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    • Consultation Version: 12 February 2007 Line of Learning Statement in Business, Administration and Finance April 2007 Consultation Version 2 12th February 2007 1
    • Consultation Version: 12 February 2007 Business, Administration and Finance Diploma Level 1 Level 2 Level 3 Business Topic 1 Business Enterprise Administration Business Enterprise Topic 2 Business Communication Personal Finance Business Communication, Topic 3 Communication Business Administration Business Administration A) Personal Finance and A) Personal Finance and Topic 4 Financial Services Financial Services Teamworking B) Business Finance and B) Business Finance and Accounting Accounting Topic 5 Customer Relations Marketing and Sales Marketing and Sales Topic 6 Sales Teamworking Teamworking Success at Work Customer Relations Topic 7 Customer Relations Corporate Social Corporate Social Responsibility – Topic 8 Responsibility – Employers Employers and Employees and Employees Topic 9 Responding to Change Responding to Change Topic 10 Success at Work Success at Work 2
    • Consultation Version: 12 February 2007 Business, Administration and Finance Diploma, Level 1 PRINCIPAL LEARNING Topic 1 Business Administration Topic 2 Personal Finance Topic 3 Communication Topic 4 Teamworking Topic 5 Customer Relations Topic 6 Sales Topic 7 Success at Work Key to personal learning and thinking skills (PLTS): IEPLT - Independent Enquirers TWPLT - Team Workers SMPLT - Self-managers EPPLT - Effective Participators RLPLT - Reflective Learners CTPLT - Creative Thinkers 3
    • Consultation Version: 12 February 2007 Business, Administration and Finance Diploma, Level 1 PRINCIPAL LEARNING In the level 1 Diploma, 180 GLH of principal learning (together with the project) needs to be achieved within the BAF line of learning. The remaining 60 GLH of principal learning can be selected either from the same line or other lines of learning, enabling learners to broaden their study. To help understand how this can be achieved in the BAF Diploma we have indicated whether the topic is mandatory or optional and stated the suggested GLH for each topic. Topic 1 Business Administration Level 1 Mandatory 60 hrs Topic Context Learners will develop and use a range of administrative skills that will be beneficial in all business roles. Knowledge Learners must know: 1. The main administrative processes that businesses use 2. Administrative roles that exist in businesses Understanding Learners must understand: 1. Why good administration is important to a business 2. How to undertake a range of administrative processes 3. How to work in accordance with health and safety requirements Skills Learners will be able to: 1. Carry out administrative processes, including handling mail, welcoming visitors, using e- mail, using word processing software, using spreadsheet software, using simple databases, storing and retrieving information, making and receiving telephone calls and using office equipment 4
    • Consultation Version: 12 February 2007 Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Analyse and evaluate information • TWPLT: Co-operate with others to work towards common goals, reach agreements, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility and show confidence in self and contribution, provide constructive support and feedback to others • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, anticipate and manage risks, deal with competing pressures, respond positively to change • EPPLT: Discuss issues of concern, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions • RLPLT: Set goals with success criteria, review progress, invite feedback and deal positively with praise, setbacks and criticism Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Take full part in formal and informal discussions and exchanges • English FS Reading: Read and understand a range of texts • English FS Writing: Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience • Maths FS: Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine; identify and obtain necessary information to tackle the problem; select and apply skills in an organised way to find solutions to practical problems for different purposes; use appropriate checking procedures at each stage; interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations • ICTFS Use ICT systems: Interact with and use ICT systems independently to meet needs; evaluate their use of ICT systems; manage information storage; follow and understand the need for safety and security practices • ICTFS Find and select information: Select and use a variety of sources of information independently to meet needs; access, search for and use ICT-based information and evaluate its fitness for purpose • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; evaluate the selection and use of ICT tools and facilities used to present information; select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 5
    • Consultation Version: 12 February 2007 Topic 2 Personal Finance, Level 1 Mandatory 60 hrs Topic Context Learners will develop the knowledge and skills needed to plan and manage personal finance now and in the future. They will be introduced to the most commonly used financial products and services that will enable them to make sound financial decisions and act as an introduction to the sector. Knowledge Learners must know: 1. What is money? Concept and purpose of money 2. Sources of money and financial advice 3. The information required to set up a current and a savings account 4. The costs, charges and benefits associated with current and savings accounts Understanding Learners must understand: 1. How to use budgeting techniques to balance income and expenditure 2. The importance of planning for expenditure to avoid getting into debt 3. The security measures banks and building societies take to protect customers 4. How to calculate interest on savings and borrowings Skills Learners will be able to: 1. Manage personal money through budgeting, making income and expenditure calculations and planning for future expenditure 2. Open and run a personal current account 3. Select and run a savings account 4. Devise a plan to save for a specific purpose and calculate the interest on savings 5. Make decisions on the basis of calculations and solve financial problems 6
    • Consultation Version: 12 February 2007 Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, anticipate and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • RLPLT: Set goals with success criteria, review progress, invite feedback and deal positively with praise, setbacks and criticism Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Take full part in formal and informal discussions and exchanges • English FS Reading: Read and understand a range of texts • English FS Writing: Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience • Maths FS: Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine; identify and obtain necessary information to tackle the problem; select and apply skills in an organised way to find solutions to practical problems for different purposes; use appropriate checking procedures at each stage; interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations • ICTFS Use ICT systems: Interact with and use ICT systems independently to meet needs; evaluate their use of ICT systems; manage information storage; follow and understand the need for safety and security practices • ICTFS Find and select information: Select and use a variety of sources of information independently to meet needs; access, search for and use ICT-based information and evaluate its fitness for purpose • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; evaluate the selection and use of ICT tools and facilities used to present information; select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 7
    • Consultation Version: 12 February 2007 Topic 3 Communication, Level 1 Mandatory 30 hrs Topic Context Learners will develop and demonstrate confident communication skills. These include written, non- verbal and verbal skills. The topic underpins all principal learning topics and re-inforces learners’ functional skills in English and ICT. Knowledge Learners must know: 1. The main methods of communication 2. The benefits of good communication 3. The differences between business and personal communication 4. The different types of business documents used Understanding Learners must understand: 1. How to adapt communication to meet the needs of different audiences 2. The importance of words, tone and body language 3. How and when to use business and personal styles of communication 4. How to produce a range of business documents using appropriate language and formats Skills Learners will be able to: 1. Produce simple business documents using appropriate language and formats 2. Demonstrate confident use of written, verbal and non-verbal communication skills, to accepted standards Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, reach and report on conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, show confidence in self and contribution, provide constructive feedback to others • RLPLT: Invite feedback and deal positively with praise and criticism 8
