Pearson BTEC

International Level 2 in

Information Technology

L2
Specification
First teaching from September 2020 Issue 1
Pearson
BTEC International
Level 2 Qualifications
in Information Technology
Specification

First te aching Se pte m b er 2022

Issu e 1
About Pearson
W e are th e w orld’s le a ding le arning co m p a ny o p e rating in co u ntries all aro u n d t h e w orld.
W e provid e co nt e nt, assessm e nt a n d digital services to le arn ers, e ducatio n al instit utio ns,
e m ployers, gove rn m e nts a n d oth e r p art n e rs glo b ally. W e are co m m itte d to h elping
e q uip le arn ers with th e skills t h ey n e e d to e n h a nce th eir e m ploya bility prospects a n d to
succe e d in th e ch a nging w orld of w ork. We b elieve th at w h erever le arning flo urish es so
d o p e o ple.

References to third-party m aterial m ade in this specification are m ade in good faith. Pearson
does not endorse, approve or accept responsibility for the content of m aterials, which m ay be
subject to change, or any opinions expressed therein. (Material m ay include textbooks,
journals, m agazines and other publications and websites.)

All infor m atio n in t his sp ecificatio n is correct at tim e of p u blicatio n.

Pu blicatio n co de VQ 000136
All t h e m ate rial in t his p u blicatio n is co pyright
© Pe arso n Ed ucatio n Lim ite d 2023
Welcome
Wit h a track record built over 40 ye ars of le arn e r success, o ur BTEC Inte rn atio n al
Level 2 qu alificatio ns are recognise d in te rn atio n ally by govern m e n ts a n d e m ploye rs.
Th ese q u alificatio ns ar e d esign e d to e n h a nce th e cu rriculu m a n d pre par e le arn e rs for
t h e ever-ch a nging w orld of w ork. BTEC Intern atio n al Level 2 qu alificatio ns allo w le arn ers
to progr ess to stu dy at Level 3 a n d a bove or to t h e w orkplace.

Career-ready education
BTECs e n a ble a le arn e r-ce n tr e d a p pro ach to e d ucatio n, with a fle xible, u nit-b ase d
structur e a n d kn o wle dge a p plie d to project-b ase d assessm e nts. BTECs focus o n th e
h olistic develo p m e n t of th e practical, int erp erso n al a n d thin king skills r e quire d to be
successful in e m ploy m e n t a n d high er e ducatio n.
W h e n cre ating t h e BTEC In te rn atio n al Level 2 q u alificatio ns in this suit e, w e w orke d
with m a ny e m ployers, colleges a n d sch ools to e nsu re t h at w e m et th eir n e e ds.
BTEC a d dresses th ese n e e ds by offering:
• a ra nge of BTEC qu alificatio n sizes, e ach wit h a cle ar p urp ose, so th at th er e
is so m ething to suit e ach le arn er’s ch oice of stu dy progra m m e a n d
progressio n pla ns
• in te rn atio n ally releva nt co n te n t, w hich is closely align e d with e m ploye r a n d
fu rth er e d ucatio n n e e ds
• assessm e n ts a n d projects ch ose n to h elp le arn e rs progress; t his m e a ns th at
so m e assessm e nts a n d projects are set by yo u to m e e t local n e e ds, w hile
oth e rs are se t by Pe arso n, e nsuring a core of skills a n d u n d ersta n ding co m m o n
to all le arn e rs.
W e provid e a full ra nge of su p p ort, b oth r eso u rces a n d pe o ple, to e nsur e th at le arn e rs
a n d te ach e rs h ave th e b est possible e xpe rie nce d uring th eir co u rse. Se e Section 10
Resources and support , for de tails of th e su p port w e offer.
Contents
Introduction to the BTEC International Level 2 qualifications for the
information technology sector 1
Q u alificatio ns, sizes a n d p u rposes at a gla nce 2
Struct ures of th e q u alificatio ns at a gla nce 4
Q u alificatio n a n d u nit co nte nt 5
Assessm e n t 5
Gra ding for u nits a n d q u alificatio ns 6
1 Qualification purpose and progression 7
2 Structure 9
3 Units 14
U n d ersta n ding yo ur u nits 14
In de x of u nits 17
4 Planning your program me 125
5 Assessment structure 127
Intro ductio n 127
Int ern al assessm e nt 127
Pe arso n Set Assign m e nt u nits 127
6 Internal assessment 128
Principles of int ern al assessm e nt (a p plies to all u nits) 128
M aking valid assessm e n t d ecisio ns 130
Pla n ning a n d record ke e ping 131
Setting effective assign m e nts (a p plies to all u nits with o ut
Pe arso n Set Assign m e nts) 132
Late co m ple tio n, r esu b m issio n a n d r etakes (a pplies to all u nits inclu ding
Pe arso n Set Assign m e nt u nits) 134
7 Administrative arrangements 136
Intro ductio n 136
Le arn e r registratio n a n d e ntry 136
Access to assessm e nt 136
Ad m inistrative arra nge m e nts for assessm e nt 137
Co n d ucting set assign m e nts 138
D e aling with m alpractice in assessm e nt 139
Ce rtificatio n a n d results 141
Ad ditio n al docu m e n ts to su p p ort ce ntre a d m inistratio n 141
8 Quality assurance 142
9 Understanding the qualification grade 144
10 Resources and support 151
Su p port for setting u p yo ur co u rse a n d pr e p aring to t e ach 151
Pe arso n Progress 151
Su p port for te aching a n d le arning 151
Su p port for assessm e nt 152
Pe arso n English 152
Training a n d su p p ort fro m Pe arso n 153
Appendix 1: Transferable employability skills 155
Th e n e e d for tra nsfe ra ble skills 155
Appendix 2: Glossary of terms used 157
Introduction to the BTEC International Level 2
qualifications for the information technology
sector
This sp ecificatio n co ntains all t h e infor m atio n yo u n e e d to d elive r th e Pe arso n BTEC
Int ern atio n al Level 2 Q u alificatio ns in Infor m atio n Tech n ology. W e also r efe r yo u
to ot h er h a n d bo oks a n d p olicies. This specificatio n inclu des all t h e u nits for th ese
q u alificatio ns.
Th ese q u alificatio ns ar e p art of th e suit e of Infor m atio n Tech n ology q u alificatio ns
offer e d by Pe arso n. In this suite, th e re ar e qu alificatio ns th at focus o n diffe r e nt
progressio n ro utes, allo wing le arn ers to ch o ose th e o n e best suite d to th eir aspiratio ns.
Th ese q u alificatio ns ar e n ot regulate d in Engla n d.
All q u alificatio ns in t h e suite sh ar e so m e co m m o n u nits a n d assessm e nts, w hich gives
le arn ers so m e fle xibility in m oving b etw e e n sizes.
In th e Infor m atio n Tech n ology sector th ese q u alificatio ns ar e:
Pe arso n BTEC Int ern atio n al Level 2 Aw ard in Infor m atio n Tech n ology
Pe arso n BTEC Int ern atio n al Level 2 Ce rtificate in Infor m atio n Tech n ology
Pe arso n BTEC Int ern atio n al Level 2 Exte n d e d Ce rtificate in Infor m atio n Tech n ology
Pe arso n BTEC Int ern atio n al Level 2 Diplo m a in Infor m atio n Tech n ology.
This sp ecificatio n sign posts t h e oth e r esse n tial d ocu m e n ts a n d su p port th at yo u n e e d
as a ce ntr e in orde r to delive r, assess a n d a d m inister th e q u alificatio ns, inclu ding
t h e staff d evelo p m e nt re q uir e d. A su m m ary of all esse ntial d ocu m e nts is give n in
Section 7 Administrative arrangements. Infor m atio n o n h o w w e ca n su p port yo u wit h
t h ese qu alificatio ns is give n in Section 10 Resources and support .
Th e infor m atio n in t his sp ecificatio n is correct at th e tim e of p u blicatio n.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
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Qualifications, sizes and purposes at a glance

Title Size and structure Su m mary purpose

Pearson BTEC 120 GLH This qu alificatio n is d esign e d to
International Eq uivale n t in size to su p p ort le arn ers w h o w a n t a n
Level 2 Award 1 Int ern atio n al GCSE. in tro ductio n to th e sector
in Information t hro ugh a p plie d le arning.
Tw o u nits, of w hich o n e is
Technology Th e q u alificatio n su p p orts
m a n d atory a n d assesse d
progressio n to furth er st u dy at
by a Pe arso n Set
Level 3/ pre-t ertiary e ducatio n
Assign m e nt.
as p art of a progra m m e of stu dy
M a n d atory co nte nt (50%).
t h at inclu d es BTEC Int ern atio n al
Level 3 qu alificatio ns a n d/or
Int ern atio n al GCSEs.
Pearson BTEC 240 GLH This qu alificatio n is d esign e d
International Eq uivale n t in size to to su p port le arn ers w h o are
Level 2 Certificate tw o Inte rn atio n al GCSEs. in te rest e d in le arning a b o ut t h e
in Information infor m atio n tech n ology in d ustry
Fo ur u nits, of w hich o n e is
Technology alo ngsid e oth er fields of stu dy,
m a n d atory a n d assesse d
with a vie w to progressing to
by a Pe arso n Set
a wid e ra nge of co urses at
Assign m e nt.
Level 3/ pre-t ertiary level, n ot
M a n d atory co nte nt (25%).
n ecessarily in infor m atio n
t ech n ology-r elat e d su bjects.
Th e q u alificatio n is design e d
to be take n as p art of
a progra m m e of stu dy th at
inclu des ot h e r a p pro priat e
BTEC Inte rn atio n al Level 2
q u alificatio ns or
Int ern atio n al GCSEs.
Pearson BTEC 360 GLH This qu alificatio n is d esign e d to
International Eq uivale n t in size to th re e su p p ort le arn ers w h o w a n t to
Level 2 Extended Int ern atio n al GCSEs. stu dy infor m atio n t ech n ology
Certificate in as a su bsta ntial ele m e nt of a
Six u nits, of w hich tw o
Information o n e-ye ar, full-tim e co u rse
ar e m a n d atory a n d
Technology alo ngsid e sm alle r co urses in
assesse d by a Pe arso n
oth e r su bjects, or for th ose
Set Assign m e nt.
w a nting to take it alo ngsid e
M a n d atory co nte nt (33%).
a n oth er ar e a of co m ple m e ntary
or co ntrasting st u dy as p art of
a tw o-ye ar, full-tim e stu dy
progra m m e. Th e qu alificatio n
w o uld su p p ort progressio n to
fu rth er e d ucatio n at Level 3/
pr e-te rtiary level if take n as p art
of a progra m m e of stu dy t h at
inclu de d oth er BTEC Inte rn atio n al
Level 2 qu alificatio ns or
Int ern atio n al GCSEs.
Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
2 Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
 Title Size and structure Su m mary purpose
Pearson BTEC 480 GLH This qu alificatio n is d esign e d to
International Eq uivale n t in size to fo ur su p p ort le arn ers w h o w a n t to
Level 2 Diploma Int ern atio n al GCSEs. stu dy infor m atio n t ech n ology
in Information as a o n e-ye ar, full-tim e co u rse,
At le ast eight u nits,
Technology or for th ose w a nting to take
of w hich tw o are
it alo ngsid e a n oth e r are a of
m a n d atory a n d assesse d
co m ple m e ntary or co ntrasting
by Pe arso n Se t
stu dy as p art of a tw o-ye ar,
Assign m e nt.
full-tim e st u dy progra m m e.
M a n d atory co nte nt (25%).
Th e q u alificatio n w o uld su p p ort
progressio n to Level 3/
pr e-te rtiary level co urses if
take n as p art of a progra m m e
of st u dy th at inclu d e d ot h er
BTEC Inte rn atio n al Level 2
q u alificatio ns or
Int ern atio n al GCSEs.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
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Structures of the qualifications at a glance
This ta ble sh o ws all t h e u nits a n d t h e qu alificatio ns to w hich th ey co ntrib u te. Th e full structu re for this Pe arso n BTEC In tern atio n al
Level 2 in Infor m atio n Tech n ology is sh o w n in Section 2 Structure . You must refer to the full structure to select units and plan
your program me.
Key
Pearson Set Assign ment units are shown in bold M Mandatory units O Optional units

Unit size Award Certificate Extended Diploma

Unit (nu mber and title) Certificate
(GLH) (120 GLH) (240 GLH) (360 GLH) (480 GLH)
1 Using IT to Support Information and Com munication in 60
M M M M
Organisations
2 Data and Spreadsheet Modelling 60 O O M M
3 Setting u p a Tech n ology Syst e m 60 O O O O
4 Intro ductio n to Co m p ute r N e tw orking 60 O O O O
5 Intro ductio n to Progra m m ing 60 O O O O
6 Intro ductio n to Digital Gra p hics a n d Anim atio n 60 O O O O
7 Intro ductio n to W e bsit e D evelo p m e n t 60 O O O O
8 Intro ductio n to Ap p D evelo p m e nt 60 O O O O
9 Intro ductio n to G a m es D esign 60 O O O O
10 Intro ductio n to D ata b ase Syste ms 60 O O O O

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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Qualification and unit content
Pe arso n h as d evelo pe d t h e co n te n t of th e n e w BTEC Inte rn atio n al Level 2 q u alificatio ns
in colla b oratio n wit h e m ployers a n d su bject exp e rts so t h at co nt e nt is u p to d ate a n d
inclu des kn o wle dge, u n d e rsta n ding, skills a n d p e rso n al attribu tes re q uire d in th e sector.
Th e m a n d atory co n te n t e nsures t h at all le arn ers are follo wing a co h er e n t progra m m e of
stu dy a n d th at th ey acquire kn o wle dge, u n d ersta n ding a n d skills th at will b e w orth w hile
a n d fulfilling, a n d will also provid e a b asis for fu rth er stu dy at Level 3. Le arn e rs ar e
e xp ect e d to sh o w achieve m e nt across m a n d atory u nits as d etaile d in Section 2 Structure .
BTEC qu alificatio ns e nco m p ass a p plie d le arning t h at brings toget h e r kn o wle dge a n d
u n de rsta n ding wit h practical a n d t ech nical skills. This a p plie d le arning is achieve d
t hro ugh le arn ers pe rfor m ing vocatio n al tasks th at e nco u rage th e d evelo p m e nt of
a p pro priat e vocatio n al b e h avio urs a n d tra nsfera ble skills. Tra nsfera ble skills inclu de
co m m u nicatio n, te a m w ork a n d r ese arch a n d a n alysis, w hich ar e valu e d by e m ploye rs.
O p p ortu nities to develo p t h ese skills ar e sign p ost e d in th e u nits.
O ur a p pro ach provides rigo ur a n d b ala nce, a n d pro m otes th e a bility to a p ply le arning
im m e diately in n e w co nt e xts. Th e u nits inclu de guid a nce o n a p pro ach es to bre a dth a n d
d e pth of coverage, w hich ca n be m o difie d to e nsur e th at co nt e nt is curr e nt a n d reflects
in te rn atio n al variatio ns.

Assessment
Assessm e n t is d esign e d to fit th e pu rpose a n d o bjective of th e qu alificatio n. It inclu des
a ra nge of assessm e nt typ es a n d styles suite d to vocatio n al q u alificatio ns in t h e sector.
All assessm e nt is int ern al b u t so m e m a n d atory u nits are assesse d using Pe arso n Set
Assign m e nts.

Pearson Set Assignment (PSA) units

So m e u nits in t h e qu alificatio ns are assesse d using a Pe arso n Set Assign m e n t.
Each assessm e nt is set by Pe arso n a n d is m arke d by te ach ers.
Set assign m e nt u nits are su bject to e xt ern al sta n d ards verificatio n processes co m m o n to
all BTEC u nits. By setting a n assign m e n t for so m e u nits, w e ca n e nsure th at all le arn ers
take th e sa m e assessm e nt for a sp ecific u nit. Le arn ers are p er m itt e d to resit se t
assign m e nt u nits du ring t h eir progra m m e. Ple ase se e Section 6 Internal assessment
for furth e r infor m atio n.
Set assign m e nts ar e availa ble fro m Ju n e e ach ye ar a n d ar e valid u ntil th e e n d of August
in th e follo wing ye ar. For d etaile d infor m atio n o n t h e Pe arso n Set Assign m e n t, ple ase
se e th e ta ble in Section 2 Structure . For fu rth er infor m atio n o n pr e p aring for assessm e nt,
se e Section 5 Assessment structure .

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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Internal assessment
All u nits in t h e sector are inte rn ally assesse d a n d su bject to e xte rn al sta n d ards
ve rificatio n. Before yo u assess yo u will n e e d to b eco m e a n a p prove d ce ntr e,
if yo u ar e n ot o n e alre a dy. Yo u will n e e d to pr e p ar e to assess using t h e guid a nce
in Section 6 Internal assessment .
For u nits w h ere th e re is n o Pe arso n Se t Assign m e nt, yo u select t h e m ost a p pro priate
assessm e n t styles according to th e le arning set o ut in t h e u nit. This e nsu res th at
le arn ers ar e assesse d using a variety of styles to h elp t h e m d evelo p a bro a d ra nge
of tra nsfera ble skills. Le arn e rs co uld b e give n o p p ortu nities to:
• writ e u p th e fin dings of t h eir o w n rese arch
• use case stu dies to e xplore co m ple x or u nfa m iliar situ atio ns
• carry o ut projects for w hich th ey h ave ch oice ove r th e dir ectio n a n d o utco m es
• d e m o nstrat e practical a n d tech nical skills using a p pro priat e to ols/
processes etc.
For t h ese u nits, Pe arso n will provide a n Auth orise d Assign m e n t Brief th at yo u ca n use.
Yo u will m ake gra ding d ecisio ns b ase d o n th e re q uir e m e nts a n d su p porting guid a nce
give n in t h e u nits. Le arn e rs m ay n ot m ake re p e at e d su b m issio ns of assign m e nt
evid e nce. For furth e r infor m atio n, ple ase se e Section 6 Internal assessment .

Language of assessment
Assessm e n t of th e u nits for th ese qu alificatio ns ar e availa ble in English b u t ca n b e
tra nslat e d as n ecessary.
Le arn e rs taking t h e qu alificatio ns m ay b e assesse d in sign la ngu age w h e re it is p er m itt e d
for th e purp ose of re aso n a ble a djust m e nt. For infor m atio n o n r e aso n a ble a djust m e nts,
se e Section 7 Administratve arrangemients.

Grading for units and qualifications

Achieve m e nt of th e q u alificatio n re q uir es d e m o nstratio n of d e pth of stu dy in e ach
u nit, assu re d acquisitio n of a ra nge of practical skills r e quire d for e m ploy m e nt or for
progressio n to high er e d ucatio n, a n d successful d evelo p m e nt of tra nsfe ra ble skills.
Le arn e rs w h o achieve a q u alificatio n will h ave achieve d across m a n d atory u nits
w h er e a p plica ble.
U nits are assesse d using a gra ding scale of Distinctio n (D), M erit (M), Pass (P) a n d
U nclassifie d (U). All m a n d atory a n d o ptio n al u nits co ntrib ut e pro portio n ately to th e
overall q u alificatio n gra d e, for e xa m ple a u nit of 60 GLH will co n trib ute d o u ble th at
of a 30 GLH u nit.
Q u alificatio ns in t h e suit e are gra d e d using a scale of P to D*, or PP to D*D*. Ple ase se e
Section 9 Understanding the qualification grade for m ore d etails. Th e relatio nship b etw e e n
q u alificatio n gra ding scales a n d u nit gra d es will b e su bject to regular revie w as p art of
Pe arso n’s sta n d ards m o nitoring processes, o n t h e b asis of le arn e r pe rfor m a nce a n d in
co nsultatio n with key use rs of th e q u alificatio ns.

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1 Qualification purpose and progression
Pearson BTEC International Level 2 qualifications in Information
Technology
Who are these qualifications for?
Th e Pe arso n BTEC Int ern atio n al Level 2 qu alificatio ns in Infor m atio n Tech n ology (IT) are
d esign e d eit h e r for le arn ers in t h e 14–19 age gro u p, w h o wish to pursu e a car e er in IT via
Level 3 a n d th e n to high er e d ucatio n or t hro ugh ju nior IT e m ploy m e n t.

Which size qualification to choose?

Ch o osing t h e m ost suita ble size of qu alificatio n will d e p e n d o n th e le arn e r’s bro a de r
progra m m e of stu dy. For e xa m ple, a le arn er w h o wish es to focus m ainly o n IT su p p ort
a n d w e bsit e, a p plicatio n a n d ga m es develo p m e nt m ay take th e Diplo m a, w hile a le arn e r
w h o selects a sm aller qu alificatio n, such as th e Aw ard or Certificate, will likely co m bin e it
with Int ern atio n al GCSEs, in ord er to su p p ort th eir desire d progressio n.
Q u alificatio n structur es h ave b e e n design e d to e n a ble a le arn er w h o starts with th e
sm allest qu alificatio n to progr ess e asily to th e larger q u alificatio ns.

What do these qualifications cover?

Th e co nte nt of t h ese qu alificatio ns h as be e n d esign e d to su p p ort progressio n to roles in
IT, m ost likely via fu rt h er st u dy at Level 3 a n d th e n th ro ugh high er-e d ucatio n ro ut es in
t h e p articular are as.
All le arn ers will b e r e quir e d to take m a n d atory co n te n t th at is directly releva nt to
progressio n ro u tes in all of th e id e n tifie d are as.
In a d ditio n, le arn e rs take o ptio n al u nits th at su p p ort th e progressio n ro ute id e n tifie d
in th e q u alificatio n title.

What could these qualifications lead to?

Th ese q u alificatio ns su p p ort progressio n to furth e r stu dy in IT, for e xa m ple:
• Pe arso n BTEC Int ern atio n al Level 3 q u alificatio ns in Infor m atio n Tech n ology.

How do these qualifications provide transferable skills?

In th e BTEC Int ern atio n al Level 2 u nits, th er e are o p portu nities d uring th e te aching a n d
le arning ph ase to give le arn ers practice in d evelo ping tra nsfe ra ble skills. Wh ere w e
r efe r to tra nsfe ra ble skills in this sp ecificatio n, w e are ge n erally referring to skills in
t h e follo wing th re e m ain cat egories:
• cognitive and problem-solving skills – using critical thin king,
a p pro aching n o n-ro utin e pro ble ms, a p plying e xp e rt a n d cre ative solu tio ns,
using syste ms a n d t ech n ology
• interpersonal skills – co m m u nicating, w orking colla b oratively,
n egotiating a n d influ e ncing, self-pr ese ntatio n
• intrapersonal skills – self-m a n age m e n t, a d a pta bility a n d resilie nce,
self-m o nitoring a n d d evelo p m e n t.
Th e re ar e also specific re q uir e m e nts in so m e u nits for assessm e nt of th ese skills w h ere
r eleva nt, for e xa m ple, w h er e le arn e rs are r e quire d to u n d ertake re al or sim ulate d
activities. Th ese skills are in dicate d in th e u nits a n d in Appendix 1: Transferable
employability skills.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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How do the qualifications provide transferable knowledge and skills for
further and higher education?
All BTEC Int ern atio n al Level 2 qu alificatio ns provid e tra nsfera ble kn o wle dge a n d skills
t h at pr e p ar e le arn e rs for progressio n to u niversity. Th e tra nsfe ra ble skills th at
u nive rsities valu e inclu de:
• t h e a bility to le arn in d e p e n de ntly
• t h e a bility to rese arch actively a n d m eth o dically
• t h e a bility to give prese ntatio ns a n d be active gro u p m e m b ers.
BTEC le arn e rs ca n also b e n efit fro m o p p ortu nities for de e p le arning, w h er e th ey are
a ble to m ake co n n ectio ns across u nits a n d select ar e as of int er est for d e taile d stu dy.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
8 Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
2 Structure
Qualification structures
Th e structu res for th e qu alificatio ns in this specificatio n ar e:
• Pe arso n BTEC Int ern atio n al Level 2 Aw ard in Infor m atio n Tech n ology
• Pe arso n BTEC Int ern atio n al Level 2 Ce rtificate in Infor m atio n Tech n ology
• Pe arso n BTEC Int ern atio n al Level 2 Exte n d e d Ce rtificate in Infor m atio n Tech n ology
• Pe arso n BTEC Int ern atio n al Level 2 Diplo m a in Infor m atio n Tech n ology.

Pearson BTEC International Level 2 Award in Information Technology

Mandatory units
Th e re is o n e m a n d atory u nit, w hich inclu d es o n e se t assign m e nt u nit. Le arn ers m ust
co m plet e a n d achieve a Pass or a bove in th e m a n d atory u nit.

Optional units
Le arn e rs m ust co m plete at le ast o n e o ptio n al u nit.

Pearson BTEC International Level 2 Award in Information Technology

Unit Unit title GLH Type How assessed
nu mber
Mandatory units – learners complete and achieve all units
1 Using IT to Su p p ort Infor m atio n
a n d Co m m u nicatio n in 60 Mandatory Set assign m e nt
O rga nisatio ns
Optional units – learners must complete one optional unit
2 D ata a n d Spr e a dsh e et M o d elling 60 Option Set assign m e nt
3 Setting u p a Tech n ology Syst e m 60 Option Int ern al
4 Intro ductio n to Co m p ute r 60 Int ern al
Option
N e tw orking
5 Intro ductio n to Progra m m ing 60 Option Int ern al
6 Intro ductio n to Digital Gra p hics 60 Int ern al
Option
a n d Anim atio n
7 Intro ductio n to W e bsit e 60 Int ern al
Option
D evelo p m e n t
8 Intro ductio n to Ap p D evelo p m e nt 60 Option Int ern al
9 Intro ductio n to G a m es D esign 60 Option Int ern al
10 Intro ductio n to D ata b ase Syste ms 60 Option Int ern al

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
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Pearson BTEC International Level 2 Certificate in Information Technology
Mandatory units
Th e re is 1 m a n d atory u nit, w hich inclu d es 1 set assign m e nt u nit. Le arn e rs m ust
co m plet e a n d achieve a Pass or a bove in th e m a n d atory u nit.

Optional units
Le arn e rs m ust co m plete at le ast t hre e o ptio n al u nits.

Pearson BTEC International Level 2 Certificate in Information Technology

Unit Unit title GLH Type How assessed
nu mber
Mandatory units – learners complete and achieve all units
1 Using IT to Su p p ort Infor m atio n
a n d Co m m u nicatio n in 60 Mandatory Set assign m e nt
O rga nisatio ns
Optional units – learners must complete three optional units
2 D ata a n d Spr e a dsh e et M o d elling 60 Option Set assign m e nt
3 Setting u p a Tech n ology Syst e m 60 Option Int ern al
4 Intro ductio n to Co m p ute r 60 Int ern al
Option
N e tw orking
5 Intro ductio n to Progra m m ing 60 Option Int ern al
6 Intro ductio n to Digital Gra p hics 60 Int ern al
Option
a n d Anim atio n
7 Intro ductio n to W e bsit e 60 Int ern al
Option
D evelo p m e n t
8 Intro ductio n to Ap p D evelo p m e nt 60 Option Int ern al
9 Intro ductio n to G a m es D esign 60 Option Int ern al
10 Intro ductio n to D ata b ase Syste ms 60 Option Int ern al

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
10 Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
Pearson BTEC International Level 2 Extended Certificate in Information
Technology
Mandatory units
Th e re ar e 2 m a n d atory u nits, w hich inclu d e 2 se t assign m e nt u nits. Le arn e rs m ust
co m plet e a n d achieve a Pass or a bove in all m a n d atory u nits.

Optional units
Le arn e rs m ust co m plete at le ast fo ur o ptio n al u nits.

Pearson BTEC International Level 2 Extended Certificate in Information

Technology
Unit Unit title GLH Type How assessed
nu mber
Mandatory units – learners complete and achieve all units
1 Using IT to Su p p ort Infor m atio n
a n d Co m m u nicatio n in 60 Mandatory Set assign m e nt
O rga nisatio ns
2 D ata a n d Spr e a dsh e et M o d elling 60 Mandatory Set assign m e nt
Optional units – learners must complete four optional units
3 Setting u p a Tech n ology Syst e m 60 Option Int ern al
4 Intro ductio n to Co m p ute r 60 Int ern al
Option
N e tw orking
5 Intro ductio n to Progra m m ing 60 Option Int ern al
6 Intro ductio n to Digital Gra p hics 60 Int ern al
Option
a n d Anim atio n
7 Intro ductio n to W e bsit e 60 Int ern al
Option
D evelo p m e n t
8 Intro ductio n to Ap p D evelo p m e nt 60 Option Int ern al
9 Intro ductio n to G a m es d esign 60 Option Int ern al
10 Intro ductio n to D ata b ase Syste ms 60 Option Int ern al

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
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Pearson BTEC International Level 2 Diploma in Information Technology
Mandatory units
Th e re ar e 2 m a n d atory u nits, w hich inclu d e 2 se t assign m e nt u nits. Le arn e rs m ust
co m plet e a n d achieve a Pass or a bove in all m a n d atory u nits.

Optional units
Le arn e rs m ust co m plete at le ast six o ptio n al u nits.

Pearson BTEC International Level 2 Diploma in Information Technology

Unit Unit title GLH Type How assessed
nu mber
Mandatory units – learners complete and achieve all units
1 Using IT to Su p p ort Infor m atio n
a n d Co m m u nicatio n in 60 Mandatory Set assign m e nt
O rga nisatio ns
2 D ata a n d Spr e a dsh e et M o d elling 60 Mandatory Set assign m e nt
Optional units – learners must complete six optional units
3 Setting u p a Tech n ology Syst e m 60 Option Int ern al
4 Intro ductio n to Co m p ute r 60 Int ern al
Option
N e tw orking
5 Intro ductio n to Progra m m ing 60 Option Int ern al
6 Intro ductio n to Digital Gra p hics 60 Int ern al
Option
a n d Anim atio n
7 Intro ductio n to W e bsit e 60 Int ern al
Option
D evelo p m e n t
8 Intro ductio n to Ap p D evelo p m e nt 60 Option Int ern al
9 Intro ductio n to G a m es D esign 60 Option Int ern al
10 Intro ductio n to D ata b ase Syste ms 60 Option Int ern al

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
12 Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
Set assign ment units
This is a su m m ary of th e type a n d availa bility of set assign m e n t u nits. For m ore
infor m atio n, se e Section 5 Assessment structure , a n d th e u nits a n d sa m ple assessm e nt
m aterials.

Unit Type Availability

Unit 1: Using IT to • An assign m e n t set by Pe arso n Two available for
Support Information and a n d m arke d by th e ce ntr e. each series.
Com munication in • Th e a dvise d assessm e nt
Organisations p e rio d is 20 h o urs.
• Co m ple te d using a co m p u te r.

Unit 2: Data and • An assign m e n t set by Pe arso n Two available for

Spreadsheet Modelling a n d m arke d by th e ce ntr e. each series.
• Th e a dvise d assessm e nt
p e rio d is 20 h o urs.
• Co m ple te d using a co m p u te r.

Employer involvement in assessment and delivery

Yo u ar e e nco urage d to give le arn e rs o p portu nities to b e involve d with e m ployers.
For m ore infor m atio n, ple ase se e Section 4 Planning your progra mme .

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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3 Units
Understanding your units
Th e u nits in t his sp ecificatio n se t o ut o ur e xp ectatio ns of assessm e n t in a w ay t h at h elps
yo u to pre p are yo ur le arn e rs for assessm e nt. Th e u nits h elp yo u to u n d e rtake
assessm e n t a n d qu ality assura nce effectively.
Each u nit in th e sp ecificatio n is set o ut in a sim ilar w ay. This sectio n e xplains h o w t h e
u nits w ork. It is im p orta n t th at all te ach ers, assessors, in tern al verifie rs a n d oth e r staff
r espo nsible for th e progra m m e revie w t his sectio n.

