 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). The learner will show initiative, commitment and perseverance [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.

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Mark Band 3 (15–20 marks)

To be eligible for Mark Band 3, the learner will act as a self manager producing evidence of setting up the hardware and 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). The learner will show initiative, commitment and perseverance [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).

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Assessment focus (5.4, 5.5, 5.6, 5.7) Mark Band 1 (0-11 marks)

To be eligible for Mark Band 1, the creative learner will design, develop and test a simple system consisting of user interface, 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).

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Mark Band 2 (12-19 marks)

To be eligible for Mark Band 2, the creative learner will design, develop and test a simple system consisting of user interface, database and programmes. The creative learner will generate ideas and explore possibilities in their design and development of the system. 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). The reflective learner will have invited feedback from the user and dealt positively with praise, setbacks or criticism. The 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). For full marks in this band, there will be evidence of the incorporation of a script programme and a macro, which enhances the programme, eg simplifies the system, speeds it up etc (3).

Mark Band 3 (20-28 marks)

To be eligible for Mark Band 3, the creative learner will design, develop and test a simple system consisting of user interface, database and programmes. The creative learner will generate ideas and explore possibilities in their design and development of the system. 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).

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There will be evidence of fully testing the system against user requirements and an attempt made to optimise the performance (3). The reflective learner will have invited feedback from the user and dealt positively with praise, setbacks or criticism. The 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). For full marks in this band, there will be evidence of the incorporation of a script programme, which is essential to the running of the system and a macro, which enhances the programme (4).

Assessment focus (5.8) Mark Band 1 (0-4 marks)

To be eligible for Mark Band 1, the learner will give a presentation outlining the main methods for keeping systems up 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 (5-8 marks)

To be eligible for Mark Band 2, the learner will give a detailed presentation describing the main methods for keeping systems 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).

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Mark Band 3 (9-12 marks)

To be eligible for Mark Band 3, the learner will give a presentation comprehensively explaining the main methods for keeping systems 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).

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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

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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

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competing pressures and respond positively to change, seeking advice and support when needed.

Creative thinker Assessment focus 5.4 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 Assessment focus 5.7 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.

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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

5.3 Investigating technical problems and finding solutions.

Creative thinkers

5.4 Generating ideas and explore possibilities in their design and 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 learners

5.7 Inviting feedback and acting on the outcomes. 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 participators

5.7 Seeking feedback from user about the system in order to improve it.

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Functional Skills – Level 2 When learners are:

Skill ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Producing a presentation on systems availability

Evaluate the effectiveness of the ICT system they have used

Testing and evaluating the business system that they have developed

Manage information storage to enable efficient retrieval

Designing, developing and testing the business system

Follow and understand the need for safety and security practices

When assembling and testing network system

Troubleshoot

Designing, developing and testing the business system

ICT – Find and select information Select and use a variety of sources of information independently for a complex task

Researching information for the presentation

Access, search for, select and use ICT-based information and evaluate its fitness for purpose

Searching, selecting using data from the business system

ICT – Develop, present and communicate information Individuals can enter, develop and format information independently to suit its meaning and purpose including:

Producing the documentation for parts a) and b) above

Text and tables Images Numbers records Bring together information to suit content and purpose

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Producing the documentation for parts a) and b) above

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Present information in ways that are fit for purpose and audience

Producing the presentation

Evaluate the selection and use of ICT tools and facilities used to present information

Carrying out the presentation

Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists Mathematics Understand routine and nonroutine 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 contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts

Giving a presentation on systems availability

Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions

Researching material for the portfolio

Writing – write documents

Producing the various reports required for the

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communicating information, ideas and opinions effectively and persuasively

106

portfolio Giving the presentation

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UNIT 5: TECHNOLOGY SYSTEMS

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 Framework for the Information Age

The IT practitioner knowledge and skills covered in this unit map to the SFIA, Areas of Competence. Strategy and Planning •

Technical strategy and planning – systems architecture.

Development and implementation

National Occupational Standards (NOS)

•

Systems Development – business analysis.

•

Systems Development – systems design.

•

Systems Development – systems testing.