    • Consultation Version: 12 February 2007 • EPPLT: Influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from one’s own Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Take full part in formal and informal discussions and exchanges • English FS Reading: Read and understand a range of texts • English FS Writing: Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience • Maths FS: Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine; identify and obtain necessary information to tackle the problem; select and apply skills in an organised way to find solutions to practical problems for different purposes; use appropriate checking procedures at each stage; interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations • ICTFS Use ICT systems: Interact with and use ICT systems independently to meet needs; evaluate their use of ICT systems; manage information storage; follow and understand the need for safety and security practices • ICTFS Find and select information: Select and use a variety of sources of information independently to meet needs; access, search for and use ICT-based information and evaluate its fitness for purpose • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; evaluate the selection and use of ICT tools and facilities used to present information; select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 9
    • Consultation Version: 12 February 2007 Topic 4 Teamworking, Level 1 Optional 30 hrs Topic Context This topic will allow learners to explore issues associated with working in teams. Learners will have the opportunity to develop team-working skills through working with others to achieve specified goals. Knowledge Learners must know: 1. What is a team? Different ways that teams are constructed 2. The reasons that businesses use teams to achieve goals Understanding Learners must understand: 1. The importance of effective teamwork 2. The roles that individuals play within teams 3. The impact of the behaviour of individual team members on the team 4. How to receive constructive feedback Skills Learners will be able to: 1. Work with others as part of a team to achieve specified goals 2. Make a positive contribution to team activities 3. Demonstrate an ability to adapt their behaviour to different situations Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions • TWPLT: Co-operate with others to work towards common goals, reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback to others • RLPLT: Invite feedback and deal positively with praise and criticism • EPPLT: Discuss issues of concern, seeking resolution where needed, present a persuasive case for action, propose practical ways forward, identify improvements that would benefit others as well as self, influence others, negotiating and balancing diverse views, act as an 10
    • Consultation Version: 12 February 2007 advocate for views and beliefs that may differ from ones own • CTPLT: Generate ideas and explore possibilities, ask questions, question assumptions, try out alternatives or new solutions, adapt ideas as circumstances change Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Take full part in formal and informal discussions and exchanges • English FS Reading: Read and understand a range of texts 11
    • Consultation Version: 12 February 2007 Topic 5 Customer Relations, Level 1 Optional 30 hrs Topic Context This topic will give learners an understanding of the importance of customer satisfaction to a business. Learners will deal with routine customer enquiries on the telephone and face to face. Knowledge Learners must know: 1. Customer service procedures 2. The difference between poor, adequate and excellent customer service Understanding Learners must understand: 1. The importance of customers to a business 2. The rights and obligations of the employee, the business and the customer 3. Why it is important to follow customer service procedures Skills Learners will be able to: 1. Demonstrate effective customer handling skills when receiving simple telephone queries from customers and routing them appropriately 2. Demonstrate effective customer handling skills when receiving face-to-face enquiries from customers and providing appropriate information Personal learning and thinking skills that can be developed in this topic are: • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, deal with competing pressures, respond positively to change • IEPLT: Analyse and evaluate information, reach and report on conclusions • TWPLT: Co-operate with others to work towards common goals, reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback to others • RLPLT: Invite feedback and deal positively with praise and criticism • EPPLT: Discuss issues of concern, seeking resolution where needed, present a persuasive case for action, propose practical ways forward, identify improvements that would benefit others as well as self, influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from ones own • CTPLT: Generate ideas and explore possibilities, ask questions, question assumptions, try 12
    • Consultation Version: 12 February 2007 out alternatives or new solutions, adapt ideas as circumstances change Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Take full part in formal and informal discussions and exchanges • English FS Reading: Read and understand a range of texts • English FS Writing: Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience • ICTFS Use ICT systems: Interact with and use ICT systems independently to meet needs; evaluate their use of ICT systems; manage information storage; follow and understand the need for safety and security practices • ICTFS Find and select information: Select and use a variety of sources of information independently to meet needs; access, search for and use ICT-based information and evaluate its fitness for purpose • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; evaluate the selection and use of ICT tools and facilities used to present information; select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 13
    • Consultation Version: 12 February 2007 Topic 6 Sales, Level 1 Optional 30 hrs Topic Context In this topic, learners will be introduced to the essential skills involved in personal selling. They will be encouraged to apply this knowledge to business contexts that they are familiar with, either through work or through their experience as a customer. This topic draws on skills, knowledge and understanding learned in other topics such as Communication and Customer Relations. Knowledge Learners must know: 1. The range of selling techniques that are used in business 2. The skills involved in personal selling 3. The process of personal selling Understanding Learners must understand: 1. The importance of sales to organisations 2. The importance of preparation to the sales process Skills Learners will be able to: 1. Use sales techniques to sell products in a variety of situations, showing sensitivity to diverse customers Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to 14
    • Consultation Version: 12 February 2007 influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Set goals with success criteria, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress • CTPLT: Generate ideas and explore possibilities, ask questions, question assumptions, try out alternatives or new solutions, adapt ideas as circumstances change Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Take full part in formal and informal discussions and exchanges • English FS Reading: Read and understand a range of texts • English FS Writing: Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience • Maths FS: Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine; identify and obtain necessary information to tackle the problem; select and apply skills in an organised way to find solutions to practical problems for different purposes; use appropriate checking procedures at each stage; interpret and communicate solutions to practical problems, drawing simple conclusions and giving explanations 15
    • Consultation Version: 12 February 2007 Topic 7 Success at Work, Level 1 Optional 60 hrs Topic Context This topic will enable learners to prepare for work. Learners undertake a personal skills assessment and develop a goal-orientated plan for further development. Knowledge Learners must know: 1. The skills, knowledge and attributes that will be required in the workplace 2. Sources of information, advice and guidance about careers in local industry 3. Sources of information, advice and guidance about routes into employment 4. What is a C.V? Understanding Learners must understand: 1. Why the processes of self assessment, goal setting and personal development planning are important 2. How to set goals 3. The importance of self-presentation, appropriate to the working environment 4. How to construct a C.V. 5. Techniques used in interviews 6. Techniques used to evaluate work experiences and learning Skills Learners will be able to: 1. Carry out a personal skills assessment and identify areas for improvement 2. Set goals for their work placement and explain how they will achieve these 3. Evaluate work experiences from the work placement and learning related to personal goals 4. Produce a personal development plan 5. Prepare for and take part in mock interviews in preparation for work or further study 6. Produce a C.V. Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues from different perspectives, analyse and evaluate information, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions • TWPLT: Co-operate with others to work towards common goals, adapt behaviour to suit 16
