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Home Page
 This multimedia product will be
used in order to give potential
students a clear
understanding of everything
regarding the BTEC Business &
ICT course. I will be using this
multimedia product in order to
give potential students a clear
understanding of everything
they need to know regarding
the BTEC Business & ICT course.

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All Saints School
All Saints Catholic School is an
accomplished school located
in the Becontree Heath area of
Dagenham. The school offers a
number of courses and
subjects for sixth form students.
Furthermore All Saints School is
a very accomplished school
and it would be a suitable
choice for sixth form students
who are looking to enrol at a
sixth form.

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Sixth Form
 The sixth form within All Saints
School is one of the best sixth
form systems within the
borough of Barking and
Dagenham. The sixth form
provides a number of facilities
available for sixth form
students such as: a common
room, a study room, multiple
computer suites and facilities
etc.

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BTEC Business
 This page will explain the
business aspect of the
course and all of the
business related things i.e. a
breakdown of each
business unit. Furthermore
this page outlines all of the
different aspects of business
studies within the BTEC
course.
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 13
Unit 27
Unit 36
Unit 37

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BTEC ICT
 This page will explain the
ICT aspect of the course
and all of the ICT related
things i.e. a breakdown of
each ICT unit. Furthermore
this page outlines all of the
different aspects of ICT
studies within the BTEC
course.
Unit 1
Unit 2
Unit 5
Unit 8
Unit 9
Unit 18
Unit 30

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Assessment Details
 This page explains how
assessments within the course
will be implemented into
assignments and how they will
be carried out.
 The coursework is assessed
through number of assignments
for each unit. These may be
written essays , presentations,
observations, posters, videos
etc.
 The assignments are graded:
Pass, Merit or Distinction. You
must achieve pass for all the
criteria to get an overall pass
before you work towards a
merit and so on.

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Entry Requirements
 This page explains the entry
requirements needed to
undertake this BTEC course, as
well as some of the skills you
will need in order to make
sufficient progress once
enrolled on the course
throughout the two years.
 A pass in OCR Nationals, level
2 or a C grade or higher in an
ICT GCSE is required and at
least a C in English Language
and Maths. Progression from
AS to A2 subject to achieving
a minimum grade of PASS at
AS level.

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Future Career Opportunities
 This page explains the future
career opportunities and
potential career paths in
place for students given they
complete the full course.
Some of these opportunities
include: higher education
university/college courses and
degrees and also which jobs
or apprenticeships which
students could apply for.

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Business – Unit 1
Unit 1 – The Business Environment
Learners new to the studying of business will already be familiar with organisations through having dealt with
them as customers or employees. One of the aims of this unit is to help learners to build on these experiences
and learn to ‘walk in the shoes’ of owners, stakeholders and managers of organisations.
The unit introduces learners to a range of business activities. They will consider the purposes of different
organisations and the influence of stakeholders and how businesses organise themselves through strategic
planning and organisational structures.
Learners will then explore the dynamic nature of organisations through studying the impact of external (political,
legal and social) influences on business operations.
Next, they will study the fundamental economic principles that impact on businesses.
By studying two different business environments learners will gain some insight into how businesses operate on all
businesses.

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Business – Unit 2
Unit 2 – Business Resources
At the core of every organisation are the human, physical, technological and financial resources that enable it to
function. This unit will give learners a broad understanding of the importance organisations place on managing their
resources efficiently in order to achieve their objectives. It is important that learners are able to relate their understanding
of resource management to a real organisation. This will provide an essential link between theory and practice.
Understanding how these resources are managed is one of the keys to assessing how well the organisation is performing.
The first part of this unit explores the range of human, physical and technological resources for a selected organisation.
Learners will investigate the importance of managing these resources efficiently. The contribution that recruiting and
retaining suitable staff can make to the organisation’s performance is examined. The importance of managing the
organisation’s physical and technological resources efficiently is also explored.
For an organisation to survive its finances need to be sound and secure. The second part of the unit explores the sources
of financial resources available to organisations. The level of an organisation’s performance can be seen in its financial
statements. The unit aims to develop knowledge and understanding of the financial statements and it underpins other
financial units in the qualification. This part of the unit focuses on the interpretation and analysis of financial documents in
order to highlight the need for the monitoring and control of costs and budgets. It is important that learners appreciate
that poor management of resources can have a negative impact on an organisation’s performance.