The IT practitioner knowledge and skills in this unit map to the standards for Information Communications Technology and Contact Centres, Areas of Competence. •

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.

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Unit 6: Multimedia Principal Learning unit Level 2 Guided Learning hours: 60 Internally assessed (40 hours learning time with approx. 20 hours for assessment)

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 On completion of this unit a learner should: 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.

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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 of digital media to meet different business-relevant objectives

Uses of digital media: eg advertisement/promotion of products and service, training, presentations; entertainment, eg software, online games, television programmes, films (Computer Generated-Imagery (CGI)).

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)

Technical knowledge and skills: eg integrated multimedia content, multimedia software, programming languages for web pages, web authoring packages, technical considerations.

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.

Integrated multimedia content: the combination of two or more of text, sound, motion video, timeline-based animation or images (graphics, drawings, photographs). Multimedia software: a range of different applications software may be used to edit, manipulate and create multimedia components, eg software with a timeline to create animation such as Flash, Director; graphics packages to enable creation, editing and manipulation, eg Photoshop, Paintshop Pro; software to edit videos, sound and digital photography, eg Windows Movie Maker. 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, develop and test a multimedia product which meets the needs of a specific audience and purpose

Design: storyboards: visuals, eg multimedia components to be used, user interaction, graphics and images, text, timelinebased animation, sound or motion video, menus, hyperlinks, buttons; site map/structure chart etc. Develop: create the product using appropriate software tools, eg audio and video capture and editing tools, graphical and 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

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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 evaluate feedback from the target audience, identifying opportunities for improvement

Improvements: eg changes to the interface to improve ease of use, clearer fonts and better use of colour, different images or digital elements.

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QCF Unit Summary Learning Outcome

Assessment for Unit 6 Level 2

The learner will:

The learner can:

6.1 Understand the use of digital media to meet different business-relevant objectives

•

outline how digital media is used to meet different business-relevant objectives

6.2 Be able to design, develop and test a multimedia product which meets the needs of a specific audience and purpose

•

produce outline storyboard designs by generating ideas and exploring possibilities [CT 1] by asking questions to extend their thinking [CT 2] to meet specific business objectives and audience needs

•

develop a multimedia product by connecting own and 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 evaluate feedback from the target audience, identifying opportunities for improvement

112

•

produce a thoughtful evaluation and deal positively with praise, setbacks and criticism [RL 4] from members of the target audience

•

describe how the multimedia product created for 6.3 can be improved.

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How you will be assessed 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.

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Assessment grid Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

6.1

•

•

•

outlines how digital media is used to meet different businessrelevant objectives (0–6)

114

describes how digital media is used to meet different businessrelevant objectives (7–10)

Mark awarded

analyses how digital media is used to meet different businessrelevant objectives (11–13)

13

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Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

6.2

•

produces outline storyboard designs to meet specific business objectives and audience needs, but with some gaps and omissions

•

•

•

develops a multimedia product that meets some of the client’s requirements and enhances their product with multimedia content. The learner requires frequent prompting to achieve this.

produces detailed storyboard designs to meet specific business objectives and audience needs and includes a sitemap/structure chart showing the interaction between the different pages

•

develops a fully functional multimedia product that meets most of the client’s requirements and enhances their product with multimedia content. The learner requires limited prompting to achieve this.

produces comprehensive storyboard designs to meet specific business objectives and audience needs and includes a clear sitemap/structure chart showing the interaction between the different pages

•

develops a fully functional multimedia product that meets all of the client’s requirements and enhances their product with multimedia content. The learner works independently.

•

shows evidence of comprehensive formative and summative testing that ensures that the product works as intended and is easy to use

6.3

•

shows evidence of formative and summative testing, but not sufficient to identify all shortcomings •

shows evidence of detailed formative and summative testing that ensures that the product works as intended

(0–14)

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(15-24)

Mark awarded

(25-35)

35

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Assessment Focus

Mark Band 1

Mark Band 2

Mark Band 3

The learner:

The learner:

The learner:

6.4

•

makes some evaluative comments about the performance and functionality of the product, incorporating feedback from others

•

produces a thoughtful evaluation about the performance and functionality of the product, incorporating feedback from others

•

•

outlines how the multimedia product created for 6.3 can be improved.