    • Consultation Version: 12 February 2007 different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution • RLPLT: Assess self, identifying opportunities and achievements, set goals with success criteria, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress, communicate learning in relevant ways for different audiences • CTPLT: Generate ideas and explore possibilities, ask questions, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Take full part in formal and informal discussions and exchanges • English FS Reading: Read and understand a range of texts • English FS Writing: Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience • ICTFS Use ICT systems: Interact with and use ICT systems independently to meet needs; evaluate their use of ICT systems; manage information storage; follow and understand the need for safety and security practices • ICTFS Find and select information: Select and use a variety of sources of information independently to meet needs; access, search for and use ICT-based information and evaluate its fitness for purpose • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; evaluate the selection and use of ICT tools and facilities used to present information; select and use ICT to communicate and exchange information safely, independently, responsibly and effectively 17
    • Consultation Version: 12 February 2007 Business, Administration and Finance Diploma, Level 2 PRINCIPAL LEARNING – All topics are mandatory (Topics vary in size so the GLH for each will vary.) Topic 1 Business Enterprise Topic 2 Business Communication Topic 3 Business Administration A) Personal Finance and Financial Services Topic 4 B) Business Finance and Accounting Topic 5 Marketing and Sales Topic 6 Teamworking Topic 7 Customer Relations Topic 8 Corporate Social Responsibility – Employers and Employees Topic 9 Responding to Change Success at Work Topic 10 18
    • Consultation Version: 12 February 2007 SPECIALIST LEARNING Topic 1 Human Resource and Training Administration Marketing and Sales Topic 2 Legal Administration Topic 3 Topic 4 Medical Administration Web design/Computer Aided Design (CAD) Topic 5 Customer Relations Topic 6 Statistics Topic 7 Leadership and Management Topic 8 Modern Foreign Languages in a Business Context Topic 9 Topic 10 Financial Services Corporate and Social Responsibility Topic 11 Change Management Topic 12 Key to personal learning and thinking skills (PLTS): IEPLT - Independent Enquirers TWPLT - Team Workers SMPLT - Self-managers EPPLT - Effective Participators RLPLT - Reflective Learners CTPLT - Creative Thinkers 19
    • Consultation Version: 12 February 2007 Business, Administration and Finance Diploma, Level 2 PRINCIPAL LEARNING – All topics are mandatory (Topics vary in size so the GLH for each will vary.) Topic 1 Business Enterprise, Level 2 Topic Context This topic is seen as an ‘anchor’ within the programme of learning, to which all other topics will relate. The intention is to excite and motivate young people and to develop skills associated with enterprise. The focus on enterprise encourages students to link their study of business with its real world application. They will also have the opportunity to develop a webpage which will encourage learners to apply their functional skills in a relevant business context. Learners will need to draw on knowledge and skills gained through other topics. Knowledge Learners must know: 1. Business aims and functions of a range of different organisations 2. Implications of legislation and regulation on business 3. The main external factors and interest groups that impact on business Understanding Learners must understand: 1. Factors influencing how a business is organised 2. How business environments influence the way businesses operate 3. How to develop an idea for a product or service 4. How to design a webpage for a business Skills Learners will be able to: 1. Develop an idea for a product or service 2. Produce a business start up and implementation plan 3. Present the implementation plan to a peer group 4. Design a webpage for the business Personal learning and thinking skills that can be developed in this topic are: • CTPLT: Generate ideas and explore possibilities, ask questions to extend thinking, connect own and others’ ideas in inventive ways, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, 20
    • Consultation Version: 12 February 2007 explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Assess self, identifying opportunities and achievements, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 21
    • Consultation Version: 12 February 2007 Topic 2 Business Communication, Level 2 Topic Context Learners will develop and demonstrate confident and appropriate communication skills that are needed in business. These include written, non-verbal and verbal skills using informal and formal styles and the variety of media that learners will experience in business. The topic underpins all principal learning topics and extends learners’ functional skills in English, Mathematics and ICT. Knowledge Learners must know: 1. The factors that make communication effective 2. Styles and methods of internal and external communication 3. The importance of building good interpersonal relationships and developing rapport with others Understanding Learners must understand: 1. The benefits of good communication to individuals 2. How business communication differs from other forms of communication, including how employers communicate with staff 3. How to select appropriate style and method of communication 4. How to show sensitivity to different audiences in communication Skills Learners will be able to: 1. Produce simple business documents using appropriate language and formats 2. Demonstrate confident use of different methods of communication in the working environment showing sensitivity to diverse audiences in all communication Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, reach and report on conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, show confidence in self and contribution, provide constructive feedback to others 22
    • Consultation Version: 12 February 2007 • RLPLT: Invite feedback and deal positively with praise and criticism • EPPLT: Influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from one’s own Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 23
    • Consultation Version: 12 February 2007 Topic 3 Business Administration Level 2 Topic Context Learners will use a goal-oriented approach to meet personal and team objectives using effective systems, procedures and processes to support business functions. They will develop and use a range of administrative skills that will be beneficial in all business roles. Knowledge Learners must know: 1. Administration processes and their value to business 2. The range of roles that require administrative skills 3. Importance of goal setting to meeting objectives Understanding Learners must understand: 1. How to set effective goals to meet personal and team objectives 2. How to undertake a range of administrative processes 3. How to plan and prioritise work using systems and procedures that support this 4. Why administration is critical to business success Skills Learners will be able to: 1. Set achievable goals to meet personal and team objectives 2. Plan and prioritise work using manual and electronic systems 3. Carry out administrative processes, including handling mail, dealing with visitors, diary management, storing, retrieving and archiving information, organising travel and accommodation, organising and supporting meetings, using a telephone system, preparing text from notes, producing business documents, operating office equipment and monitoring and maintaining office supplies Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Analyse and evaluate information, reach and report on conclusions • TWPLT: Co-operate with others to work towards common goals, reach agreements, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility and show confidence in self and contribution, provide constructive support and feedback to others • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, anticipate and manage risks, deal with competing pressures, respond positively to change • EPPLT: Discuss issues of concern, propose practical ways forward, identify improvements 24
    • Consultation Version: 12 February 2007 that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Set goals with success criteria, review progress, invite feedback and deal positively with praise, setbacks and criticism Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 25