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Business – Unit 3
Unit 3 – Introduction to marketing
Recruiting the right people is the key to the success of many organisations. These organisations ensure that the processes
and procedures involved in recruitment and selection meet their needs and are legal. In this unit, learners will develop an
understanding of the impact of the regulatory framework on the recruitment process.
Potential applicants may decide to apply for a post based on the quality of information that they receive. Details of the
post will usually be the first communication they have with the organisation. It is important that the organisation makes a
good first impression on potential applicants to ensure that they attract sufficient applicants of the right calibre. Learners
will develop their knowledge of the types of documentation used in an interview process.
A structured and planned selection procedure is crucial to the success of the selection process. The impression a business
makes may determine an applicant’s decision to accept an offer of appointment. Staff conducting the interview will also
be forming their impressions of the applicant.
It is important that interviewers are well organised and prepared. They will need to be familiar with the details supplied by
the short listed applicants, and use effective communication and listening skills during the interview. In this unit, learners will
gain experience of the interview process through taking part in an interview.
Organisations with effective recruitment and selection processes and practices in place are more likely to make successful
staffing appointments. In competitive labour markets this is a major advantage that well organised-businesses will have
over their competitors.

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Business – Unit 4
Unit 4 – Business Communication
A business needs accurate and relevant information from internal and external sources in order to operate profitably.
Proper collection of data creates an environment where informed decisions can be taken for the benefit of the
business. In order to manage information effectively, there must be good communication systems within the
organisation. Staff must possess good verbal and written skills in order to communicate and share information.
Business information can be used to obtain competitive advantage and promote efficiency. Organisations generate
information internally, recording details of products manufactured, purchased and sold, and their associated costs.
Businesses use information to manage not only what is currently happening in the organisation but also to plan for the
future and ensure their survival. Information is collected, stored, manipulated, analysed and reported to those who
need to use it. People need to become skilled manipulators and users of information to ensure organisations become
more efficient and succeed in achieving their stated purposes. Since the development of the personal computer and
more recently the internet, communication methods have changed significantly. Gathering relevant information from
a range of sources is a skill that needs to be developed using electronic and non-electronic sources.

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Business – Unit 5
Unit 5 – Business Accounting
Understanding how a business operates and what makes it successful, requires knowledge of the accounting process.
Accounting involves recording business transactions and, this in turn, leads to the generation of financial information which can
be used as the basis of good financial control and planning. Inadequate record keeping
and a lack of effective planning ultimately lead to poor financial results. It is vital that owners and managers of businesses
recognise the indications of potential difficulties. Remedial action can then be taken. The unit is divided into two parts. The first
develops an understanding of the accounting processes necessary to provide accurate and relevant financial information.
The second part covers the practical aspect of carrying out those accounting activities. Learners will be introduced to
accounting terminology as they study the purpose and function of accounting and consider the various categories of business
income and expenditure. It is important to know the sources of an organisation’s income and the nature of its expenditure, as
this clarifies the basis of its profitability and enables more effective control of the business. Control begins with the planning
process and learners will study the use of a cash flow forecast which requires managers to set cash flow targets that can be
monitored and adjusted on a regular basis. Learners will consider the effective management of cash flow and the implications
of cash flow
problems. The link between business failure and cash flow problems will be highlighted. The measurement of an organisation’s
financial performance and position requires an understanding of a basic profit and loss account and balance sheet with this
understanding learners can analyse profitability, liquidity and efficiency of the organisation through the application of ratio
analysis. Analysis will always require comparison of current figures with those from a previous accounting period, or those of a
similar business organisation. Learners will discover how to carry out ratio analysis as well as the meaning and implication of the
figures.