Section Explanation
Unit nu mber Th e n u m b er is in a se qu e nce in t h e sector. N u m b ers m ay
n ot be se q u e ntial for a n in divid u al q u alificatio n.
Unit title This is th e for m al title th at w e alw ays use, it a pp e ars o n
certificat es.
Level All u nits ar e at Level 2.
Unit type This sh o ws if t h e u nit is in te rn al or assesse d using a
Pe arso n Set Assign m e nt. Se e struct ure infor m atio n in
Section 2 Structure for de tails.
Guided Learning Hours U nits h ave a GLH valu e of 60. This in dicates th e n u m be rs
(GLH) of h o u rs of te aching, direct e d activity a n d assessm e nt
e xp ect e d. It also sh o ws t h e w eigh ting of th e u nit in th e
fin al q u alificatio n gra de.
Unit in brief This is a brief for m al stat e m e nt o n th e co nte nt of th e
u nit t h at is h elpful in u n d e rsta n ding its role in th e
q u alificatio n. Yo u ca n use t his in su m m ary docu m e n ts,
broch u res, e tc.
Unit introduction This is writt e n wit h le arn ers in m in d. It in dicates w hy t h e
u nit is im p orta nt, h o w le arning is structu re d a n d h o w it
m ight b e a p plie d w h e n t h ey progress to e m ploy m e nt or
high e r e ducatio n.
Assessment For in te rn al set assign m e nt u nits, this sectio n stat es
w h et h er se t assign m e nts ar e re q uir e d to b e co m plet e d.
Learning aims Th ese h elp to defin e th e sco p e, style a n d de pth of
le arning of t h e u nit. Yo u ca n se e w h e re le arn ers sh o uld
b e le arning sta n d ard re q uire m e n ts (‘u n de rsta n d’) or
w h er e th ey sh o uld b e actively r ese arching (‘investigat e’).
Yo u ca n fin d o ut m ore a b o ut t h e ve rbs w e use in
le arning aims in Appendix 2: Glossary of terms used .
Su m mary of unit This sectio n h elps te ach e rs to se e at a gla nce t h e m ain
co n te n t are as give n against th e le arning aims a n d th e
structur e of t h e assessm e nt. Th e co nt e nt are as a n d
structur e of assessm e nt m ust be cove re d. Th e for ms of
evid e nce give n are suita ble to fulfil t h e r e quire m e nt.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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 Section Explanation
Content This sectio n sets o u t th e re q uir e d te aching co nt e nt of
t h e u nit. Co nte nt is co m p ulsory e xce pt w h e n sh o w n as
‘e.g.’. Le arn ers sh o uld be aske d to co m ple te su m m ative
assessm e n t o nly afte r th e te aching co nt e nt for t h e u nit
or le arning aim(s) h as b e e n cove re d.
Assessment criteria Each le arning aim h as Pass a n d M erit crit eria. Each
assign m e nt h as at le ast o n e Distinctio n criterio n.
A full glossary of ter ms use d is give n in Appendix 2:
Glossary of terms used. All assessors n e e d to u n d e rsta n d
o ur e xp ectatio ns of t h e t er ms use d.
Distinctio n crite ria r e prese nt o utsta n ding p erfor m a nce
in th e u nit. So m e crit eria r e quire le arn ers to dra w
toge th e r le arning fro m across th e le arning aims.
Essential information This sh o ws t h e m axim u m n u m b er of assign m e nts
for assign ments t h at m ay b e use d for th e u nit to allo w for effective
su m m ative assessm e nt a n d h o w th e assessm e n t
criteria sh o uld b e use d to assess pe rfor m a nce.
For set assign m e nt u nits, t his sectio n will inclu d e
a ny co n ditio ns for taking t h e assign m e nt.
Further information for This sectio n gives yo u infor m atio n to su p p ort th e
teachers and assessors im ple m e n tatio n of assessm e n t. It is im porta nt th at
t his is re a d carefully alo ngsid e th e assessm e nt criteria,
as th e infor m atio n will h elp with in terpr etatio n of t h e
r e quire m e nts.
Resource requirements Any sp ecific reso u rces th at yo u n e e d to be a ble to te ach
a n d assess are liste d in t his sectio n. For infor m atio n o n
su p p ort reso urces, se e Section 10 Resources and support .
Essential information for This sectio n gives guid a nce o n a n d e xa m ples for e ach
assessment decisions le arning aim or assign m e nt of th e e xpectatio ns for Pass,
M e rit a n d Distinctio n sta n d ard.
Assessm ent controls This sectio n gives d e tails of th e rules th at le arn e rs n e e d
to a bid e by w h e n taking th e assessm e nt.
Links to other units and This sectio n sh o ws yo u t h e m ain relatio nships b e tw e e n
other curriculu m subjects diffe r e nt u nits a n d a ny cle ar lin ks to oth er curriculu m
su bjects. This h elps yo u to structu re yo ur progra m m e
a n d m ake best use of availa ble m aterials a n d reso urces.
Employer involvement This sectio n gives yo u infor m atio n o n th e u nits, w hich
ca n be use d to involve le arn ers wit h e m ployers. This will
h elp yo u to id e ntify th e kin d of involve m e nt th at is likely
to be m ost successful.
Opportunities to This sectio n gives yo u guid a nce o n h o w tra nsfera ble
develop transferable e m ploya bility skills m igh t b e develo p e d in te aching a n d
employability skills
assessm e n t of th e u nit.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
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 Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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Index of units
This sectio n co ntains all th e u nits d evelo pe d for th ese qu alificatio ns. Ple ase refer to
pagse 4–5 to ch eck w hich u nits ar e availa ble in all q u alificatio ns in th e infor m atio n
t ech n ology sector.
U nit 1: Using IT to Su p p ort Infor m atio n a n d Co m m u nicatio n in O rga nisatio ns 19
U nit 2: D ata a n d Spr e a dsh e et M o d elling 31
U nit 3: Setting u p a Tech n ology Syst e m 39
U nit 4: Intro ductio n to Co m p ute r N e tw orking 49
U nit 5: Intro ductio n to Progra m m ing 61
U nit 6: Intro ductio n to Digital Gra p hics a n d Anim atio n 71
U nit 7: Intro ductio n to W e bsit e D evelo p m e nt 83
U nit 8: Intro ductio n to Ap p D evelo p m e nt 93
U nit 9: Intro ductio n to G a m es D esign 103
U nit 10: Intro ductio n to D ata b ase Syste ms 115

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
Sp ecificatio n – Issu e 1 – D ece m be r 2023 © Pe arso n Ed ucatio n Limit e d 2023
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 Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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 U NIT 1: U SIN G IT T O S UPP ORT I N F ORMATIO N A N D C O M M U NICATIO N IN O RGA NISATIO NS

Unit 1: Using IT to Support Information and

Com m unication in Organisations

Level: 2
U nit typ e: Pearson Set Assign ment
G uid e d le arning h o urs: 60

Unit in brief
Th e aim of this u nit is to e n a ble le arn e rs to develo p a n u n de rsta n ding of t h e w ays in
w hich infor m atio n t ech n ology ca n provid e valu e to orga nisatio ns, a n d e ngage wit h
stake h old ers.

Unit introduction
D evelo p m e n ts in infor m atio n tech n ology (IT) h ave h a d a significa n t im p act o n th e w ay in
w hich orga nisatio ns o pe rat e. Wh e re o nce IT m ay h ave b e e n co nside re d se p arat e fro m
oth e r p arts of a n orga nisatio n, successful orga nisatio ns n o w int egrate IT syste ms in to
all asp ects of th eir busin ess a n d o pe ratio ns. This u nit h elps le arn e rs to u n de rsta n d t h e
diffe r e nt uses of IT in orga nisatio ns, a n d h o w its effective use ca n co n trib ut e to th e
orga nisatio n’s success a n d im prove m e nt.
In this u nit, yo u will e xplore diffe re n t typ es of orga nisatio n a n d e xa m in e h o w IT h elps
t h e m to m e et t h eir orga nisatio n al n e e ds a n d co m plet e co m m o n busin ess fu nctio ns
effectively. Yo u will e xplore t h e valu e IT provides for a n orga nisatio n a n d its inte rn al
a n d e xt ern al stake h old e rs, e xa m ining w ays in w hich infor m atio n is use d by diffe re nt
stake h old ers, a n d co nsid e ring h o w th at infor m atio n is best prese nte d to th e m to
im prove e ngage m e n t a n d a d d valu e to th e orga nisatio n.
Yo u will resp o n d to a sce n ario a n d pla n a n d d evelo p a n infor m atio n ca m p aign aim e d
at inte rn al a n d e xt ern al stake h old ers.

Assessment
This u nit h as a Pe arso n Set Assign m e nt. Le arn ers m ust co m plete a Pe arso n Se t
Assign m e nt Brief.

Learning aims
In this u nit yo u will:
A Explor e h o w IT m e e ts th e n e e ds of orga nisatio ns
B Pla n a n infor m atio n ca m p aign for a n ide ntifie d orga nisatio n
C Pro duce a n infor m atio n ca m p aign for a n id e n tifie d orga nisatio n.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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U NIT 1: U SIN G IT T O S UPP ORT I N F ORMATIO N A N D C O M M U NICATIO N IN O RGA NISATIO NS

Su m mary of unit
Learning aim Key content areas Assessment approach
A Explor e h o w IT m e e ts A1 B usin ess fu nctio ns a n d
t h e n e e ds of orga nisatio n al n e e ds
orga nisatio ns A2 D ata a n d IT use d in
orga nisatio ns
A3 Co m p ut er syste ms
use d in orga nisatio ns
B Pla n a n infor m atio n B1 Stake h old ers
ca m p aign for a n B2 M e th o ds of
id e ntifie d orga nisatio n This u nit is assesse d
co m m u nicating with
t hro ugh a Pe arso n Set
stake h old ers
Assign m e nt.
B3 Pr e p aring for a n
infor m atio n ca m p aign
C Pro duce a n infor m atio n C1 Pro ducing a n
ca m p aign for a n infor m atio n ca m p aign
id e ntifie d orga nisatio n

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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 U NIT 1: U SIN G IT T O S UPP ORT I N F ORMATIO N A N D C O M M U NICATIO N IN O RGA NISATIO NS

Content
Learning aim A: Explore how IT meets the needs of organisations
A1 Business functions and organisational needs
H o w co m m o n b usin ess fu nctio ns su p p ort th e n e e ds of orga nisatio ns.
• Th e p urp ose of differ e nt orga nisatio ns (co m m ercial b usin esses a n d
n ot-for-profit) in te r ms of providing:
o a service
o a pro duct
o b oth pro ducts a n d se rvices.
• Co m m o n b usin ess fu nctio ns a n d h o w th ey r elat e to th e n e e ds of orga nisatio ns:
o pro ductio n /o p eratio ns to inclu d e – m a n ufactu ring, d elive ry of se rvices,
orde r fulfilm e nt, su p ply ch ain m a n age m e nt, r eso urce m a n age m e nt
o m arke ting a n d sales to inclu d e – m arket r ese arch, a dvertising,
n e w pro duct d evelo p m e nt, custo m e r r elatio ns, pro m otio n al ca m p aigns
o h u m a n r eso u rces to inclu d e – staff recruit m e n t, staff m a n age m e nt,
co m plia nce with e m ploy m e nt la w, p ayroll m a n age m e nt
o acco u n ts a n d fin a nce to inclu d e – b u dget allocatio n, fin a ncial r e porting,
m o nitoring cash flo w, invoicing, acco u nt m a n age m e nt.
A2 Data and IT used in organisations
H o w d ata a n d IT ar e use d in orga nisatio ns a n d th e im p act o n th e success of
a n orga nisatio n.
• Th e m e asura ble valu e of d ata a n d IT:
o im prove m e nt a n d efficie ncy of decisio n m aking
o o ptim ising m a n ufacturing a n d su p ply logistics
o d elive ry a n d im prove m e nt of pro d ucts a n d services
o incre asing profits, e.g. re d ucing costs, re ducing w ast e
o o ptim ising pro ductivity
o incre ase d custo m e r e ngage m e nt a n d satisfactio n, e.g. im prove d bra n d
r ecognitio n, id e ntifying custo m e r n e e ds
o dive rsificatio n.
• H o w d ata a n d IT ar e use d in orga nisatio ns to su p p ort busin ess fu nctio ns:
o a n alysis of tr e n ds
o pr e dictio n of a n d pla n ning for fluctu atio ns in prices, availa bility of r eso u rces
and dem and
o se tting a n d m o nitoring key p e rfor m a nce in dicators (KPIs) a n d qu ality
co n trol m e trics
o custo m e r int eractio n a n d e ngage m e nt
o custo m e r b e h avio ur a n alysis a n d targete d m arke ting.
A3 Computer systems used in organisations
H o w IT syst e ms are use d in orga nisatio ns a n d th e im p act o n th e success of
a n orga nisatio n.
• Th e use of co m pu te r h ard w ar e to su p p ort b usin ess fu nctio ns:
o p e rso n al co m put ers to inclu d e – d eskto ps a n d la pto ps
o m o bile d evices to inclu d e – sm artph o n es, w e ara ble d evices, la pto ps
o p e rip h e ral d evices for syst e m in p ut a n d o utp ut to inclu d e – keybo ards,
se nsors, sca n n e rs, printe rs, projectors, RFID syst e ms

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o accessibility d evices to inclu d e – alte rn ative keyb o ards, sip-a n d-puff syst e ms,
w a n ds a n d sticks, braille e m bosse rs
o storage d evices to inclu d e – USB flash drives, int ern al a n d e xtern al h ard drives,
o ptical drives/ discs.
• Th e use of n e tw orks a n d co m m u nicatio n syste ms to su p p ort busin ess
fu nctio ns:
o t h e co m p o n e nts of a n etw ork to inclu d e – servers (p hysical a n d clo u d), clie nts,
access p oints, infrastructu re /ca bling, ro ut ers
o b e n efits of using n etw orke d syste ms, e.g. r e m ot e w orking, sh ar e d reso u rces,
ce n tral storage, access to a n d m ain te n a nce of data
o dra w b acks of using n etw orke d syste ms, e.g. cost im plicatio ns, security a n d
privacy co ncerns, m ainte n a nce.
• Th e use of softw are to su p p ort busin ess fu nctio ns:
o a p plicatio ns softw ar e, e.g. w ord processing, spre a dsh e e ts, d ata b ases,
gra p hic e diting
o syste m a n d utility softw ar e to inclu de – o p erating syst e ms, a n ti-virus,
fir e w alls, b ack-u p a n d restoratio n, task sch e dule rs
o sp ecialist softw are, e.g. p ayroll, e nte rprise reso u rce m a n age m e nt,
co n te nt m a n age m e nt, project m a n age m e nt tools.

Learning aim B: Plan an information campaign for an identified

organisation
B1 Stakeholders
Th e roles a n d n e e ds of diffe r e nt stake h old e rs.
• Int ern al stake h olde rs:
o sh ar e h old e rs/o w n e rs
o m a n age m e nt
o e m ploye es.
• Ext ern al stake h old ers:
o su p plie rs
o custo m e rs/clie nts
o govern m e nt
o pr essur e gro u ps
o co m m u nities.
• Re aso ns for co m m u nicating with in tern al stake h old ers:
o for m al re p orting to inclu d e – b usin ess pro posals, b usin ess pla ns,
fin a ncial su m m aries, im p act a n alysis, sales re ports
o pla n ning for a n d m a n aging ch a nges within th e orga nisatio n to inclu d e –
n e w or im prove d pro d ucts/services, diversificatio n, ch a nges to m a n ufactu ring
processes, ch a nges to legislatio n, ch a nge of pre m ises, r espo nses to
cyb e rsecurity incid e nts, n e w develo p m e n ts in tech n ologies
o staff training
o infor m ing staff a b o ut co m p a ny p olicy.
• Re aso ns for co m m u nicating with e xtern al stake h old ers:
o a dve rtise m e nt (direct a n d in dir ect m arketing)
o r espo n ding to qu e ries, e.g. price qu eries, issu es wit h a pro d uct, r etu rns
o t ech nical su p p ort
o providing instructio ns.

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B2 Methods of com municating with stakeholders

Th e selectio n a n d use of a p pro priat e m et h o ds for co m m u nicating with diffe r e nt
stake h old ers.
• Int ern al co m m u nicatio ns:
o e m ail
o b usin ess re p orts
o p olicy d ocu m e nts
o n otice b o ard a n n o u nce m e nts (physical a n d virtu al).
• Ext ern al co m m u nicatio ns:
o e m ail, e.g. for m al direct le tt ers, m ailsh ots, p erso n alise d reco m m e n d atio ns
o social m e dia, e.g. pu blic p osts, dir ect m essages, viral ca m p aigns
o targe te d a dvertise m e nts
o p o dcasts
o vid e os.
• Utilisatio n of m ulti-ch a n n el ca m p aigns, i.e. th e use of m ore th a n o n e
co m m u nicatio ns ch a n n el to co m m u nicat e to stake h old ers.
B3 Preparing for an information campaign
Ap pro ach es to pla n ning a n infor m atio n ca m p aign.
• G ath er d ata, interpr et, a n d pre p are d ata for inclusio n in th e ca m p aign,
e.g. AdWords, social m e dia tre n ds, pu blicly availa ble large d ata se ts.
• Pr e p aring a co m m u nicatio ns pla n:
o id e ntifying stake h olde rs a n d targe t a u die nce, e.g. age, ge n de r,
in te rests, inco m e
o m e diu m / platfor m of co m m u nicatio n to b e use d for ide ntifie d stake h old e rs
o cre ating keyw ord strategies
o pla n ning co nte nt a p pro priat e to:
– ch ose n m e diu m / platfor m
– targe t a u die nce
– key m essages
– bra n d/co m p a ny im age.
o pla n ning a se ries of relat e d co m m u nicatio ns to r eve al infor m atio n / build
in te rest over tim e, e.g. m ultiple r elat e d posts/tw e e ts, te ase r a dve rts
o r ese arch relate d to pu blishing sch e dule to inclu d e:
– b est tim e to p u blish social m e dia p osts
– typ es of co n te n t th at ge n erat e best e ngage m e nt at diffe re n t tim es
– cre ating a p u blishing sch e dule to inclu de – typ e of co n te n t, fre qu e ncy,
d ay a n d tim e.

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Learning aim C: Produce an information campaign for an identified

organisation
C1 Producing an information campaign
• Co nsid eratio ns w h e n co m m u nicating with intern al a n d e xte rn al stake h olde rs:
o m aintaining privacy a n d security
o to n e of voice
o pr ese n ting to differ e nt tech nical a n d n o n-t ech nical stake h old ers, e.g. w h e n
to use t ech nical la ngu age or jargo n, e m ph asis o n diffe re n t infor m atio n
o m aintaining co m p a ny im age / bra n d id e n tity
o clarity of infor m atio n
o inclusio n a n d diversity.
• Pr ese nting infor m atio n in diffe re n t w ays for diffe re nt a u die nces:
o writte n infor m atio n
o gra p hs
o infogra phics
o im ages
o vid e o a n d a nim atio n.
• Utilising fe atur es of diffe re nt platfor ms a n d m e diu ms for co m m u nicatio n
to im prove re ach a n d im p act:
o cookies
o lin ks
o h ash tags/keyw ords
o p olls
o a u die nce targeting
o co m m e n ts
o d escriptio ns.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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Assessment criteria
Pass Merit Distinction
Learning aim A: Explore how IT meets the needs of
organisations
A.P1 O utlin e t h e busin ess A.M1 D escrib e h o w d ata A.D1 Evalu ate t h e valu e of
n e e ds of a n id e n tifie d a n d co m put er d ata a n d co m pu te r
orga nisatio n. syste ms provid e syste ms a n d th eir
A.P2 O utlin e h o w d ata a n d m e asura ble valu e p ote ntial im p act o n a n
co m p ut er syste ms for a n id e ntifie d id e ntifie d orga nisatio n
su p p ort th e b usin ess orga nisatio n. in relatio n to th eir
fu nctio ns of a n b usin ess n e e ds.
id e ntifie d
orga nisatio n.
Learning aim B: Plan an information campaign for an
identified organisation
B.P3 Pro duce a b asic B.M2 Pro duce a d etaile d B.D2 Pro duce a
co m m u nicatio ns pla n a n d effective co m pre h e nsive
for a n infor m atio n co m m u nicatio ns pla n co m m u nicatio ns pla n
ca m p aign. for a n infor m atio n for a n infor m atio n
B.P4 Pr e p are infor m atio n ca m p aign th at will ca m p aign th at will use
for int ern al a n d use a ra nge of a ra nge of infor m atio n,
e xte rn al stake h old ers infor m atio n, platfor ms a n d m e diu ms.
r e a dy for inclusio n in platfor ms a n d
a ca m p aign. m e diu ms.
Learning aim C: Produce an information campaign for
an identified organisation
C.P5 Co m m u nicat e C.M3 Im ple m e nt a
infor m atio n to d e taile d infor m atio n C.D3 Im ple m e nt a
in te rn al stake h old ers ca m p aign to co m pre h e nsive a n d
using a n a p pro priate co m m u nicat e wit h effective infor m atio n
m eth o d as p art of in te rn al a n d e xte rn al ca m p aign to
a n infor m atio n stake h old ers m aking co m m u nicat e wit h
ca m p aign. use of a ra nge of in te rn al a n d e xte rn al
C.P6 Co m m u nicat e infor m atio n, stake h old ers using of
infor m atio n to platfor ms a n d a ra nge of infor m atio n,
e xte rn al stake h old ers m e diu ms. platfor ms a n d m e diu ms.
using a n a p pro priate
m eth o d as p art of
a n infor m atio n
ca m p aign.

Essential information for assign ments

This u nit is assesse d using a Pe arso n Set Assign m e nt Brief. A set assign m e nt m ust be
use d to assess le arn ers.

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Further information for teachers and assessors

Resource requirements
For t his u nit, le arn e rs m ust h ave access to n etw orke d co m put er syst e ms wit h access to
t h e in te rn e t. Le arn ers will n e e d access to:
• co n te n t cre atio n tools, e.g. gra phic e diting softw are, a u dio e diting,
vid e o e diting
• office pro ductivity softw are, e.g. w ord processing, spr e a dsh e ets
• e m ail softw ar e
• in te rn e t access inclu ding access to m e trics/ a n alytics fro m social m e dia.

Essential information for assessment decisions

Learning aim A
For Distinction standard, in th eir evalu atio n le arn e rs m ust co nside r th e valu e of d ata
a n d co m put er syste ms to a n ide ntifie d orga nisatio n. Th ey sh o uld co nsid e r t h e e xte n t to
w hich use of d ata a n d co m put er syst e ms im p acts o n t h e orga nisatio n a n d e n a bles th e m
to m e et th eir b usin ess n e e ds. Le arn e rs sh o uld e xplore th e ‘valu e’ to a co m p a ny b oth in
t er ms of m o n etary valu e, e.g. h o w it h elps save m o n ey or co ntributes to im prove d profit
a n d in te r ms of m ore a bstract valu e, e.g. im prove d custo m er e xp e rie nce, bra n d
r ecognitio n. As p art of th e evalu atio n le arn ers sh o uld draw co nclusio ns as to t h e
p ote ntial im p act th ese h ave o n t h e id e ntifie d orga nisatio n a n d its stake h old ers.
Th e le arn ers’ co nclusio ns m ust b e su p port e d with r eleva nt e xa m ples.
For Merit standard, le arn e rs m ust provid e d etaile d d escriptio ns of h o w d ata a n d
co m p ut er syste ms ar e use d in a n id e ntifie d orga nisatio n a n d in d ustry. Th eir d escriptio ns
sh o uld inclu d e infor m atio n as to h o w th e id e n tifie d d ata an d syst e ms provid e
m e asura ble valu e for a n id e n tifie d orga nisatio n. For e xa m ple, le arn ers m ay describ e
h o w sp ecific sales d ata is use d by a su p er m arket to o ptim ise stock levels a n d su p ply
ch ains a n d a dvertise stock, or h o w th e busin ess m akes use of user fe e d b ack d ata to
im prove th e q u ality of go o ds a n d services.
For Pass standard, le arn e rs sh o uld o utlin e th e n e e ds of a n id e n tifie d orga nisatio n. Th ey
sh o uld co nsid er th e core p urp ose(s) of t h e busin ess, i.e. if it is a service or pro d uct-b ase d
b usin ess a n d th e co m m o n b usin ess fu nctio ns th at infor m th e busin ess n e e ds.
Le arn e rs sh o uld also o u tlin e h o w d ata a n d co m p ut er syste ms su p p ort th e busin ess
fu nctio ns of a n id e n tifie d orga nisatio n. Th eir o utlin e sh o uld m ake r efere nce to specific
co m p ut er syste ms a n d d ata th at m ight b e use d in t h e orga nisatio n. W hile th ese sh o uld
b e releva nt to th e ide ntifie d b usin ess or sector, at this level it is likely th at th e re will b e
a n u m be r of ge n eric e xa m ples.

Learning aim B
For Distinction standard, le arn ers m ust pro duce co m pre h e nsive co m m u nicatio ns
pla ns for a n infor m atio n ca m p aign. Th eir pla ns sh o uld provide d etaile d cove rage of a
ra nge of infor m atio n, platfor ms, a n d m e diu ms t h ey inte n d to use to co m m u nicat e th e
infor m atio n for th e ca m p aign to id e n tifie d stake h old ers.
Th e pla n sh o uld inclu d e a ratio n ale for th eir pla n ning d ecisio ns, w hich is w ell-re aso n e d
with su p p orting evid e nce. Th e pla n m ust:
• provid e details of th e int ern al a n d e xtern al stake h old ers th at will b e targe te d
in th e ca m p aign, d e m o nstrating a goo d u n d ersta n ding of th e n e e ds of t h e
id e ntifie d target a u die nce
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• provid e a su p p orte d justificatio n for t h e m e diu m / platfor m of co m m u nicatio n to

b e use d to co m m u nicate with th e id e ntifie d stake h old ers, effectively explaining
t h e key to ols a n d fe at ures t h ey will m ake use of
• provid e details of a n effective a n d a p pro priat e keyw ord strategy th ey will use in
t h e ca m p aign providing effective justificatio n for th e strategy ch ose n
• co n tain co n te n t for a series of r elat e d a n d effective co m m u nicatio ns to r eve al
infor m atio n/ b uild inte rest over tim e, e.g. m ultiple relate d p osts/tw e ets,
t e aser a dverts
• co n tain a de taile d p u blishing sch e dule for t h e co m m u nicatio ns t h ey inte n d
to cre at e.
Th e ra nge of infor m atio n, platfor ms, a n d m e diu ms re quire d to b e effective will vary
d e p e n ding o n th e typ e of ca m p aign. For e xa m ple, d e pe n ding o n th e ca m p aign a n d
targe t a u die nce, a n effective ca m p aign m ight r e q uire o nly t h e use of tw o platfor ms,
e.g. e m ail a n d social m e dia or it m ight re q uir e th e use of m or e. If a n id e ntifie d ca m p aign
o nly r e quires a sm all n u m b er of platfor ms to b e use d, th e ca m p aign ca n still effectively
use a n u m be r of differ e n t w ays to prese n t infor m atio n a n d e ngage with stake h old e rs
using th ose m e diu ms.
At this level th e pla n sh o uld be a p pro priate for use in a ra nge of settings, i.e. for use by
a co nt e n t pro d uctio n te a m to im ple m e nt t h e ca m p aign a n d also for se nior m a n age m e n t
in th e b usin ess to m ake d ecisio ns a b o u t th e ca m p aign pla n n e d. Th eir ratio n ale sh o uld
m ake cle ar refe re nce to th e n e e ds of th e targete d stake h olde rs a n d th e n e e ds of th e
b usin ess as a p pro priate.
For Merit standard, le arn e rs m ust pro d uce a d e taile d a n d effective co m m u nicatio ns
pla n for a n infor m atio n ca m p aign. Th eir pla ns sh o uld provid e de tails of th e ra nge of
infor m atio n, platfor ms, a n d m e diu ms th ey int e n d to use to co m m u nicat e th e
infor m atio n for th e ca m p aign to id e ntifie d stake h old ers.
Th e pla n sh o uld inclu d e a ratio n ale for th eir pla n ning d ecisio ns, w hich is ge n erally
w ell-re aso n e d b ut m ay n ot alw ays b e fully co nvincing or su p p orte d.
Th eir pla ns m ust:
• provid e details of th e int ern al a n d e xtern al stake h old ers th at will b e targe te d
in th e ca m p aign, d e m o nstrating a so u n d u n dersta n ding of th e n e e ds of th e
id e ntifie d target a u die nce
• e xplain t h e m e diu m / platfor m of co m m u nicatio n to be use d to co m m u nicat e
with t h e id e ntifie d stake h old ers, id e n tifying th e key tools a n d fe atur es th ey will
m ake use of, a n d th eir re aso ns for ch o osing t h e m
• provid e a n e xpla n atio n of th e keyw ord strategy th ey will use in t h e ca m p aign
• co n tain co n te n t for a series of r elat e d co m m u nicatio ns to r eve al
infor m atio n/ b uild inte rest over tim e, e.g. m ultiple relate d p osts/tw e ets,
t e aser a dverts
• co n tain a pu blishing sch e dule for th e co m m u nicatio ns th ey int e n d to cr e at e.
Th e ra nge of infor m atio n, platfor ms, a n d m e diu ms re quire d to b e effective will vary
d e p e n ding o n th e typ e of ca m p aign. For e xa m ple, a n effective ca m p aign m ay o nly m ake
use of tw o platfor ms (e m ail a n d social m e dia) b ut m ight effectively use several diffe re n t
w ays to pr ese nt infor m atio n a n d e ngage wit h stake h olde rs using th ose m e diu ms.
At this level th e pla n will b e m ostly a p pro priate for use in a ra nge of settings but
t h er e m ay b e so m e ch oices th at will b e less effective for th eir in te n d e d p u rpose.
Th eir ratio n ale will m ake refere nce to th e n e e ds of th e target e d stake h old e rs
a n d th e n e e ds of th e b usin ess bu t th ese m ay n ot alw ays be e xplore d in d etail.
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For Pass standard, le arn e rs sh o uld pro duce a co m m u nicatio ns pla n for a n infor m atio n
ca m p aign. Th eir pla n m ust co n tain d etails of:
• t h e m e diu m / platfor m of co m m u nicatio n to b e use d to co m m u nicat e wit h th e
id e ntifie d stake h olde rs
• t h e key to ols a n d fe at ures t h ey will m ake use of
• d e tails of t h e keyw ords to be use d in th e ca m p aign
• pla ns for a series of relat e d co m m u nicatio ns, e.g. m ultiple r elat e d posts/tw e ets,
t e aser a dverts
• a b asic p u blishing sch e d ule.
Th e le arn er m ust h ave id e ntifie d m ultiple platfor ms a n d a u die nce m e m b ers, b ut t h ese
m ay n ot alw ays b e th e m ost a p pro priate or m ay lack th e de tail n e e d e d to fully infor m
t h e cre atio n/im ple m e ntatio n of a n effective ca m p aign.
Le arn e rs sh o uld pre p are infor m atio n for int ern al a n d e xte rn al stake h old e rs re a dy for
inclusio n in a ca m p aign. While t h e d ata ch ose n m ay n ot b e fully a p pro priate at this level
to be co nsid er e d ‘effective’ or ‘co nvincing’ th e re sh o uld be cle ar evid e nce th at t h ey h ave
take n in to co nsid eratio n so m e of t h e key ch aracte ristics of th e target a u die nce. For
e xa m ple, le arn ers m ay h ave ch ose n to provid e d ata th at infor ms m a n age m e nt a bo ut
profits over tim e, but th e infor m atio n e xtracte d m ay also co n tain too m uch d ata a b o ut
in divid u al sales, rat h e r th a n high-level strategic infor m atio n.
Th ey sh o uld inclu de a ratio n ale th at att e m pts to e xplain re aso ns for th e pla n ning
d ecisio ns th ey h ave m a d e, bu t this will n ot alw ays b e fully co nvincing or su p port e d.

Learning aim C
Le arn e rs ar e n ot e xp ecte d to use live social m e dia platfor ms for this task. Evid e nce using
offlin e/sim ulat e d e nviro n m e nts or m ock-u ps is acce pta ble.
For Distinction standard, le arn ers m ust im ple m e nt a co m pre h e nsive a n d effective
infor m atio n ca m p aign as id e ntifie d in t h eir pla ns. Th ey sh o uld m ake effective use
of tools a n d fe atu res provid e d t hro ugh t h eir ch ose n m e diu m a n d platfor m. It w o uld
b e e xpecte d t h at w hile diffe r e nt co m m u nicatio ns in t h e ca m p aign m ay b e targeting
diffe r e nt stake h old e rs, th ey will cle arly for m a co h esive p art of a large r ca m p aign.
It w o uld be e xpect e d th at th ey all h ave cle ar bra n d id e n tity, in a d ditio n to effective
co m m u nicating to th e target e d stake h old er.
For Merit standard, le arn e rs m ust im ple m e nt th eir pla n, by cr e ating th e
co m m u nicatio n m aterials th ey h ave pla n n e d. Le arn ers’ evid e nce sh o uld d e m o nstrat e
a go o d u n d ersta n ding of t h e to ols being use d. Th e selectio n of co n te nt, m e diu m a n d
platfor m sh o uld b e a p pro priate for th e in te n d e d task. H o w ever, it m ay b e th e case t h at
w hile m ost ar e a p pro priat e th er e m ay still b e so m e fe atur es ch ose n t h at are less
effective or less a p pro priate for t h e in te n d e d pu rpose.
For Pass standard, le arn e rs m ust im ple m e nt th eir pla n by cre ating t h e m ate rials to
co m m u nicat e infor m atio n to in te rn al a n d e xte rn al stake h olde rs. In b oth cases th e w ay
in w hich th ey co m m u nicate, in t er ms of tools, platfor ms ch ose n a n d qu ality, sh o uld b e
ge n e rally a p pro priat e, h o w ever t h er e m ay b e so m e issu es. For e xa m ple, as p art of th eir
ca m p aign, t h ey m ay h ave selecte d to co m m u nicate sales infor m atio n to investors, a n d
w hile th e infor m atio n th ey provide m ay b e accu rate, th ey m ay h ave use d ta bles of
infor m atio n, w h er e gra p hs or info-gra phics w o uld h ave be e n m ore a ppro priat e.