    • Consultation Version: 12 February 2007 Topic 4 A) Personal Finance and Financial Services, Level 2 Topic Context Learners will develop the knowledge and skills needed to plan and manage personal finance now and in the future. They will be introduced to the most commonly used financial products and services that will enable them to make sound financial decisions and form a basis for their understanding of the sector. Knowledge Learners must know: 1. What is money? Concept and purpose of money 2. Sources of money and financial advice 3. Common constituents of remuneration packages (e.g. salary, pensions, other benefits) 4. Personal taxation including rates of tax and National Insurance 5. Main types of financial services and products available e.g. savings schemes and accounts, pensions, stocks and shares, credit cards, loans, mortgage. 6. Key features of current and savings accounts Understanding Learners must understand: 1. Different attitudes, behaviours and personal ethics towards money and how these are formed 2. Why we are taxed and what tax pays for 3. How to manage personal money, current and savings accounts 4. The risk and reward of financial products and services 5. Foreign currency exchange and different ways of handling money when travelling overseas Skills Learners will be able to: 1. Investigate the advantages and risks associated with different financial products and services 2. Use this information to decide on the most effective ways to spend and to save 3. Carry out an evaluation of the consequences of borrowing money to fund a purchase including an analysis of risk and reward 4. Make and present recommendations on how to keep control of personal finances Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions 26
    • Consultation Version: 12 February 2007 • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 27
    • Consultation Version: 12 February 2007 Topic 4 B) Business Finance and Accounting, Level 2 Topic Context This topic will offer all learners a broad understanding of the role of accounting in business. They will demonstrate and present particular accounting calculations in appropriate formats. Knowledge Learners must know: 1. Activities and roles that exist within business finance and accounting 2. Sources of business finance 3. Financial documents and processes (e.g. budgeting) used by businesses 4. Use of financial information Understanding Learners must understand: 1. Manual and electronic methods for recording and processing financial information 2. Business taxes (i.e. income tax and VAT) 3. Business costs (direct and indirect) 4. Budgets 5. Financial documents and processes Skills Learners will be able to: 1. Record and process business transactions 2. Calculate business income tax and VAT on individual transactions 3. Calculate the cost of a product or service 4. Prepare a simple budget 5. Prepare basic financial reports (income statement and balance sheet) Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, analyse and evaluate information, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, anticipate and manage risks, deal with competing pressures, respond positively to change Functional skills that can be developed in this topic are: • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use 28
    • Consultation Version: 12 February 2007 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 • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 29
    • Consultation Version: 12 February 2007 Topic 5 Marketing and Sales, Level 2 Topic Context In this topic, learners will be introduced to the basic components of the marketing mix, how to conduct simple market research and the skills and processes involved in personal selling. They will be encouraged to apply this knowledge to business contexts that they are familiar with, either through work or through their experience as a customer. Knowledge Learners must know: 1. What is marketing, introducing components of the marketing mix 2. Branding and the power of logos 3. Market research, primary and secondary research 4. The skills and processes involved in personal selling and the importance of preparation Understanding Learners must understand: 1. How markets operate 2. How to carry out market research 3. How to use primary and secondary sources of marketing information 4. How to adopt common selling strategies Skills Learners will be able to: 1. Research market for a new or modified service or product, based on students’ own experience 2. Record all stages of research planning, conduct and findings 3. Present findings and recommendations to group 4. Demonstrate the communication skills involved in effective personal selling Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and 30
    • Consultation Version: 12 February 2007 consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Set goals with success criteria, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 31
    • Consultation Version: 12 February 2007 Topic 6 Teamworking , Level 2 Topic Context This topic will allow learners to explore issues associated with working in teams, assess their own contribution to a team and develop skills to deal with conflict. Learners will be introduced to the role and responsibilities of managers in business Knowledge Learners must know: 1. Factors that make teams work successfully 2. Roles that exist within a team 3. Roles and responsibilities of managers in business Understanding Learners must understand: 1. The relationship of managers with members of their team 2. How to assess the role they play within a team 3. The impact of the behaviour of individual team members on the team 4. How to give and receive constructive feedback 5. How to deal with conflict within teams so as to improve team performance Skills Learners will be able to: 1. Undertake an assessment of their role within an existing team 2. Demonstrate techniques of giving and receiving constructive feedback 3. Demonstrate techniques for dealing with conflict in a team 4. Demonstrate effective team working skills in a variety of situations Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions • TWPLT: Co-operate with others to work towards common goals, reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback to others • RLPLT: Invite feedback and deal positively with praise and criticism 32
    • Consultation Version: 12 February 2007 • EPPLT: Discuss issues of concern, seeking resolution where needed, present a persuasive case for action, propose practical ways forward, identify improvements that would benefit others as well as self, influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from ones own • CTPLT: Generate ideas and explore possibilities, ask questions, question assumptions, try out alternatives or new solutions, adapt ideas as circumstances change Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 33
    • Consultation Version: 12 February 2007 Topic 7 Customer Relations, Level 2 Topic Context This topic will give learners an understanding of the importance of customer satisfaction to a business. Learners will demonstrate effective customer handling skills in a working environment. Knowledge Learners must know: 1. The concept of internal and external customers 2. Customer service policies and procedures 3. The rights and obligations of the employee, the business and the customer Understanding Learners must understand: 1. Why it is important to follow customer service policies and procedures 2. The links between internal and external customers and how internal customer service can impact on external customer satisfaction 3. The importance of showing sensitivity to diverse customers 4. The need to take responsibility for your individual contribution to achieve customer satisfaction 5. Importance of product/service knowledge when dealing with customer queries Skills Learners will be able to: 1. Demonstrate effective customer handling skills in a variety of situations and with a range of customers within the business environment Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Analyse and evaluate information, reach and report on conclusions • TWPLT: Co-operate with others to work towards common goals, reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback to others • RLPLT: Invite feedback and deal positively with praise and critics • EPPLT: Discuss issues of concern, seeking resolution where needed, present a persuasive case for action, propose practical ways forward, identify improvements that would benefit others as well as self, influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from ones own • CTPLT: Generate ideas and explore possibilities, ask questions, question assumptions, try out alternatives or new solutions, adapt ideas as circumstances change 34
    • Consultation Version: 12 February 2007 Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 35