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Business – Unit 13
Unit 13 – Recruitment & Selection in Business
Recruiting the right people is the key to the success of many organisations. These organisations ensure that the processes and
procedures involved in recruitment and selection meet their needs and are legal. In this unit, learners will develop an
understanding of the impact of the regulatory framework on the recruitment process.
Potential applicants may decide to apply for a post based on the quality of information that they receive. Details of the post
will usually be the first communication they have with the organisation. It is important that the organisation makes a good first
impression on potential applicants to ensure that they attract sufficient applicants of the right calibre. Learners will develop
their knowledge of the types of documentation used in an interview process.
A structured and planned selection procedure is crucial to the success of the selection process. The impression a business
makes may determine an applicant’s decision to accept an offer of appointment. Staff conducting the interview will also be
forming their impressions of the applicant.
It is important that interviewers are well organised and prepared. They will need to be familiar with the details supplied by the
short listed applicants, and use effective communication and listening skills during the interview. In this unit, learners will gain
experience of the interview process through taking part in an interview.
Organisations with effective recruitment and selection processes and practices in place are more likely to make successful
staffing appointments. In competitive labour markets this is a major advantage that well organised-businesses will have over
their competitors.

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Business – Unit 27
Unit 27 – Understanding Health & Safety in the Workplace
It is important, when working in business, to ensure compliance with organisational procedures and legal
requirements, as the consequences of non-compliance can have serious implications for employees and
employers. It is important, therefore, for learners to appreciate that those working in business must understand
the principal issues which affect the working environment, for all individuals and the organisations that
employ them. This involves keeping up to date with information on the legal issues that affect safe working
practices.
Everyone at work plays an important part in ensuring health and safety and it is essential that key personnel
are aware of their roles and responsibilities. Employers must take reasonable care to protect their employees,
and others, from the risk of injury, disease or death, while employees must take care to protect themselves
and others.
Safe working conditions and the ‘welfare of employees’ can contribute to the success of an organisation. It is
important that organisations take steps to prevent accidents in the workplace and monitor procedures
regularly. Learners will investigate the procedures that organisations have in place for maintaining safe
working conditions and the various ways organisations can conduct risk assessments.

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Business – Unit 36
Unit 36 – Starting a Small Business
Starting a small business is an ambition for many people. The business idea could be almost anything such as a coffee shop, a
courier service, a hairdresser, a motor vehicle repair workshop, a DJ service, a painting and decorating business, an equipment
hire operation, or an organic smallholding producing fruit and vegetables. However, starting a small business can be fraught
with difficulties and the idea may not always be successfully realised. Those setting out on this venture need to consider the
business idea, where funding will come from, the potential market, the competition and a host of other issues that must be
addressed if the business start-up is to be successful.
This unit gives learners the opportunity to consider their business idea within structured business parameters, such as the type of
business, the attractiveness of the business idea, the target market and the need to balance personal and business needs.
Learners will also consider their ability to run the business, including the skills they already have to support the business idea and
what personal development they may have to undertake
in order for the venture to be successful.
Learners will also develop their knowledge and understanding of the legal status and trading terms and conditions of their
proposed business, legal aspects such as fire regulations, taxation, VAT and HM Revenue and Customs, and financial aspects
such as start-up and operational costs, as well as personal needs.
Learners will have the opportunity to devise an outline proposal for a business start up. This will cover the reasons for preparing a
business proposal and will include the components expected by financial advisers, including the type of business, its target
market, available resources, financial information and forward planning.