•

describes how the multimedia product created for 6.3 can be improved

fully evaluates the performance and functionality of the product, incorporating feedback from others and indicating how the final product met the original user requirements

•

explains how the multimedia product created for 6.3 can be improved

(0–5)

116

(6-9)

Mark awarded

(10-12)

12

Total marks

60

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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 bottom of 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.

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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

Analyse

Examine in detail and explain

Assess

Make a judgement on the importance of something

Comprehensive

Including all or nearly all elements

Describe

Give a clear description that includes all the relevant features

Detail/Detailed

Including most features, elements or facts

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

Outline

Provide a clear summary including main features/general principles

Some

At least two

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Assessment focus (6.1) Mark Band 1 (0-5 marks)

To be eligible for Mark Band 1, the learner researches different uses of digital media in business, for example, advertising, film 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).

Mark Band 2 (6-10 marks)

To be eligible for Mark Band 2, the learner researches different uses of digital media in business, for example advertising, film 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).

Mark Band 3 (10-13 marks)

To be eligible for Mark Band 3, the learner researches different uses of digital media in business, for example advertising, film 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).

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Assessment focus (6.2, 6.3) Mark Band 1 (0-14 marks)

To be eligible for Mark Band 1, the creative learner produces digital media components and integrates them into a multimedia 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, timelinebased 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).

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Mark Band 2 (15-24 marks)

To be eligible for Mark Band 2, the creative learner practises different skills to produce digital media components and how to 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. The creative learner generates ideas and explores the possibilities of using different multimedia components to 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). 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 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).

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Mark Band 3 (25-35 marks)

To be eligible for Mark Band 3, the creative learner practises different skills to produce digital media components and how to 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. The creative learner generates ideas and explores the possibilities of using different multimedia components to 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). 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 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).

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Assessment focus (6.4) Mark Band 1 (0-5 marks)

To be eligible for Mark Band 1, the reflective learner provides an evaluation which includes feedback from the target audience, 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 (6-9 marks)

To be eligible for Mark Band 2, the reflective learner produces a thoughtful evaluation which includes feedback from different members of the target audience regarding the product developed for 6.3. The reflective learner invites feedback and deals positively with 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)

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Mark Band 3 (10-12 marks)

To be eligible for Mark Band 3, the reflective learner produces a full evaluation which includes feedback from several different 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. The reflective learner invites feedback and deals positively with 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).

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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. Assessment focus 6.1 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

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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

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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 nonworking 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

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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.

Assessment focus 6.4 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 Assessment focus 6.2 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.

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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

Identifying coursework questions and problems to resolve. 6.1 Using the internet to carry out research, explore issues and draw conclusions. 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.

Creative thinkers

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. 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.

Self-managers

Effective participators

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Functional Skills – Level 2 Skill

When learners are:

ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Producing a report identifying the different uses of digital media

Evaluate the effectiveness of the ICT system they have used

Evaluating their multimedia product based on feedback from the target audience

Manage information storage to enable efficient retrieval

Producing their eportfolio

Follow and understand the need for safety and security practices

Producing their eportfolio

Troubleshoot

Testing their multimedia product

ICT – Find and select information Select and use a variety of sources of information independently for a complex task

Researching information for the design of their multimedia product

Access, search for, select and use ICT-based information and evaluate its fitness for purpose

Researching information for the design of their multimedia product

ICT – Develop, present and communicate information Individuals can enter, develop and format information independently to suit its meaning and purpose including:

Producing outline storyboard designs for their multimedia product

Text and tables Images Numbers records Bring together information to suit content and purpose

Producing a report on the different uses of digital media for different objectives

Present information in ways that are fit for purpose and audience

Writing a report, describing the different uses of digital media for different objectives

Evaluate the selection and use of ICT tools and facilities used to

Evaluating their multimedia product through user

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present information

feedback

Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists

Seeking user feedback on their multimedia product

Mathematics Understand routine and nonroutine 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 contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions

Researching information for the design of their multimedia product

Writing – write documents communicating information, ideas and opinions effectively and persuasively

Producing a report on the different uses of digital media for different objectives

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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.didadelivered.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

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UNIT 7: MANAGING PROJECTS

Unit 7: Managing Projects Principal Learning unit 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 On completion of this unit a learner should: 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.