    • Consultation Version: 12 February 2007 Topic 8 Corporate Social Responsibility – Employers and Employees, Level 2 Topic Context This topic will allow learners to explore how business interacts with its local, national and global communities. Learners will be introduced to concepts of ethical and sustainable business practice Knowledge Learners must know: 1. The organisation’s responsibilities to different interest groups including stakeholders, customers suppliers and the public 2. Examples of ethical and unethical business practice Understanding Learners must understand: 1. How and why businesses invest (financially and non-financially) in the local community 2. How businesses approach sustainable development and why this is important 3. How the actions of businesses in a global economy affect other businesses, communities and individuals Skills Learners will be able to: 1. Undertake an investigation into how a business approaches corporate social responsibility and present findings to a peer group Personal learning and thinking skills that can be developed in this topic are: • CTPLT: Generate ideas and explore possibilities, ask questions to extend thinking, connect own and others’ ideas in inventive ways, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, 36
    • Consultation Version: 12 February 2007 provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 37
    • Consultation Version: 12 February 2007 Topic 9 Responding to Change Level 2 Topic Context This topic will allow learners to understand why change occurs and the types of change that can affect business. Learners will understand the need for change in business and the importance of responding appropriately. They will investigate the impact of change on individuals within a business. Knowledge Learners must know: 1. Why change occurs in the business environment 2. The different types of change that can affect businesses and employees Understanding Learners must understand: 1. How different people react to change 2. The importance of keeping pace with change - to the business and to individuals Skills Learners will be able to: 1. Investigate and report on the impact of change on a sample of employees within a business 2. Demonstrate an ability to respond positively to change Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, support conclusions • TWPLT: Co-operate with others to work towards common goals, reach agreements, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility and show confidence in self and contribution, provide constructive support and feedback to others • SMPLT: Seek out challenges and show flexibility when priorities change, work towards goals, organise time and resources, anticipate and manage risks, deal with competing pressures, respond positively to change • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, try to influence others, negotiating and balancing diverse views to reach workable solutions • RLPLT: Set goals with success criteria, review progress, invite feedback and evaluate experiences and learning 38
    • Consultation Version: 12 February 2007 Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 39
    • Consultation Version: 12 February 2007 Topic 10 Success at Work, Level 2 Topic Context This topic will enable learners to prepare to enter the business environment. Learners undertake a personal skills analysis and develop a goal-orientated and long term plan for further development and progression. Knowledge Learners must know: 1. Sources of information and advice about occupational and career pathways 2. Representative bodies relevant to the sector 3. How to prepare for a job interview 4. Main components of performance management systems 5. Employer and employee rights and responsibilities under legislation and organisational procedures Understanding Learners must understand: 1. How to carry out personal skills assessment 2. How to set goals, success criteria and review performance 3. How to produce an action plan for recruitment to further education or employment 4. How businesses operate performance management systems Skills Learners will be able to: 1. Assess own skills against job requirements and analyse skills gap 2. Set goals for skills development during the work placement, identify success criteria and present a plan on how to achieve these. Include a personal risk and reward assessment 3. Produce and present a career plan. This might include an action plan for recruitment to employment, a plan for self-employment and/or plans for further study (e.g. possible job roles, local industry, routes into employment, options for self-employment, CV preparation, HE options.) Use all available methods including employment agencies and websites 4. Present evaluation of work experiences and learning related to personal goals and present findings to a constructive audience. Include feedback from your employer. 5. Through a peer working group, produce a personal development plan. Include personal goals to develop skills, attitudes, behaviours and progression into further/higher education, training and/or employment. 6. Prepare and take part in mock interviews in preparation for work or further study 40
    • Consultation Version: 12 February 2007 Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues from different perspectives, analyse and evaluate information, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions • TWPLT: Co-operate with others to work towards common goals, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution • RLPLT: Assess self, identifying opportunities and achievements, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress, communicate learning in relevant ways for different audiences • CTPLT: Generate ideas and explore possibilities, ask questions, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 41
    • Consultation Version: 12 February 2007 Business, Administration and Finance Diploma, Level 3 PRINCIPAL LEARNING (Topics vary in size so the GLH for each topic will vary) Topic 1 Business Enterprise Topic 2 Business Communication Topic 3 Business Administration Topic 4 A) Personal Finance and Financial Services Topic 4 B) Business Finance and Accounting Marketing and Sales Topic 5 Teamworking Topic 6 Topic 7 Customer Relations Topic 8 Corporate Social Responsibility – Employers and Employees Topic 9 Responding to Change Topic 10 Success at Work 42
    • Consultation Version: 12 February 2007 SPECIALIST LEARNING Topic 1 Human Resource Management and Training Topic 2 Marketing and Sales Topic 3 Business Law Topic 4 Website Design/Computer Aided Design (CAD) Topic 5 Accounting Topic 6 Business Psychology Topic 7 Trade and International Business Topic 8 Public Relations and Corporate Communications Topic 9 Economics Topic 10 Politics Topic 11 Customer Relations Topic 12 Statistics Topic 13 Leadership and Management Topic 14 Modern Foreign Languages in a Business Context Topic 15 Financial Services 43
    • Consultation Version: 12 February 2007 Topic 16 Corporate Social Responsibility Topic 17 Change Management Topic 18 Research and Development Topic 19 Legal Administration Topic 20 Medical Administration Key to personal learning and thinking skills (PLTS): IEPLT - Independent Enquirers TWPLT - Team Workers SMPLT - Self-managers EPPLT - Effective Participators RLPLT - Reflective Learners CTPLT - Creative Thinkers 44
    • Consultation Version: 12 February 2007 Business, Administration and Finance Diploma, Level 3 PRINCIPAL LEARNING (Topics vary in size so the GLH for each topic will vary) Topic 1 Business Enterprise, Level 3 Topic Context This topic is an ‘anchor’ within the programme of learning, to which all other topics will relate. The intention is to excite and motivate young people and to develop skills associated with enterprise. The focus on enterprise encourages students to link their study of business with its real world application. It also provides an opportunity to develop a web based presence for a new business product or service and encourages learners to apply their functional skills in a relevant business context. Learners will need to draw on knowledge and skills gained through other topics. Knowledge Learners must know: 1. Business aims and structures of a range of new and established organisations 2. Functions and responsibilities within businesses 3. External factors and the different interest groups that have an impact on organisations 4. Impact of e-commerce on business 5. Implications of legislation, regulation and compliance on setting up, running and closing down a business 6. Impact of economy and global business context on markets 7. Issues surrounding outsourcing a business service or process 8. Risks to business and why businesses fail Understanding Learners must understand: 1. Factors influencing how a business is organised 2. How and why businesses manage their human, physical and technological resources 3. How the business environment influences the way businesses operate (including basic economics) 4. How to develop and test an idea for a product or service 5. How to identify risks to the business and measures that can be taken to minimize these 6. How to prepare a simple business case and implementation plan 7. Factors and considerations if the business is to have an on-line presence 8. How to plan and build a website for a business and identify maintenance and security requirements 9. How to trade as a business and close down the business 45