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Business – Unit 37
Unit 37 – Business Ethics
This unit introduces learners to the concept of business ethics and the application of ethical values to business behaviour.
The topic applies to any aspect of business conduct, from boardroom strategies to how organisations treat their suppliers, to
sales techniques, to accounting practices and to how they respond to wider issues of social concern such as sustainability.
Ethics go beyond the legal requirements and are, therefore, discretionary. It is about how an organisation does its business
and how it behaves intrinsically. Ethical behaviour shows that an organisation considers the moral dimensions of its activities
and how it ought to be acting. This unit examines business ethics and how taking an ethical stance affects businesses both
internally and externally, including the effects on stakeholders. Learners will explore the social implications of business ethics
on a wide range of business activities that affect the organisation itself and the external environment. This will include the
ethical stance behind topical issues such as whistle blowing, employment practices, advertising to children, environmental
awareness and using new technologies such as genetic modification of food.
As consumers become more ethically aware, explicitly ethical behaviour has increased. Whistle-blowing charters are not
uncommon, renewable resources are used in production and products are ‘eco-friendly’. Consumers are now given a
choice relating to the products and services that they use and this has given
many businesses, such as those that do not use animal testing on cosmetics, the opportunity to grow in niche markets to
satisfy consumer demand.
The unit also explores the wider impact of ethical concerns about how business practices can have local, national and
global implications. The pressure of communities and groups on business operations has raised awareness of ethical
concerns as varied as environmental degradation, executive greed and the use of child labour in the developing world. As
people become more aware of different business activities, and as global changes continue to happen, businesses will
change how they operate. The unit should develop an understanding of the ethical dimensions of business behaviour.

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ICT – Unit 1
Unit 1
Non-technical skills and attitudes, known as soft skills, and the technical skills and knowledge required for specific jobs in IT
are key to employability. Soft skills are those skills relating to an individual’s ability to communicate and work effectively with
others, to use appropriate language, be dependable and conscientious, and to generally behave in an acceptable
manner in the workplace. Soft skills complement hard skills, which are the knowledge, understanding and technical skills
required to do a job. In this unit learners will come to appreciate the soft skills they need to develop to become effective
employees. Learners will identify and consider their own soft skills and, through practise, improve these skills
Communication skills are key to success in any sector but are particularly important in highly technical sectors, such as IT,
where the language used can become full of jargon. It is important that learners are able to communicate with non-
technical staff and understand when different types and vehicles of communication are appropriate. IT provides specific
software packages and advanced tools that can be used to improve the effectiveness of communications. Through this
unit learners will be able to improve their general communication skills and ensure that they understand how to exploit
specific application packages and tools.
All individuals, whether learners or employees, must accept the need for continual self-development to maintain their
effectiveness. For this reason, learning outcome 4 involves the use of personal development plans which can be used to
capture and track training needs, and the accumulation of new skills and knowledge.

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ICT – Unit 2
Unit 2
At some stage most IT professionals will have to set up and customise a computer system or systems. To do so effectively
they will need to understand the components that make up computer systems. The operating system interacts with the
hardware and software components in order to make a functioning machine. In this unit learners will consider a range of
hardware and come to understand the technical specifications of components. There are a number of different operating
systems, despite the dominance of the Microsoft operating system, and learners will explore at least one other. In terms of
software, the operating system itself
often provides utility programmes that assist the user in managing the machine. Other third party software utility
programmes such as virus checkers are also used extensively. This unit considers both types of utility software.
IT professionals will often be asked to recommend systems for varied user needs. There are many different manufacturers of
computer systems and each manufacturer produces a wide range of models with different specifications. Deciding which
particular model is appropriate for a given situation depends on a variety of factors. These factors are explored in this unit so
that learners can make informed choices when recommending computer systems. IT professionals also need to develop the
skills required to install and configure computer systems. A large part of this unit will involve practical work in installing
hardware components and software, configuring systems to meet specific requirements and testing to ensure a fully
functioning system is produced.