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 U NIT 1: U SIN G IT T O S UPP ORT I N F ORMATIO N A N D C O M M U NICATIO N IN O RGA NISATIO NS

Assessment controls
Tim e: this assign m e n t h as a reco m m e n d e d tim e p erio d. This is for a dvice o nly a n d ca n
b e a djust e d de p e n ding o n th e n e e ds of le arn e rs.
Su pe rvisio n: yo u sh o uld b e co nfide nt of t h e a u th e nticity of le arn ers’ w ork. This m ay
m e a n th at le arn e rs sh o uld b e su pe rvise d.
Reso u rces: all le arn ers sh o uld h ave access to th e sa m e typ es of r eso urce to co m plet e
t h e assign m e nt.
Rese arch: le arn ers sh o uld b e give n th e o p p ortu nity to carry o ut r ese arch o utsid e of th e
le arning co nt e xt if re quir e d for th e assign m e n t.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 2: D ata a n d Spr e a dsh e et M o d elling
• U nit 6: Intro ductio n to Digital Gra phics a n d Anim atio n
• U nit 7: Intro ductio n to W e bsite D evelo p m e n t
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Employer involvement
This u nit w o uld be n efit fro m e m ployer involve m e nt in th e for m of:
• gu est spe akers a n d in tervie w o p p ortu nities
• w ork e xp e rie nce
• b usin ess m ate rial as e xe m plars
• visits to a p pro priate busin ess orga nisatio ns.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in rese arch
a n d pla n ning, pro ble m-solving, respo nsibility, a n d co m m u nicatio n.

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 U NIT 2: D ATA A N D SPREA DSH EET M O DELLIN G

Unit 2: Data and Spreadsheet Modelling

Level: 2
U nit typ e: Pearson Set Assign ment
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs will investigate th e ch aract eristics of d ata a n d infor m atio n a n d h o w infor m atio n
ca n h elp orga nisatio ns in d ecisio n m aking. Th ey will use d ata m a nipulatio n m eth o ds to
cre ate a d ash b o ard to pr ese n t a n d dra w co nclusio ns fro m infor m atio n.

Unit introduction
To m ake decisio ns, orga nisatio ns collect vast a m o u n ts of d ata fro m a ra nge of differ e nt
so u rces. O rga nisatio ns n e e d to use a p pro priate d ata-collectio n m e th o ds to e nsur e th at
t h e d ata is of sufficie nt q u ality to e n a ble d ecisio n m aking. D ata m ust th e n be co nverte d
in to infor m atio n to b eco m e useful.
Le arn e rs will e xplor e th e diffe re n t d ata m a nip ulatio n m et h o ds th at ca n b e use d to
ch a nge th e w ay th at d ata is pr ese n te d. Le arn ers will provid e su m m aries of give n
d ata a n d pr ese nt th e m in a d ash b o ard th at will allo w orga nisatio ns to m ake effective
d ecisio ns. It is u p to th e d ata user to look at th e infor m atio n a n d dra w co nclusio ns,
so h o w th e infor m atio n is pr ese nt e d is key to e nsu ring th at effective a n d accurate
d ecisio ns are m a d e.
In this u nit, le arn e rs will stu dy th e diffe re n t prese ntatio n fe atur es th at ca n be use d
to e nsu re t h at infor m atio n is u n de rsto o d cle arly in a n o bjective w ay so th at it is n ot
m isinte rpr et e d.

Assessment
This u nit h as a Pe arso n Set Assign m e nt. Le arn ers m ust co m plete a Pe arso n Se t
Assign m e nt Brief.

Learning aims
In this u nit yo u will:
A U n d ersta n d th e role of d ata a n d infor m atio n in orga nisatio ns
B Cr e ate a d ash b o ard using d ata m a nip ulatio n m e th o ds
C Revie w th e effective n ess of th e d ash bo ard to provid e infor m atio n.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A U n d ersta n d th e role of A1 Processing infor m atio n
d ata a n d infor m atio n A2 D ata so u rces a n d
in orga nisatio ns ch aract eristics
A3 Q u ality of d ata a n d its
im p act o n d ecisio n
m aking
B Cr e ate a d ash b o ard B1 D ata processing
using d ata m a nip ulatio n m eth o ds
This u nit is assesse d
m eth o ds B2 Pro ducing a d ash bo ard t hro ugh a Pe arso n Set
Assign m e nt.

C Revie w th e effective n ess C1 Dra wing co nclusio ns

of th e d ash b o ard to C2 Revie w d ash bo ard a n d
provid e infor m atio n pr ese n tatio n m eth o ds

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Content
Learning aim A: Understand the role of data and information in
organisations
A1 Processing information
Id e n tificatio n a n d t h e ch aracte ristics of d ata, a n d h o w its processe d into infor m atio n.
• Ch aract eristics of raw data: n o m e a ning, structu re or co nt e xt, u n processe d.
• D ata pre p aratio n processes, e.g. d ata cle a nsing, d ata re d u n d a ncy,
n or m alisatio n.
• Ch aract eristics of infor m atio n inclu ding m e a ning, structur e, co n te xt.
A2 Data sources and characteristics
Ch aract eristics of d ata fro m differ e nt so u rces, a n d th eir usefuln ess for providing
infor m atio n.
• So urces of d ata a n d h o w t h ey ca n b e use d to provid e infor m atio n:
o social m e dia, e.g. user pr efe re nces, de m ogra p hics
o sh o p loyalty sch e m es, e.g. custo m er sh o p ping h a bits
o ATM /cash m achin es, e.g. custo m er services
o ce nsus, se nsors, e.g. eco n o m ic a n d social
o se arch e ngin e d ata, e.g. custo m er sh o p ping h a bits
o m o bile p h o n e n e tw orks, e.g. usage.
• D ata ch aract eristics a n d r elia bility co nsid e ratio ns:
o d ata collectio n inclu ding prim ary, seco n d ary data
o size a n d co m ple te n ess of d ata sets
o d ata co nsiste ncy such as w ays in w hich d ata is r ecord e d,
e.g. d ate for m at, n u m be r for m at, curr e ncy.
A3 Quality of data and its impact on decision making
Factors th at affect th e qu ality of d ata a n d th e data m o delling a n d th e im p act o n
d ecisio n m aking.
• Q u ality of d ata:
o so u rce a n d d ata collectio n m e th o d
o co m plet e n ess of t h e d ata
o d ata accuracy
o age of th e d ata.
• D ata m o delling a n d its im p act o n decisio n m aking:
o a dve rtising/ m arketing, e.g. im prove d m arke ting targe ting a n d sales
o custo m e r e ngage m e nt/se rvices, e.g. im prove d custo m e r se rvices
o p e rfor m a nce a n d o p eratio ns, e.g. im prove d pro d uctivity a n d sales
o fin a ncial m a n age m e nt, e.g. strat egic m a n age m e nt
o pr e dictive a n alytics, e.g. selling stocks a n d sh ares
o d e m ogra phic a n alysis, e.g. m arke ting ca m p aign.

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Learning aim B: Create a dashboard using data manipulation methods

B1 Data processing methods
Ap plying d ata processing m eth o ds for differ e nt p urposes.
• Re aso ns for processing d ata, e.g. d ecisio n m aking in relatio n to b usin ess
processes, custo m er services, sales-forecasting.
• Pr ese nting d ata:
o d ata types, e.g. t e xt, cu rr e ncy
o for m atting cells, e.g. colo urs, align m e nt, borde rs
o oth e r for m atting, e.g. t ext wra p, m e rge
o ch arts, e.g. colu m n, lin e, pie, are a, scatter, su n bu rst, pivot ta bles.
• D ata m a nipulatio n m eth o ds:
o im p orting d ata
o for m ula e, e.g. =A2+B2
o fu nctio ns, e.g. =SU M( A2:A33), =AVERAGE(A2:A33), =M AX(A2:A33)
o d ecisio n-m aking fu nctio ns, e.g. if, w h atif, su m if
o lo oku p fu nctio ns, e.g. vlo oku p, hlo oku p, m atch, in d e x
o co u nt fu nctio ns, e.g. co u ntbla n k, co u n tif
o logical o p erators, e.g. n ot, a n d, or
o sort, e.g. m ultiple colu m ns a n d valu es
o filt e r, e.g. gre ater th a n, e q u als.
• O th e r d ata processing m eth o ds:
o a bsolut e a n d relative cell r efere ncing
o m acros
o d ata valid atio n
o w orksh e ets, e.g. lin king w orksh e ets
o alt ern ative vie ws, e.g. hiding a n d u n hiding cells, fr e e zing a n d split pla n es
o co n ditio n al for m atting, e.g. colo u r-b ase d for m atting.
B2 Producing a dashboard
M e th o ds for pr ese nting infor m atio n in a d ash bo ard.
• Sh o w d ata su m m aries fro m t h e d ata se t:
o totals
o co u nt
o p e rce n tage
o br e akd o w n, e.g. fin a nce, sales, bu dget
o p e rfor m a nce, e.g. social m e dia, custo m e r re te ntio n rate
o allocatio ns, e.g. tim e, b u dget.
• Pr ese ntatio n m eth o ds:
o ta bles
o gra p hs or ch arts, e.g. dyn a m ic ch arts or gra phs
o pivot ta bles or ch arts
o sp arklin es
o ra dio bu tto ns
o ch eckb oxes.

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 U NIT 2: D ATA A N D SPREA DSH EET M O DELLIN G

• Pr ese ntatio n fe atur es:

o fo nt size, style a n d colo u r
o cell b ord ers a n d sh a ding
o gra p hics/ a nim atio n
o titles, ove rall a n d sectio n titles
o la b elling a n d d ata for m atting.

Learning aim C: Review the effectiveness of the dashboard to provide

information
Effective n ess of th e d ash b o ard to e n a ble use rs to draw co nclusio ns.
C1 Drawing conclusions
• Ch aract eristics of diffe re nt typ es of infor m atio n:
o tre n ds
o p atte rns
o a n o m alies.
C2 Review dashboard and presentation methods
Effective n ess of d ata m a nip ulatio n m eth o ds to e n a ble d ecisio n m aking.
• D ash bo ard infor m atio n:
o infor m atio n is n ot m isint erpre te d
o infor m atio n is n ot biase d
o in accurate co nclusio ns ar e n ot m a de.
• Pr ese ntatio n m eth o ds:
o for m co n trols, e.g. dro pd o w n m e n us, spin n e rs
o ta bles
o gra p hs or ch arts, e.g. dyn a m ic ch arts or gra phs
o pivot ta bles or ch arts
o sp arklin es
o ra dio bu tto ns
o ch eckb oxes
o co n ditio n al for m atting
o allocatio ns, e.g. tim e, b u dget.

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U NIT 2: D ATA A N D SPREA DSH EET M O DELLIN G

Assessment criteria
Pass Merit Distinction
Learning aim A: Understand the role of data and
information in organisations A.D1 An alyse differe nt
A.P1 Id e n tify differ e nt A.M1 D escrib e differe nt w ays d ata is
w ays d ata is collecte d w ays d ata is collecte d collecte d a n d use d
a n d use d by a n d use d by by orga nisatio ns
orga nisatio ns orga nisatio ns a n d its im p act o n
a n d its im p act o n a n d its im p act o n d ecisio n-m aking.
d ecisio n-m aking. d ecisio n-m aking.
Learning aim B: Create a dashboard using data
manipulation methods
B.P2 D e m o nstrate th e B.M2 D e m o nstrate th e B.D2 D e m o nstrate th e
use of so m e b asic use of d etaile d use of co m ple x
d ata m a nipulatio n d ata m a nipulatio n d ata m a nipulatio n
m eth o ds to m eth o ds to m eth o ds a n d d ata
pr ese n t d ata. pr ese n t d ata. pr ese n tatio n
B.P3 D e m o nstrate th e B.M3 D e m o nstrate th e m eth o ds to provid e
use of b asic d ata use of a ra nge of a cle ar a n d accurate
pr ese n tatio n d ata prese ntatio n su m m ary of d ata o n
m eth o ds to d evelo p m eth o ds to provid e t h e d ash b o ard.
a su m m ary of d ata a cle ar su m m ary of
o n th e d ash b o ard. d ata o n th e
d ash b o ard.
Learning aim C: Review the effectiveness of the
dashboard to provide information C.D3 Evalu ate t h e
C.P4 Explain h o w th e C.M4 Assess th e effective n ess of
d ash b o ard prese nts effective n ess of t h e d ash b o ard to
infor m atio n. t h e d ash b o ard to pr ese n t infor m atio n.
pr ese n t infor m atio n.

Essential information for assign ments

This u nit is assesse d using a Pe arso n Set Assign m e nt Brief. A set assign m e nt m ust be
use d to assess le arn ers.

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Further information for teachers and assessors

Resource requirements
For t his u nit, le arn e rs m ust h ave access to:
• a wid e ra nge of rese arch reso u rces, largely te xt a n d inte rn e t b ase d. Th e re are
m a ny fre e-to-use d ata se ts availa ble
• in d ustry sta n d ard softw ar e, such as spre a dsh e e ts, a n d access to sufficie nt
secur e storage sp ace to co m plet e th e a n alysis.

Essential information for assessment decisions

Learning aim A:
For Level 2 Distinction, le arn e rs m ust e xa m in e d ata collectio n m eth o ds use d a n d draw
b ala nce d, re aso n e d co nclusio ns as to th e im p act o n decisio n-m aking, using a wid e ra nge
of releva nt e xa m ples a n d d e m o nstrating a so u n d u n de rsta n ding of t h e lin k be tw e e n t h e
d ata collectio n m e th o ds a n d th e qu ality of d ata.
For Level 2 Merit, le arn ers m ust e xa m in e d ata collectio n m et h o ds use d by
orga nisatio ns a n d th eir effect o n d ecisio n-m aking, providing so m e releva n t e xa m ples
a n d d e m o nstrating a n u n de rsta n ding of th e lin k b etw e e n th e d ata collectio n m et h o ds
a n d q u ality of d ata.
For Level 2 Pass, le arn e rs m ust e xa m in e d ata collectio n m e th o ds use d by orga nisatio ns
a n d th e w ays th ey are use d to aid decisio n-m aking, using e xa m ples to illustrat e th eir
vie ws. Th ey will sh o w so m e lin ks b etw e e n th e d ata collectio n m e th o ds a n d th eir
usefuln ess to aid d ecisio n-m aking.

Learning aim B
For Level 2 Distinction, le arn e rs m ust select a n d use effective a n d releva nt m e th o ds
to accu rately m a nip ulate a ra nge of d ata to provid e a cle ar a n d accurate su m m ary of
d ata o n th e d ash bo ard. M et h o ds use d sh o uld inclu d e co m ple x for m ulas, fu nctio ns a n d
a u to m ate d fe atu res, e.g. d ecisio n-m aking fu nctio ns, lo oku p fu nctio ns, co u nt fu nctio ns.
Th e d ash b o ard sh o uld co n tain a wid e ra nge of cle ar a n d accu rate su m m aries of t h eir
m a nipulate d d ata. Th ese co uld inclu d e ch arts or gra phics, ta bles, pivot ta bles a n d/or
sp arklin es.
For Level 2 Merit, le arn ers m ust select a n d use a ra nge of releva nt m e th o ds to
m a nipulate t h e d ata. This inclu d es th e use of so m e a dva nce d for m ulas a n d fu nctio ns
a n d a u to m ate d fe atu res, e.g. b utto ns/ m acros, dro p d o w n m e n us to sh o w a diffe re n t
asp ect of th e d ata. Le arn ers m ust provid e cle ar su m m aries of d ata o n th e d ash bo ard
using a ra nge of pr ese ntatio n m et h o ds, e.g. diffe re nt ch arts/gra p hs, tables, pivot ta bles.
Th ese m ust be use d a ppro priat ely in m ost places to co m m u nicate effective infor m atio n.
For Level 2 Pass, le arn e rs m ust select a n d use a ra nge of b asic d ata m a nip ulatio n
m eth o ds, such as Su m a n d Average, a n d inclu d e so m e a dva nce d fu nctio ns, such as
lo oku p fu nctio ns. Th e dash b o ard m ust h ave su m m aries of th eir m a nip ulate d d ata
t h at incorporates m ostly a p pro priat e pr ese ntatio n m e th o ds, inclu ding diffe r e nt
ch arts/gra phs a n d ta bles. So m e prese ntatio n m e th o ds use d m ust b e a p pro priat e
for th e d ata being sh o w n a n d m ake use of suita ble pr ese ntatio n fe at ures o n th eir
d ash b o ard in m ost places.

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Learning aim C
Le arn e rs revie w th e d ash b o ard a n d its ca p acity to sh o w a p pro priat e infor m atio n to
e n a ble d ecisio n-m aking.
For Level 2 Distinction, le arn e rs m ust ju dge th e ca p acity of th e d ash bo ard to prese nt
infor m atio n th at e n a bles a ra nge of sp ecific, releva nt, a n d cle ar co nclusio ns to b e draw n,
such as tre n ds, p atte rns a n d possible a n o m alies.
Le arn e rs m ust m ake re aso n e d ju dge m e nts as to th e effective n ess of th e d ash b o ard
to e n a ble accu rat e co nclusio ns to b e draw n. Th eir evalu atio n sh o uld co nsid er h o w
infor m atio n w as prese nt e d, a n d th e m et h o ds a n d fe atu res use d to e nsu re t h e
infor m atio n w as n ot biase d, or likely to b e m isu n d erstoo d.
For Level 2 Merit, le arn ers m ust e xa m in e th e ca p acity of th e d ash b o ard to draw sp ecific
a n d releva nt co nclusio ns. This m ust inclu de so m e tr e n ds or p att erns. Le arn e rs m ust
sh o w a n u n d ersta n ding of t h e effective n ess of th e pr ese ntatio n fe atu res th ey h ave use d
to e nsu re t h e infor m atio n o n t h e d ash bo ard w as n ot biase d or m isu n d e rsto o d.
For Level 2 Pass, le arn e rs m ust e xa m in e th e ca p acity of th e d ash bo ard to e n a ble
sim ple, m ostly accurate co nclusio ns to be draw n. Th ese m ust inclu de tr e n ds
a n d p att erns.
Le arn e rs m ust in dicat e t h e pr ese n tatio n m e th o ds use d, a n d sh o w h o w t h ey le a d to
t h ese co nclusio ns being m a d e.

Assessment controls
Tim e: this assign m e n t h as a reco m m e n d e d tim e-p erio d. This is for a dvice o nly a n d ca n
b e a djust e d de p e n ding o n th e n e e ds of le arn e rs.
Su pe rvisio n: yo u sh o uld b e co nfide nt of t h e a u th e nticity of le arn ers’ w ork. This m ay
m e a n th at le arn e rs sh o uld b e su pe rvise d.
Reso u rces: all le arn ers sh o uld h ave access to th e sa m e typ es of r eso urce to co m plet e
t h e assign m e nt.
Rese arch: le arn ers sh o uld b e give n th e o p p ortu nity to carry o ut r ese arch o utsid e of th e
le arning co nt e xt if re quir e d for th e assign m e n t.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 1: Using IT to Su p p ort Infor m atio n a n d Co m m u nicatio n in O rga nisatio ns
• U nit 10: In tro d uctio n to D ata b ase Syste ms
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Employer involvement
This u nit w o uld be n efit fro m e m ployer involve m e nt in th e for m of:
• gu est spe akers a n d in tervie w o p p ortu nities
• w ork e xp e rie nce
• d ash b o ard e xe m plars
• visits to a p pro priate busin ess orga nisatio ns.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in rese arch
a n d pla n ning, pro ble m-solving, in n ovatio n, a n d self-directio n.

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 U NIT 3: SETTIN G UP A T EC H N O LO GY SYSTEM

Unit 3: Setting up a Technology System

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs will carry o ut installatio n activities a n d investigate w hy th e installatio n a n d
u pgra ding of co m p ut er h ardw are a n d softw ar e plays a n im porta n t p art in e nsuring th at
t ech n ology syst e ms are a ble to su p p ort th e b usin ess re quir e m e n ts.

Unit introduction
Tech n ology syste ms ar e crucial for orga nisatio ns to o p erate effectively, a n d
orga nisatio ns r ely o n tech n ology su p p ort te a ms to install, m aintain, a n d r egularly
u p d ate th ese syst e ms. H ard w are co m p o n e nts m ust b e r e place d w h e n th ey m alfu nctio n
a n d u pgra d e d to su p p ort th e co m pu ter’s processing r e quire m e n ts. N e w ve rsio ns or
u p d ates of a p plicatio n softw are ar e re q uir e d to e n a ble th e users to carry o ut d ay to
d ay tasks effectively a n d efficie n tly.
In this u nit, yo u will e xa m in e r e aso ns th at tech n ology syst e ms m ust w ork efficie ntly, a n d
w hy th ey r e quire th e m ost u p-to-d ate a p plicatio n softw are / a p ps to su p p ort th e b usin ess
processing r e quire m e nts.
Yo u will install th e inte rn al co m po n e nts of a co m p ut er, testing th ese to e nsur e th at th e
co m p o n e nts h ave b e e n installe d correctly. Yo u will also install a n d u pgra d e softw ar e
a p plicatio ns.

Learning aims
In this u nit yo u will:
A U n d ersta n d h ard w are a n d softw are typ es a n d th eir p urp oses in busin ess
e nviro n m e nts
B Carry o u t th e installatio n a n d co nfigu ratio n of a t ech n ology syste m
C Revie w th e effective n ess of th e installatio n process a n d co nfiguratio n of
a t ech n ology syste m.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A U n d ersta n d h ard w are A1 Tech n ology syste ms A writt e n r e port o n th e
a n d softw ar e typ es A2 H ard w are m ost suita ble h ard w ar e
a n d th eir pu rposes in co m p o n e nts a n d co m p o n e nts a n d
b usin ess e nviro n m e n ts t h eir p urp ose softw ar e/ a p ps for
a give n sce n ario.
A3 Softw are a n d se rvices
An evalu atio n of t h e
A4 U pgra ding co m put er
b e n efits a n d im plicatio ns
h ardw are a n d
of installing a n d u pgra ding
softw ar e/ a p ps
h ardw are a n d softw ar e in
a t ech n ology syste m.
B Carry o u t th e installatio n B1 H ard w are a n d An installatio n pla n to
a n d co nfigu ratio n of a softw ar e installatio n m e e t user r e quire m e n ts.
t ech n ology syst e m process Evid e nce of t h e installatio n
B2 Co nfigu ring a activities for th e h ard w ar e
t ech n ology syst e m co m p o n e nts a n d
softw ar e/ a p ps installatio n
a n d co nfigu ratio n. Th e test
pla n sh o uld record th e
t esting process a n d actio n
take n to rectify fa ults.
C Revie w th e effective n ess C1 Revie w ch ecks A writt e n r e port t h at
of th e installatio n process r evie ws th e success of
a n d co nfigu ratio n of a t h e h ardw ar e a n d
t ech n ology syst e m softw ar e/ a p ps installatio n
a n d co nfigu ratio n of a
t ech n ology syst e m against
r e quire m e n ts.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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 U NIT 3: SETTIN G UP A T EC H N O LO GY SYSTEM

Content
Learning aim A: Understand hardware and software types and their
purposes in business environ ments
A1 Technology systems
Pu rpose, fe atur es a n d fu nctio ns of tech n ology syste ms.
• D eskto p co m p ute r.
• La pto p.
• M o bile d evice.
A2 Hardware components and their purpose
Pu rpose, be n efits, a n d im plicatio ns of installing in tern al co m p o n e nts in a tech n ology
syste m.
• Int ern al co m put er h ardw are co m p o n e nts to inclu d e: ce n tral processing u nit
(CPU), processor, e.g. AM D, Int el, storage, e.g. SSD, H D D, drives, h ard drive,
e.g. (H D D), solid state drive (SSD), ATA drive, m oth e rbo ard, n etw ork card,
so u n d a n d vid e o cards, fa n, e.g. h e at sin k.
• Po w e r Su p ply U nit (PSU).
• D ata ca bles to inclu d e: In tegrate d Drive Electro nics (IDE), En h a nce d In tegrat e d
Drive Electro nics (EIDE), Adva nce d Tech n ology Attach m e nt (ATA), Serial
Adva nce d Tech n ology Attach m e nt (SATA), Sm all Co m p ut er Syst e m
Int erface (SCSI).
• Wir e d a n d wireless p erip h erals a n d th eir pu rposes to inclu de: keyb o ard,
p ointing device, m o nitor, print er/sca n n er, h e a d p h o n es/spe akers.
• Ca bles, ports a n d th eir uses to inclu d e: VGA, DV, USB, H D MI, PS/2,
Et h ern e t, a u dio, p o w e r, Th u n de rbolt/ USB-C.
• Int ern al m o bile device h ardw are co m p o n e nts to inclu d e: display scr e e n,
Syste m-o n-a-chip (SoC), m e m ory/storage /SD card slots, m o de ms, b attery,
Glo b al Positio ning Syst e ms (GPS), ca m era, se nsors – finge rprint, accelero m e te r,
gyrosco p e, proxim ity, a m bie n t ligh t, Blu e tooth ®, h e artrate m o nitor.
A3 Software and services
Pu rpose, fe atur es a n d fu nctio ns of th e softw are a n d services of a t ech n ology syst e m .
• Syste m softw ar e to inclu d e: o p erating syst e ms (OS), e.g. Win do ws®, m ac OS,
Lin u x, device drive rs, e.g. prin te r/sca n n er, fir m w are, utilities, security, e.g.
a n tivirus, m alw are.
• Ap plicatio n softw are to inclu de: w ord processing, d ata b ase, spre a dsh e e t,
pr ese n tatio n, gra phic.
• W e b bro wsers.
• Clo u d b ase d storage.
• E m ail a p plicatio ns.
• O nlin e m e eting/vid e o co nfe re ncing.
• Sp ecialise d softw are, e.g. project m a n age m e nt.
• An droid, Ap ple iPh o n e ® a p ps, N ative a p ps.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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U NIT 3: SETTIN G UP A T EC H N O LO GY SYSTEM

A4 Upgrading computer hardware and software/ apps

Re aso ns, b e n efits, a n d im plicatio ns for installing a n d u pgra ding h ardw ar e a n d softw ar e
in a t ech n ology syst e m.
• Re aso ns for u pgra ding h ardw are to inclu d e: h ard w ar e fa ult a n d failu re,
ro utin e m aint e n a nce, syst e m r e quire m e nts, syst e m pe rfor m a nce.
• Re aso ns for u pgra ding softw ar e/ a p ps to inclu d e: softw are u p d at es,
h ardw are drivers, b usin ess processes, security m a n age m e nt inclu ding
a n tivirus, m alw are, fir e w all.
• B e n efits to inclu de: im prove d syst e m pe rfor m a nce, fu nctio n ality,
pro ductivity/custo m er se rvice, p erfor m a nce, fe at ures, efficie ncy a n d r elia bility,
storage ca p acity, security, r e duce d cost.
• Im plicatio ns to inclu de: co m p atibility, training, cost, h e alth a n d safety,
d eco m m issio ning.

Learning aim B: Carry out the installation and configuration of a technology

system
Processes a n d proce dur es follo w e d w h e n installing a n d t esting a tech n ology syst e m.
B1 Hardware and software installation process
• Pr e p aratio n:
o jo b sh e e t a n d proce du res
o b acku p d ata
o r eso u rces inclu ding to ols/ h ard w are co m p o n e nts
o syste m softw are, e.g. utility, d evice drive rs, fir m w are
o safe w orking practices/h e alt h a n d safety regulatio ns.
• Installatio n of th e h ardw are co m p o n e nts:
o safe w orking practices
o correct tools/r eso urces to carry o ut th e installatio n
o fit n e w co m po n e nts a n d r eco n n ect co m po n e nts
o disp osing of p ackaging.
• Installing/u pgra ding softw ar e
o locate / do w nlo a d
o install/u pgra de.
• Testing:
o softw ar e to ols, e.g. p erfor m a nce m o nitor, ru ntim e a n alyse rs,
diagn ostic softw ar e, u tility softw are:
o t esting strat egy for fu nctio n ality to inclu d e testing process a n d r ecording
d ocu m e n tatio n
o tro u blesh ooting
o syste m h elp to ols.
B2 Configuring a technology system
• Syste m tim e a n d d ate.
• D eskto p im age.
• Folde r structur es/ access to folde rs.
• Softw are / a p ps, e.g. style dialogu e, sh ortcu t, colo urs, ico ns, h o m e
scre e n / deskto p.
• Co n n ectio n set-u p, e.g. synch ro nisatio n, e m ail co nfiguratio n,
Blu e tooth ® p airing, locking/ u nlocking a n d security.
Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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 U NIT 3: SETTIN G UP A T EC H N O LO GY SYSTEM

Learning aim C: Review the effectiveness of the installation process and

configuration of a technology system
C1 Review checks
Co nsid eratio ns w h e n revie wing th e success of th e h ard w ar e a n d softw ar e/ a p ps
installatio n a n d co nfiguratio n of a tech n ology syst e m against re q uir e m e nts.
• Clie nt/use r/syst e m r e quire m e n ts.
• Pu rpose of th e installatio n.
• Ch oice of h ard w ar e co m p o n e nts.
• Ch oice of softw are / a p ps.
• Tech n ology syste m co n n ectivity.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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U NIT 3: SETTIN G UP A T EC H N O LO GY SYSTEM

Assessment criteria
Pass Merit Distinction
Learning aim A: Understand hardware and software
types and their purposes in business environ ments A.D1 Evalu ate t h e be n efits
A.P1 Id e ntify t h e b e n efits A.M1 Explain th e be n efits a n d im plicatio ns
a n d im plicatio ns a n d im plicatio ns of installing a n d
of installing a n d of installing a n d u pgra ding h ard w ar e
u pgra ding h ard w ar e u pgra ding h ard w ar e a n d softw ar e in a
a n d softw ar e in a a n d softw ar e in a t ech n ology syst e m.
t ech n ology syst e m. t ech n ology syst e m.
Learning aim B: Carry out the installation and
configuration of a technology system
B.D2 Pro duce a
B.P2 Pro duce a b asic pla n B.M2 Pro duce a d etaile d co m pre h e nsive
for installing a n d pla n for installing pla n a n d install
co nfiguring a a n d co nfigu ring a a n d co nfigu re a
t ech n ology syst e m. t ech n ology syst e m. t ech n ology syst e m
B.P3 Install a n d co nfigu re B.M3 Install a n d co nfigu re d e m o nstrating
co m p ut er h ard w ar e co m p ut er h ard w ar e a w are n ess of th e
a n d softw ar e in lin e a n d softw ar e in lin e use r r e quire m e nts.
with o w n b asic with o w n de taile d
pla n ning. pla n ning.
Learning aim C: Review the effectiveness of the
installation process and configuration of a C.D3 Evalu ate h o w th e
technology system installatio n a n d
C.P4 Id e n tify h o w th e C.M4 Explain h o w th e co nfiguratio n of a
installatio n a n d installatio n a n d t ech n ology syst e m
co nfiguratio n of a co nfiguratio n of a is suita ble for th e
t ech n ology syst e m t ech n ology syst e m in te n de d p urp ose
is suita ble for th e is suita ble for th e d e m o nstrating a
in te n de d p urp ose. in te n de d p urp ose so u n d aw ar e n ess
d e m o nstrating of th e user
a w are n ess of th e r e quire m e n ts.
use r r e quire m e nts.

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 U NIT 3: SETTIN G UP A T EC H N O LO GY SYSTEM

Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of th re e su m m ative assign m e nts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.M1, A.D1)
Le arning aim: B (B.P2, B.P3, B.M2, B.M3, B.D2)
Le arning aim: C (C.P4, C.M4, C.D3)

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Further information for teachers and assessors

Resource requirements
For t his u nit, le arn e rs m ust h ave access to a t ech n ology syste m th at ca n b e dism a ntle d,
r e p aire d a n d u pgra d e d to m e et a brief.
Le arn e rs will n e e d access to:
• t ech n ology syst e m inclu ding d eskto p co m p ute r, la pto p a n d m o bile device
• r eso u rces, e.g. h ardw are co m po n e nts a n d tools
• softw ar e a n d a p ps
• co n n ectio n to th e inte rn et (d o w nlo a d softw are/ a p ps).
Th e practical activities sh o uld take place in a w orksh o p/co m p ut er la b with a p pro priate
tools a n d take acco u nt of h e alt h a n d safety re quire m e n ts.
Sim ulators ca n be use d to gain prior e xpe rie nce b efor e h a n dling ‘live r eso u rces’ a n d
softw ar e testing tools ca n b e use d to su p p ort th e testing process.

Essential information for assessment decisions

Learning aim A
For Distinction standard, le arn ers m ust e xa m in e th e m ost a p pro priate h ardw are
co m p o n e nts a n d softw ar e/ a p ps for a give n sce n ario, de m o nstrating a co nsid er e d
a n d re aso n e d a p preciatio n of t h e pu rpose, be n efits, a n d im plicatio ns of installing th e
in te rn al co m p o n e nts a n d softw ar e/ a p ps into a tech n ology syste m. Th e lin k b etw e e n
t h e r e aso ns for th e installatio n a n d u pgra de, a n d th e b e n efits a n d im plicatio ns sh o uld
b e cle arly evalu at e d.
For Merit standard, le arn e rs m ust co nside r suita ble h ard w are co m po n e nts a n d
softw ar e/ a p ps for a give n sce n ario, de m o nstrating a so u n d u n de rsta n ding of t h e
p u rpose, be n efits, a n d im plicatio ns of installing th e intern al co m po n e nts a n d
softw ar e/ a p ps into a t ech n ology syst e m. Th e lin k b etw e e n th e re aso ns for th e
installatio n a n d u pgra de, a n d t h e be n efits a n d im plicatio n, sh o uld b e cle arly e xplain e d.
For Pass standard, le arn e rs m ust co nside r h ard w ar e ge n eric co m p o n e nts a n d
softw ar e/ a p ps for a give n sce n ario, de m o nstrating a n u n d erstan ding of t h e pu rpose,
b e n efits, a n d im plicatio ns of installing th e int ern al co m po n e nts a n d softw ar e/a p ps into a
t ech n ology syst e m alth o ugh evid e nce m ay so m etim es be ge n e ric. So m e of th e re aso ns
for th e installatio n a n d u pgra d e, or so m e of th e b e n efits a n d im plicatio ns, m ay n ot
b e cle ar.