    • Consultation Version: 12 February 2007 Skills Learners will be able to: 1. Develop and test an idea for a product or service and prepare a business case 2. Identify risks to the business and solutions to minimize these 3. Prepare and present an implementation plan to a panel of investors 4. Present an infrastructure for the business 5. Plan and build a website for an on-line business presence 6. Trade as a business 7. Close down the business Personal learning and thinking skills that can be developed in this topic are: • CTPLT: Generate ideas and explore possibilities, ask questions to extend thinking, connect own and others’ ideas in inventive ways, question own and others’ assumptions, try out alternatives and follow ideas through, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Assess self, identifying opportunities and achievements, set goals with success criteria, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress, communicate learning in relevant ways Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand 46
    • Consultation Version: 12 February 2007 the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 47
    • Consultation Version: 12 February 2007 Topic 2 Business Communication, Level 3 Topic Context This topic focuses on investigating current communication practices within business and developing the professional communication skills that are essential in business. These include written, verbal and non- verbal communication skills, using appropriate styles according to context and use of a variety of media. Learners will have the opportunity to develop confident communication skills through a variety of learning experiences such as role plays and other simulated activities. The topic underpins all principal learning topics and extends learners’ level 2 functional skills in English, Mathematics and ICT. Knowledge Learners must know: 1. Current communications practices within business. Styles and methods of internal and external communication, including how employers communicate with staff 2. Different types of information, sources and uses 3. Effective presentation techniques 4. The impact of cultural differences on communications and the way businesses operate 5. The importance of building interpersonal relationships and developing rapport with others 6. Principles and practices of networking Understanding Learners must understand: 1. The benefits of effective internal and external communication and the impact of ineffective communication 2. How to select and use appropriate styles and methods of communication 3. How to present information effectively to business audiences 4. Impact of differences relating to language; religion; values; attitudes; customs; manners; education; institutions; 5. How to create and capitalise on networking opportunities Skills Learners will be able to: 1. Carry out research using a range of appropriate sources and produce a written report 2. Use appropriate business language, structure and approaches to produce complex written documents 3. Demonstrate confident use of different styles and methods of communication in the working environment showing sensitivity to diverse audiences in all communication 4. Demonstrate effective networking skills 48
    • Consultation Version: 12 February 2007 Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, reach and report on conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, show confidence in self and contribution, provide constructive feedback to others • EPPLT: Influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from one’s own • RLPLT: Invite feedback and deal positively with praise and criticism Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 49
    • Consultation Version: 12 February 2007 Topic 3 Business Administration Level 3 Topic Context By focusing on the activities and skills involved in supporting business projects, managing meetings, organising events, managing information and other administrative processes learners develop an understanding of the importance of administration to business success. The topic stresses the importance of being organised. The focus is on setting clear goals and objectives, explicit planning, clear definitions of roles and responsibilities, open communication within teams and monitoring and reviewing performance. Knowledge Learners must know: 1. Range of roles that require administrative skills 2. Administration processes and their value to business 3. Importance of goal setting to meeting objectives 4. Design, management and maintenance of information 5. Project planning and management principles and techniques 6. Types and purpose of business meetings and events 7. The impact of organisational change on administration functions Understanding Learners must understand: 1. How to set effective goals to meet personal, team, departmental and organisational objectives 2. How to monitor and measure progress towards goals and objectives 3. How organisations use business information 4. How organisations collate, process and maintain information 5. How organisations use electronic systems for managing information 6. The administrator’s role in the organisation and running of meetings 7. How to prepare and support meetings, and undertake follow up activities 8. How to plan and coordinate business events 9. How to use administrative processes to plan, organise, monitor and support functions of an organisation. Skills Learners will be able to: 1. Apply administrative processes to support business functions, including handling mail, dealing with visitors, diary management, storing, retrieving and archiving information, organising travel and accommodation, organising and supporting meetings, using a telephone system, preparing text from notes, producing business documents, operating office equipment and monitoring and maintaining office supplies 2. Use electronic systems to plan and prioritise activities 50
    • Consultation Version: 12 February 2007 3. Prepare for and support meetings and assist with follow up activities 4. Use appropriate project management processes and IT applications to plan and organise a business event in conjunction with other team members Personal learning and thinking skills that can be developed in this topic are: • CTPLT: Generate ideas and explore possibilities, ask questions to extend thinking, connect own and others’ ideas in inventive ways, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Assess self, identifying opportunities and achievements, set goals with success criteria, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 51
    • Consultation Version: 12 February 2007 Topic 4 A) Personal Finance and Financial Services, Level 3 Topic Context Learners will develop the knowledge and skills needed to plan and manage personal finance now and in the future. Learners will be required to research and make decisions about a range of financial products and services that will form a basis for their understanding of the sector. Knowledge Learners must know: 1. What is money? Concept of money, its features forms and purpose 2. Attitudes, behaviours and personal ethics that people have towards money 3. Types of financial services and products available e.g. savings schemes and accounts, pensions, stocks and shares, credit cards, loans, mortgage. 4. Sources of financial advice 5. How the stock market works. 6. The principles of personal financial planning 7. What protection available to consumers 8. Advantages and disadvantages to consumers of accessing financial services and products on the internet Understanding Learners must understand: 1. Impact of personal life cycle on financial milestones now and in the future. 2. External factors and their possible financial impact on the individual. 3. Calculations required in evaluating appropriateness of financial products for different scenarios 4. How to assess financial advice when making financial decisions 5. The need to take personal responsibility for financial decisions Skills Learners will be able to: 1. Produce a short to medium term personal financial plan 2. Undertake an assessment of the risk, reward and obligations associated with selecting financial products or services linked to your personal financial plan 3. Make supported recommendations and present these to a peer group Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions, 52
    • Consultation Version: 12 February 2007 reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 53