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What you need to cover 7.1 Understand the key factors determining the success or failure of a business project

Key factors: budget, timescale, communication, objectives: Budget: eg costs (materials, labour, equipment), variable factors (inflation, raw materials, effects of world events, environmental considerations). 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 management techniques such as task breakdown, estimating timescales,

Project management techniques: Task breakdown: itemise the tasks to be undertaken and break them down, eg if the project is to install a computer network; build cable pathways; install cabling; test cabling; install devices (routers, switches or repeaters); test devices; connect servers; test servers; connect workstations, test workstations; install

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defining dependencies and establishing critical paths

network operating system software; test operating system software; install network management software; test network management software; implement network; maintain network. (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 simple task based project for a smallscale technology enabled solution

Planning: defining the stakeholders; identifying the objectives; defining the tasks; identifying the resources needed; defining the timescale; developing the critical path. Stakeholders: eg client(s), users, own management, project 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 implications of changing external factors on project plans in a range of scenarios

7.6 Be able to use current project

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External factors: eg changes in government policy, rise in interest rates/VAT/tax; resource problems, eg staff illness, industrial action, late or non delivery of machinery/supplies, cash flow problems; environmental changes, eg adverse weather, heating or air-conditioning breakdown. 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.

Software tools: eg Gantt charts, Logic Network, specialist project management software.

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QCF unit summary Learning Outcome

Assessment for Unit 7 Level 2

The learner will:

The learner can:

7.1 Understand the key factors determining the success or failure of a business project

•

identify the key factors that determine the success or failure of a business project

7.2 Know the principles of planning and implementing projects

•

identify the main principles involved in planning and implementing a project

7.3 Understand project management techniques such as task breakdown, estimating timescales, defining dependencies and establishing critical paths

•

identify the main tasks that need to be carried out to manage a project

•

identify task dependencies

•

setup timescales

•

identify critical paths

7.4 Be able to plan a simple task based project for a smallscale technology enabled solution

•

create an initial project plan [RL 2]

•

list resources

•

calculate costs

7.5 Understand the implications of changing external factors on project plans in a range of scenarios

•

modify the project plan in line with changing external factors[SM 6]

7.6 Be able to use current project management software tools

•

use project management software tools to create a simple Gantt chart [SM 3]

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How you will be assessed 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).

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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: Assessment focus (7.5, 7.6) Learners will organise their time and resources and prioritising tasks. Learners will respond positively to change, seeking advice and support when needed. Reflective learner: Assessment focus (7.4) Learners will set goals with success criteria for their development and work.

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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

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.

Effective participators

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Functional Skills – Level 2 Skill

When learners are:

ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a variety of needs

Creating project plans

Evaluate the effectiveness of the ICT system they have used Manage information storage to enable efficient retrieval

Saving and managing their project management files

Follow and understand the need for safety and security practices

Using project management software

Troubleshoot ICT – Find and select information Select and use a variety of sources of information independently for a complex task Access, search for, select and use ICT-based information and evaluate its fitness for purpose ICT – Develop, present and communicate information Individuals can enter, develop and format information independently to suit its meaning and purpose including:

Producing a project plan

Text and tables Images Numbers records Bring together information to suit content and purpose

Producing a project plan

Present information in ways that are fit for purpose and audience

Presenting a project plan

Evaluate the selection and use of ICT tools and facilities used to

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present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists Mathematics Understand routine and nonroutine 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

Costing resources for a project

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 contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Writing – write documents communicating information, ideas and opinions effectively and persuasively

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Specialist Resources Project Management Software

The unit requires that learners should be able to plan small scale projects. It is not necessary at this level to use specialist project management software. Gantt charts can be created using spreadsheet application software.

Presentation Software

The spirit of the unit requires learners to gain a number of 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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