Learning aim B
For Distinction standard, le arn ers m ust cr e ate a co m pre h e nsive installatio n pla n th at
cle arly m e ets t h e use r a n d syst e m r e quire m e nts, t h at id e ntifies th e installatio n activities,
a n d inclu des a descriptio n of h ard w ar e co m po n e nts a n d softw ar e/ a p ps to b e installe d
a n d co nfigu re d to m e ets user re q uir e m e nts.
Th e le arn er sh o uld provid e co m pr e h e nsive evid e nce of t h e installatio n a n d co nfigu ratio n
of at le ast tw o co m p o n e nts a n d at le ast tw o softw ar e/ a p ps. Th e t est pla n sh o uld be
co m pre h e nsive a n d record th e installatio n a n d co nfiguratio n of h ard w ar e a n d softw ar e,
a n d h o w syste m fa ults w er e rectifie d.
For Merit standard, le arn e rs m ust cre at e a d etaile d installatio n pla n th at m e ets m ost of
t h e use r a n d syste m re q uire m e n ts, th at ide ntifies th e installatio n activities, a n d inclu des
a d escriptio n of h ard w ar e co m p o n e nts a n d softw are / a p ps to b e installe d a n d
co nfigur e d.
Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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Th e le arn er sh o uld provid e d e taile d evide nce of th e installatio n a n d co nfigu ratio n of

at le ast tw o co m po n e n ts a n d at le ast tw o softw ar e/ a p ps. Th e t est pla n sh o uld cle arly
r ecord th e installatio n a n d co nfigu ratio n of h ard w are a n d softw are, a n d h o w m ost
syste m fa ults w er e rectifie d.
For Pass standard, le arn e rs m ust cre at e a b asic installatio n pla n t h at m e e ts m ost user
a n d syst e m r e quire m e nts a n d id e n tifies t h e installatio n activities, a list of co m po n e nts
a n d softw ar e / a p ps to be installe d wit h so m e basic co nfigu ratio n.
Th e le arn er sh o uld provid e so m e evide nce of th e installatio n a n d co nfigu ratio n of at
le ast o n e co m po n e nt a n d at le ast o n e softw are / a p p. Th e t est pla n sh o uld r ecord t h e
installatio n a n d co nfiguratio n of h ard w ar e a n d softw ar e, a n d h o w so m e of th e syst e m
fa ults w e re r ectifie d.

Learning aim C
For Distinction standard, le arn ers m ust ju dge th e success of t h e co m p o n e nt
installatio n a n d co nfiguratio n of th e tech n ology syste m against t h e in te n de d p urp ose
d e m o nstrating a so u n d a w are n ess of th e user re q uir e m e nts. Le arn e rs m ust m ake
w ell-re aso n e d ju dge m e n ts as to th e effective n ess of th e u p d at e d t ech n ology syst e m
against th e p urp ose a n d t h e ch oice of h ard w are co m po n e nts, softw are / a p ps a n d
co nfiguratio n carrie d o u t using a ra nge of releva n t e xa m ples to su p p ort th e co nclusio ns.
For Merit standard, le arn e rs m ust e xa m in e t h e success of th e co m po n e nt installatio n
a n d co nfigu ratio n of t h e tech n ology syst e m against th e inte n de d p urpose d e m o nstrating
a cle ar a w are n ess of th e user r e quire m e nts. Le arn e rs m ust m ake so u n d ju dge m e n ts
as to t h e effective n ess of th e u p d at e d tech n ology syste m against th e p u rpose a n d th e
ch oice of h ard w ar e co m p o n e nts, softw ar e /a p ps a n d co nfiguratio n carrie d o ut alth o ugh
t h er e m ay b e occasio n al o m issio ns in t h e de tail. Le arn e rs will use goo d e xa m ples to
su p p ort th e e xpla n atio n.
For Pass standard, le arn e rs m ust co nside r th e success of t h e co m p o n e nt installatio n
a n d co nfigu ratio n of t h e tech n ology syst e m against th e inte n de d p urpose d e m o nstrating
so m e aw ar e n ess of t h e use r r e quire m e nts. Le arn e rs m ust m ake so m e useful
ju dge m e n ts as to th e effective n ess of th e u p d at e d t ech n ology syste m against
t h e purpose a n d th e ch oice of so m e h ardw are co m p o n e nts, softw ar e /a p ps a n d
co nfiguratio n carrie d o u t alth o ugh th e re m ay b e so m e ga ps in th eir re aso ning
a n d th e e xa m ples give n will b e a p pro priat e b ut lim it e d.

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Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 1: Using IT to Su p p ort Infor m atio n a n d Co m m u nicatio n in O rga nisatio ns
• U nit 4: Intro ductio n to Co m p ut er N e tw orking
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Employer involvement
This u nit w o uld be n efit fro m e m ployer involve m e nt in th e for m of:
• gu est spe akers a n d in tervie w o p p ortu nities
• w ork e xp e rie nce
• b usin ess m ate rial as e xe m plars
• visits to a p pro priate busin ess orga nisatio ns.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in rese arch
a n d pla n ning, pro ble m-solving, respo nsibility, a n d co m m u nicatio n.

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Unit 4: Introduction to Computer Networking

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
This u nit e xa m in es th e p urpose a n d fe at ur es of co m p ute r n e tw orks, a n d e xplores h o w
t h ey ar e design e d, im ple m e n te d, a n d t este d.

Unit introduction
Co m p ut er n etw orking is a n im p orta nt p art of o u r d aily busin ess a n d pe rso n al lives th at
m ost pe o ple take for gra n te d. With o ut n etw orks, m a ny of th e to ols a n d syste ms use d
by b usin esses a n d in divid u als w o uld n ot fu nctio n: w e co uldn’t surf th e w e b, h ave vid e o
calls, or use a variety of d evices such as a sm artp h o n e or la pto p to co m m u nicate with
frie n ds a n d fa m ily o nlin e, or use ga m es co nsoles. Security plays a n im p orta nt role in
co m p ut er n e tw orking as orga nisatio ns n e e d to ke e p d ata as secur e as p ossible w hile
prot ecting th eir syste ms against d aily th re ats.
In this u nit, yo u will investigate t h e n etw ork e nviro n m e n t a n d th e diffe re nt security
t hre ats it ca n face, a n d yo u will e xa m in e th e tech niq u es th at ca n b e use d to d efe n d
t h e n etw ork e nviro n m e n t a n d co nse q u e n tly a n orga nisatio n’s b usin ess processes.
Yo u will co n n ect co m put er syste ms a n d m o bile d evices to d evelo p a n etw ork
e nviro n m e nt a n d will t h oro ughly t est th e n e tw ork to e nsure it fu nctio ns correctly.

Learning aims
In this u nit yo u will:
A U n d ersta n d a co m p ut er n etw ork e nviro n m e n t a n d secu rity thr e ats
B D esign a co m put er n etw ork
C Im ple m e nt a n d t est a co m put er n etw ork.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A U n d ersta n d a co m p ut er A1 N e tw ork e nviro n m e nts A writt e n r e port t h at:
n etw ork e nviro n m e nt A2 N e tw orks in • e xa m in es n etw ork
a n d secu rity thr e ats orga nisatio ns e nviro n m e nts in
A3 Security th re at types orga nisatio ns
A4 Co m p ut er n etw ork • co nsid ers th e im p act
security m e asur es of secu rity thr e ats o n
orga nisatio ns
• e xa m in es m e asur es
use d to m itigate
n etw ork security risks.
B D esign a co m put er B1 Factors affecting
n etw ork n etw ork d esign
B2 H ard w are co m p o n e nts
in a n etw ork A p ortfolio evide ncing:
B3 Softw are co m p o n e nts • t h e design a n d
in a n etw ork im ple m e n tatio n of a
n etw ork for a give n brief
B4 D esign d ocu m e ntatio n
for a n e tw ork • t h e t esting a n d
o ptim isatio n of
C Im ple m e nt a n d t est C1 Im ple m e nting a t h e n etw ork
a co m p ute r n e tw ork co m p ut er n e tw ork • a ratio n ale for th e
C2 Testing a co m pu ter security m e asur es use d.
n etw ork

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Content
Learning aim A: Understand a computer network environ ment and security
threats
A1 Network environ ments
Pu rpose, typ es a n d fe atu res of n etw ork e nviro n m e n ts.
• Typ es of diffe re n t n e tw orks to inclu de Wid e Are a N etw ork (WA N), Local Ar e a
N e tw ork (LA N), Perso n al Ar e a N e tw ork (PA N), Virtu al Privat e N etw ork (VPN),
Storage Ar e a N etw ork (SA N).
• Physical to pologies inclu ding star, m esh, tr e e, a d h oc.
• M e th o ds of co n n ecting a d evice to a n e tw ork inclu ding: Eth e rn e t, Wi-Fi,
Blu e tooth ®, 3G /4G/5G.
• F e atu res of n etw ork e nviro n m e n ts, e.g. virtu alisatio n, clo u d co m pu ting, BYO D.
• Protocols a n d sta n d ards inclu ding OSI m o d el, TCP/IP, Eth ern et sta n d ards.
• H ard w are co m p o n e nts of th e n etw ork (wir e d/wir eless) inclu ding se rve r, ro u te rs,
switch es, h u b, ca bles, n o d es, n etw ork inte rface cards (NIC).
• N e tw ork softw ar e inclu ding o p erating syste m (clie nt/server), n e tw ork
m o nitoring, m a n age m e nt a n d tro u blesh o oting tools, a p plicatio n softw ar e.
A2 Networks in organisations
Pu rpose, role a n d b e n efits of n etw orks in orga nisatio ns.
• Co m m u nicatio n a n d accessing infor m atio n (in te rn al a n d e xt ern al to
t h e orga nisatio n)
• Su p porting busin ess processes.
• Reso u rce sh aring a n d storage/ d ata, e.g. sh are d print er, clo u d co m p uting.
• Colla b oratio n, e.g. o nlin e softw ar e.
• En tertain m e nt.
A3 Security threat types
Security th re ats a n d th eir im p act o n orga nisatio ns.
• Co m m o n secu rity thr e ats:
o in te rn al t hre at, e.g. u nsafe practices, sa botage
o e xte rn al t hre ats, e.g. h acke rs, phishing
o p hysical thr e ats, e.g. th eft, fire, te rrorist actio n
o social e ngin e e ring e.g. p hishing (sp e ar phishing/ w h aling), vishing, sm ishing,
tailgating
o softw ar e drive n th re ats (m alw ar e) e.g. Troja n h orses, spyw are, ra nso m w are,
rootkits, w or ms, keylogge rs
o n etw ork-b ase d attacks, e.g. distrib ut e d de nial-of-service (D DoS),
d e nial-of-service (D oS), m a n in th e m id dle (MitM), D NS Tu n n eling
o w e ak cyb e r secu rity m e asur es, inclu ding w e ak p assw ords/ p oor p assw ord policy,
o ut of d ate /n o a n ti-m alw are sofwtar e, po orly co nfigu re d fire w all, latest security
p atch es n ot a p plie d
o im p act of th e attacks o n orga nisatio ns inclu ding loss of d ata a n d infor m atio n,
o p eratio n al or tra ding, fin a ncial loss, r e putatio n d a m age.

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A4 Computer network security measures

Th e p urp ose, fu nctio n a n d effective n ess of security tools a n d t ech niq u es th at
orga nisatio ns use to m itigat e attacks.
• User ID a n d p assw ords.
• Encryptio n /D ecryptio n.
• Softw are inclu ding a nti-virus/ a nti-m alw are, m alw are r e m oval tools,
fir e w alls, a nti-track.
• Softw are co nfigu ratio n.
• Access co n trol inclu ding files a n d a p plicatio ns.
• W e b/wireless secu rity.
• Patch m a n age m e n t.
• Training/risk m a n age m e nt.
• IT secu rity p olicy a n d proce d ur es.

Learning aim B: Design a computer network

Co nsid eratio ns, m e th o ds, a n d proce d ur es involve d w h e n d esigning a p e er-to-p e er or
clie nt-server n e tw ork.
B1 Factors affecting network design
• Int erpreting use r re q uire m e n ts, to inclu de:
o p u rpose of th e n e tw ork
o o bjectives a n d activities p e rfor m e d to m e et o bjectives
o d e tails of t h e use rs a n d t h eir roles/fu nctio n, inclu ding t h e n u m be r of use rs
o size a n d ge ogra phical spr e a d/locatio n
o b u dge t
o co nstrain ts, e.g. costs, h ard w ar e a n d softw are availa bility, p hysical e nviro n m e nt
(e.g. inside or o u tside, building layo u t, m aterials use d in th e b uilding).
B2 Hardware components in a network
• F e atu res of h ardw are co m po n e nts:
o t h eir role a n d pu rpose
o co n n ectio n m e th o ds
o co m m u nicatio n with oth er co m p o n e nts in t h e in te n d e d co m p ute r n e tw ork.
• Ch o osing h ardw are co m p o n e nts, to inclu d e:
o co m p ut er syste ms, w orkstatio ns, serve rs
o n etw ork a d a pte rs (wir e d/ wireless)
o ro ut er
o hub
o switch
o n etw ork ca bling, e.g. fibr e o ptics, UTP, STP, co axial, co n n ectors
o wireless, e.g. Wi-Fi, Blu etoot h, NFC, RFID.

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B3 Software components in a network

• F e atu res of softw ar e co m p o n e nts:
o t h eir role a n d pu rpose
o t h eir relatio nship with ot h er co m po n e nts in th e in te n d e d co m p ute r n e tw ork.
• Ch o osing softw ar e co m p o n e nts, to inclu d e:
o a p plicatio ns, e.g. in tern e t bro wsers, e m ail, n etw ork u tilities (r e m ote
m a n age m e nt), office a p plicatio ns
o security, e.g. fir e w all, a nti-virus
o o p erating syst e m with a p pro priat e utilities ca p a ble of o p erating in a n etw ork
e nviro n m e nt.
B4 Design docu mentation for a network
N e tw ork r e quire m e n t co nsid e ratio ns a n d th e d esign a n d t esting d ocu m e ntatio n process.
• Co nsid eratio n of differe nt n e tw ork re q uir e m e nts a n d pre p aratio n of design
d ocu m e n tatio n:
o co m p ut er n e tw ork set-u p a n d co nfiguratio n, e.g. IP a d dressing/su bn et m asks
(if a p pro priat e), n etw ork u tilities, sh aring files a n d folde rs, access p er missio ns
for use rs, m a n aging use r acco u nts (a d d, re m ove a n d a m e n d), a n d sh aring
h ardw are /softw are reso urces, e.g. int ern et, prin ters, storage devices
o n etw ork secu rity (p ot e ntial th re ats, h o w th e t hre ats ca n b e m itigate d)
o n etw ork user rights, e.g. a d m inistratio n rights, access co ntrol rights,
sh ar e d r eso urce righ ts
o n etw ork d esign a n d testing docu m e n tatio n
o n etw ork diagra m , e.g. structu re of th e n etw ork, co m p o n e nts, p ositio ning
of th e co m p o n e nts, co n n ectio n m e diu m a n d IP a d dr esses (if a p plica ble)
o t est pla n with t est d ata to test fu nctio n ality, e.g. t esting th e co n n ectivity
b e tw e e n all d evices o n th e n e tw ork.

Learning aim C: Implement and test a computer network

C1 Implementing a computer network
Co nsid eratio ns, m e th o ds, a n d proce d ur es involve d w h e n d evelo ping a p e er-to-p e er
or clie n t-se rve r n etw ork.
• H ard w are a n d softw are r e quire d for im ple m e ntatio n:
o h ardw are, inclu ding:
– tw o co m p ute r syste ms/w orkstatio ns/clie nts
– a server
– sim ulate d softw are, such as Packet Trace r
– n etw ork a d a pte rs
– n etw ork ca bling
– a h u b/ro u ter/switch
o softw ar e, inclu ding:
– a server o p erating syst e m
– o p erating syst e m, e.g. a d ding/r e m oving/ a m e n ding users, sh aring files a n d
fold e rs, setting access pe r m issio ns to files a n d fold e rs, installing a p plicatio ns,
sh aring h ardw ar e r eso urces, i.e. print er or a ny oth e r n e tw ork device
– security softw ar e, e.g. fir e w all, a nti-virus.

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C2 Testing the network

Processes for testing co m p ut er n e tw orks.
• Test co m p ut er n etw orks for fu nctio n ality/co n n ectivity using co m m a n d tools,
e.g. ipco nfig a n d ping.
• Use utilities/se rvices provid e d by th e o pe rating syste m to t est ot h er asp ects
of th e n etw ork, e.g. sh ar e d r eso urces, user acco u nts, access co ntrol,
security file /fold er p er m issio ns.
• O btaining a n d using clie nt a n d user fe e d b ack, e.g. fu nctio n ality, usa bility,
r e quire m e nts, pe rfor m a nce.
• Im proving th e co m p ut er n etw ork, e.g. p erfor m a nce, ca p acity, accessibility,
scala bility, relia bility, security.

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Assessment criteria
Pass Merit Distinction
Learning aim A: Understand a computer network
environ ment and security threats A.D1 Evalu ate t h e
A.P1 Id e ntify t h e role, A.M1 Assess th e effective n ess of
typ e a n d fe atu res of effective n ess of co m p ut er n e tw orks
diffe r e nt co m put er co m p ut er n e tw orks to m e et orga nisatio n
n etw orks use d in to m e et orga nisatio n r e quire m e n ts, a n d
orga nisatio ns. r e quire m e n ts, a n d security m e asur es
A.P2 Id e n tify p ote ntial security m e asur es use d to m itigate
security t hr e ats, a n d use d to m itigate p ote ntial secu rity
security m e asur es p ote ntial secu rity risks.
use d to m itigate risks. risks.
Learning aim B: Design a computer network

B.P3 Id e ntify t h e use r B.M2 Pro duce a d etaile d

r e quire m e nts, d esign for a
h ardw are a n d co m p ut er n e tw ork
softw ar e co m po n e n ts fro m a give n brief,
for a give n brief. to m e et use r
B.P4 Pro duce a b asic r e quire m e n ts. B.D2 Pro duce a
d esign for a co m put er co m pre h e nsive
n etw ork fro m a give n d esign for a
brief, to m e e t user co m p ut er n e tw ork
r e quire m e nts. fro m a give n brief,
Learning aim C: Implement and test a computer to m e et use r
r e quire m e n ts.
network
C.D3 Justify a p pro ach es
C.P5 Co n n ect, co nfigu re C.M3 Im ple m e nt a take n to co n n ect,
a n d test a b asic co m p ut er n e tw ork co nfigur e a n d a p ply
n etw ork e nviro n m e nt using o w n d etaile d effective secu rity
a p plying pla n n e d d esign, testing for m e asur es to
b asic security fu nctio n ality a n d a n e tw ork
m e asur es. co n n ectivity using e nviro n m e nt in
C.P6 O utlin e a p pro ach es fe e d b ack fro m lin e with o w n
a n d d ecisio ns take n oth e rs, inclu ding co m pre h e nsive pla n.
in im ple m e nting ratio n ale for possible
a n e tw ork im prove m e nts.
e nviro n m e nt. C.M4 Explain a p pro ach es
a n d d ecisio ns take n
in im ple m e nting
a n e tw ork
e nviro n m e nt.

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Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of th re e su m m ative assign m e nts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.P2, A.M1, A.D1)
Le arning aims: B a n d C (B.P3, B.P4, B.M2, B.D2, C.P5, C.P6, C.M3, C.M4, C.D3)

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Further information for teachers and assessors

Resource requirements
For t his u nit, le arn e rs m ust h ave access to:
• a wid e ra nge of h ardw ar e a n d softw ar e reso urces for th e practical aspects
of th e u nit. As a m inim u m , e ach le arn e r will n e e d access to co m puter syst e ms
with a n e tw ork server, h u b/ro u te r/switch a n d ca bling (if wire d), wireless ro u te r
(if wir eless)
• p e rip h e rals, e.g. print er/sca n n er
• facility to co n n ect to th e inte rn et
• Le arn e rs ca n also use n e tw ork sim ulators, such as Packet Trace r to develo p
t h eir u n d ersta n ding of th e co nce pts.

Essential information for assessment decisions

Learning aim A
For Distinction standard, le arn ers m ust evalu at e th e effective n ess of tw o differ e nt
co m p ut er n e tw orks. Th ey m ust co nsid er t h e effective n ess in te r ms of w h at an
orga nisatio n m ight re aso n a bly e xp ect fro m such a n etw ork.
Le arn e rs m ust co nside r h o w diffe re nt n e tw ork fe atu res are use d/ a p plie d in e ach of t h e
id e ntifie d n etw orks a n d m ake a w ell-r e aso n e d ju dge m e nt as to th eir a p pro priat e n ess.
For e xa m ple, a Pe rso n al Ar e a N e tw ork (PA N) co uld b e use d to co n n ect tw o offlin e
d evices to e ach oth e r as th ere w o uld b e n o n e e d for a server to be im ple m e nt e d.
Th e co n n ectio ns co uld b e wir e d to e nsur e a m ore secu re co n n ectio n.
Le arn e rs m ust co nside r th e fe atur es th at h ave b e e n use d by th e n e tw ork. Th ey m ust
m ake cle ar ju dge m e nts as to h o w w ell th ese h ave b e e n use d, co nsid ering b oth p ositive
a n d n egative aspects.
Le arn e rs m ust evalu ate th e im p act p ote ntial security t hre ats co uld h ave o n a n
orga nisatio n, alo ng with h o w effectively th e orga nisatio n ca n m itigate against th ese risks.
For e xa m ple, a n in tern al t hre at co uld d a m age th e re p utatio n of a n orga nisatio n a n d in
orde r to m itigate against this, secu rity p olicies w o uld b e re q uir e d so e m ploye es are fully
a w are of th e co nse qu e nces if t h ey w er e to d o a nything th at falls o ut of lin e of t h ese
p olicies.
At this level le arn e rs m ust m ake a p pro priate use of tech nical voca bulary to effectively
su p p ort th e p oin ts t h ey m ake.
For Merit standard, le arn e rs m ust investigat e th e effective n ess of th e id e ntifie d
n etw orks in m e e ting t h e e xpectatio ns of orga nisatio ns.
Th ey m ust m ake so u n d ju dge m e n ts as to h o w w ell differ e nt fe atu res of t h e n e tw ork h elp
t h e m to m e et t h eir int e n d e d pu rpose. For e xa m ple, a wireless co n n ectio n to a prin te r
h as be e n use d rath er th a n a wire d o n e as it will b e in a differe nt roo m e tc. At this level
so m e of t h e points th ey m ake m ay be m or e ge n eric a n d t h e ju dge m e nt th ey m ake m ay
lack su p port.
Le arn e rs m ust e xplor e th e purp ose of th e n etw ork typ e a n d provid e a p artially
su p p orte d ju dge m e n t as to its q u ality a n d effective n ess in relatio n to th e int e n d e d
orga nisatio n a n d w h at th ey m ight r e aso n a bly exp ect fro m such a n etw ork.

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Le arn e rs m ust assess th e pot e ntial security th re ats a n d h o w effectively t h e orga nisatio n
co uld m itigate th e risks.
At this level le arn e rs m ust m ake m ostly a p pro priat e use of t ech nical voca bulary to
effectively su p port t h e p oints t h ey m ake in t h eir re p ort.
For Pass standard, le arn e rs m ust e xplor e tw o diffe r e nt n etw ork types a n d successfully
id e ntify th e role a n d fe at ures of th ese within a n orga nisatio n. For e xa m ple, a n
orga nisatio n m ight w a nt to sh ar e prin ting reso u rces so a LA N n e tw ork w o uld b e
suita ble for this.
Le arn e rs m ust e xplor e security t hr e ats th at co uld im p act co m p ute r n e tw orks a n d h o w
t h ese t hr e ats co uld be re d uce d. At this level h o w eve r, th ese ar e likely to co n tain several
m ore ge n eric th re ats. For e xa m ple, h ackers co uld b e a th re at to th e n e tw ork, b ut a
fir e w all co uld p ossibly pr eve n t th e m fro m accessing it.
At this level le arn e rs will m ake so m e a p pro priate use of t ech nical voca b ulary, b ut t his
m ay n ot b e sustain e d.

Learning aim B
Le arn e rs will d esign, d evelo p, a n d test th eir o w n co m p ut er n etw ork. Th ey h ave a ch oice
of d esigning eith e r a peer-to-peer or client-server n etw ork, d e pe n ding o n h ard w are
a n d softw ar e r eso urce availa bility.
Le arn e rs sh o uld b e give n a brief, w hich will allo w t h e m to design a co m p u te r n e tw ork.
Th e brief sh o uld id e ally b e writte n wit h a ‘clie nt’ in m in d with cle arly stat e d r eso urce
r e quire m e n ts a n d o bjectives.
Th e brief m ust inclu d e th e follo wing re q uir e m e n ts, as a m inim u m:
• cre ate at le ast thre e n e tw ork use rs, o n e of w h o m m ust be a n e tw ork
a d m inistrator wit h full co ntrol over th e co m pute r n e tw ork
• cre ate at le ast five sh are d fold ers a n d seve n sh ar e d files, with differe nt access
p e r m issio ns for differ e nt users
• co nfigur e n e tw ork use rs, e.g. place in gro u ps, se t login r estrictio ns, disa ble
acco u n ts
• cre ate at le ast o n e sh are d h ard w are n etw ork reso urce, e.g. print er, sca n n er,
e xte rn al storage d evice
• co nfigur e n e tw ork use rs, e.g. a d d m or e use rs, re m ove e xisting users, ch a nge
p assw ords(s), ch a nge access rights, set login r estrictio ns, disa ble user acco u nts
• se tu p use of n etw ork utilities, e.g. r e m ote d eskto p, insta nt m essaging,
a n tivirus, fir e w all.
For Distinction standard, le arn ers will pro d uce a co m pre h e nsive set of d esigns
for a co m pu ter n etw ork in respo nse to a give n brief. Th eir d esigns m ust inclu d e a
r e quire m e nt brief th at provid es a co m pre h e nsive ove rvie w of th e n etw ork to be
d esign e d, w hich will inclu d e th e purp ose of th e n etw ork alo ng with size a n d p ossible
costs. At this level it is exp ecte d t h at this infor m atio n will u n a m bigu o us a n d t h e d esigns
will m e et t h e use r n e e ds. Le arn ers m ust also co nsid e r th e h ardw are a n d softw are
co m p o n e nts to b e use d in t h e n etw ork.
Th e d esign d ocu m e n ts m ust also inclu d e set u p a n d co nfigu ratio n, security, user rights,
a n e tw ork diagra m a n d t est pla n. Th ese docu m e nts m ust b e of sufficie n t clarity a n d
d e tail th at if r e quire d a t hird p arty co uld, with m inim al difficulty, cre ate th e n etw ork
using th e le arn e r’s design d ocu m e ntatio n.

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For Merit standard, le arn e rs will pro duce a de taile d set of d esigns for a co m p ut er
n etw ork in respo nse to a give n brief. Th eir d esigns m ust inclu d e a re quire m e n t brief
t h at provides a de taile d overvie w of t h e n e tw ork to b e d esign e d, w hich will inclu d e th e
p urpose of th e n e tw ork alo ng with size. Th e d esigns m ust m e et m ost of t h e use r n e e ds.
Le arn e rs m ust also co nsid e r th e h ard w ar e a n d softw ar e co m po n e n ts to b e use d in
t h e n etw ork.
Th e d esign d ocu m e n ts m ust also inclu d e set u p a n d co nfigu ratio n, security, user rights,
n etw ork diagra m a n d test pla n. Th ese docu m e n ts m ust be of re aso n a ble q u ality so th at
if r e quire d a third p arty co uld, with m inim al difficulty, p artially cre at e th e n etw ork using
t h e le arn er’s d esign d ocu m e n tatio n.
For Pass standard, le arn e rs will pro duce b asic d esigns for t h e co m p ute r n etw ork in
r espo nse to a give n brief. Th e d esign docu m e nts m ust also inclu d e a re q uir e m e nt brief
t h at provides a n overvie w of th e n e tw ork to b e d esign e d, w hich will inclu d e t h e purpose
of th e n etw ork alo ng wit h size, bu t th ere m ay be so m e ga ps or o m issio ns. At this level,
o nly so m e of th e user n e e ds m ay be m et. Le arn ers m ust also co nsid er th e h ard w ar e
a n d softw ar e co m p o n e n ts to be use d in th e n etw ork.
Th e d esign d ocu m e n ts m ay b e b asic a n d co uld inclu d e set u p a n d co nfigu ratio n,
security, user rights, a n e tw ork diagra m a n d t est pla n. Th ese d ocu m e nts m ay be
h a m pe re d by lack of clarity or o m issio ns so th at th at a third p arty w o uld r e quire
assista nce w h e n atte m pting to use th e m to cre at e th e n e tw ork.

Learning aim C
For Distinction standard, le arn ers m ust m ake effective use of h ardw ar e a n d softw ar e
provid e d in a n e tw ork e nviro n m e n t to pro d uce a fully fu nctio n al co m pu ter n etw ork.
At this level, t h e n etw ork m ust h ave sufficie nt fu nctio n ality a n d p erfor m a nce to allo w
t ech nical a u die nces such as m a n agers, a n d/or oth e r IT pe rso n n el to provid e fe e d b ack.
Ap pro priat e security m e asu res sh o uld h ave b e e n a p plie d to th e n etw ork.
Th e im ple m e nte d n etw ork m ust fully lin k to t h e d esigns a n d m e e t user re q uir e m e nts.
A w ell-re aso n e d ratio n ale for im prove m e nts m ust b e carrie d o u t.
Th e n etw ork m ust be fully t est e d for fu nctio n ality a n d pe rfor m a nce. Fe e d b ack fro m
oth e rs m ust be o btain e d a n d le arn ers m ust pro d uce evid e nce to de m o nstrate th ey
h ave int erpret e d t h e situ atio n corr ectly, solve d a ny pro ble ms, a n d fully r espo n d e d
to this fe e d b ack.
Le arn e rs m ust co nside r th e a p pro ach es th at h ave b e e n use d w h e n im ple m e nting th e
n etw ork. Th ey m ust m ake cle ar, su p p orte d ju dge m e nts as to w hy th ese a p pro ach es
h ave b e e n take n.
Le arn e rs m ust also co nsid e r a ny p ossible im prove m e nts th at co uld b e m a d e to t h e
n etw ork; h o w eve r, t h ese im prove m e nts do n ot h ave to be im ple m e n te d. Ap pro priate
t ech nical la ngu age will b e use d effectively th ro ugh o ut.
For Merit standard, le arn e rs m ust m ake effective use of h ardw are a n d softw ar e
provid e d in a n e tw ork e nviro n m e n t to pro d uce a fu nctio n al co m put er n etw ork. At this
level, th e n etw ork m ust h ave so m e fu nctio n ality a n d p erfor m a nce to allo w tech nical
a u die nces such as m a n ge rs, a n d/or oth e r IT perso n n el to provid e fe e d b ack. Ap pro priat e
security m e asur es sh o uld h ave be e n a p plie d to t h e n etw ork.
Th e finish e d n etw ork m ust lin k to th e d esigns a n d sh o uld m e e t m ost use r re q uir e m e nts.
Th e n etw ork m ust be test e d for fu nctio n ality a n d p e rfor m a nce. Fe e d b ack fro m ot h ers
m ust b e o btain e d a n d le arn ers m ust pro duce evid e nce to de m o nstrate th ey h ave
in te rpr ete d a n d fully resp o n de d to this fe e d b ack.