    • Consultation Version: 12 February 2007 Topic 4 B) Business Finance and Accounting, Level 3 Topic Context This topic offers learners an introduction to accounting in business. Learners are encouraged to focus on how people in business use financial information to improve performance, as well as learning how to produce simple financial statements and analyse more advanced statements. Knowledge Learners must know: 1. Purpose of accounting and different activities and roles within business finance and accounting 2. Sources of business finance and how businesses raise capital 3. Business taxation 4. Budgetary and financial statements for a small businesses 5. Financial statements for established limited companies 6. The concept and purpose of auditing 7. Range and use of financial information 8. Types of financial accounting software Understanding Learners must understand: 1. Computerised accounting systems 2. Taxation in the accounts 3. Company financial accounts and reports 4. Auditing 5. Marginal costing (fixed and variable costs) 6. Budgetary planning and control 7. Financial ratios and interpretation Skills Learners will be able to: 1. Record and process computerised business transactions 2. Calculate business VAT and income tax, completing returns 3. Prepare income statements, balance sheets and cash flow statements 4. Audit accounts by checking supporting documentation 5. Recommend financial decisions using break-even analysis 6. Prepare a set of budgets and forecast financial statements 7. Give an opinion on the financial performance and position of a business from final accounts 54
    • Consultation Version: 12 February 2007 Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, analyse and evaluate information, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, anticipate and manage risks, deal with competing pressures, respond positively to change • RLPLT: Set goals with success criteria, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress Functional skills that can be developed in this topic are: • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 55
    • Consultation Version: 12 February 2007 Topic 5 Marketing and Sales, Level 3 Topic Context In this topic, learners will develop an understanding of what marketing is and how businesses use marketing and sales techniques to increase demand for goods and services. Learners will be required to apply this knowledge to business contexts that they are familiar with, either through work or their experiences as customers. A detailed understanding of the markets in which a business operates will be key to this. Students will also get the opportunity to analyse and develop the communication techniques and skills associated with effective selling. Knowledge Learners must know: 1. Marketing concepts and principles and their business application. 2. Sources of marketing information and how businesses use this information. 3. How marketing techniques (incl. branding) are used to increase demand for goods and services. 4. The role of advertising and the media Understanding Learners must understand: 1. How markets operate, local national and international markets 2. Competition analysis 3. How to use primary and secondary sources of marketing information 4. Sales sequence, the skills involved in selling and common selling strategies Skills Learners will be able to: 1. Undertake an analysis of a familiar local market, considering the national and international context as appropriate. 2. Produce a short report on ways in which a new company might seek to take on the existing competition and present findings to group 3. Analyse the skills involved in effective selling transactions 4. Demonstrate selling skills through a range of simulated and real learning environments. Personal learning and thinking skills that can be developed in this topic are: • CTPLT: Generate ideas and explore possibilities, ask questions to extend thinking, connect own and others’ ideas in inventive ways, question own and others’ assumptions, try out alternatives and follow ideas through, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, 56
    • Consultation Version: 12 February 2007 explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Set goals with success criteria, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • Maths FS: Understand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations; identify the situation or problem and the mathematical methods needed to tackle it; select and apply a range of skills to find solutions; use appropriate checking procedures and evaluate their effectiveness at each stage; interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations; draw conclusions and provide mathematical justifications • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 57
    • Consultation Version: 12 February 2007 Topic 6 Teamworking , Level 3 Topic Context This topic will allow learners to develop skills associated with working in teams, assess their own contribution to a team and develop their ability to deal with conflict and difficult situations. Learners will also consider the different styles of management and leadership and their impact on the team and on individuals. Knowledge Learners must know: 1. The essential characteristics, roles and responsibilities of members of a team 2. Team dynamics and motivation and how this affects team outputs 3. How team outputs contribute to organisational performance 4. Leadership and management styles and techniques Understanding Learners must understand: 1. How teams work together to maximise organisational effectiveness 2. Effective target setting and means of monitoring and communicating team performance 3. Role of team leaders and differences between leadership and management 4. The advantages and disadvantages of being managed by contrasting styles and techniques 5. How technology is used to manage teams within business (including remote working) 6. How to deal with conflict and difficult situations within teams so as to improve team performance Skills Learners will be able to: 1. Assess the dynamics of a team of which you are a member and its ability to achieve its goals 2. Work effectively as a team member to achieve specific team objectives, assessing own contribution and identifying areas for improvement 3. Provide feedback and support for team members so as to develop the effectiveness of the team 4. Demonstrate techniques for dealing with conflict and difficult situations that arise when working in a team Personal learning and thinking skills that can be developed in this topic are: 58
    • Consultation Version: 12 February 2007 • TWPLT: Co-operate with others to work towards common goals, reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback to others • RLPLT: Invite feedback and deal positively with praise and criticism • EPPLT: Discuss issues of concern, seeking resolution where needed, present a persuasive case for action, propose practical ways forward, identify improvements that would benefit others as well as self, influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from one’s own • CTPLT: Generate ideas and explore possibilities, ask questions, question assumptions, try out alternatives or new solutions, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 59
    • Consultation Version: 12 February 2007 Topic 7 Customer Relations, Level 3 opic Context This topic will give learners a broad understanding of factors that impact on customer satisfaction. Learners will demonstrate effective customer handling skills in a business environment. Knowledge Learners must know: 1. Principles underpinning good customer service 2. Customer service policies and practices 3. The concept of internal and external customers Understanding Learners must understand: 1. Psychology of customer behaviour, including the impact of cultural differences 2. The needs of internal and external customers. 3. Use of benchmarking in relation to customer service 4. Challenges of providing good customer service in online environment 5. Laws and regulations related to customer service 6. Importance of product/service knowledge to excellent customer care. 7. How difficult customers affect a business and the actions that businesses take to minimise their impact, including illegal activities. Skills Learners will be able to: 1. Demonstrate effective customer handling skills within the business environment. 2. Deal fairly with difficult customers 3. Compare and contrast the customer experience associated with the purchase of a product or service on-line and on the high street. Personal learning and thinking skills that can be developed in this topic are: • TWPLT: Co-operate with others to work towards common goals, reach agreements, managing discussions to achieve results, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback to others • RLPLT: Invite feedback and deal positively with praise and criticism EP: discuss issues of concern, seeking resolution where needed, present a persuasive case for action, propose practical ways forward, identify improvements that would benefit others as well as self, influence others, negotiating and balancing diverse views, act as an advocate for views and beliefs that may differ from one’s own 60
    • Consultation Version: 12 February 2007 • CTPLT: Generate ideas and explore possibilities, ask questions, question assumptions, try out alternatives or new solutions, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate information, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own. Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 61