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ICT – Unit 5Unit 5 – Managing Networks
In the business world the use of networked computer systems is commonplace and often essential. Therefore,
it is important that business network systems run as effectively and efficiently as possible with minimum down-
time and flexibility to change as requirements change. This unit examines the principles of network
management, allowing learners to understand the different functions and types of activity that network
managers need to understand. Network managers have a variety of tools to assist them in monitoring and
maintaining networks. Specialist software tools are used to assist network managers and learning outcome 1
deals with these tools and techniques, although learners will need to become familiar only with a limited
number of products. The pace of change in networking technologies and the technologies that support
network managers is rapid. Learners will research emerging technologies and find out how they will assist or
impact on network systems. For the practical part of this unit, learners will be given the opportunity to plan
and carry out a variety of network management activities. The focus will be on the maintenance of the
system, including configuration. Keeping accurate records is essential both for checking that work has been
carried out and for referencing solutions to potential problems. Learners will be encouraged to develop good
record-keeping habits, which will also help them with practical work in other units.
Finally, learners will consider why organisations need to have a network management policy and what it
would include.

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ICT – Unit 8
Unit 8
One of the most important developments in business in recent times has been the increasing use of
ecommerce. It has revolutionised many marketplaces and opened up opportunities never before imagined.
Businesses that are not exploring the use of e-commerce are in danger of finding themselves being overtaken
by those who are utilising this technology. E-commerce uses the internet to build and enhance relationships
with customers, partners and other businesses. This can involve processing orders electronically, handling
customer service and cooperating with business partners. E-commerce can be conducted using the internet,
intranets, extranets, or a combination of these. The unit starts by looking at the technologies needed to
operate e-commerce, i.e. the hardware, software and networking required for an e-commerce system to be
implemented. Different categories of e-commerce such as e-tailors (those operating only online) and
financial services, and the benefits and drawbacks for organisations of using e-commerce are considered.
Attention is given to issues such as legislation and promotion. How do you get your company to the top of
search lists? Security is a big issue as it affects customer trust. The unit considers the payment systems available
and how they compare.
The social implications are considered. For example, the introduction of online shopping has changed our
shopping habits and has benefited the housebound and those living a long way from shopping centres.
Finally, after assessing commercial sites, learners will bring all their learning together to develop an e-
commerce strategy for a new business.

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ICT – Unit 9
Unit 9
Networks are used in one way or another by virtually every organisation, from simple use of internet services through internal file
sharing to wide area networks exchanging data across continents. Therefore, it is essential that learners thinking of careers
within the IT industry have a good understanding of the underlying principles of networking and how data travels around
networks.
This unit starts by exploring the different types of networks and the standards relating to network systems, including local and
wide area networks. Networks can be either wired or wireless systems and, although much of the underpinning content is
similar, this unit does make reference to both.
The hardware and software components used in networks and their operation are explored and learners will develop an
understanding of their functions and how they relate to each other, particularly how connections are made and the purpose
of these connection devices. As users of networks, we work with them mostly through the services that they provide, from
simple services such as file sharing and communications to more complex services involving security and account
management. Learners will explore and use the different services available. For networks to be suitable they must be secure
and networks distributed across several physical locations, perhaps via a WAN, makes the ensuring of security a complex
business. Learners will be exploring the technologies used to create secure systems and putting security procedures and
devices in place to secure a networked system. Learners will come to understand the risks to businesses from insecure networks.

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ICT – Unit 18
Unit 18
Virtually all modern systems and devices rely on a combination of hardware and software in order to work. For these systems to
perform at their best, the software needs to be installed correctly and configured to ensure the system performs well and meets
the needs of users. This unit gives learners the opportunity to install and upgrade software on systems. To do this they must follow
processes which have been agreed by an organisation to ensure a thorough and effective installation is performed. The role of
software in controlling devices and systems needs to be understood, along with where the software is held and how it can be
upgraded. Learners should recognise the need for an upgrade. This might be to fix an identified bug, to allow the device to run
more efficiently or to allow the device to operate with other components or software. Planning of an upgrade or installation is
important to make sure the work complements existing systems and that all the required resources are identified and available.
Required resources include obvious things such as the software, as well as other needs such as being able to log on to the
system with sufficient rights to install or upgrade software. Organisations need structured procedures when upgrading or
installing software to keep coherent records and to ensure every job is completed properly. Records are essential to keep track
of current versions of software in the organisation and to help identify problems and trends in faults reported on the systems.
Organisational standards must be maintained by IT professionals to ensure that a methodical approach is taken when carrying
out the upgrade or installation. Configuration will be needed when the upgrade or installation is made, to ensure the system
delivers all the expected functionality. The handover will often include a user sign-off to confirm the work has been completed,
configured and tested to prove it works. Some organisations use these sign-offs to help with internal charging where the user
department pays the support section for the work carried out for them.