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Le arn e rs m ust e xplor e th e a p pro ach es th at h ave b e e n use d w h e n im ple m e n ting th e

n etw ork. Th ey m ust m ake so u n d ju dge m e n ts as to w hy th ese a p pro ach es h ave be e n
take n. Le arn e rs m ust pro d uce a ratio n ale for im prove m e n ts th at co uld b e m a de to th e
n etw ork, alth o ugh th ese im prove m e nts do n ot n e e d to b e carrie d o ut.
At this level le arn e rs m ust m ake m ostly a p pro priat e use of t ech nical voca bulary to
effectively su p port t h e p oints t h ey m ake in t h eir re p ort.
Le arn e rs m ust also co nsid e r a ny p ossible im prove m e nts th at co uld be m a d e to t h e
n etw ork; h o w eve r, t h ese im prove m e nts do n ot h ave to be im ple m e n te d.
For Pass standard, le arn e rs m ust m ake use of h ard w ar e a n d softw ar e provid e d in a
n etw ork e nviro n m e nt to pro d uce a co m put er n etw ork. At this level, th e n e tw ork m ay
n ot be fully fu nctio n al, a n d p erfor m a nce m ay b e lim ite d bu t it d o es a d dr ess so m e of th e
use r r e quire m e nts. So m e co nside ratio n m ay h ave b e e n give n to t h e security m e asur es,
b u t th ey m ay n ot alw ays a d dr ess t h e a p pro priat e security th re ats.
Th e finish e d n etw ork m ay n ot fully lin k to th e designs. Th e n etw ork m ust b e test e d for
fu nctio n ality a n d p erfor m a nce. F e e d b ack fro m oth e rs m ust be o btain e d, alth o ugh it
co uld b e brief in p arts a n d le arn ers m ust pro d uce evid e nce to de m o nstrate t h ey h ave
in te rpr ete d a n d r esp o n d e d to this fe e d b ack.
Le arn e rs m ust co nside r th e a p pro ach es a n d d ecisio ns take n w h e n im ple m e n ting th e
n etw ork. So m e ju dge m e nts sh o uld b e m a d e as to w hy t h ese a p pro ach es h ave b e e n
take n bu t this m ay n ot b e cle ar. Le arn e rs will ge n e rally use a p pro priate ter m in ology,
alt h o ugh this m ay b e inco nsist e nt.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 3: Setting u p a Tech n ology Syst e m
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in rese arch
a n d pla n ning, pro ble m-solving, respo nsibility, a n d co m m u nicatio n.

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Unit 5: Introduction to Program ming

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs stu dy th e key fe atur es of progra m m ing la ngu ages to develo p a n d test softw ar e
solutio ns.

Unit introduction
B eing a ble to cre at e softw ar e solutio ns co uld give yo u a brillia n t o p portu nity for a varie d,
in te resting, a n d ch alle nging care er th at fe w oth e r vocatio n al sectors ca n m atch. Softw are
d evelo pe rs or e ngin e ers d evelo p, test, a n d m aintain co m p ute r progra ms th at ca n solve
pro ble ms or im prove pro d uctivity.
To cre ate successful softw ar e solutio ns, yo u m ust d evelo p go o d pro ble m-solving a n d
cre ative-t hin king skills.
In this u nit, yo u will le arn a b o ut differ e nt progra m m ing p ara digms a n d h o w to writ e
co d e to d evelo p a successful progra m in a ch ose n la ngu age.
Yo u will d evelo p yo ur o w n softw are solutio n to fulfil a brief. Yo u will test yo ur solutio n
for fu nctio n ality a n d id e ntify a n d re p air fa ults. Yo u will revie w yo u r finish e d progra m,
a n d evalu at e possible im prove m e nts.
This u nit is n ot platfor m d e p e n d e n t, a n d a ra nge of progra m-develo p m e nt e nviro n m e nts
ca n be use d.

Learning aims
In this u nit yo u will:
A U n d ersta n d th e key fe at ures of diffe re n t progra m m ing p ara digms
B D evelo p a n d test a softw are solutio n
C Revie w th e softw are solu tio n.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A U n d ersta n d th e key A1 F e atu res of eve nt-
fe atu res of differ e nt drive n progra m m ing An investigatio n into e ach
progra m m ing A2 F e atu res of o bject- progra m m ing p ara digm
p ara digms orie nte d progra m m ing a n d th eir suita bility for
A3 F e atu res of proce d ural a p articular pro ble m(s).
progra m m ing
B D evelo p a n d test B1 D evelo ping softw ar e
a softw are solutio n A w orking progra m in o n e
B2 Testing a n d r efining
progra m m ing la ngu age.
a softw are solutio n
Testing docu m e ntatio n
t h at inclu d es th e o utco m es
of testing a n d a ny
r efin e m e nts m a d e
C Revie w th e softw are C1 Softw are solutio n d u ring d evelo p m e nt.
solutio n r evie w Refin e th e solu tio n
b ase d o n t esting.
A r evie w o n th e suita bility
of th e softw ar e solu tio n.

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Content
Learning aim A: Understand the key features of different program ming
paradigms
A1 Features of event-driven program ming
F e atu res of eve nt-drive n progra m m ing p ara digm , a n d th e co m p arative a dva ntages a n d
disa dva n tages to ot h er a p pro ach es.
• F e atu res:
o eve nt loo p
o eve nt trigge r
o eve nt h a n dlers a n d list e n ers
o to p-d o w n a p pro ach.
• Adva ntages, such as:
o sim ple to le arn
o e asy d evelo p m e nt, e.g. a d ditio n al fu nctio n ality t hro ugh progra m m ing eve nts
such as co ntrol o bjects
o fle xibility, e.g. co de follo ws a logical ord er fro m start to finish.
• Disa dva ntages, such as:
o im p act o n syste m reso urces
o tra nslatio n lim itatio ns
o progra m flo w.
A2 Features of object-oriented program ming
F e atu res of o bject-orie nt e d progra m m ing p ara digm , a n d th e co m p arative a dva ntages
a n d disa dva ntages to oth er a p pro ach es.
• F e atu res:
o id e ntificatio n of o bjects
o d ata a bstractio n
o m o dularity
o classificatio n
o in h e rita nce
o p oly m orphism
o e nca psulatio n
o classes
o m eth o ds
o b otto m-u p a p pro ach.
• Adva ntages, such as:
o m o dular struct ure
o e asier tro u blesh ooting
o less co ding re q uir e d w h e n develo ping larger progra ms.
• Disa dva ntages, such as:
o large r progra m
o m ore co m ple x co ding
o a high e r skill level is re quire d th a n oth e r p ara digms.

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A3 Features of procedural program ming

F e atu res of proce d ural progra m m ing p ara digms, a n d th e co m p arative a dva n tages a n d
disa dva n tages to ot h er a p pro ach es.
• Key fe atur es:
o proce du res
o fu nctio ns
o pr e-defin e d fu nctio ns
o local varia bles
o glo b al varia bles
o to p-d o w n a p pro ach.
• Adva ntages, such as:
o e asier to co de t h a n o bject-orie nte d
o less m e m ory r e quire d th a n for eve nt-drive n p ara digm .
• Disa dva ntages, such as:
o difficult to e xp a n d
o h ard to m aintain.

Learning aim B: Develop and test a software solution

B1 Developing software
Processes a n d o p eratio ns r e quire d to develo p a n d refin e softw ar e.
• Co nstructs a n d t ech niqu es
o co nsta nts (varia bles with a co nsta nt valu e th at ca n n ot ch a nge)
o o p erators (arith m e tic [+, –, *, /, %] a n d logical [<, <=, >, >=, A N D, OR, tru e, false])
o r eserve d w ords
o in p ut a n d o utp ut co m m a n ds
o local varia bles
o glo b al varia bles
o o bjects/classes/ m e th o ds
o se q u e nce
o selectio n
o it eratio n
o su bro u tin es/fu nctio ns/proce du res
o d ata types:
– ch aract er
– string (t e xt)
– in teger a n d re al (n u m be rs)
– b o ole a n.
o use of d ata structur es:
– use r-d efin e d d ata types a n d r ecord structu res
– arrays.
o eve nt h a n dling:
– for ms
– assigning pro pe rties to scre e n co m p o n e nts, e.g. b utto ns, b oxes,
d ata valid atio n a n d dro p-d o w n lists
– actio ns.

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• G oo d co ding practices:
o co m m e n ts
o in d e n tatio n
o suita ble varia ble n a m es.
B2 Testing and refining a software solution
Processes re q uir e d to test a n d refin e a softw are solutio n.
• Esta blish fu nctio n ality against a test pla n wit h th e test d ata (n or m al,
a b n or m al a n d e xtre m e).
• Q u ality of co de, e.g. m aintain a bility, porta bility a n d usa bility.
• D ocu m e nt a ny im prove m e nts/r efin e m e nts th at ar e m a de to th e
softw ar e solutio n.

Learning aim C: Review the software solution

C1 Software solution review
• Crite ria for revie wing effective n ess of softw are solutio n:
o use r r e quire m e nts
o fit n ess for p urp ose
o use r e xp erie nce, e.g. e ase of n avigatio n
o co nstrain ts, e.g. progra m m ing la ngu age, tim e, d evice ca p a bilities, m e m ory,
co n n ectivity
o q u ality of th e progra m , e.g. relia bility, usa bility, efficie ncy/ pe rfor m a nce,
m aintain a bility, p orta bility
o stre ngths a n d im prove m e nts.

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Assessment criteria
Pass Merit Distinction
Learning aim A: Understand the key features of
different program ming paradigms
A.P1 O utlin e t h e A.M1 Explain th e fe at ures A.D1 Evalu ate t h e
key fe at ur es a n d suita bility suita bility of
of eve nt-drive n, of eve n t-drive n, eve nt-drive n,
o bject-orie n te d o bject-orie n te d o bject-orie n te d
a n d proce d ural a n d proce d ural a n d proce d ural
progra m m ing progra m m ing progra m m ing
p ara digms. p ara digms for p ara digms for
A.P2 O utlin e t h e r e aso ns diffe r e nt softw ar e a pro pose d
e ach p ara digm is d evelo p m e nt softw ar e solutio n.
suita ble in give n p u rposes.
sit u atio ns.
Learning aim B: Develop and test a software solution

B.P3 D evelo p a progra m B.M2 Refin e a n d im prove

solutio n for a t h e develo p e d
give n brief. progra m against BC.D2 Refin e th e
B.P4 Test a n d refin e t h e t h e t est results. d evelo pe d progra m
softw ar e solutio n against th e test
for fu nctio n ality r esults, justifying
a n d q u ality. ch a nges m a de to
t h e qu ality of th e
Learning aim C: Review the software solution co d e to m ake it
fit for p urp ose,
C.P5 Id e ntify r e aso ns for C.M3 Explain re aso ns for
a n d m aking
ch a nges m a de at ch a nges m a de at
r eco m m e n d atio ns
t h e t esting stage. t h e t esting stage.
for furth e r
C.P6 D escrib e h o w th e C.M4 Explain h o w th e im prove m e nt.
finish e d softw ar e finish e d softw are
solutio n m e ets th e solutio n m e ets th e
use r r e quire m e nts use r r e quire m e nts
a n d is fit for p urpose. a n d is fit for p urpose.

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 U NIT 5: I N TRO D UCTIO N T O PRO GRA M MIN G

Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of tw o su m m ative assign m e n ts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.P2, A.M1, A.D1)
Le arning aims: B a n d C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, C.M4, BC.D2)

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Further information for teachers and assessors

Resource requirements
For le arn ers to h ave eve ry o p p ortu nity to achieve success in t his u nit, t h ey will r e quire
full access to at le ast o n e IDE suita ble for writing, e diting a n d testing co d e in th e progra m
la ngu age select e d by th e ce ntr e.

Essential information for assessment decisions

Learning aim A
For Distinction standard, le arn ers will provid e a cle ar a n d b ala nce d evalu atio n of
h o w suita ble t h e thre e progra m m ing p ara digms are for differ e nt pro pose d solutio ns.
Thr e e differ e nt progra m m ing p ara digms fro m th e u nit co nt e nt m ust b e use d a n d t h e
a dva n tages a n d disa dva n tages of a p plying th e m to differe nt pro pose d solutio ns
evalu at e d.
Th e evide nce will d e m o nstrat e high-qu ality writt e n /oral co m m u nicatio n t hro ugh use of
accurat e a n d flu e nt tech nical voca b ulary to su p p ort a w ell-structur e d a n d co nsid er e d
r espo nse th at cle arly co n n ects ch ains of r e aso ning. It will d e m o nstrate a ve ry go o d
u n de rsta n ding of e ach progra m m ing p ara digm with n o in accu racies or o m issio ns.
For Merit standard, le arn e rs will e xplain th e suita bility of th e t hr e e progra m m ing
p ara digms ar e for diffe re nt pro pose d solutio ns. Th ey will e xplain t h e diffe re nt
progra m m ing p ara digms as o utlin e d in th e u nit co n te n t.
O verall, th e evid e nce will b e logically struct ur e d. It will d e m o nstrate a so u n d
u n de rsta n ding of e ach progra m m ing p ara digm. Th e evid e nce m ay co ntain m in or
in accuracies or o m issio ns.
For Pass standard, le arn e rs will o u tlin e th e key fe atu res of e ach progra m m ing
p ara digm fro m th e u nit co n te n t alo ng with th e re aso ns w hy t h ey co uld b e suita ble
for a p plying to diffe re n t pro pose d solutio ns.
O verall, th e evid e nce will b e b asic in p arts a n d m ay co ntain so m e in accuracies
or o m issio ns.

Learning aims B and C

For Distinction standard, le arn ers m ust draw o n kn o wle dge across th e le arning aims
to o ptim ise t h e softw are solutio n, taking acco u n t of test results a n d th e q u ality of co de,
e.g. m aintain a bility, p orta bility a n d usa bility.
Th ey sh o uld justify t h ese ch a nges in t er ms of th e re q uir e m e nts a n d t h e fe atu res of t h e
la ngu age use d, a n d a ny oth e r co nstraints. Le arn ers sh o uld m ake at le ast t hre e sp ecific
suggestio ns for im proving th e co m ple te d progra m to e nsu re it is fully fu nctio n al, w ell
co d e d a n d fit for pu rpose. Le arn e rs d o n ot n e e d to im ple m e nt t h e e n h a nce m e n ts.
For Merit standard, le arn e rs m ust m ake use of th e t est r esults to refin e th e
softw ar e solutio n.
Le arn e rs m ust e xplain th e ch a nges m a d e during t esting, a n d h o w t h e solutio n m e ets
t h e r e quire m e n ts. Th e evid e nce will d e m o nstrat e a so u n d u n de rsta n ding of t esting
a n d refining processes. Th e e xpla n atio n will b e a p pro priat e, but m ay h ave m in or
in accuracies or o m issio ns.

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 U NIT 5: I N TRO D UCTIO N T O PRO GRA M MIN G

For Pass standard, le arn e rs m ust use a n a p pro priate progra m m ing la ngu age to
d evelo p a solutio n for a give n brief.
Le arn e rs m ust sh o w t h at th ey h ave teste d t h e solutio n to m ake sur e it m e ets id e ntifie d
r e quire m e n ts, r efining th e solutio n as re q uire d. Le arn ers m ust d e m o nstrat e h o w th e
solutio n m e ets th e re q uir e m e nts, is fit for p urpose, a n d id e ntify a ny ch a nges m a de
d u ring testing.
Le arn e r d escriptio ns of t h e effective n ess of th e solutio n will b e ge n erally accurat e. Th eir
evid e nce m ay be b asic in p arts, for e xa m ple cove ring m or e ge n eric stat e m e nts th at d o
n ot lin k to t h e co nt e xt. Th e evide nce m ay co ntain so m e in accuracies or o m issio ns.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 8: Intro ductio n to Ap p D evelo p m e nt
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in rese arch
a n d pla n ning, pro ble m-solving, respo nsibility, a n d co m m u nicatio n.

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 U NIT 6: I N TRO D UCTIO N T O D IGITAL G RAPHICS A N D A NIMATIO N

Unit 6: Introduction to Digital Graphics and

Animation

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs will d esign a n d cre ate digital gra phics a n d a nim atio n in r espo nse to a clie n t
brief.

Unit introduction
Digital gra p hics a n d a nim atio n are use d in n e arly all m o d ern digital pro d ucts to e n h a nce
t h e pro duct a n d m e e t use r n e e ds. Wh e th e r it is ch aract ers in a co m pute r ga m e,
t h e in te rface for a sm artp h o n e a p plicatio n (a p p), or diagra ms design e d to provid e
infor m atio n o n a w e bsite, digital gra p hics a n d a nim atio n m ake th e pro d uct m or e
e ngaging for th e user a n d are vital to t h e success of th e pro d uct.
In this u nit, yo u will le arn a b o ut t h e principles of gra p hics a n d a nim atio n. Yo u will
e xplore h o w gra p hics ar e use d in diffe re n t situ atio ns, a n d h o w th e diffe re nt styles,
fe atu res a n d pro pe rties of gra phics im p act o n th eir use a n d effective n ess.
Yo u will le arn h o w to design, cre ate a n d e dit gra p hics a n d a nim atio n to m e e t id e ntifie d
r e quire m e nts, a n d h o w to w ork in a legal a n d e thical m a n n e r w h e n pro d ucing gra p hics
for a n id e ntifie d pu rpose.

Learning aims
In this u nit yo u will:
A Explor e th e use of gra p hics a n d a nim atio n in digital pro ducts
B D esign digital gra p hics a n d a nim atio n to m e et a clie nt brief
C D evelo p digital gra phics a n d a nim atio n to m e e t a clie nt brief.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A Explor e th e use of A1 Th e p urp ose of digital
gra p hics a n d a nim atio n gra p hics a n d a nim atio n A r e port e xploring t h e use
in digital pro d ucts A2 Pro p erties of gra p hics of digital gra phics a n d
a n d a nim atio n use d in a nim atio n in a ra nge
digital pro d ucts of co nte xts.

B D esign digital gra p hics B1 G e n erating id e as A p ortfolio of evid e nce

a n d a nim atio n to m e et B2 D esign d ocu m e nts for pro duce d in r esp o nse
a clie nt brief digital gra p hics a n d to a brief to inclu de:
a nim atio n • initial d esign id e as
B3 Legal a n d et hical • d e taile d design
co nsid eratio ns d ocu m e n ts for gra phic
a n d a nim atio n pro ducts
C D evelo p digital gra phics C1 Digital gra p hics tools
a n d a nim atio n to m e et • a r ecord of pre-e xisting
C2 Digital a nim atio n to ols
a clie nt brief assets to b e use d
C3 Pr e p aring pro d ucts for inclu ding d etails of
use in a digital pro d uct co pyright a n d oth e r
legal co nsid eratio ns
• a co m m e ntary o n
e thical factors th at h ave
b e e n co nsid er e d in t h e
d esigns
• fin al digital gra p hic
a n d a nim atio n files.

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Content
Learning aim A: Explore the use of graphics and animation in digital
products
A1 The purpose of digital graphics and animation
Use of digital gra phics to e n h a nce digital pro d ucts.
• Th e p urp ose of gra phics a n d a nim atio n in a digital pro duct:
o to h elp e xplain a co nce pt, e.g. a diagra m , ch art e tc.
o to im prove accessibility for th e user
o to be use d as a n asset, e.g. b utto n for a user int erface, ch aracte r in
a co m p ute r ga m e
o to co nvey infor m atio n, e.g. ta ble, ch art, infogra p hic
o to e n tertain, e.g. a co m ic, cartoo n, m e m e.
• Ch aract eristics of int e n d e d a u die nces th at affect th e design a n d use of digital
gra p hics, e.g. age, inte rests, level of e d ucatio n.
• Use of digital d esign ele m e nts to h elp digital gra p hics a n d a nim atio ns m e e t
t h eir int e n d e d purp ose:
o use of te xt – a m o u n t of t e xt, fo n t style, size, co m ple xity of la ngu age,
use of tech nical te r ms
o d esign style – re alistic/ ph otogra phic, diagra m, carto o n, m a p, 2D /3D
o use of colo ur
o im age co m p ositio n – for egro u n d a n d b ackgro u n d ele m e n ts, use of visu al
hierarchy, p ositio ning of ele m e nts, e.g. left of scre e n, n e xt to specific ele m e nts.
• Use of digital effects to e n h a nce t h e gra phic or a nim atio n a n d h elp m e e t its
in te n de d p urp ose, e.g. blurring, rotatio n, fa ding, tra nsitio ns.
A2 Properties of graphics and animation used in digital products
Th e pro p erties of digital gra p hics a n d a nim atio n a n d th e im p act o n t h eir use a n d
a p pro priat e n ess for inclusio n in digital pro ducts.
• Diffe re nce in th e storage a n d re n de ring of bit m a p/rast er-b ase d a n d
vector-b ase d gra phics.
• Typical uses of raster-base d a n d vector-b ase d gra p hics or a nim atio n:
o raster-b ase d, e.g. ph otogra p hs, w e bsit e gra p hics, print a dvertising,
p ackaging, co m p ut er ga m e asse ts
o vector-b ase d, e.g. use r in terfaces, logos, illustratio ns, b utto ns for
in te ractive m e dia pro ducts, ico ns, fo n ts.
• Pro p erties of gra p hics a n d a nim atio n t h at im p act o n th eir use a n d effective n ess
– r esolutio n, dim e nsio ns, file typ e, colo ur m o de, co m pr essio n, file size.
• Im p act of t h e pro p erties of gra p hics a n d a nim atio ns o n th e:
o effective n ess of th e pro d uct, e.g. clarity of m essage, e ngage m e nt,
r e a d a bility, e ase of use
o a p pro priat e n ess for th e in te n d e d a u die nce
o lo a d tim es
o file size
o co m p atibility.

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Learning aim B: Design digital graphics and animation to meet a client brief
Co nveying d esign id e as for digital gra p hics a n d a nim atio ns for t ech nical a n d
n o n-tech nical a u die nces in r esp o nse to a brief.
B1 Generating ideas
• M e th o ds for ge n erating initial id e as in resp o nse to a brief:
o r ese arch of sim ilar pro ducts
o m oo d b o ards
o brainstor m ing
o t h u m b n ail sketch es.
• Se e king fe e d b ack fro m oth e rs a n d refining id e as.
B2 Design docu ments for digital graphics and animation
• Project d esign brief to inclu d e de tails of:
o t h e targe t pro d uct
o t h e targe t a u die nce
o a ny tech nical co nsid eratio ns, e.g. d evices it will b e use d o n,
installe d a p plicatio n or w e b-b ase d, p erfor m a nce re q uir e m e nts.
• D esign d ocu m e ntatio n for digital gra p hics inclu ding:
o a d e taile d sketch of e ach gra phic
o colo ur p alettes
o d e tails of t e xt to be use d – co nt e nt, fo n t/typ eface, sizes, styles
o h o w digital effects will be use d
o pro p erties of th e target gra p hics, e.g. file size, file types, co m pr essio n.
• D esign d ocu m e ntatio n a n d storyb o ards for digital a nim atio n inclu ding:
o su m m ary of th e overall story or m essage
o d e taile d sketch es of key fra m es/sce n es
o colo ur p alettes
o d e tails of t e xt to be use d – co nt e nt, fo n t/typ eface, sizes, styles
o use of digital effects a n d so u n ds
o tim ings a n d fra m e rates
o in te n de d pro p erties of th e target a nim atio n, e.g. file size, file typ es, co m pr essio n.
• Use of assets/co nt e nt cr e at e d by oth e rs:
o id e ntify assets/co nte nt to be use d
o su m m ary of a ny e diting or m a nip ulatio n of t h e asset t h at will b e r e quire d,
e.g. cro p ping, ch a nge of file typ e.
B3 Legal and ethical considerations
Legal a n d et hical co nsid e ratio ns w h e n pla n ning, pre p aring a n d develo ping digital
gra p hics a n d a nim atio n.
• Recording a n d attributing so urces of assets/co n te n t cre at e d by oth e rs:
o t h e specific so u rce of th e asset, e.g. URL
o lice nsing or co pyright restrictio ns to b e co nside re d
o evid e nce of pe r m issio ns for use (if r e quire d).
• Et hical factors to co nsid e r w h e n pro ducing digital co n te n t:
o privacy a n d co nfid e ntiality
o r e pr ese n tatio n of p e o ple of diffe re nt ge n de rs, races, r eligio us b eliefs, etc.
o in a p pro priate or age-r estricte d co n te n t
o accessibility.
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Learning aim C: Develop digital graphics and animation to meet a client

brief
C1 Digital graphics tools
Softw are tools to pro d uce a n d pre p are rast er-base d a n d vector-b ase d gra p hics to m e et
t h e r e quire m e nts of a brief.
• Tools a n d tech niq u es for cr e ating digital gra p hics:
o fr e e h a n d dra w
o gro u ping
o colo ur b ala nce
o filt e rs
o selectio n
o h u e a n d satu ratio n
o m asking
o laye ring
o r eto uching
o o p acity/tra nsp are ncy
o im p orting fro m e xte rn al so u rces
o e diting a n d co m bining p at hs.
C2 Digital animation tools
Softw are tools to pro d uce digital a nim atio n to m e e t th e re quir e m e nts of a brief.
• Pro ducing a n d pr e p aring vector-b ase d a n d raste r-b ase d assets for inclusio n in
a n a nim atio n as re q uir e d.
• Tools a n d tech niq u es for cr e ating digital a nim atio n:
o fra m e rates
o o nio n skin ning
o tw e e ning
o tra nsitio ns
o ca m e ra a ngles
o m ove m e nt
o pict ure d uratio n
o r e n d ering
o im p orting a n d a p plying so u n d a n d oth e r e xt ern ally cr e at e d assets.
C3 Preparing products for use in a digital product
Pr e p aring digital gra phics a n d a nim atio n so t h at th ey are suita ble for use in a n id e n tifie d
digital pro d uct.
• Saving, e xporting a n d o ptim ising fin al gra phics a n d a nim atio n so th at th ey ar e
r e a dy for use, inclu ding a p pro priat e selectio n of:
o r esolutio n
o dim e nsio ns
o bit d e pth
o colo ur m o des
o file typ e
o co m pressio n m et h o ds
o file sizes.

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Assessment criteria
Pass Merit Distinction
Learning aim A: Explore the use of graphics and
animation in digital products
A.P1 D escrib e th e use A.M1 Assess th e
of digital gra phics effective n ess of A.D1 Evalu ate t h e
a n d a nim atio ns in digital gra p hics effective n ess of
id e ntifie d digital a n d a nim atio n in t h e use of digital
pro ducts. id e ntifie d pro d ucts. gra p hics a n d
A.P2 D escrib e h o w th e a nim atio n in
d esign a n d pro p erties id e ntifie d pro d ucts.
of digital gra phics a n d
a nim atio ns im p act o n
t h e effective n ess of
id e ntifie d pro d ucts.
Learning aim B: Design digital graphics and
animation to meet a client brief B.D2 Pro duce
co m pre h e nsive
B.P3 Pro duce b asic designs B.M2 Pro duce d etaile d a n d d esigns for digital
for digital gra p hics effective d esigns for gra p hics a n d
a n d a nim atio n to digital gra p hics a n d a nim atio n, inclu ding
m e e t th e clie nt’s brief. a nim atio n, inclu ding a n assessm e n t of
B.P4 Id e n tify legal a n d a n e xpla n atio n of r eleva nt legal a n d
e thical factors r eleva nt legal a n d e thical factors, in
co nsid er e d w h e n e thical factors, r espo nse to a clie n t’s
r espo n ding to th e in respo nse to brief.
clie nt’s brief. a clie nt’s brief.
Learning aim C: Develop digital graphics and C.D3 Pro duce effective
animation to meet a client brief a n d o ptim ise d
C.P5 Pro duce digital C.M3 Pro duce digital digital gra p hics a n d
gra p hics a n d gra p hics a n d a nim atio n m aking
a nim atio n th at m ake a nim atio n m aking use of a ra nge of
b asic use of so m e use of a ra nge of softw ar e to ols to
a p pro priat e softw are softw ar e to ols to fully m e et t h e
tools in respo nse to m e e t th e id e n tifie d id e ntifie d clie nt’s
a clie nt’s brief. clie nt’s n e e ds. n e e ds.

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Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of th re e su m m ative assign m e nts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.P2 A.M1, A.D1)
Le arning aims: B a n d C (B.P3, B.P4, C.P5, B.M2, C.M3, B.D2, C.D3)

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Further information for teachers and assessors

Resource requirements
For t his u nit, le arn e rs m ust h ave access to h ardw are a n d softw ar e th at allo w th e m to
pla n a n d cre ate digital gra p hics a n d a nim atio n. Softw are r eso u rces m ay inclu de:
• In ksca p e – O pe n so urce vector gra p hics cr e atio n a n d e diting softw ar e –
h ttps://in ksca pe.org/
• GIMP – O p e n so u rce gra p hic e ditor – https://w w w.gim p.org/
• Ble n d er – O p e n so u rce 3D cr e atio n suit e – h ttps:// w w w.ble n de r.org/
• Pe ncil – O pe n so urce 2D a nim atio n tool – h ttps:// w w w.pe ncil2d.org/
• Synfig Stu dio – O pe n so u rce 2D a nim atio n softw are – https:// w w w.synfig.org/

Essential information for assessment decisions

Learning aim A
W hile th er e is n o r e quire m e n t for a specific n u m b er of pro d ucts, it is reco m m e n de d
t h at le arn ers e xa m in e at le ast th re e diffe re n t digital pro ducts. Le arn e rs m ay select th e
pro ducts t h e mselves or tutors m ay dir ect le arn e rs to suita ble pro d ucts. Th e pro d ucts
selecte d m ust provide suita ble o p p ort u nity for le arn ers to co nsid er a ra nge of inte n de d
a u die nces a n d p urp oses a n d differ e nt uses of digital gra p hics a n d a nim atio n. Le arn ers
sh o uld pr ese nt th eir evalu atio n in th e for m of a r e port.
For Distinction standard, le arn ers m ust evalu at e th e effective n ess of gra p hics a n d
a nim atio n in a n u m be r of diffe re n t digital pro ducts.
Th e evalu atio n m ust co nsid er h o w differ e nt ele m e nts t h at m ake u p th e id e ntifie d digital
gra p hics a n d a nim atio ns h elp th e m m e et t h eir in te n d e d pu rpose (inclu ding use of te xt,
style, colo ur, co m p ositio n a n d digital effects). Le arn ers sh o uld also co nsid e r h o w th e
pro p erties of th e gra p hics a n d a nim atio ns im p act o n th e w ay th ey are use d, a n d r e ach a
valu e ju dge m e nt as to h o w w ell th e gra p hics m e e t th e re quir e m e nts of th e a u die nce a n d
pro duct. Le arn er m ust provid e su p porte d justificatio ns for th e assessm e nt th ey m ake.
At this level le arn e rs sh o uld m ake a p pro priate use of tech nical voca b ulary to effectively
su p p ort th e p oin ts t h ey m ake in th eir re p ort.
For Merit standard, le arn e rs m ust assess th e effective n ess of gra p hics a n d a nim atio n
in a n u m be r of differ e nt digital pro d ucts.
Th eir assessm e nt sh o uld co nsid er h o w differ e nt ele m e n ts t h at m ake u p t h e id e ntifie d
digital gra p hics a n d a nim atio ns h elp th e m m e et th eir int e n d e d pu rpose (inclu ding use
of te xt, style, colo ur, co m p ositio n a n d digital effects), but at this level so m e of th e p oints
t h ey m ake m ay b e m ore ge n eric a n d t h e ju dgm e nt m ay n ot alw ays b e su p p orte d.
Le arn e rs m ust e xplor e th e pro p e rties of th e gra p hics a n d a nim atio n a n d d escrib e h o w
t h ese m ay im p act o n th eir use, but th e re m ay be so m e m in or tech nical in accuracies,
or th e e xploratio n of th e tech nical aspects will, at tim es, n ot go into sufficie nt d e pth.
Th ey will co nsid er h o w this will im p act o n th e pro d uct th ey ar e inclu d e d in, but
co nsid eratio n of su bse q u e n t im p act o n th e use r will n ot b e fully e xplor e d.
At this level le arn e rs sh o uld m ake m ostly a p pro priate use of tech nical voca bulary
to effectively su p p ort th e p oin ts th ey m ake in th eir re p ort.
For Pass standard, le arn e rs will d escrib e th e use of digital gra phics a n d a nim atio ns
in id e n tifie d digital pro ducts. Th ey will inclu de a d escriptio n of h o w th e im ages are
d esign e d a n d co nstructe d a n d h o w th ese relate to th e int e n d e d a u die nce.

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Le arn e rs will d escrib e h o w th e d esign a n d pro p e rties of digital gra p hics a n d a nim atio ns
im p act o n t h e effective n ess of id e n tifie d pro d ucts. At this level le arn e r r espo nses will
m ake so m e accurate o bse rvatio ns b ut will n ot d e m o nstrat e m ultiple ch ains of
r e aso ning. For e xa m ple, th ey m igh t id e ntify th at th e size of a n im age co uld ca use
pro ble ms wit h lo a d tim es, b ut t h ey are u nlikely to e xp a n d o n this.
At this level le arn e rs will m ake so m e a p pro priate use of t ech nical voca b ulary.