    • Consultation Version: 12 February 2007 Topic 8 Corporate Social Responsibility – Employers and Employees, Level 3 Topic Context This topic will allow learners to explore how business interacts with its local, national and global communities. Learners will explore concepts of ethical and sustainable business practices and implications of statutory rights and responsibilities. Knowledge Learners must know: 1. The ethical issues businesses face 2. Examples of ethical and unethical business practices 3. Examples of different types of sustainable development 4. Impact on business of investment in the community 5. Codes of conduct, external kite marks and accreditations Understanding Learners must understand: 1. Why corporate social responsibility is important and emotive 2. Principles underpinning good ethical practices 3. Impact of ethical practices on business and communities, nationally and internationally 4. How businesses approach sustainable development and why it is important 5. Value of external accreditation of organisations as a means of securing competitive advantage Skills Learners will be able to: 1. Working as part of a group, develop and present a business case for ethical and/or sustainable business practices 2. Conduct analysis on the impact on performance/profit of different types of Corporate Social Responsibility 3. Analyse case studies identifying opportunities for improvement in corporate and individual social responsibility in national and international contexts Personal learning and thinking skills that can be developed in this topic are: • CTPLT: Generate ideas and explore possibilities, ask questions to extend thinking, connect own and others’ ideas in inventive ways, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems from different perspectives, analyse and evaluate 62
    • Consultation Version: 12 February 2007 information, consider the influence of circumstances, beliefs and feelings on decisions and events, produce supported conclusions • SMPLT: Seek out challenges or new responsibilities and show flexibility when priorities change, work towards goals, organise time and resources, prioritising actions, anticipate, take and manage risks, deal with competing pressures, respond positively to change • TWPLT: Co-operate with others to work towards common goals, reach agreements on issues, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution, provide constructive feedback and support to others • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, identify improvements that would benefit others as well as self, try to influence others, negotiating and balancing diverse views to reach workable solutions, act as an advocate for views and beliefs that may differ from own • RLPLT: Review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 63
    • Consultation Version: 12 February 2007 Topic 9 Responding to Change, Level 3 Topic Context Learners will explore factors that lead to change in business and the impact that change can have. Learners will understand the need for change in business and the importance of appropriate individual responses. Knowledge Learners must know: 1. The internal and external factors that can lead to change in business (PEST) 2. Current theories of change Understanding Learners must understand: 3. The impact of change on a number of levels within a business (organisation, department, team, individuals) 4. How individuals respond to change and the impact that this has on successful implementation 5. How individuals can manage their own reactions to change, and the influence of individuals over others Skills Learners will be able to: 1. Investigate and report on how a business has implemented a programme of change and evaluate the impact of the change on the business and on a sample of employees 2. Demonstrate positive responses to change situations and strategies for coping with emotional reactions to changes in business Personal learning and thinking skills that can be developed in this topic are: • CTPLT: Generate ideas and explore possibilities, ask questions, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues, events or problems, analyse and evaluate information, consider the influence of circumstances, beliefs and feelings on decisions and events, support conclusions • TWPLT: Co-operate with others to work towards common goals, reach agreements, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility and show confidence in self and contribution, provide constructive support and feedback to others • SMPLT: Seek out challenges and show flexibility when priorities change, work towards goals, 64
    • Consultation Version: 12 February 2007 organise time and resources, anticipate and manage risks, deal with competing pressures, respond positively to change • EPPLT: Discuss issues of concern, present persuasive cases for action, propose practical ways forward, try to influence others, negotiating and balancing diverse views to reach workable solutions • RLPLT: Set goals with success criteria, review progress, invite feedback and evaluate experiences and learning Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 65
    • Consultation Version: 12 February 2007 Topic 10 Success at Work, Level 3, Topic Context This topic will enable learners to prepare to work in a business environment. Learners undertake a personal skills analysis and develop a goal-orientated and long term plan for further development. Knowledge Learners must know: 1. Sources of information and advice about occupational and career pathways 2. Representative bodies relevant to the sector 3. Preparation for Interviews 4. Employer and employee rights and responsibilities under legislation and organisationalprocedures, such as Contracts of Employment ,Anti-discrimination, Working Hours and Holiday Entitlements , Absence and Sickness, Data Protection and Access to Personal Information and Health & Safety Understanding Learners must understand: 1. How to carry out personal skills assessment 2. How to set goals, success criteria and review performance 3. How to produce action plan for recruitment to higher education or employment 4. How businesses operate performance management systems Skills Learners will be able to: 1. Assess own skills against job requirements and analyse skills gap 2. Set goals for skills development during the work placement, identify success criteria and present a plan on how to achieve these. Include a personal risk and reward assessment 3. Produce and present a career plan. This might include an action plan for recruitment to employment, a plan for self-employment and/or plans for further study (e.g. possible job roles, local industry, routes into employment, options for self-employment, CV preparation, HE options.) Use all available methods including employment agencies and websites. 4. Present evaluation of work experiences from work placement and learning related to personal goals and present findings to a constructive audience. Include feedback from your employer. 5. Through a peer working group, produce a personal development plan. Include personal goals to develop skills, attitudes, behaviours and progression into further/higher education, training and/or employment. 6. Prepare and take part in mock interviews in preparation for work or further study. Act as the interviewee and the interviewer. 66
    • Consultation Version: 12 February 2007 Personal learning and thinking skills that can be developed in this topic are: • IEPLT: Identify questions to answer and problems to resolve, plan and carry out research, explore issues from different perspectives, analyse and evaluate information, reach and report on conclusions • SMPLT: Work towards goals, organise time and resources, prioritising actions • TWPLT: Co-operate with others to work towards common goals, adapt behaviour to suit different roles and situations, show fairness and consideration to others, take responsibility, showing confidence in self and contribution • RLPLT: Assess self, identifying opportunities and achievements, review progress, invite feedback, dealing positively with praise, setbacks and criticism, evaluate experiences and learning to inform future progress, communicate learning in relevant ways for different audiences • CTPLT: Generate ideas and explore possibilities, ask questions, question own and others’ assumptions, try out alternatives, adapt ideas as circumstances change Functional skills that can be developed in this topic are: • English FS Speaking & Listening: Make a range of contributions to discussions and make effective presentations in a wide range of contexts • English FS Reading: Compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions • English FS Writing: Write documents communicating information, ideas and opinions, effectively and persuasively • ICTFS Use ICT systems: Select, interact with and use ICT systems independently for a complex task to meet a variety of needs; evaluate the effectiveness of the ICT system they have used; manage information storage to enable efficient retrieval; follow and understand the need for safety and security practices; troubleshoot • ICTFS 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 • ICTFS Develop, present and communicate information: enter, develop and format information independently to suit its meaning and purpose including text and tables, images, numbers, records; bring together information to suit content and purpose; present information in ways that are fit for purpose and audience; 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 67