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ICT – Unit 30
Unit 30
Many documents incorporate an element of graphics or graphic design. From the layout of the text, to the image used to
promote a product, it is expected that there will be some form of graphic representation. Technology enables the production
and reproduction of images to all scales, sizes and colours. High-capacity storage devices, digital cameras, specialist software
and printers mean that high quality and appropriate image-scan be designed and produced more easily than before. There is
now little excuse for not creating documents that use graphic images effectively.
In this unit, learners will be expected to identify the technical requirements for the creation, storage and manipulation of
complex artwork. They will be required to produce original images using drawing packages and also to create and edit
electronically captured images. Learners will identify suitable images to enhance documents and use available tools and
techniques to ensure that the finished document meets the user need. Learners must understand and recognise the differences
that file formats and sizes will make to their chosen image, for example identifying how pixilation and resizing can distort the
image and looking at methods to eradicate this distortion. This may include the need to convert files from one graphic format
to another and the identification of the most appropriate format in relation to the file’s final use. In order to be sure that the
final product meets requirements, formal checking must take place. For example, ensuring things such as the image resolution
are appropriate for the intended use or checking the loading speed if the image is intended for a website. All artwork and
chosen information must abide by the laws of copyright. It is essential that learners recognise the need to gain permission to
reproduce the work of others and that they comply with the appropriate legislation.

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ICT – Unit 31
Unit 31
Computer animation is the art of creating moving images through the use of computers. It brings together computer graphics
and animation techniques. Animation does not require computers, however the increasing ability of computers to create and
manipulate sets of images has allowed basic animation to reach new levels of sophistication and realism.
To create the illusion of movement, a sequence of images is displayed over time and the human eye perceives this sequence
as continual movement. The technique is at the heart of all existing technologies such as television and motion pictures. It is
increasingly created by means of 3D computer graphics, although 2D computer graphics are still widely used for low
bandwidth and faster real-time needs. Only 2D graphics are required in this unit.
Animation has become a prominent feature of the worldwide web and is used to create interest and attract attention. In this
area, however, there are other factors that need to be taken into account when designing and building applications, such as
the nature of the display device and the bandwidth of the connection. As with all computer applications learners must first
identify the need, specific requirements and constraints before building the solution.

26. Homepage
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BTEC Business
BTEC ICT
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Future Career
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Requirements
Sixth Form
Homepage
All Saints School
BTEC Business
BTEC ICT
Assessment
Details
Future Career
Opportunities
Entry
Requirements
ICT – Unit 43
Unit 43
The interactive multimedia industry is one of the fastest moving sectors in the world. Those hoping to make a career in this
sector will need to be able to produce high quality products which requires creativity, a firm grasp of interactive media design
principles and good planning skills. The qualities and skills developed in this unit are applicable to all of the various strands within
the interactive media sector.
Learners will develop their understanding of the terminology, nature and scope of the interactive media industry and should be
encouraged to investigate a range of existing interactive media products. They plan for the use of interactive features,
transitions and effects) and applying established principles. They will also have the opportunity to develop and apply creative
thinking skills. Learners learn how to plan and manage projects.
To ensure that final products are both legal and ethical they will also learn about important issues such as copyright and
ownership.
The unit involves the use of authoring software and the creative integration of audio and visual material to produce a final
product. It is essential that the product is focused on the business needs of the user. Screen design and layout are important
but the final functioning interactive media product created for this unit must meet the business objectives and be easy to use
and understand.