Learning aim B
For Distinction standard, le arn ers m ust pro duce co m pre h e nsive designs for digital
gra p hics a n d a nim atio n in respo nse to a give n sce n ario.
Le arn e rs’ r ese arch in to sim ilar pro ducts co uld b e in th e for m of a n n otat e d scre e n sh ots
of e xisting pro d ucts. Th eir a n n otatio ns will sh o w insightful co nside ratio n of th e fe at ur es
of th ese pro d ucts a n d h o w th ese ca n b e a p plie d to th eir o w n designs. Le arn e rs’ draft
id e as in resp o nse to th e brief sh o uld d e m o nstrate a wid e ra nge of d esign-b ase d skills,
for e xa m ple using m o o d b o ards, records of brainstor m ing sessio ns a n d th u m b n ail
ske tch es. At t his stage le arn ers do n ot n e e d to pro duce d etaile d d esigns for eve ry
gra p hic a n d a nim atio n to b e cre at e d, b ut sh o uld provid e e n o ugh d etail to allo w
oth e rs to provid e fe e d b ack o n t h e m erits of th e suggeste d id e as, a n d pote n tial
im prove m e nts/refin e m e nts.
Le arn e rs sh o uld use th e fe e d b ack t h at t h ey r eceive, alo ng with th eir initial id e as, to
d evelo p a se t of d etaile d d esign docu m e n tatio n for th e gra p hics a n d a nim atio n th ey
in te n d to cr e ate. Th e design d ocu m e ntatio n sh o uld be of sufficie n t clarity a n d d etail
(as list e d in co nt e n t are a B2) so th at, if r e quire d, a third p arty co uld cre ate t h e in te n d e d
pro ducts using th e le arn er’s d esign d ocu m e ntatio n, wit h m inim al difficulty.
Le arn e rs m ust provid e a d e taile d record of t h e so u rces of a ny assets cre ate d by oth ers,
e.g. so u n d files, gra p hics th at th ey int e n d to use in th eir pro ducts. Th eir so urces ta ble
sh o uld provid e accurate d etails of w h e re t h e origin al so urce ca n be fo u n d a n d a ny
e diting th at will b e re q uir e d. Le arn ers sh o uld also, eit h er as a se p arate d ocu m e n t or as
p art of t h eir so urces ta ble, provid e releva n t d etails of a ny r estrictio ns a n d p er m issio ns,
as liste d in B3. Le arn ers sh o uld also pro duce a su p p orting d ocu m e n t providing a n
accurat e a n d de taile d descriptio n of h o w th ey h ave co nsid e re d ethical factors in th e
d esign decisio n th at th ey h ave m a de.
For Merit standard le arn e rs m ust pro duce de taile d a n d effective d esigns for digital
gra p hics a n d a nim atio n in respo nse to a give n sce n ario.
Le arn e rs’ r ese arch into sim ilar pro ducts th at e xist co uld b e in th e for m of a n n otate d
scre e n sh ots of e xisting pro ducts. Th e a n n otatio ns will sh o w so m e a co nsid e re d
assessm e n t of th e fe at ur es of th ese pro ducts a n d h o w t h ese ca n be a pplie d to
t h eir o w n d esigns.
Le arn e rs’ draft id e as in r espo nse to t h e brief will d e m o nstrate a ra nge of d esign-b ase d
skills, for e xa m ple using m o o d bo ards. Le arn ers’ id e as as to w h at will be pro d uce d will
b e a p pro priate a n d ge n e rally w ell-co nsid ere d, b u t th ey m ay n ot alw ays b e sufficie nt for
oth e rs to m ake de taile d co ntrib utio ns as to th e m erits of th e suggest e d id e as, a n d
p ote ntial im prove m e nts/refin e m e n ts.
At this level th ere will be so m e evid e nce as to h o w th e fe e d b ack th at th ey r eceive d
o n th eir initial id e as influ e nce d d esigns, b ut this will n ot alw ays b e cle ar.
Le arn e rs will pro duce a se t of de taile d d esign docu m e n tatio n for th e gra p hics a n d
a nim atio n th ey in te n d to cr e ate. At this level th e d esign d ocu m e ntatio n sh o uld b e of
r e aso n a ble qu ality, so th at a third p arty co uld m ostly cre ate t h e in te n d e d pro ducts,
b u t th er e m ay be so m e m in or difficulties du e to lack of de tail or clarity in places.
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Le arn e rs m ust record th e so urces of a ny asse ts cre at e d by oth e rs, e.g. so u n d files,
gra p hics th at th ey int e n d to use in t h eir pro ducts. Th eir so urces ta ble sh o uld provid e
d e tails of w h e re th e origin al so urce ca n b e fo u n d, a n d a ny e diting t h at will b e r e quire d
b u t this m ay n ot alw ays b e cle ar. Le arn e rs sh o uld also provid e de tails of a ny restrictio ns
a n d p er m issio ns th at are releva nt (as list e d in B3.1), eith e r as a se p arate d ocu m e nt or
as p art of th eir so u rces ta ble. Le arn e rs sh o uld also pro d uce a su p p orting d ocu m e nt
d escribing h o w t h ey h ave co nsid er e d e thical factors in th e d esign d ecisio ns t h at t h ey
h ave m a de, but this m ay n ot alw ays b e fully su p p orte d or cle arly relate d to t h eir
pro duct. Th eir d ocu m e n ts will b e m ostly w ell-re aso n e d b ut th er e m ay b e so m e
in accuracies or m isco nce ptio ns.
For Pass standard, le arn e rs m ust pro duce b asic d esigns for digital gra p hics a n d
a nim atio n in r espo nse to a give n sce n ario.
Le arn e rs’ r ese arch in to sim ilar pro ducts th at e xist co uld b e in th e for m of a n n otate d
scre e n sh ots of e xisting pro ducts. Th e a n n otatio ns will sh o w th at th ey h ave take n into
co nsid eratio n so m e of th e releva n t fe atures of sim ilar pro ducts. D escriptio ns as to h o w
t h ese ca n be a p plie d to t h eir o w n d esigns ar e likely to b e a p pro priate, b u t m ay be
su p erficial or ge n eric.
Le arn e rs’ draft id e as in r espo nse to t h e brief m ust d e m o nstrate a n u n d e rsta n ding of
d esign processes, for exa m ple using m oo d b o ards. Th eir id e as will give so m e in dicatio n
as to w h at will b e pro duce d, h o w eve r th ese m ay n ot alw ays b e cle ar, m aking it difficult
for ot h e rs to m ake co ntrib utio ns as to th e m e rits of th e suggeste d id e as, or a ny pote ntial
im prove m e nts/refin e m e nts.
At this level th ere m ay b e so m e evid e nce of a ppro priat e use of fe e d b ack receive d to
im prove th eir w ork, but it will b e lim it e d.
Le arn e rs will pro duce a se t of b asic d esign d ocu m e ntatio n for t h e gra p hics a n d
a nim atio n th ey in te n d to cr e ate. Th e pro duct a n d so m e key d esign fe at ures/tools will b e
id e ntifie d in th e d esign d ocu m e n tatio n, h o w eve r, it is u nlikely t h at a third p arty w o uld b e
a ble to use th e m to cr e at e th e int e n d e d pro ducts wit h o u t significa n t assista nce.
Le arn e rs m ust record th e so urces of a ny asse ts cre at e d by oth e rs, e.g. so u n d files,
gra p hics th at th ey int e n d to use in t h eir pro ducts. Th eir so urces ta ble sh o uld provid e
m ostly accu rat e d etails of w h e re t h e origin al so u rce ca n b e fo u n d. B ut d e tails of e diting
r e quire d is likely to be o m itt e d or very w e ak.
Le arn e rs will provide so m e a p pro priate d etails of a ny legal a n d et hical factors th ey h ave
co nsid er e d. H o w eve r, at this level it is likely to b e q uit e su pe rficial a n d/or ge n eric.

Learning aim C
Le arn e rs will pro duce digital gra p hics a n d a nim atio n in respo nse to a brief, as d etaile d
in pla ns.
For Distinction standard, le arn ers m ust m ake effective use of to ols a n d fe atu res
provid e d in gra phic a n d a nim atio n softw are to pro duce a ra nge of gra p hics a n d
a nim atio ns to m e et th e id e ntifie d clie nt n e e ds. Th e pro d ucts pro d uce d will sh o w cle ar
bra n d id e ntity a n d b e suita ble for t h e targe t a u die nce. At this level, th e w ork pro duce d
will sh o w a goo d u n d ersta n ding of tech nical asp ects of digital gra p hics a n d a nim atio n,
as w ell as goo d a est h e tic co nsid e ratio ns to pro d uce highly effective pro d ucts.

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Th e fin al ve rsio ns of th e pro ducts will b e o ptim ise d for inclusio n in t h e targe t pro duct.
Th e le arn ers’ fin al digital gra p hics a n d a nim atio n sh o uld b e e xport e d into file for m ats
t h at ar e suita ble for inclusio n in t h e targe t pro d uct, but th e re is n o n e e d to pro duce th e
targe t pro duct for this u nit’s assessm e n t.
For Merit standard, le arn e rs m ust m ake m ostly a p pro priat e use of tools a n d fe atu res
provid e d in gra phic a n d a nim atio n softw are to pro duce a ra nge of gra p hics a n d
a nim atio ns to m ostly m e et t h e id e ntifie d clie nt n e e ds.
Th e pro d ucts pro d uce d will sh o w cle ar bra n d id e ntity a n d b e suita ble for th e target
a u die nce. At this level, th e w ork pro duce d will sh o w a so u n d u n de rsta n ding of t ech nical
asp ects of digital gra phics a n d a nim atio n, as w ell as so u n d a esth etic co nsid eratio ns to
pro duce highly effective pro ducts. H o w eve r, w hile m ost are a p pro priate, th er e m ay still
b e so m e fe atu res ch ose n t h at ar e less effective or less a p pro priate for th e int e n d e d
p urpose.
Th e fin al ve rsio ns of th e pro ducts will b e e xp orte d into file for m ats t h at ar e suita ble for
inclusio n in th e targe t pro duct b ut m ay n ot be fully o ptim ise d.
For Pass standard, le arn e rs m ust m ake so m e a p pro priat e use of tools a n d fe atur es
provid e d in gra phic a n d a nim atio n softw are to pro duce a ra nge of b asic gra p hics a n d
a nim atio ns th at m ake so m e a p pro priat e use of a lim ite d ra nge of digital gra p hics a n d
a nim atio n to ols to m e et so m e of t h e id e ntifie d clie nt n e e ds.
Th e pro d ucts pro d uce d will b e m ostly suita ble for th e target a u die nce a n d/or pro duct
b u t will lack a co h esive bra n d id e ntity.
At this level, t h e w ork pro duce d will sh o w a b asic u n d ersta n ding of tech nical asp ects of
digital gra p hics a n d a nim atio n, bu t th e re m ay b e so m e tools or fe at ures t h at ar e n ot
a p plie d correctly.
Th e gra phics will sh o w so m e u n d ersta n ding of b asic a esth etic co nsid eratio ns, for
e xa m ple th ey m ay h ave ch ose n a n d a p plie d suita ble colo ur sch e m es, bu t m ay n ot
alw ays co nsid er relative sizing of co m po n e nts as effectively, or m ay n ot a p ply m or e
a dva nce d to ols w hich w o uld m ake th e w ork fit th e pro d uct m ore co h esively.
Th e gra phics a n d a nim atio ns th e le arn e r pro duces will m e e t m ost aspects of th e brief
at a b asic level.
Th e fin al ve rsio ns of th e pro ducts m ay b e e xport e d bu t th ese m ay n ot alw ays b e suita ble
for inclusio n in th e targe t pro duct.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 1: Using IT to Su p p ort Infor m atio n a n d Co m m u nicatio n in O rga nisatio ns
• U nit 7: Intro ductio n to W e bsite D evelo p m e n t
• U nit 8: Intro ductio n to Ap p D evelo p m e nt
• U nit 9: Intro ductio n to G a m e D esign
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

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Employer involvement
This u nit w o uld be n efit fro m e m ployer involve m e nt in th e for m of:
• gu est spe akers a n d intervie w o p p ortu nities
• w ork e xp e rie nce
• b usin ess m ate rial as e xe m plars
• visits to a p pro priate busin ess orga nisatio ns.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p rese arch a n d
pla n ning skills as w ell as cre ative skills.
Th ey also h ave o p p ortu nities to develo p co m m u nicatio n skills a n d h o w to co m bin e
t h ese with cre ative skills to co m m u nicat e in diffe re nt w ays de p e n ding o n p urp ose
a n d a u die nce.

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 U NIT 7: I N TRO D UCTIO N T O W EBSITE D EVEL O PM EN T

Unit 7: Introduction to Website Development

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs investigate t h e key fe atur es of w e bsite d evelo p m e nt to design, develo p a n d
t est a w e bsite.

Unit introduction
Wit h th e int ern et b eing ce n tral to h o w m ost orga nisatio ns a n d in divid u als co m m u nicate
a n d d o busin ess, th e cre atio n a n d m ain te n a nce of w e bsites is a n im porta n t jo b role.
Th e re is a stro ng de m a n d in th e jo b m arke t for w e bsite-d evelo p e rs with a p pro priat e
t ech nical a n d cr e ative skills.
In this u nit, yo u will investigate t h e fe atu res a n d uses of w e bsit es by e xploring th eir
p u rpose a n d fu nctio n in differ e nt co nte xts, a n d h o w th eir integrat e d co m po n e n ts
a n d a p plicatio ns int eract with e ach oth er. Yo u will also le arn h o w to design, d evelo p,
a n d test a w e bsite to m e et a give n brief a n d use r r e quire m e nts.

Learning aims
In this u nit yo u will:
A U n d ersta n d th e uses a n d fe atu res of w e bsites
B D esign a w e bsit e to m e e t user re q uir e m e nts
C D evelo p a n d test a w e bsit e to m e e t user r e quire m e n ts.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A U n d ersta n d th e uses A1 Uses of w e bsites
An investigatio n into
a n d fe atu res of w e bsit es by orga nisatio ns
diffe r e nt w e bsit es to
A2 Co m p o n e nts of
e xplain t h eir uses a n d th e
w e bsit es
key co m po n e n ts use d in
m e e ting t h eir p urp oses.

B D esign a w e bsit e to B1 Factors affecting

m e e t user r e quire m e n ts w e bsit e d esign
B2 D esign d ocu m e ntatio n
for a w e bsite D esign a n d develo p a
C D evelo p a n d test C1 D evelo ping w e bsites w e bsit e for a give n brief.
a w e bsite to m e et C2 Testing w e bsites Test a n d o ptim ise th e
use r r e quire m e nts w e bsit e b ase d o n testing.

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Content
Learning aim A: Understand the uses and features of websites
Factors affecting effective w e bsit e design, ch aracte ristics, a n d p erfor m a nce.
A1 Uses of websites by organisations
• Pu rpose of w e bsites, inclu ding:
o pro m oting pro d ucts, e.g. e-co m m e rce, or providing a service,
e.g. n e ws sit e, infor m atio n site, social m e dia, e ducatio n
o targe ting sp ecific a u die nces, e.g. ga m ers, buyers, social n etw orkers,
stu d e n ts
• Pe rfor m a nce of w e bsites, inclu ding:
o m o bile co m p atibility
o use r frie n dly a n d accessible to all users
o fast lo a d tim es
o w ell for m atte d co n te nt.
A2 Components of websites
• Co m m o n fro n te n d co m p o n e nts of a w e bsite, inclu ding:
o n avigatio n, e.g. hype rlinks, actio n bu tto ns, h ot sp ots, e m ail lin ks
o bra n ding, e.g. co m p a ny logo, orga nisatio n al colo urs a n d fo nt
o a esth e tics, e.g. colo urs, layo ut, gra p hics/vid e o / a nim atio n, a u dio,
t e xt, styles (use of style sh e ets)
o accessibility, e.g. te xt to sp e ech.
• Co m m o n b acke n d co m p o n e nts of a w e bsite, inclu ding:
o e-co m m erce facilities, e.g. orde r processing
o sh o p ping cart
o se arch facility
o ch at facility, e.g. custo m e r services p ortal
o co n tact for ms.

Learning aim B: Design a website to meet user requirements

B1 Factors affecting website design
• Int erpreting use r re q uire m e n ts, to inclu de:
o p urpose of th e w e bsite
o co m ple xity of t h e w e bsit e, e.g. fro n te n d a n d b acke n d co m po n e n ts
o targe t a u die nce, e.g. age, in ter ests, accessibility.
B2 Design docu mentation for a website
Co m p o n e nts a n d pre p aratio n of design d ocu m e ntatio n.
• D escriptio n of w e bsite tasks.
• D escriptio n of w e bsite fe atur es.
• Accessibility co nside ratio ns, w h er e releva nt:
o visio n
o h e aring
o p hysical a n d m otor skills
o le arning a n d lite racy.

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• User e xpe rie nce (UX) d esign:

o infor m atio n archit ectu re
o wirefra m ing
o clicka ble prototyp e.
• User inte rface (UI) d esign:
o style guid es
o r e n d er e d design
o r e n d er e d click-th ro ugh d esign.
• Assets to b e use d:
o gra p hics
o a u dio
o vid e o.
o a nim atio n.
• Ap plicatio n of co m m o n fro nt e n d/ b acke n d w e bsit e co m p o n e nts.

Learning aim C: Develop and test a website to meet user requirements

C1 Developing websites
Tools, fe atur es a n d processes for cr e ating w e b p ages.
• Tools a n d fe at ures inclu ding:
o t e xt
o ta bles
o for ms, e.g. te xt field, t ext are a, b utto ns, ra dio bu tto ns, ch eck boxes
o fra m es
o n avigatio n, e.g. m e n us, hyp erlin ks (in te rn al a n d e xtern al), a nch ors
o in te ractive co m p o n e nts, e.g. h ot sp ots, p o p-u ps, b utto ns, m e n us,
rollover im ages
o colo ur sch e m es, styles a n d te m plates, e.g. casca ding style sh e e ts, p age layo ut,
o size a n d p ositio n (t e xt, lin ks, asse ts, for ms), t e xt wra p ping, b ackgro u n d colo urs.
• Processes inclu ding:
o e m be d d e d m ultim e dia/digital asset co n te nt, e.g. digital gra p hics,
digital vid e o, digital a u dio, digital a nim atio n
o oth e r for m atting, e.g. Hyp e rTe xt M arku p La ngu age (HTML), Dyn a m ic Hyp e rTe xt
M arku p La ngu age (D HTML)
o accessibility fe at ures, e.g. alte rn ative tags, zoo m fe atu res, t e xt-to-spe ech
o ch eck bro wse r co m p atibility to pr ese nt w e b p ages.
C2 Testing websites
Proce d ures for testing a n d refining w e bsit es du ring d evelo p m e nt.
• Testing w e bsites for fu nctio n ality, qu ality a n d usa bility.
• Collecting a n d r esp o n ding to fe e d b ack fro m oth ers, e.g. o n co nt e n t,
pr ese n tatio n, n avigatio n, usa bility, accessibility, p erfor m a nce a n d pu rpose.
• Im prove a n d/or r efin e th e w e bsite to im prove accessibility, e.g. alte rn ative
t e xt tags, zoo m fe atu res, t e xt to sp e ech fe atu res.
• Im prove a n d/or r efin e th e w e bsite to e n h a nce p e rfor m a nce, e.g. e xp ort
a n d co m pr ess digital asse ts, a d d dyn a m ic fu nctio n ality.

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Assessment criteria
Pass Merit Distinction
Learning aim A: Understand the uses and features of
websites
A.D1 Evalu ate t h e
A.P1 O utlin e key p urp oses A.M1 Explain p urp oses effective n ess
of diffe re n t a n d key co m p o n e nts of diffe re n t
w e bsit es use d by of diffe re n t w e bsit es use d by
orga nisatio ns. w e bsit es use d by orga nisatio ns in
A.P2 O utlin e key orga nisatio ns. r elatio n to th eir
co m p o n e nts of p urposes a n d key
diffe r e nt w e bsit es co m p o n e nts.
use d by
orga nisatio ns.
Learning aim B: Design a website to meet user
requirements
B.P3 Id e ntify t h e B.M2 Pro duce a d etaile d
p urpose a n d user w e bsit e d esign for
r e quire m e nts for a a give n brief.
give n w e bsite brief. B.D2 Pro duce a
B.P4 Pro duce a b asic co m pre h e nsive
w e bsit e d esign to w e bsit e d esign
m e e t user for a give n brief.
r e quire m e nts. C.D3 D evelo p a w e bsit e
Learning aim C: Develop and test a website to meet using o w n
user requirements co m pre h e nsive
d esign, refining
C.P5 D evelo p a w e bsit e C.M3 D evelo p a w e bsit e
against th e test
using o w n d esign, using o w n d etaile d
r esults, inclu ding a
t esting a n d refining d esign, refining th e
justifie d ratio n ale for
for fu nctio n ality, w e bsit e against t h e
ch a nges a n d furth e r
q u ality a n d usa bility t est r esults, inclu ding
im prove m e nt.
using fe e d b ack ratio n ale for ch a nges
fro m oth e rs. m a d e.
C.P6 Explain re aso ns for
ch a nges m a de to
w e bsit e follo wing
fe e d b ack a n d t esting.

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Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of tw o su m m ative assign m e n ts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.P2, A.M1, A.D1)
Le arning aims: B a n d C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, B.D2, C.D3)

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Further information for teachers and assessors

Resource requirements
For le arn ers to h ave eve ry o p p ortu nity to achieve success in t his u nit, t h ey will r e quire
full access to at le ast o n e w e b d evelo p m e nt a pplicatio n for cre ating th eir w e bsite.

Essential information for assessment decisions

Learning aim A
For Distinction standard, le arn ers will provid e a cle ar a n d co nsid e re d evalu atio n
of h o w tw o differ e nt w e bsit es are effective in r elatio n to th eir p urp ose a n d key
co m p o n e nts. Th e fro nte n d a n d b acke n d co m po n e n ts m ust also be co nsid er e d.
Th e tw o w e bsit es m ust h ave diffe re n t pu rposes, e.g. o n e co uld be to provid e a
n e ws service a n d th e oth er co uld b e selling pro d ucts.
Th e evide nce will m ake cle ar co n n ectio ns be tw e e n t h e w e bsite d esign a n d its p urp ose,
a n d d e m o nstrate le arn e rs’ so u n d aw ar e n ess of w ays in w hich th e key co m p o n e nts aid
or in hibit t h e pu rpose.
For Merit standard, le arn e rs will e xplain th e pu rpose a n d key co m p o n e nts of tw o
diffe r e nt w e bsit es. Th ey m ust e xplore t h e fro nte n d a n d b acke n d co m po n e n ts as
o utlin e d in th e u nit co nt e nt.
Th e evide nce will m ake so m e co n n ectio ns b etw e e n t h e w e bsite d esign a n d its p urp ose.
Le arn e rs will d e m o nstrat e a n aw ar e n ess of w ays in w hich th e key co m p o n e nts aid or
in hibit th e p urp ose. So m e w ell-re aso n e d ju dge m e nts will h ave b e e n m a d e a b o u t th e
use r-e xpe rie nce for a wid e ra nge of p ote ntial use rs.
O verall, th e evid e nce will b e logically struct ur e d. It m ay b e b asic in p arts, for e xa m ple
cove ring m or e ge n eric state m e nts t h at do n ot lin k to th e co nt e xt. Th e evid e nce m ay
co n tain m in or in accu racies or o m issio ns, for exa m ple, th e n a m e of a regulatio n m ay
b e incorrect.
For Pass standard, le arn e rs will o u tlin e th e key p u rpose of e ach w e bsit e alo ng with
t h e key co m po n e nts as o utlin e d in th e u nit co nt e nt.
O verall, th e evid e nce will b e logically struct ur e d. It m ay b e b asic in p arts, for e xa m ple
cove ring m or e ge n eric state m e nts t h at do n ot lin k to th e co nt e xt. Th e evid e nce m ay
co ntain m in or in accu racies or o m issio ns, for exa m ple, th e n a m e of a regulatio n m ay
b e incorrect.

Learning aim B
For Distinction standard, le arn ers m ust draw o n kn o wle dge across th e le arning aim to
pro duce a co m pre h e nsive d esign for a w e bsite. Th e w e bsit e m ust co n tain a m inim u m of
five lin ke d p ages.
Le arn e rs m ust th oro ughly co nsid e r th e factors affecting t h e d esign of th e w e bsite,
e.g. th e user r e quire m e n ts m ust be fully u n d ersto o d. Th e d esign d ocu m e ntatio n will
fully e xa m in e co nsid eratio ns n e e de d to pro duce th e d esir e d user e xperie nce a n d user
in te rface, t h ese will m e e t all crit eria give n in th e d esign brief. For e xa m ple, le arn ers will
h ave co nsid e re d accessibility, h ave UX a n d UI designs as w ell as asse ts to be use d a n d
fro nt e n d/ b acke n d co m p o n e nts to b e use d.

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For Merit standard, le arn e rs m ust co nside r th e factors affecting th e design of t h e

w e bsit e. Th e d esign docu m e n tatio n will evide nce th at t h ey h ave ge n erally co nsid e re d
t h e desire d user e xp erie nce a n d will m e et th e criteria give n in th e d esign brief, alt h o ugh
so m e of t h eir a p pro ach es m ay b e ge n eric in n at ure. For e xa m ple, le arn e rs will h ave
co nsid er e d accessibility, pro d uce d so m e UX a n d UI d esigns, b ut th ey m ay n ot h ave
co nsid er e d suita ble asse ts to b e use d or suita ble fro nte n d/ b acke n d co m p o n e nts to
b e use d.
For Pass standard, Le arn e rs m ust co nside r th e factors affecting th e d esign of th e
w e bsit e. Th e d esign docu m e n tatio n will evide nce th at t h ey h ave ge n erally co nsid e re d
t h e desire d user e xp erie nce, alth o ugh th er e m ay b e so m e o m issio ns, a n d will m ostly
m e e t th e crite ria give n in t h e d esign brief. Th eir a p pro ach es to th e d esign will b e
a p pro priat e but m ay b e lim ite d in sco p e. For e xa m ple, le arn ers will h ave atte m pt e d
UX a n d UI designs, bu t th ey m ay n ot h ave fully co nsid er e d accessibility a n d m ay n ot
h ave co nsid e re d assets to be use d or fro nt e n d/b acke n d co m po n e n ts to b e use d.

Learning aim C
For Distinction standard, le arn ers m ust draw o n kn o wle dge across th e le arning aim
to develo p a w e bsite b ase d o n th eir o w n co m pre h e nsive d esigns a n d fully justify th eir
t hin king a n d d ecisio ns in t h e co m plet e d ratio n ale. Th e finish e d pro d uct m ust fully lin k
to th e d esigns a n d sh o uld m ake use of all th e tools a n d fe atu res as o utlin e d in t h e
u nit co n te n t.
Th e w e bsit e m ust b e fully t est e d for fu nctio n ality, q u ality a n d usa bility as w ell as
o btaining fe e d b ack fro m oth ers. Le arn ers m ust pro d uce evid e nce to d e m o nstrat e
t h ey h ave int erpre te d a n d fully r espo n d e d to this fe e d b ack.
Le arn e rs m ust pro duce evid e nce of refining th e w e bsite b ase d o n t esting a n d pro duce
a justifie d ratio n ale for ch a nges m a de a n d p ossible furth e r im prove m e nts.
For Merit standard, le arn e rs m ust develo p a w e bsit e b ase d o n th eir o w n
d e taile d designs.
Th e finish e d pro d uct m ust provid e so m e lin k to th e d esigns a n d sh o uld m ake use of
m ost of th e to ols a n d fe at ures as o u tlin e d in t h e u nit co n te n t.
Th e re m ust be so m e evid e nce of th e w e bsit e being t este d for fu nctio n ality, q u ality
a n d usa bility as w ell as o btaining fe e d b ack fro m oth ers as o utlin e d in t h e u nit co nt e nt.
Le arn e rs m ust pro duce so m e evid e nce of refining th e w e bsit e b ase d o n t esting a n d
pro duce a ratio n ale for ch a nges m a de.
For Pass standard, le arn e rs m ust develo p a w e bsite b ase d o n t h eir o w n d esigns.
Th e finish e d pro d uct m ay n ot provid e a n o bvio us lin k to t h e designs b u t h as use d
so m e of t h e to ols a n d fe atur es as o utlin e d in th e u nit co nte nt.
Th e re m ust be evid e nce of t h e w e bsit e b eing test e d for fu nctio n ality, qu ality a n d
usa bility as w ell as o btaining fe e d b ack fro m ot h e rs as o utlin e d in th e u nit co nt e nt,
alt h o ugh this evid e nce m ay b e brief in p arts.
Le arn e rs m ust pro duce a n e xpla n atio n of w hy a ny ch a nges or refin e m e nts w er e m a de
to th e w e bsite follo wing t esting.
O verall, th e evid e nce will b e logically struct ur e d. It m ay b e b asic in p arts, for e xa m ple
cove ring m or e ge n eric state m e nts t h at do n ot lin k to th e co nt e xt. Th e evid e nce m ay
co ntain m in or in accu racies or o m issio ns, for exa m ple, th e n a m e of a regulatio n m ay
b e incorrect.

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Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 8: Intro ductio n to Ap p D evelo p m e nt
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in:
• r ese arch a n d pla n ning
• critical thin king
• pro ble m solving
• cre ativity
• in n ovatio n.

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 U NIT 8: I N TRO D UCTIO N T O A PP D EVELO P MEN T

Unit 8: Introduction to App Development

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs stu dy th e key fe atur es of develo ping a n d testing m o bile a p plicatio ns (a p ps).

Unit introduction
Th e rise of m o bile tech n ology, p articularly sm artph o n es a n d ta ble ts, h as reinvigorat e d
a n d tra nsfor m e d th e softw ar e d evelo p m e nt m arket, wit h co u ntless a p ps pro duce d d aily
t h at infor m , e d ucate, or sim ply e nt ertain.
In this u nit, yo u will discover h o w to d esign a n d cre ate a n a p p, typically th ro ugh a hybrid
of progra m m ing co nstructs. Yo u will focus o n th e int erface t ech niq u es of t h e targe t
d evice, inclu ding voice recognitio n a n d gestu re co n trol, a n d o n th e correct use of
t hird-p arty libraries th at assist develo p m e n t.

Learning aims
In this u nit yo u will:
A Investigate a p ps a n d m o bile d evices
B D esign a n a p p to m e e t give n r e quire m e n ts
C D evelo p a n d test a n a pp to m e et give n r e quire m e nts.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A Investigate a p ps a n d A1 Typical uses of a p ps
m o bile d evices A2 F e atu res of a p ps
A3 M o bile platfor ms An investigatio n into a p ps
for a give n p urp ose.

B D esign a n a p p to m e e t B1 Factors affecting

give n r e quire m e n ts a p p d esign
Pro ductio n of a n a p p for
B2 D esign d ocu m e ntatio n
for a n a p p a give n pu rpose.
Testing docu m e n tatio n
t h at inclu d es th e o utco m es
of testing a n d a ny
C D evelo p a n d test a n C1 Progra m m ing r efin e m e nts m a d e
a p p to m e et give n co nstructs d u ring d evelo p m e nt.
r e quire m e nts C2 Testing a n d r efining Refining t h e a p p b ase d
an app o n testing.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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Content
Learning aim A: Investigate apps and mobile devices
A1 Typical uses of apps
• Uses of a p ps, inclu ding:
o providing infor m atio n, e.g. n e ws sit es, social m e dia
o n avigatio n in th e physical w orld, e.g. o nlin e m a ps, glo b al p ositio ning syst e m
(GPS) n avigatio n, locatio n id e ntificatio n, n e arest facilities such as train statio ns
or foo d o utlet
o e nte rtain m e nt, e.g. m usic a n d vid e o str e a m ing, o nlin e ga m ing
o leisur e a n d fit n ess, e.g. fit n ess tracking, d aily ste ps, w orko u t trackers, die t a n d
calorie m o nitoring
o co m m u nicatio n, e.g. gro u p m essaging, vid e o calling a n d co nfer e ncing
o a ugm e nte d re ality.
A2 Features of apps
• Key fe atur es a n d ch aracte ristics:
o use r-frie n dlin ess, e.g. th e fe at ures of th e inte rface /scre e ns th at ar e
pr ese n te d to th e use r, w ays t h at th e use r co m m u nicates with t h e a p p
a n d m akes things h a p pe n
o d e p e n d e nce o n h ard w ar e
o in te rface ele m e nts
o in tegratio n with sta n d ard o pe rating-syst e m softw ar e, e.g. co n tacts list,
t e xt m essaging
o platfor ms a n d co m p atibility.
A3 Mobile platforms
Co nsid eratio ns in relatio n to m o bile platfor ms w h e n d evelo ping a p ps.
• Aw are n ess of platfor m typ es:
o co m m ercial d e ploym e nt platfor ms:
– Ap ple i OS® for iPh o n e, iPa d
– a n droid
– Win d o ws®
o fr e e d e ploym e nt platfor ms:
– Java ME
– w e b bro wse r.
• Int egratio n with sp ecial h ardw are:
o m ulti-to uch scr e e n
o ca m e ra
o m icro ph o n e
o Glo b al Positio ning Syst e m (GPS)
o accele ro m et er
o finge rprint se nsor.
• Int egratio n with sp ecial softw ar e:
o voice recognitio n
o gestur e r ecognitio n
o face r ecognitio n.

