Ice city school (1)

All Saints School
By Kevin Onwuka
Movie Maker- Introduction
Bus/ICT course
Info
Interview for ICT
and Business
Students
Student
Handbook
Student
Handbook #2
Info on
Business
Course Y12
Info on Business
Course Y13
Info on ICT
Course Y12
Info On ICT Y13
University
Degrees
Grades UCAS Points
Career Path
Choices
Career Path
Choices #’2
Questions Final Conclusion
Home

Introduction
In this presentation I am going to introduce the
Btec Core Business and ICT 90 credit diploma course
To the current year 11.

Btec Business and ICT Course Information
• The Btec Business and IT 90 credit diploma is a course that gives
students a full understanding of the Business and ICT world over the
space of 2 years.
• There are no exams that need to be taken during the 2 years as it is
100% coursework based.
• This course gives students a wide understanding of Business and ICT
to set them up to study in university, or in starting a new career
• You can look at it as the first platform for your career.

Interview Of Students For Business and ICT

Student Handbook
When joining the sixth form you are issued with a student handbook
• Students can look at this handbook as an guide of what you should be
doing in the sixth form.
• This handbook is extremely helpful as it reassures students with the
“Do’s and Don'ts” in the sixth from.

Student Handbook #2
• Stick to deadlines.
• Hand in work on time.
• Attend all lessons.
• Complete independent work outside the lesson.
• Always be organised.

Information on Business Course Y12
• In this course you will be studying a total of 9 units throughout the 2
years.
• Students will study 3 business units in year 12 which are the
following:
The business environment – Unit1
• Business resources - Unit 2
• Introduction to marketing – Unit 3

Information on Business Course Y13
• However in year 13 students will be studying 6 units which are the
following:
• Starting a small business – Unit 36
• Unit 37 – Business Ethics
• Unit 5 – Business Accounting
• Unit 27 – Understanding Health & Safety in the Workplace
• Unit 13 – Recruitment & Selection in Business
• Unit 18 – Managing Business Resources

Information on ICT Course
• In this course students will be doing different units throughout the 2 years.
• Students will be doing 6 units in year 12, which are:
• Communication and employability skills for IT (mandatory) – Unit 1
• Computer systems, managing network- Unit 2
• E-commerce – Unit 8
• Computer animation – Unit 36
• Unit 18 Database Design
• Multimedia Unit 43 Design

ICT Course Y13
• Students in year 13 will only be doing 3 units which are:
• Computer networks – Unit 9
• Unit 43 – Multimedia Design
• Unit 30 – Digital Graphics

Animation
• Here is an example of an animation you will be doing in the course
involving Flash.

University Degrees
After the 2 years of studying this course, students will be entitled to go to university to achieve their
degree.
This course will help students with getting to grips with deadlines as universities are also extremely
strict with deadlines s
With this course, most career advisors would advise students to continue studying ether business or
IT whichever one students are most comfortable with.
However if after the 2 years you really dislike Business or ICT, it gives you the opportunity to study
something else. If you feel this not the right course for you.
Furthermore it is good to take further education and get your degree in an subject, as it will help set
you up for the future.
Most employers would want to employ a person with a degree as they will know your educated and
know a lot about a particular subject.

Grades
• In this Btec course your assignments are marked different from A
levels.
• Instead of A’s and B’s, you are graded by distinctions, merits and
passes.
• Distinction's are equivalent to a A*
• Merits are equivalent to a C
• Pass are equivalent to E
• Ungraded is a fail.

UCAS Point
• In order for students to enter university, universities require a certain
amount of UCAS points therefore the more UCAS points you achieve
the better.
• Students gain UCAS points by the grade and marks they achieve, in
this course a pass/merit or distinction are equivalent to different
points.
• The more points you gather the better university you can be accepted
to, likewise the less points the less high ranked university will be the
ones that will accept you.
• Therefore it is important to get as much points as you can.

Career Path Choices
• Before and during this course, it helps if you have an idea of the
career path you wish to pursue.
• If you are looking to do anything that involves ICT or Business then
this is the right course for you, as it touches a wide range of subjects
within Business and ICT.

Career Path Choices #2
IT technician
Jobs/Careers
Business Management
Teacher
Investment Banker
Software developer
Trading
Stock broker
Project manager

Questions..
• I am open to any questions about this course.

Final Conclusion
After studying this course myself
I would like to end this by saying this is a very useful course, that will
assist you in the future with almost every career path.
The world is using new technology everyday, therefore it is a advantage
to yourself in studying IT.
In addition you will also benefit in studying business, as there is several
things we spend money on. However knowing how business actually
works, you will appreciate money more.

Video on careers and University
Unit 1 – Communication and Employability Skills For IT
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.

Unit 2 – Computer Systems
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.

Unit 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.

Unit 8 – E-Commerce
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.

Unit 31 – Computer Animation
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.
Learners will start by looking at different types of animation and their uses and formats. The available tools,
techniques and software will be examined as well as the special techniques used when animating for the web.
Managing file size is important and learners will come to know about the techniques for minimising file sizes.
Finally, learners will design and develop their own animations.

Unit 43 – Multimedia Design
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.
Learners will develop an understanding of multimedia products through investigations and experimentation.
Competent learners should demonstrate that they are able to select and use a wide range of multimedia software
tools and techniques.

Unit 9 – Computer Networks
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.

Unit 30 – Digital Graphics
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 images can 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.

hours: 60Unit 18 Database Design
Aim and purpose
The aim this unit is to
enable learners to understand the features of relational databases and to develop the
skills necessary to design, create, populate and test a relational database incorporating advanced features.
Unit introduction
Database software is one of the most commonly used application packages in business. Many jobs involve
the use of databases and for this reason employees with database skills are valued. The advantages of using a
relational database are extensive, including significantly reduced data storage requirements, improved record
manipulation and faster access to records. As with spreadsheets, data mining software can make use of
database files to interrogate records and look for trends or unusual events.
Most organisations use databases in some way to store records, for example customer information, supplier
information, employee details and financial information. These records can be searched, sorted, ordered, and
cross-referenced using relational databases. Using a simplified chart tool, graphs and charts can also be created
and embedded in reports. Importing and exporting data to and from databases will be practised in this unit.
To ensure that relational databases have integrity, validity and efficiency, designing the database prior to
implementation is important. Failure to do this may result in a poor product. Learners will consider the
validation and verification methods that can be implemented to ensure that the data stored in a database is as
accurate as possible. Efficient relational database design is managed through the process of normalisation and
learners will be using normalisation techniques to develop efficient and effective relationships between entities.
In this unit learners will come to understand the features and functions of database software and use advanced
features to design and implement fully-functioning relational databases to specified user requirements. This
unit links well with Unit 11: Systems Analysis and Design.

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.

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.

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.

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.

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

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.

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

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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