1. Introducing All Saints Sixth form and the 90 credit Business and ICT BTec course
Facilities for incoming sixth form students
Created by Roberto. C Budi
All Saints Catholic school
Sixth form

2. SIXTHFORM ACTIVITIES, ACHIEVEMENTS,
ENTERTAINMENT
 STUDENT BURSARY
 BOAT PARTY
 UNIVERISTY TESTER DAYS
 EPQ
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3. BTEC 90 CREDIT LEVEL 3 DIPLOMA
Business and ICT
 The Requirements
 year 12 and 13
 EXPECTATIONS
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4. YEAR 12 BUSINESS & ICT 90- CREDIT
DIPLOMA LEVEL 3 UNITS
ICT
 31- Computer Animation
 8- E-commerce systems
 2-Computer systems
 5-Managing Networks
 1-Communication and Employability skills for IT
 43-Multimedia Design
BUSINESS
 1- The Business environment
 2-Business Resources
 3-introduction to Marketing
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5. YEAR 13 BUSINESS & ICT 90-CREDIT
DIPLOMA UNITS
BUSINESS
 36-Starting A Small Business
 27- Understanding Health and Safety in a work place
 37Understanding Business Ethics
 7-Understanding the business environment.
 5-Business Accounting
 13- Recruitment and selection to a business
ICT
 9-Computer Network
 18-Database Design
 30-Digital Graphics
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6. BTEC 90 CREDIT DIPLOMA & UCAS
Points, Volunteering Hours, UNI
Points Range Grade UCAS Points
660-689 MP 100
690-719 MM 120
720-749 DM 160
750-769 DD 180
770-789 D*D 200
790 and above D*D* 210
How to achieve
distinction.
Volunteering Hours
UCAS Points
University option
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7. How to manage and cope?
FULL UNDERSTANDING
TAKE INDEPENDENT NOTES
OWN SCHEDULE TIMETABLE
FOCUS & LISTEN
STICK TO IT!
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SIXTH FORM STUDENTS FEEDBACK

9. VOLUNTEERING HOURS/ UNIVERSITY
OPTION.
 You have to do volunteering hours not only for the sixth form department but also for self
improvement.
 It will help your social skills very effectively.
 It will help you meet new people, which will benefit you, its always good to know a lot of
people.
 It will build up your level of patience and it will help you handle your course with patience
and good consideration.
 Lastly it will help you to have an outstanding CV which will help you to get good jobs etc.
 Lastly this course will also give you the option to go to university and do what you desire.
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10. BUSINESS UNITS SPECIFICATIONS
 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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11. 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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12. 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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13. ICT UNITS SPECIFICATIONS
 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.
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14. 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.
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15. 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.
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16. 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, ie the hardware,
software and networking required for an e-commerce system to be implemented. Different categories
of e-commerce such as e-Etailers (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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17. 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.
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18. Get Ready for Some Practical Fun!
This is an example of the sort of animation types that students will be asked
to create. This is going to be made in Unit 31.
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19. 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.
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20. Year 13 Business specification for the units
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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21. 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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22. 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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23. 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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24. 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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25. Year 13 ICT units specification
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.
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26. 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.
 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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27. Unit 18 Database Design
 Aim and purpose
The aim of 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.
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