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Learning aim B: Design an app to meet given requirements

B1 Factors affecting app design
• Int erpreting use r re q uire m e n ts, to inclu de:
o fu nctio n ality of th e a p p
o co m ple xity of t h e a p p, e.g. b asic fe atur es a n d sta n d ard UI o ptio ns,
custo m UI a n d r e al-tim e fe atu res, m e dia processing a n d re al-tim e sync
o targe t a u die nce, e.g. age, in ter ests, accessibility
o t ech nical fe atur es (int egratio n wit h sp ecial h ard w are /softw ar e).
B2 Design docu mentation for an app
Co m p o n e nts a n d pre p aratio n of design d ocu m e ntatio n.
• Target platfor m for Ap ple i OS®, a n droid, Win d o ws®).
• Accessibility co nside ratio ns, w h er e releva nt:
o visio n
o h e aring
o p hysical a n d m otor skills
o le arning a n d lite racy.
• User e xpe rie nce (UX) d esign:
o infor m atio n archit ectu re
o wirefra m ing
o clicka ble prototyp e.
• User inte rface (UI) d esign:
o style guid es
o r e n d er e d design
o r e n d er e d click-th ro ugh d esign.
• Progra m m ing design:
o pr e-defin e d co d e
o flo w ch arts
o pse u doco d e
o co n trol structu res
o d ata valid atio n.
• Assets to b e use d:
o gra p hics
o a u dio
o vid e o.
• Ratio n ale for d esign ch oices a n d d ecisio ns in relatio n to user r e quire m e nts.

Learning aim C: Develop and test an app to meet given requirements

C1 Program ming constructs
• Processes a n d o p eratio ns r e quire d to develo p a n d refin e softw ar e:
o co nsta nts
o o p erators
– arith m etic
– r elatio n al
– logical.

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• H a n dling d ata in a n a p p:
o in p ut a n d o utp ut co m m a n ds
o local varia bles
o glo b al varia bles
o d ata types:
– ch ar, int eger, re al/flo at, b o ole a n, string.
• Co n trol struct ur es:
o se q u e nce
o selectio n
o it eratio n.
• Eve nt drive n fe atu res of a n a p p:
o eve nt trigge rs:
– to uch scre e n
– p hysical b utto n pr esses
– gestur e-b ase d
– m otio n-b ase d
– so u n d-b ase d.
o eve nt h a n dling:
– co m m o n eve nt h a n dlers – o n lo a d, click/to uch, got focus,
lost focus, key/swip e do w n, key/to uch press, t ext ch a nge d
– custo m eve nt h a n dlers
– a d ding eve nt h a n dle rs
– raising eve nt h a n dle rs
– r e m oving eve nt h a n dle rs.
• D evice ca p a bilities for a p ps:
o la ngu age APIs
o An droid se nsor
o Ap ple i OS® cor e m otio n fra m e w ork
o orie ntatio n of d evice:
– a u to d etectio n
– force orie n tatio n m o d e.
C2 Testing and refining an app
M e th o ds a n d processes r e quire d to test a p p fu nctio n ality.
• Fu nctio n ality testing against a test pla n with th e test d ata, e.g. n or m al,
a b n or m al a n d e xtre m e.
• D ocu m e nting im prove m e nts a n d refin e m e nts m a d e to t h e softw ar e solutio n.
• Refining t h e a p p, to inclu d e:
o e xp orting asse ts to diffe re nt file for m ats
o im proving efficie ncy of t h e co d e
o r e develo ping t h e use r in terface.

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Assessment criteria
Pass Merit Distinction
Learning aim A: Investigate apps and mobile devices

A.P1 O utlin e t h e key A.M1 Explain th e fe at ures, A.D1 Evalu ate t h e

fe atu res of differ e nt uses a n d m o bile fe atu res, uses a n d
a p ps. platfor ms for m o bile platfor ms
A.P2 O utlin e t h e uses a n d diffe r e nt a p ps. for differe nt a p ps.
m o bile platfor ms for
diffe r e nt a p ps.
Learning aim B: Design an app to meet given
requirements
B.P3 Id e n tify p urpose a n d B.M2 Pro duce a d etaile d B.D2 Pro duce a
use r r e quire m e nts for a p p d esign for co m pre h e nsive
a n a p p. a give n brief. a p p d esign for
B.P4 Pro duce a sim ple a p p a give n brief.
d esign for a give n
brief.
Learning aim C: Develop and test an app to meet C.D3 Refin e th e
given requirements d evelo pe d a p p
C.P5 D evelo p a n d test a n C.M3 D evelo p a n d refin e against th e test
a p p for a give n brief. r esults justifying
t h e a p p against th e
ch a nges m a de to th e
C.P6 Id e n tify t h e ch a nges t est r esults.
q u ality of th e co d e
m a d e as a r esult of C.M4 Explain th e ch a nges to m ake it fit for
t esting to m ake th e m a d e as a r esult of p u rpose a n d m aking
a p p fit for p urp ose. t esting to m ake th e r eco m m e n d atio ns
a p p fit for p urp ose. for furth e r
im prove m e nt.

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Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of tw o su m m ative assign m e n ts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.P2, A.M1, A.D1)
Le arning aims: B a n d C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, C.M4, B.D2, C.D3)

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Further information for teachers and assessors

Resource requirements
For le arn ers to h ave eve ry o p p ortu nity to achieve success in t his u nit, t h ey will r e quire
full access to at le ast o n e IDE suita ble for writing, e diting a n d testing co d e in th e progra m
la ngu age select e d by th e ce ntr e.

Essential information for assessment decisions

Learning aim A
Le arn e rs revie w fe at ur es, uses a n d platfor ms of tw o differe nt a p ps.
For Distinction standard, le arn ers will provid e a cle ar a n d b ala nce d evalu atio n of
t h e tw o a p ps design e d for a give n p urp ose. Th e uses, fe atu res a n d platfor ms will b e
a d dr esse d as o u tlin e d in t h e u nit co nt e nt.
Th e evide nce will d e m o nstrat e high-qu ality writt e n /oral co m m u nicatio n t hro ugh use of
accurat e a n d flu e nt tech nical voca b ulary to su p p ort a w ell-structur e d a n d co nsid er e d
r espo nse th at cle arly co n n ects ch ains of r e aso ning.
For Merit standard, le arn e rs will provide a n expla n atio n of t h e uses, fe atur es, a n d
platfor ms of tw o a p ps d esign e d for a give n purp ose, as o utlin e d in th e u nit co n te n t.
O verall, th e evid e nce will b e logically struct ur e d a n d so u n d. It m ay occasio n ally b e b asic
in p arts, for e xa m ple inclu ding m ore ge n e ric stat e m e nts th at d o n ot lin k to th e co nt e xt.
Th e evide nce m ay co ntain m in or in accuracies or o m issio ns.
For Pass standard, le arn e rs will o u tlin e th e uses of tw o a p ps fro m t h e u nit co nt e nt
alo ng with th e fe atur es a n d platfor ms, a n d th e o utlin es will b e ge n e rally correct a n d
a p pro priat e, for e xa m ple, th at G oogle m a ps is use d for n avigatio n pu rp oses in th e re al
w orld, providing a user-frie n dly in terface a n d uses fe atur es such as AR for str e et vie w.

Learning aim B
For Distinction standard, le arn ers m ust draw o n kn o wle dge across th e le arning aim
to pro duce a co m pre h e nsive d esign for a n a p p.
Le arn e rs m ust th oro ughly co nsid e r th e factors affecting t h e d esign of th e a p p a n d ca n
fully justify th eir t hin king a n d d ecisio ns in t h e co m ple te d d esign ratio n ale. Th e d esign
d ocu m e ntatio n will fully e xa m in e co nsid eratio ns n e e de d to pro duce t h e d esir e d user
e xp erie nce a n d will m e e t all crit eria give n in th e d esign brief. For e xa m ple, le arn ers
will h ave co nsid er e d accessibility, h ave UX & UI d esigns as w ell as logical
flo wch arts/ pse u doco d e for progra m d esign.
Th ese d ocu m e nts m ust b e of sufficie nt clarity a n d d etail th at if re q uir e d a third p arty
co uld, with m inim al difficulty, cr e ate th e m o bile a p p using th e le arn er’s d esign
d ocu m e n tatio n.
At this level le arn e rs m ust m ake a p pro priate use of tech nical voca bulary to effectively
su p p ort th e p oin ts t h ey m ake.
For Merit standard, Le arn e rs m ust co nside r th e factors affecting th e design of t h e
a p p a n d ca n e xplain th eir d ecisio ns in th e co m ple te d d esign ratio n ale. Th e design
d ocu m e ntatio n will evide nce th at th ey h ave ge n e rally co nsid er e d t h e desire d user
e xp erie nce a n d will m e e t th e crit eria give n in th e design brief, alt h o ugh so m e of t h eir
a p pro ach es m ay b e ge n e ric in n at ur e. For e xa m ple, le arn ers will h ave co nsid e re d
accessibility, pro duce d so m e UX a n d UI d esigns, bu t th ey m ay n ot h ave logical
flo wch arts/ pse u doco d e for progra m d esign .

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At this level, t h e design d ocu m e n tatio n m ust be of a re aso n a ble q u ality, so th at a t hird
p arty co uld m ostly cr e at e th e m o bile a p p, but th er e m ay be so m e m in or difficulties du e
to lack of de tail or clarity in places.
For Pass standard, Le arn e rs m ust co nside r th e factors affecting th e d esign of th e
a p p a n d will o utlin e t h eir d ecisio ns in th e co m ple te d d esign ratio n ale. Th e design
d ocu m e n tatio n will evide nce th at th ey h ave ge n e rally co nsid er e d t h e desire d user
e xp erie nce, alt h o ugh th e re m ay b e so m e o m issio ns, a n d will m ostly m e e t th e crit eria
give n in t h e d esign brief. Th eir a p pro ach es to th e d esign will b e a p pro priate b ut m ay b e
lim it e d in sco pe. For e xa m ple, le arn ers will h ave atte m pt e d UX a n d UI d esigns, but th ey
m ay n ot h ave fully co nsid e r e d accessibility a n d m ay n ot h ave logical
flo wch arts/ pse u doco d e for progra m d esign.
At this level th e d esigns will provid e d etails of a p p fe atu res th at are cle arly id e ntifia ble,
a n d accurate co m m u nicatio n of so m e key d esign fe atu res/to ols, bu t th ey m ay b e
h a m pe re d by lack of clarity or o m issio ns so th at th at a third p arty w o uld r e quire
assista nce w h e n atte m pting to use th e m to cre at e th e m o bile a p p.
O verall, th e evid e nce will b e logically struct ur e d. It m ay b e b asic in p arts, for e xa m ple
cove ring m or e ge n eric state m e nts t h at do n ot lin k to th e co nt e xt. Th e evid e nce m ay
co n tain m in or in accu racies or o m issio ns.

Learning aim C
For Distinction standard, le arn ers m ust draw o n kn o wle dge across th e le arning aim to
d evelo p a n a p p b ase d o n t h eir o w n co m pr e h e nsive d esigns.
Le arn e rs m ust m ake effective use of tools a n d fe atur es provid e d in a n a p p d evelo p m e nt
e nviro n m e nt to pro duce a n a p p th at cle arly a n d effectively de m o nstrat es th e style,
p u rpose a n d user re q uir e m e nts of t h e a p p. At this level, th e a p p m ust co n tain sufficie nt
d e tail a n d fu nctio n ality to allo w tech nical a u die nces such as m a n age rs oth e r develo p ers
to provid e fe e d b ack.
Th e a p p m ust be fully teste d for fu nctio n ality, q u ality a n d usa bility as o utlin e d in th e
u nit co n te n t.
Le arn e rs m ust pro duce evid e nce of refining th e a p p b ase d o n t esting a n d pro d uce a
justifie d ratio n ale for ch a nges m a de to th e co de a n d p ossible furt h e r im prove m e nts.
For Merit standard, le arn e rs m ust develo p a n a p p b ase d o n th eir o w n d etaile d designs.
Le arn e rs m ust m ake effective use of tools a n d fe atur es provid e d in a n a p p d evelo p m e nt
e nviro n m e nt to pro duce a n a p p th at cle arly a n d effectively de m o nstrat es so m e p arts of
t h e style, p urpose, a n d use r r e quire m e nts of th e a p p. At t his level, th e a p p m ust co ntain
sufficie nt d etail a n d fu nctio n ality but m ay h ave sm all issu es alth o ugh it will allo w
t ech nical a u die nces such as m a n gers or oth er d evelo pe rs to provide fe e d b ack.
Th e re m ust be so m e evid e nce of th e a p p b eing t este d for fu nctio n ality,
q u ality a n d usa bility as o utlin e d in th e u nit co nt e nt.
Le arn e rs m ust pro duce so m e evid e nce of refining th e a p p b ase d o n t esting a n d pro duce
a ratio n ale for ch a nges m a d e.

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For Pass standard, le arn e rs m ust develo p a n a p p b ase d o n t h eir o w n d esigns.

Le arn e rs m ust m ake use of to ols a n d fe at ur es provid e d in a n a p p d evelo p m e nt
e nviro n m e nt to pro duce a n a p p th at d e m o nstrat es th e style, p urp ose a n d so m e use r
r e quire m e n ts of th e a p p. At this level, th e a p p m ust co ntain so m e d etail a n d so m e
fu nctio n ality to allo w tech nical a u die nces such as m a n agers or oth er develo p ers to
provid e fe e d b ack. Parts of t h e a p p will b e fully fu nctio n al b ut m ay co ntain so m e issu es
r elating to q u ality.
Th e re m ust be evid e nce of t h e a p p b eing test e d for fu nctio n ality, q u ality a n d usa bility
as o u tlin e d in th e u nit co nte nt, alth o ugh t his evid e nce m ay b e brief in p arts.
Le arn e rs m ust ide ntify th e ch a nges m a d e as a result of t esting to m ake th e a p p fit
for purpose, w hich ca n eith er b e a n n otate d in th e co de or in a writt e n d ocu m e n t.
O verall, th e evid e nce will b e logically struct ur e d. It m ay b e b asic in p arts, for e xa m ple
cove ring m or e ge n eric state m e nts t h at do n ot lin k to th e co nt e xt. Th e evid e nce m ay
co n tain m in or in accuracies or o m issio ns.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 5: Intro ductio n to Progra m m ing
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in rese arch
a n d pla n ning, pro ble m-solving, respo nsibility, a n d co m m u nicatio n.

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Unit 9: Introduction to Games Design

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs will investigate th e fe atu res of co m pu ter ga m es a n d h o w th ey are d esign e d to
m e e t th e e xpectatio ns of th e inte n de d user. Le arn e rs will d esign a n d pro m ote a n id e a
for a ga m e.

Unit introduction
Co m p ut er ga m es d evelo p m e nt is a large a n d gro wing in dustry t h at spa ns th e tech n ology
a n d e nt ertain m e nt sectors. Fro m casu al ga m es by in d e p e n d e nt d evelo p e rs th at ca n b e
playe d o n a sm artph o n e, to th e latest ‘Triple A’ m ultiplaye r ga m e, it is a vast, varie d a n d
p ote ntially lucrative in dustry for co m pu ter d evelo p ers to access.
In this u nit, yo u will e xplore th e b asics of co m pu ter ga m e d esign inclu ding h o w th e
fe atu res a n d design of a ga m e are ge ar e d to sp ecific a u die nces, a n d th e w ays in
w hich th e e xpectatio ns of a p ote ntial user ca n b e m et. Yo u will co nsid e r th e relate d
t ech n ologies a n d h o w th ese affect t h e ga m ing e xp erie nce.
Yo u will a p ply a n alytical skills to investigate so m e e xisting ga m es a n d t ech n ologies
in ord er to d esign a n d pro m ote a ga m e id e a in r esp o nse to a brief.

Learning aims
In this u nit yo u will:
A Investigate h o w co m p ute r ga m es m e e t user e xp ectatio ns
B D esign a co m put er ga m e in resp o nse to a brief
C Pr ese n t co m pu te r ga m e d esigns to diffe re nt a u die nces.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A Investigate h o w A1 F e atu res of co m p ut er
co m p ut er ga m es m e e t ga m es A r e port e xploring t h e
use r e xp ectatio ns A2 Co m p ut er ga m e fe atu res of co m pu te r
t ech n ologies ga m es for differ e n t
A3 Target a u die nce a u die nces.

B D esign a co m put er B1 Tech nical d esign A p ortfolio of evid e nce

ga m e in r espo nse to d ocu m e n tatio n pro duce d in r esp o nse to
a brief B2 Visu al design a brief to inclu d e:
d ocu m e n tatio n D e taile d ga m e d esigns
inclu ding a project brief,
visu al a n d tech nical d esign
C Pr ese n t co m pu te r ga m e C1 Prototyping d ocu m e n ts.
d esigns to differ e nt C2 Pitching a ga m e design A prototyp e of th e ga m e.
a u die nces
A selectio n of for m al a n d
pro m otio n al m at erials to
co nvey th e ga m e id e a to
t ech nical a u die nces.

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Content
Learning aim A: Investigate how computer games meet user expectations
A1 Features of computer games
F e atu res of ga m es th at affect style, ga m e play a n d user e xp erie nce.
• G e n re, e.g. pu zzle, sim ulatio n, platfor m , actio n, RPG, M M ORPG,
arca d e, sports, racing.
• Gra p hic/visu al style, e.g. cartoo n, r e alistic, re tro, 2D, 3D.
• G a m e play, e.g. rules, plot, o bjectives, ch alle nges, go als.
• G a m e m ech a nics, e.g. playe r/co m p ute r actio ns, scoring, win co n ditio ns,
t urns, dice.
• Int eractio n m o d el, e.g. single player, m ultiplaye r.
• Playe r p ersp ective, e.g. 1st Perso n, 3rd Pe rso n, w orld vie w.
• In pu t m e th o d, e.g. keyb o ard a n d m o use, ga m e co n trolle r, to uch scr e e n,
m otio n co ntroller/se nsor.
• D elivery/ access m et h o d, e.g. digital do w nlo a d/install, o nlin e, physical m e dia.
A2 Computer game technologies
Ch aract eristics of diffe re nt co m p ute r ga m e tech n ologies a n d t h eir im pact o n user
e xp erie nce.
• G a m ing tech n ologies:
o targe t devices, e.g. pe rso n al co m pu te rs, co nsoles, m o bile d evices
o w e b b ase d ga m es i.e. ga m es d esign e d to b e playe d in a bro wse r/
in tegrat e d into a w e b page
o clo u d b ase d ga m ing services, e.g. G oogle Sta dia ®, G eForce N O W ®
o in p ut a n d o utp ut d evices, e.g. 3D h e a dse ts, ga m e co ntrollers, m otio n
co ntrolle rs, to uch scr e e ns, sp e ake rs
o d ata co n n ectio ns, e.g. Et h ern e t, Wi-Fi, cellular/ m o bile n e tw orks
o storage, e.g. h ard drive, o ptical m e dia, clo u d
o n e w a n d e m e rging tech n ologies.
• B e n efits a n d draw b acks of differ e nt ga m ing tech n ologies.
• Co nsid eratio ns a n d im plicatio ns for users inclu ding:
o availa bility
o costs, e.g. p urch asing costs of ga m e, su bscriptio ns, d ata costs, e quip m e nt,
in-a p p p urch ases
o e ase of use a n d accessibility
o p e rfor m a nce, e.g. lo a d tim es, r e actio n tim es, in p u t lag
o use r e xp erie nce, e.g. ga m e play, u niq u e n ess, intuitive n ess of co ntrols.
A3 Target audience
Th e ch aracteristics of a ga m e’s inte n de d a u die nce a n d h o w t h ese affect th e design
of a ga m e.
• User/ a u die nce ch aracteristics inclu ding:
o age
o in te rests
o p hysical accessibility co nsid eratio ns, e.g. p artially sigh t e d,
r e duce d m otor fu nctio n.

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• G a m ing pr efer e nces, n e e ds a n d e xpe rie nce inclu ding:

o casu al or im m e rsive ga m ing
o single player or m ultiplaye r
o play style, e.g. player-vs-playe r (PVP), playe r-vs-e nviro n m e nt (PVE),
co-o p (local/o nlin e).

Learning aim B: Design a computer game in response to a brief

B1 Technical design documentation
G a m e d esign a n d d ocu m e ntatio n for t ech nical a n d logical r e quire m e n ts of a ga m e w h e n
r espo n ding to a brief.
• Re q uir e m e nts of th e brief, inclu ding a u die nce a n d p urp ose of t h e ga m e.
• G a m e fe atu res (as liste d in A1).
• G a m e tech n ologies to be use d.
• G a m e logic a n d structur e design inclu ding:
o Storyb o ard, e.g. storylin e, cutsce n es, intro d uctio n/instructio n levels
o Flo wch art, e.g. logic for ga m e m ech a nics, user in p ut/ decisio ns,
ga m e storylin e bra nching
o Pse u doco d e, e.g. pla n ning sectio ns of t h e ga m e co de,
solving logical pro ble ms for ga m e m ech a nics.
B2 Visual design docu mentation
G a m e d esign a n d d ocu m e ntatio n for visu al re q uire m e n ts of a ga m e w h e n respo n ding
to a brief.
• G a m e visu als d esigns inclu ding:
o colo ur sch e m es
o style guid e
o playa ble a n d n o n-playa ble ch aracte rs
o m a p/level d esign
o b ackgro u n d m usic.
• So urces ta ble for assets/co nt e nt cr e ate d by ot h e rs:
o id e ntify assets/co nte nt to be use d
o su m m ary of a ny e diting or m a nip ulatio n of t h e asset t h at will b e r e quire d,
e.g. cro p ping, ch a nge of file typ e.

Learning aim C: Present computer game designs to different audiences

C1 Prototyping
Use of ga m e prototyp es to d e m o nstrat e im ple m e ntatio n of select ga m e play fe atu res.
• Visu al style, e.g. playa ble a n d n o n-playa ble ch aract ers, level d esign,
sprite a nim atio n.
• Co n trol m ech a nisms, e.g. playe r in p ut/co ntrol, a uto m ate d n o n playa ble
ch aract ers.
• Scoring m ech a nism .
• Asset integratio n, e.g. rast er a n d vector gra phics, a nim atio ns/vid e os/
cutsce n es, a u dio.

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C2 Pitching a game design

Use a n d selectio n of diffe re nt m e diu ms to pr ese nt a ga m e d esign id e a to
a t ech nical a u die nce.
• Pitching a ga m e to a t ech nical a u die nce inclu ding:
o m eth o ds of pitching a ga m e design id e a, e.g. for m al pr ese n tatio n,
b usin ess re p ort, fe asibility re p ort
o selectio n of tech nical d e tails to b e co nveye d
o key fe at ur es of th e ga m e to be inclu de d
o wid e r co nsid e ratio ns, e.g. m arketing co nside ratio ns, tre n ds, costs,
u niqu e n ess of id e a, similarity to oth e r ga m es
o r e pu rposing of ga m e co n te n t to inclu de in a pitch
o use of writt e n, ve rb al a n d visu al asse ts to co nvey int e n d e d m e a ning
o use of to n e a n d la ngu age for inte n de d a u die nce a n d co m m u nicatio n m eth o d.

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Assessment criteria
Pass Merit Distinction
Learning aim A: Investigate how computer games
meet user expectations
A.P1 D escrib e h o w A.M1 Assess th e
fe atu res of co m pu te r effective n ess of A.D1 Evalu ate t h e
ga m es m e et th e co m p ut er ga m es effective n ess of
e xp ectatio ns of use rs. in m e e ting user co m p ut er ga m es
A.P2 Explain th e be n efits e xp ectatio ns. in m e e ting user
a n d draw b acks of e xp ectatio ns.
ga m es’ t ech n ologies
use d in ide ntifie d
ga m es.
Learning aim B: Design a computer game in response
to a brief
B.D2 Pro duce
B.P3 Pro duce b asic B.M2 Pro duce d etaile d a n d co m pre h e nsive
t ech nical designs for effective tech nical t ech nical a n d
a co m p ute r ga m e. a n d visu al d esigns visu al d esigns for
B.P4 Pro duce b asic visu al for a co m puter a co m p ute r ga m e.
d esigns for a ga m e.
co m p ut er ga m e.
Learning aim C: Present computer game designs to C.D3 Pr ese n t yo u r ga m e
different audiences id e a to a t ech nical
C.P5 Pro duce a b asic ga m e C.M3 Pr ese n t yo ur ga m e a u die nce, m aking
prototyp e. id e a to a t ech nical co nvincing use of
C.P6 Co m m u nicat e yo ur a u die nce, m aking co m pre h e nsive
ga m e id e a to a m ostly effective for m al
t ech nical a u die nce, use of for m al co m m u nicatio n
using a n a p pro priate co m m u nicatio n a n d a n d a co nvincing
m eth o d. a m ostly effective a n d effective ga m e
ga m e prototyp e. prototyp e.

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Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of tw o su m m ative assign m e n ts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.P2, A.M1, A.D1)
Le arning aims: B a n d C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, B.D2, C.D3)

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Further information for teachers and assessors

Resource requirements
For t his u nit, le arn e rs m ust h ave access to h ardw are a n d softw ar e th at will allo w th e m
to design a ga m e a n d pro duce a prototyp e a n d pro m otio n al m at erials. This m ay inclu d e
office pro ductivity softw are, gra p hic a n d a nim atio n softw ar e (as liste d in U nit 6),
a n d ga m e d evelo p m e nt e nviro n m e nts.
G a m e d evelo p m e nt e nviro n m e n ts m ay inclu d e:
• G a m e M aker Stu dio – a lo w co de ga m e develo p m e nt e nviro n m e nt
h ttps://w w w.yoyoga m es.co m /ga m e m aker
• G a m eSala d – a lo w co de m ultiplatfor m ga m e develo p m e n t e nviro n m e n t
h ttps://ga m esala d.co m /
• Co nstruct 3 – a lo w co d e m ultiplatfor m ga m e develo p m e n t e nviro n m e n t
Lim ite d fre e versio n availa ble h ttps://w w w.co nstruct.n e t/ e n
• G o Dot Engin e – 2D a n d 3D ga m e design e ngin e (fr e e a n d o p e n so urce)
h ttps://go d ot e ngin e.org/
• Ste ncyl – drag a n d dro p b ase d d evelo p m e nt e nviro n m e nt
h ttp://w w w.st e ncyl.co m /
• Scratch – drag a n d dro p, co d e block d evelo p m e n t e nviro n m e n t
h ttps://scratch.m it.e du /

Essential information for assessment decisions

Learning aim A
W hile th er e is n o r e quire m e n t for a specific n u m b er of ga m es to b e r evie w e d, it is
r eco m m e n d e d th at at le ast thr e e differ e nt ga m es are co nsid er e d. Le arn e rs m ay select
t h e ga m es th e mselves or tu tors m ay direct le arn e rs to suita ble ga m es. Th e ga m es
selecte d m ust provide suita ble o p p ort u nity for le arn ers to co nsid er a ra nge of in te n de d
a u die nces, fe at ures a n d t ech n ologies. Le arn ers m ust prese nt t h eir revie w in th e for m
of a r e port.
For Distinction standard, le arn ers m ust evalu at e th e effective n ess of a n u m be r of
diffe r e nt ga m es. Th ey m ust co nsid e r th e effective n ess in ter ms of w h at a use r m ight
r e aso n a bly e xp ect fro m such a ga m e.
Le arn e rs m ust co nside r h o w diffe re nt ga m e fe at ures ar e use d/ a p plie d in e ach of th e
id e ntifie d ga m es a n d m ake a valu e ju dgm e nt as to t h eir qu ality or a p pro priate n ess.
Le arn e rs m ust co nside r th e tech n ologies t h at h ave b e e n use d in t h e ga m e or to deliver
t h e ga m e to th e use r. Th ey m ust m ake su p p orte d ju dge m e nts as to th e h o w w ell t h ese
h ave b e e n use d, co nsid e ring b ot h p ositive a n d n egative asp ects. For e xa m ple, o n e ga m e
t h ey look at m ay inclu de th e use of Augm e nt e d Re ality (AR) to im p ose ga m e ch aracte rs
in th e re al w orld w hile th e playe r e xplor es th eir surro u n dings. While t his m ay be cr e ative
a n d e ngaging, th e ga m ing e xpe rie nce m ay be h a m p er e d o n d evices with lo w e r qu ality
ca m e ras, or this m ay e xclu d e yo u nge r or less physically a ble use rs fro m playing
t h e ga m e.
Le arn e rs m ust provid e w ell-re aso n e d a n d su p p ort e d justificatio ns for t h e assessm e n t
ju dge m e n ts th ey m ake.
At this level le arn e rs m ust m ake a p pro priate use of tech nical voca bulary to effectively
su p p ort th e p oin ts t h ey m ake in th eir re p ort.

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For Merit standard, le arn e rs m ust assess th e effective n ess of th e ide n tifie d ga m es in
m e e ting t h e e xp ectatio ns of t h e in te n d e d use rs.
Th ey m ust m ake ju dge m e nts as to h o w w ell diffe re nt fe atur es use d in th e ga m e h elp
t h e m to m e et t h eir int e n d e d pu rpose. At this level so m e of th e p oints th ey m ake m ay be
m ore ge n eric a n d t h e ju dge m e nt t h ey m ake m ay lack su p port. Th ey m ust also co nsid er
h o w th e tech n ologies use d in/ by th e ga m es affect th eir qu ality a n d a ppro priat e n ess.
Le arn e rs m ust e xplor e th e purp ose of th e ga m e a n d provid e p artially su p p orte d
ju dge m e nts as to th eir q u ality a n d effective n ess in r elatio n to th e int e n d e d users,
a n d w h at t h ey m ight re aso n a bly e xp ect fro m such a ga m e.
At this level le arn e rs m ust m ake m ostly a p pro priat e use of t ech nical voca bulary to
effectively su p port t h e p oints t h ey m ake in t h eir re p ort.
For Pass standard, le arn e rs m ust provid e accu rate d escriptio ns of fe at ures use d in th e
id e ntifie d ga m es. Th ey m ust provid e d escriptio ns of h o w th e ga m es are d esign e d a n d
im ple m e n te d, a n d h o w t h ese r elat e to th e e xpectatio ns of t h e in te n d e d use rs. At this
level h o w ever, d escriptio ns are likely to co ntain a n u m b er of m ore ge n e ric
co nsid eratio ns.
Le arn e rs will e xplain accurately so m e of th e b e n efits a n d draw b acks of th e tech n ologies
use d in th e ide ntifie d ga m es a n d co nsid e r th ese in relatio n to user e xpectatio ns,
providing so m e e xa m ples of h o w t h ese m ight im p act th e user. H o w eve r, at this level th e
id e ntifie d b e n efits, draw b acks a n d e xa m ples will b e m or e ge n eric. Th e p oin ts m a d e will
b e releva nt to th e ide ntifie d ga m e b ut will lack su p p ort.
At this level le arn e rs will m ake so m e a p pro priate use of t ech nical voca b ulary bu t this
m ay n ot b e sustain e d.

Learning aim B
Le arn e rs m ay wish to pe rfor m so m e rese arch, in a d ditio n to w h at t h ey did for Le arning
Aim A, to e xa m in e a ra nge of ga m es sim ilar to th at w hich t h ey in te n d to d esign, so th at
t h ey ca n ge t a n ide a of use r e xp ectatio ns, tre n ds e tc. Th ey do not h o w eve r n e e d to
d ocu m e n t th at rese arch for this le arning aim .
For Distinction standard, le arn ers will pro d uce a co m pre h e nsive set of d esigns for a
co m p ut er ga m e in r esp o nse to a give n brief. Th eir designs m ust inclu d e a r e quire m e n ts-
brief t h at provid es a co m pre h e nsive ove rvie w of th e ga m e to b e design e d, w hich will
inclu de t h e in te n d e d a u die nce a n d p urp ose of th e ga m e. At this level it is e xp ecte d th at
t his infor m atio n will u n a m bigu o us.
Th e d esign d ocu m e nts m ust also inclu d e designs for th e visu als of th e ga m e, logic
a n d structu re d esigns a n d d etails of th e fe atu res a n d tech n ologies to b e use d in t h e
ga m e. Th ese docu m e nts m ust b e of sufficie nt clarity a n d d etail th at if re q uir e d a third
p arty co uld, with m inim al difficulty, cre at e th e prototyp e a n d for m al pitch m at erials
using th e le arn e r’s design d ocu m e ntatio n.
Le arn e rs m ust record th e so urces of a ny asse ts cre at e d by oth e rs, e.g. so u n d files,
a nim atio ns th at th ey inte n d to use in th eir pro ducts. Th eir so u rces ta ble m ust provide
d e tails of w h e re th e origin al so urce ca n b e fo u n d a n d a ny e diting a n d p e r m issio ns th at
will b e re quire d.

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For Merit standard, le arn e rs will pro duce a de taile d a n d effective se t of d esigns for a
co m p ut er ga m e in r esp o nse to a give n brief. Th e d esign d ocu m e nts m ust also inclu de
d esigns for th e visu als of th e ga m e, logic a n d structu re d esigns, a n d de tails of
t h e fe atur es a n d tech n ologies to be use d in t h e ga m e. At this level t h e d esign
d ocu m e n tatio n m ust be of a re aso n a ble q u ality so t h at a third p arty co uld m ostly
cre ate t h e prototyp e a n d for m al pitch m at erials, b ut t h er e m ay b e so m e m in or
difficulties d u e to lack of d e tail or clarity in places.
Le arn e rs m ust record th e so urces of a ny asse ts cre at e d by oth e rs, e.g. so u n d files,
a nim atio ns th at th ey inte n d to use in th eir ga m e. Th eir so urces ta ble m ust provid e
d e tails of w h e re th e origin al so urce ca n b e fo u n d, a n d a ny e diting t h at will b e r e quire d
b u t this m ay n ot alw ays b e cle ar a n d r efe re nce to pe r m issio ns m ay b e vagu e in places.
For Pass standard, le arn e rs will pro duce b asic d esigns for a co m p ute r ga m e in
r espo nse to a give n brief. Th e d esign docu m e nts m ust also inclu d e d esigns for th e
visu als of t h e ga m e, logic a n d struct ur e d esigns, a n d d etails of th e fe atur es a n d
t ech n ologies to be use d in t h e ga m e but th e re m ay b e so m e ga ps or o m issio ns. At t his
level t h e ga m e designs will provide d etails of ga m e fe at ures t h at ar e cle arly id e ntifia ble,
a n d accurate co m m u nicatio n of so m e key d esign fe atu res/to ols, bu t th ey m ay b e
h a m pe re d by lack of clarity or o m issio ns so th at th at a third p arty w o uld r e quire
assista nce w h e n atte m pting to use th e m to cre at e th e prototype.
Le arn e rs m ust record th e so urces of a ny asse ts cre at e d by oth e rs, e.g. so u n d files,
a nim atio ns th at th ey inte n d to use in th eir ga m e. Th eir so urces ta ble m ust provid e
d e tails of w h e re th e origin al so urce ca n b e fo u n d. D etails of e diting a n d p e r m issio ns
r e quire d are likely to be o m itt e d or su p erficial.

Learning aim C
Th e prototyp e does not n e e d to b e a co m plete ga m e, it co uld be a single or eve n p artial
level (d e pe n ding o n th e typ e of ga m e). Le arn e rs m ust u n de rsta n d t h at th e pu rpose of a
prototyp e of t his style of task w o uld b e to sh o w oth e rs w h at co uld b e m a d e if th e ga m e
w e nt into full pro ductio n.
For Distinction standard, le arn ers m ust m ake effective use of to ols a n d fe atu res
provid e d in a ga m e d evelo p m e n t e nviro n m e nt to pro duce a prototyp e for th e ga m e
t h at cle arly a n d effectively d e m o nstrates t h e style, p urp ose a n d ga m e m ech a nics of
t h e ga m e. At this level th e prototype m ust co ntain sufficie nt d etail a n d ga m e play to
allo w t ech nical a u die nces such as m a n age rs or oth e r d evelo p ers to provid e fe e d b ack
or m ake d ecisio ns o n w h eth er to put th e ga m e in to full pro d uctio n.
Th e le arn er m ust also pro duce a set of co m pr e h e nsive a n d effective m at erials to
pitch th eir ga m e design id e as to a tech nical a u die nce (such as a m a n age r in a ga m e
d evelo p m e nt co m p a ny). Th ey m ust m ake effective use of tools a n d fe atu res provide d
t hro ugh t h eir ch ose n m e diu m an d platfor m to pr ese n t th eir pitch. Th ey m ust provid e
sufficie nt d etails of th e ga m e, tech nical d etails a n d wide r co nside ratio ns to co nvince
t h e a u die nce to put th e ga m e in to full pro ductio n.
For Merit standard, le arn e rs m ust m ake effective use of tools a n d fe at ures provid e d
in a ga m e develo p m e n t e nviro n m e nt to pro d uce a prototyp e for th e ga m e th at
d e m o nstrat es effectively so m e p arts of th e ga m e. While it m ay provid e so m e insight in
to th e style, purp ose a n d m ech a nics of th e ga m e, at t his level th e prototyp e m ay h ave
so m e sm all issu es, or m ay n ot fully d e m o nstrate so m e of t h e ga m e m ech a nics, r esulting
in a pro duct th at w o uld allo w t ech nical a u die nces such as m a n age rs or oth e r d evelo p ers

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to provid e fe e d b ack or m ake decisio ns, but w o uld re q uir e th e m to ask for a d ditio n al
infor m atio n before th ey co uld fully d ecid e o n w h et h er to pu t th e ga m e in to full
pro ductio n.
Th e le arn er m ust also pro duce effective m at erials to pitch th eir ga m e d esign id e as to a
t ech nical a u die nce (such as a m a n ager in a ga m e develo p m e n t co m pa ny). Th e selectio n
of co nte nt, m e diu m a n d platfor m m ust b e a p pro priate for th e in te n d e d task. H o w ever, it
m ay b e th e case th at w hile m ost are a p pro priat e th er e m ay still b e so m e fe at ures
ch ose n th at are less effective or less a p pro priat e for th e inte n de d p urp ose.
For Pass standard, le arn e rs will pro duce a b asic prototyp e of th e ga m e th ey h ave
d esign e d. At t his level th e protyp e will provid e so m e insigh t into th e int e n d e d style,
p u rpose a n d m ech a nics of t h e ga m e. Parts of th e ga m e will b e playa ble a n d so m e id e a
of th e ga m e visu als will b e d e m o nstrate d. H o w ever, th e prototyp e m ay b e of lim ite d
sco pe or co ntain so m e issu es r elating to q u ality. Th e prototype will allo w so m e b asic
use r testing, but a t ech nical a u die nce w o uld n e e d to ask a n u m be r of a d ditio n al
q u estio ns b efore t h ey co uld fully d ecid e o n w h e th e r to p ut t h e ga m e in to full pro d uctio n
Le arn e rs m ust pro duce so m e m at erials to pitch th eir ga m e id e a to a t ech nical a u die nce
(such as a m a n age r) to co nvince th e m to p ut th e ga m e in to pro ductio n. Co m m u nicatio n,
in ter ms of to ols, platfor ms ch ose n a n d qu ality, will b e a p pro priat e b ut m ay b e of lim it e d
sco pe, or provid e o nly su p erficial infor m atio n. For e xa m ple, w hile th ey m ay provid e
so m e tech nical infor m atio n in a prese ntatio n int e n d e d for m a n age m e nt, th ey m ay
h ave also inclu d e d less r eleva nt infor m atio n or pr ese n te d it in a n a m bigu o us w ay.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 1: Using IT to Su p p ort Infor m atio n a n d Co m m u nicatio n in O rga nisatio ns
• U nit 6: Intro ductio n to Digital Gra phics a n d Anim atio n
• U nit 7: Intro ductio n to W e bsite D evelo p m e n t
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Employer involvement
This u nit w o uld be n efit fro m e m ployer involve m e nt in th e for m of:
• gu est spe akers a n d in tervie w o p p ortu nities
• w ork e xp e rie nce
• b usin ess m ate rial as e xe m plars
• visits to a p pro priate busin ess orga nisatio ns.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p rese arch a n d
pla n ning skills as w ell as pro ble m-solving skills.
Le arn e rs will also h ave o p p ortu nities to develo p co m m u nicatio n skills a n d inclu ding h o w
to co m m u nicate in differ e nt w ays d e p e n ding o n p urpose a n d a u die nce.

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Unit 10: Introduction to Database Systems

Level: 2
U nit typ e: Internal
G uid e d le arning h o urs: 60

Unit in brief
Le arn e rs will investigate th e use of d ata b ase syst e ms in orga nisatio ns a n d h o w th ey
su p p ort b usin ess processes. Th ey will use d ata b ase softw ar e to cr e ate a n d t est a
r elatio n al d ata b ase to su p p ort th e d ecisio n-m aking process.

Unit introduction
D ata b ase syst e ms play a n im porta nt role in to day’s b usin ess processes. With o ut
d ata b ases storing a n d in terrogating infor m atio n for decisio n-m aking, orga nisatio ns
w o uld n ot b e as efficie nt. D ata b ase syste ms provid e differ e nt w ays for use rs to access
d ata, such as sorting th e d ata to provid e a nsw e rs to specific qu eries, a n d orga nising t h e
d ata into re p orts for e asy in terpre tatio n.
In this u nit, yo u will e xplore h o w differ e nt orga nisatio ns use d ata b ase syste ms, a n d
e xa m in e h o w th e infor m atio n d ata b ases provid e ca n assist th e decisio n-m aking process.
Yo u will carry o ut d ata m a nipulatio ns, design a n d d evelo p a d ata b ase syste m using a
d ata b ase a p plicatio n, a n d revie w yo ur d ata b ase syst e m to e nsur e th at it m e e ts th e
use r r e quire m e nts.

Learning aims
In this u nit yo u will:
A U n d ersta n d th e p urp ose a n d fe at ures of d ata base syste ms in orga nisatio ns
B D evelo p a r elatio n al d ata b ase syst e m to m e e t use r re q uir e m e nts
C Revie w th e effective n ess of th e d ata b ase syst e m in lin e with user r e quir e m e nts.

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Su m mary of unit
Learning aim Key content areas Assessment approach
A U n d ersta n d th e A1 D ata b ase role,
p urpose a n d fe at ur es structur e a n d A writt e n r e port t h at
of d ata b ase syste ms r elatio nships e xa m in es th e pu rpose,
in orga nisatio ns fu nctio n, typ e, tools a n d
A2 Typ es of d ata b ase
syste ms t ech niq u es use d in
d ata b ase syste ms.
A3 Tools a n d tech niq u es
B D evelo p a r elatio n al B1 D esign a n d
d ata b ase syste m to d evelo p m e nt of a
m e e t user r e quire m e n ts d ata b ase syste m D esign a n d develo p a
B2 D ata m a nipulatio n d ata b ase syste m to m e e t
B3 Factors affecting th e use r r e quire m e nts.
d esign of a d ata b ase
syste m
C Revie w th e effective n ess C1 Revie w of t h e
of th e d ata b ase syste m effective n ess of th e A writt e n r e port t h at
in lin e with user d ata b ase syste m evalu at es t h e effective n ess
r e quire m e nts of th e syst e m to m e e t use r
r e quire m e n ts.

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Content
Learning aim A: Understand the purpose and features of database systems
in organisations
F e atu res of d ata b ase syst e ms a n d th eir role in su p p orting d ecisio n m aking.
A1 Database role, structure and relationships
Pu rpose a n d role of d ata b ase syst e m:
• Pu rpose of a d ata b ase, e.g. m a n age m e n t a n d orga nisatio n of d ata:
o ce n tralise d d ata storage
o r e duces d ata re d u n d a ncy
o r e duces u p d ating errors
o incre ase d co nsist e ncy
o im prove d d ata integrity
o im prove d d ata access a n d re p orting
o u p to d at e infor m atio n
o a u to m ate d fe atu res
o im prove d d ata secu rity
o r e duce d costs, e.g. d ata e ntry, storage.
• O rga nise d ata:
o d ata b ase struct ur e inclu ding d ata, ta bles, r ecords, ro ws/t u ples
o r elatio nships inclu ding o n e-to-o n e, o n e-to-m a ny, m a ny-to-m a ny
o e ntity relatio nship, prim ary key, foreign key, seco n d ary key.
• Stor e a n d e xtract infor m atio n:
o d ata m a n age m e n t, e.g. select, in put, e dit, d ele te
o p e rfor m calculatio ns, e.g. a n alysing fin a ncial d ata, invoice ge n eratio n
o pr ese n tatio n of infor m atio n, e.g. qu eries, r e ports.
• D ata accuracy, co m p atibility, co nsiste ncy, a n d security.
A2 Types of database systems
Typ e, fe atur es a n d fu nctio ns of d ata b ases th at su p p ort b usin ess processes.
• Ce ntralise d d ata b ase, e.g. p ayroll, inve n tory/stock co ntrol, custo m er/su p plie r/
p atie n ts, sch e duling, d ata a n alysis, fin a ncial m a n age m e nt/ acco u nts.
• Pe rso n al d ata b ase, e.g. a d dr ess b ook, birth d ays, p assw ords.
• Relatio n al D ata b ase /Relatio n al D ata b ase M a n age m e nt Syst e ms (RD B MS),
e.g. b ooking syste m, p atie n t records.
A3 Tools and techniques
Th e fu nctio n of differ e nt softw ar e to ols a n d t ech niqu es use d in d ata b ase syste ms.
• D ata b ase fu nctio ns inclu ding r etrieve d ata, u p d at e d ata, m o dify d ata, e dit d ata,
d ele te d ata, se arch for d ata, valid atio n a n d verificatio n rules, in de x,
for ms/su bfor ms, sorts, q u eries, e xp ort/ im port d ata.
• En tity Relatio nship M o del (ERD) inclu ding e ntities, attribu tes, r elatio nships.
• Struct ure d Q u ery La ngu age (SQL), m a nip ulat e a n d retrieve d ata.
• Re d ucing r e du n d a ncy, e.g. n or m alisatio n.

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Learning aim B: Develop a relational database system to meet user

requirements
B1 Design and development of a database system
• Pu rpose a n d r e quire m e n ts.
• Co nstrain ts.
• Ta ble relatio nship a n d structu re to inclu d e ta ble a n d field pro p erties,
prim ary key, for eign key.
• D ata/file d typ es, size a n d for m ats inclu ding te xt, n u m b er/n u m eric,
yes/n o or tru e/false d ate /tim e, curr e ncy.
• Verificatio n a n d valid atio n.
• Q u e ry struct ure to inclu d e ta ble, fields, criteria.
• D ata o utpu t design inclu ding scre e n designs (in p ut, o utp ut).
B2 Data manipulation
Pu rpose a n d tech niqu es use d in th e m a nipulatio n of d ata.
• Re p ort layo ut inclu ding titles, p age layo u t, colo u rs, field selectio n, d ate/tim e,
gro u ping, intro ductio ns a n d im ages.
• Sorting r ecords using a single field (alph a b etically or n u m e rically, asce n ding a n d
d esce n ding) a n d sort records using m ultiple fields.
• Cr e ating q u e ries, e.g. wit h single crite ria o n o n e or tw o fields using relatio n al
o p erators, qu e ries with m ultiple criteria using at le ast tw o ta bles, m aking use
of logical o p erators, e.g. A N D, OR, N O T, a n d wildcards.
• Au to m atio n, security a n d usa bility, e.g. m acros, security to protect th e data b ase,
provid e o nscre e n use r n avigatio n a n d instructio ns.
B3 Factors affecting the design of a database system
• Fu nctio n ality of th e d ata b ase syst e m.
• User frie n dly inte rface a n d fu nctio ns.
• Security.
• Co m p atibility with oth er softw ar e /syste ms.
• Scala bility a n d cost.

Learning aim C: Review the effectiveness of the database system in line

with user requirements
C1 Review of the effectiveness of the database system
Co nsid eratio ns w h e n revie wing th e success of th e d ata b ase syst e m a n d h o w it m e e ts th e
use r r e quire m e nts.
• Pu rpose a n d r e quire m e n ts.
• Co nstrain ts.
• Fitn ess for purp ose.
• Use of d ata b ase softw ar e to ols a n d t ech niqu es
• Str e ngt hs a n d im prove m e nts.

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Assessment criteria
Pass Merit Distinction
Learning aim A: Understand the purpose and
features of database systems in organisations A.D1 An alyse h o w
A.P1 Id e n tify h o w d ata b ase A.M1 D escrib e h o w d ata b ase syste ms
syste ms su p p ort a n d d ata b ase syste ms su p p ort a n d im p act
im p act th e d ecisio n- su p p ort a n d im p act t h e decisio n-m aking
m aking process. t h e decisio n-m aking process.
process.
Learning aim B: Develop a relational database system
to meet user requirements
B.P2 Pro duce a b asic B.M2 Pro duce a d etaile d
d esign for a relatio n al d esign for a B.D2 Pro duce a
d ata b ase. r elatio n al d ata b ase. co m pre h e nsive
B.P3 D e m o nstrate th e use B.M3 D e m o nstrate th e d esign a n d d evelo p
of d ata b ase tools a n d use of a ra nge of a n effective
t ech niq u es to d evelo p d ata b ase to ols d ata b ase syste m
a b asic d ata b ase a n d tech niq u es to d e m o nstrating a n
syste m d evelo p a d etaile d a w are n ess of user
d e m o nstrating a n d ata b ase syste m r e quire m e n ts.
a w are n ess of so m e d e m o nstrating a n
use r r e quire m e nts. a w are n ess of user
r e quire m e nts.
Learning aim C: Review the effectiveness of the
database system in line with user requirements C.D3 Evalu ate t h e
C.P4 D escrib e th e w ays in C.M4 Assess th e effective n ess of th e
w hich th e d ata b ase effective n ess of th e d ata b ase softw are
softw ar e to ols a n d d ata b ase softw are tools a n d t ech niq u es
t ech niq u es are use d tools a n d t ech niq u es use d to m e et user
to m e et use r use d to m e et user r e quire m e n ts.
r e quire m e n ts. r e quire m e n ts.

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Essential information for assign ments

Th e reco m m e n d e d structu re of assessm e nt is sh o w n in th e u nit su m m ary, alo ng with
suita ble for ms of evid e nce. Section 6 Internal assessment gives infor m atio n o n se tting
assign m e nts a n d th e re is also fu rth er infor m atio n o n o ur w e bsite.
Th e re is a suggeste d m axim u m n u m be r of th re e su m m ative assign m e nts for this u nit.
Th e relatio nship of t h e le arning aims a n d crit eria is:
Le arning aim: A (A.P1, A.M1, A.D1)
Le arning aim: B (B.P2, B.P3, B.M2, B.M3, B.D2)
Le arning aim: C (C.P4, C.M4, C.D3)

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Further information for teachers and assessors

Resource requirements
For t his u nit, le arn e rs m ust h ave access to a varie ty of diffe re n t d ata b ase syst e ms
to e n a ble th e m to investigat e d ata b ase tools a n d t ech niq u es use d to su p p ort th e
b usin ess process.
Le arn e rs re quire access to d ata b ase softw ar e th at allo ws t h e cre atio n a n d use of
r elatio n al d ata b ase structu res.
For le arning aim A, le arn ers will re q uir e access to a local d ata b ase syste m so th at th ey
ca n in tegrate th e p urpose, fu nctio n, type, to ols a n d tech niq u es use d in t h e d ata b ase a n d
h o w it is use d to su p p ort th e b usin ess process.

Essential information for assessment decisions

Learning aim A
For Distinction standard, le arn ers m ust provid e a co m pr e h e nsive a n alysis of t h e
p u rpose a n d typ e of d ata b ase syste ms use d in t h e busin ess process, a n d th e tools
a n d tech niq u es use d. Le arn ers m ust e xplore h o w th e d ata b ase syste ms m a n age a n d
orga nise d ata, a n d draw co nclusio ns as to h o w t h e tools a n d t ech niqu es use d (such as
d ata-u p d ate, se arching, or d ata-valid atio n a n d ve rificatio n a n d o utp ut r e ports), im p act
o n d ecisio n-m aking. Le arn e rs will provide a wid e ra nge of r eleva n t e xa m ples.
For Merit standard, le arn e rs m ust provid e a descriptio n of th e pu rpose a n d type of
d ata b ase syste ms use d in th e b usin ess process a n d th e tools a n d tech niq u es use d.
Le arn e rs m ust co nside r h o w d ata b ase syst e ms m a n age a n d orga nise data a n d draw
so m e co nclusio ns as to h o w th e to ols a n d t ech niq u es use d (such as d ata-u p d ate,
se arching, or d ata-valid atio n a n d verificatio n a n d o utp ut r e ports), im pact o n d ecisio n-
m aking. Le arn e rs will provid e so m e releva n t e xa m ples.
For Pass standard, le arn e rs m ust ide ntify th e p u rpose a n d typ e of d ata b ase syste ms
use d in th e busin ess process a n d t h e tools a n d t ech niqu es use d. Le arn e rs m ust o u tlin e
h o w d ata b ase syst e ms m a n age a n d orga nise data a n d draw a b asic co nclusio n as to h o w
t h e tools a n d t ech niq u es use d (such as d ata-u pd at e, se arching, or d ata-valid atio n a n d
ve rificatio n a n d o utp ut r e ports) im p act o n decisio n-m aking. D etails e xploring h o w th e
d ata b ase syste m su p p orts a n d im p acts o n th e d ecisio n-m aking process will b e
a p pro priat e, bu t m ayb e ge n e ric or lacking in detail.

Learning aim B
For Distinction standard, le arn ers m ust cr e ate a co m pre h e nsive d esign th at cle arly
m e e ts t h e use r re q uir e m e nts a n d id e ntifies t h e p urp ose a n d co nstrain ts of th e
d ata b ase. A co m pre h e nsive d ata b ase structur e will:
• inclu de r elatio nships, data types a n d for m ats
• d efin e prim ary a n d foreign key(s)
• inclu de t h e valid atio n a n d verificatio n proce d ur es th at w o uld a p ply to t h e d ata.
Th e d esign will inclu d e a co m pre h e nsive in put a n d o utp ut scre e n/for m for a m ain m e n u
with o ptio ns to access data e ntry su b-for ms, ru n q u eries a n d vie w re ports. All for ms
sh o uld be custo m ise d to m e e t th e a u die nce a n d p u rpose, e.g. titles a n d use r
instructio ns.

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Le arn e rs sh o uld correctly d e m o nstrate th e use of th e tools a n d tech niq u es use d

to ge n erate:
• at le ast six a p pro priate q u eries th at e xtract m e a ningful infor m atio n
• at le ast th re e re p orts to pr ese n t cle ar a n d m e a ningful infor m atio n
• custo m ise d d ata-e ntry for ms, to e n a ble e ntry of d ata into single a n d m ultiple
ta bles with a p pro priate field for m ats
• m ain m e n u wit h th e o ptio n to access th e su b-for ms.
For Merit standard, le arn e rs m ust cre at e a d etaile d d esign t h at cle arly m e e ts m ost of
t h e use r re q uir e m e nts, a n d th at id e ntifies t h e pu rpose a n d co nstraints of th e d ata b ase.
A d e taile d d ata b ase struct ure will:
• inclu de so m e relatio nships, d ata typ es a n d for m ats
• d efin e so m e prim ary a n d foreign key(s)
• inclu de so m e valid atio n a n d ve rificatio n proce du res th at w o uld a p ply
to th e d ata.
Th e d esign will inclu d e a d e taile d in pu t a n d o utp u t scr e e n/for m for a m ain m e n u wit h
o ptio ns to access d ata e ntry su b-for ms, ru n q u e ries a n d vie w r e ports.
M ost for ms sh o uld b e custo m ise d to m e et th e a u die nce a n d p urp ose, e.g. titles a n d
use r instructio ns.
Le arn e rs sh o uld correctly d e m o nstrate th e use of th e tools a n d tech niq u es to ge n e rate:
• at le ast fo u r a p pro priate q u e ries th at e xtract so m e cle ar infor m atio n
• at le ast tw o re p orts to pr ese nt ge n erally cle ar a n d m e a ningful infor m atio n
• custo m ise d d ata-e ntry for ms, to e n a ble e ntry of d ata into single a n d m ultiple
ta bles with a p pro priate field for m ats
• m ain m e n u wit h th e o ptio n to access th e su b-for ms.
For Pass standard, le arn e rs m ust cre at e a b asic d esign th at cle arly m e ets key user
r e quire m e nts a n d id e ntifies so m e of th e p urp ose a n d co nstrain ts of th e d ata b ase.
Th e b asic d ata b ase structu re will:
• inclu de so m e relatio nship d ata typ es a n d for m ats
• d efin e so m e prim ary a n d foreign key(s)
• inclu de lim it e d valid atio n a n d verificatio n proce d u res th at w o uld a p ply
to th e d ata.
Th e d esign will inclu d e a b asic in pu t a n d o u tput scre e n /for m for a m ain m e n u,
with o ptio ns to access data e ntry su b-for ms, ru n q u eries a n d vie w re ports. Th ey will
d e m o nstrat e so m e b asic custo m isatio n of th e for ms to m e e t a u die nce a n d p urp ose,
e.g. titles.
Le arn e rs sh o uld correctly d e m o nstrate th e use of th e tools a n d tech niq u es to ge n e rate:
• at le ast th re e a p pro priat e qu e ries t h at e xtract so m e b asic infor m atio n
• at le ast tw o re p orts to pr ese n t so m e b asic infor m atio n, alt h o ugh th ere
m ay b e occasio n al o m issio ns in th e d etail.
Th ese will d e m o nstrat e so m e aw ar e n ess of user re q uir e m e nts. Le arn ers sh o uld
ge n e rally d e m o nstrate th e corr ect use of t h e tools a n d tech niq u es to ge n e rate
a n d prese nt b asic infor m atio n.

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 U NIT 10: I N TRO D UCTIO N T O D ATABASE SYSTE MS

Learning aim C
For Distinction standard, le arn ers m ust ju dge th e success of t h e d ata b ase syst e m
in m e e ting th e user r e quire m e n ts, de m o nstrating a so u n d aw ar e n ess of th ese
r e quire m e n ts. Le arn ers m ust m ake w ell-re aso n e d ju dge m e nts as to th e effective n ess
of th e softw ar e to ols a n d t ech niq u es use d, giving a wid e ra nge of releva n t e xa m ples to
su p p ort th e co nclusio ns.
For Merit standard, le arn e rs m ust ju dge th e success of th e d ata b ase syste m in m e eting
t h e use r re q uir e m e nts, d e m o nstrating a cle ar aw are n ess of th ese re q uir e m e nts.
Le arn e rs m ust m ake so u n d ju dge m e nts as to th e effective n ess of th e softw ar e to ols
a n d tech niq u es use d, giving so m e r eleva nt e xa m ples to su p p ort th e co nclusio ns
alt h o ugh th er e m ay be occasio n al o m issio ns in th e de tail. Le arn e rs will use r eleva nt
e xa m ples to su p port t h e e xplan atio n.
For Pass standard, le arn e rs m ust ju dge th e success of th e d ata b ase syst e m in m e e ting
t h e use r re q uir e m e nts, d e m o nstrating so m e aw are n ess of th ese re q uir e m e nts. Le arn e rs
m ust m ake so m e ju dge m e nts as to t h e effective n ess of th e softw are to ols
a n d tech niq u es use d, giving so m e r eleva nt e xa m ples, alth o ugh th er e m ay b e so m e
ga ps in th eir r e aso ning a n d th e e xa m ples give n will b e a p pro priat e b ut lim it e d.

Links to other units and curriculu m subjects

This u nit lin ks to:
• U nit 1: Using IT to Su p p ort Infor m atio n a n d Co m m u nicatio n in O rga nisatio ns
• U nit 2: D ata a n d Spr e a dsh e et M o d elling
• Int ern atio n al GCSE/cor e curriculu m in Infor m atio n Tech n ology.

Employer involvement
This u nit w o uld be n efit fro m e m ployer involve m e nt in th e for m of:
• gu est spe akers a n d intervie w o p p ortu nities
• w ork e xp e rie nce
• b usin ess m ate rial as e xe m plars
• visits to a p pro priate busin ess orga nisatio ns.

Opportunities to develop transferable employability skills

In co m pleting this u nit, le arn ers will h ave th e o pp ort u nity to d evelo p skills in rese arch
a n d pla n ning, pro ble m-solving, respo nsibility, a n d co m m u nicatio n.

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4 Planning your program me
How do I choose the right BTEC International Level 2 qualification for
my learners?
BTEC Inte rn atio n al Level 2 q u alificatio ns co m e in a ra nge of sizes, e ach with a sp ecific
p urpose. Yo u will n e e d to recruit le arn ers ve ry carefully to e nsu re t h at t h ey start o n th e
right size of qu alificatio n to fit into t h eir stu dy progra m m e a n d th at th ey take th e right
p at h w ays or o ptio n al u nits to allo w th e m to progress to th e n e xt stage.
So m e le arn ers m ay w a nt to take a n u m b er of co m ple m e ntary qu alificatio ns or ke e p th eir
progressio n o ptio ns o pe n. Th ese le arn ers m ay b e suite d to taking a BTEC In te rn atio n al
Level 2 Aw ard or Ce rtificate. Le arn ers w h o th e n d ecid e to co ntin u e with a fuller
vocatio n al progra m m e ca n tra nsfer to a BTEC Intern atio n al Level 2 Exte n de d Certificate
or Diplo m a.
So m e le arn ers ar e sure of th e sector in w hich th ey wish to w ork a n d are aim ing for
progressio n into th at sector via high er e ducatio n. Th ese le arn ers sh o uld b e dir ecte d
to th e tw o-ye ar BTEC Int ern atio n al Level 2 Diplo m a as t h e m ost suita ble q u alificatio n.

Is there a learner entry requirement?

As a ce ntr e, it is yo u r resp o nsibility to e nsur e th at th e le arn ers yo u recruit h ave a
r e aso n a ble e xp ectatio n of success o n th e progra m m e. Th ere are n o for m al e ntry
r e quire m e n ts, but w e exp ect le arn e rs to h ave sufficie nt le arning to stu dy at this level.
If le arn e rs are stu dying in English, w e r eco m m e n d th at t h ey h ave attain e d at le ast
Level B2 in th e Co m m o n Eu ro p e a n Fra m e w ork of Refer e nce for La ngu ages or
Pe arso n Glo b al Scale of English 51. Ple ase se e reso urces availa ble fro m Pe arso n
at w w w.p e arso n.co m / e nglish.

What is involved in becoming an approved centre?

All ce ntr es m ust be a p prove d b efore th ey ca n offe r th ese qu alificatio ns – so th at th ey
ar e r e a dy to assess le arn ers a n d so th at w e ca n provid e th e su p p ort th at is n e e d e d.
Furt h er infor m atio n is give n in Section 8 Quality assurance .

What level of sector knowledge is needed to teach these qualifications?

W e d o n ot se t a ny r e quir e m e nts for te ach ers b u t reco m m e n d th at ce ntres assess t h e
overall skills a n d kn o wle dge of th e te aching te a m to e nsu re t h at th ey ar e r eleva n t a n d
u p to d at e. This will give le arn ers a rich progra m m e to pre p are th e m for e m ploy m e nt
in th e sector.

What resources are required to deliver these qualifications?

As p art of yo ur ce ntre a p proval, yo u will n e e d to sh o w th at th e n ecessary m ate rial
r eso u rces a n d w orksp aces are availa ble to delive r BTEC In tern atio n al Level 2
q u alificatio ns. For so m e u nits, specific r eso urces are re quir e d.

How can Pearson Progress help with planning for these qualifications?
Pe arso n Progress is a digital su p port syst e m th at su p p orts th e d elive ry, assessm e nt a n d
q u ality assura nce of BTECs in ce ntres. It su p p orts te ach e rs wit h activities such as co urse
cre atio n, cre ating a n d ve rifying assign m e nts a n d cre ating assessm e nt pla ns a n d
r ecording assessm e n t d ecisio ns.
For fu rth er infor m atio n, se e Section 10 Resources and support .

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Which modes of delivery can be used for these qualifications?
Yo u ar e fre e to d eliver BTEC Inte rn atio n al Level 2 q u alificatio ns using a ny for m of
d elive ry th at m e ets th e n e e ds of yo ur le arn ers. W e reco m m e n d m aking use of a wid e
variety of m o d es, inclu ding dir ect instructio n in classroo ms or w ork e nviro n m e n ts,
investigative a n d practical w ork, gro u p a n d pe e r w ork, privat e stu dy a n d e-le arning.

What are the recom mendations for employer involvement?

BTEC Inte rn atio n al Level 2 q u alificatio ns are vocatio n al qu alificatio ns a n d, as a n
a p prove d ce ntre, yo u are e nco urage d to w ork with e m ployers o n d esign, delive ry a n d
assessm e n t to e nsur e th at it is e ngaging a n d releva nt, a n d th at it e q uips le arn e rs for
progressio n. Th er e are suggestio ns in m a ny of t h e u nits a b o u t h o w e m ploye rs co uld
b eco m e involve d in delive ry a n d/or assessm e nt b u t th ese are n ot in te n d e d to b e
e xh a ustive a n d th er e will b e ot h er p ossibilities at local level.

What support is available?

W e provid e a w e alth of su p p ort m ate rials, inclu ding curriculu m pla ns, d elive ry guid es,
sa m ple Pe arso n Set Assign m e nts, Au th orise d Assign m e nt Briefs a n d e xa m ples of
m arke d le arn er w ork.
Yo u will b e allocate d a Sta n d ards Verifie r e arly o n in th e pla n ning stage to su p p ort yo u
with pla n ning yo u r assessm e n ts. Th e re will b e ext e nsive training progra m m es as w ell as
su p p ort fro m o ur Su bject Advisor te a m.
For fu rth er d etails se e Section 10 Resources and support .

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5 Assessment structure
Introduction
BTEC Inte rn atio n al Level 2 q u alificatio ns are assesse d using a co m bin atio n of internal
assessments, w hich ar e se t a n d m arke d by t e ach ers, a n d Pearson Set Assignments, w hich
ar e set by Pe arso n a n d m arke d by te ach ers.
• M a n d atory u nits h ave a co m bin atio n of in te rn al a n d Pe arso n Se t Assign m e n ts.
• All o ptio n al u nits are inte rn ally assesse d.
In develo ping a n overall pla n for d elive ry a n d assessm e nt for th e progra m m e, yo u will
n e e d to co nside r th e ord e r in w hich yo u d eliver u nits, w h et h er d elivery is ove r sh ort
or lo ng p erio ds a n d w h e n assessm e nt ca n take place. Yo u m ust pla n th e assign m e nts
so t h at le arn e rs ca n d e m o nstrate le arning fro m across th eir progra m m e.
In a d m iniste ring a n intern al assign m e nt or a Pe arso n Se t Assign m e nt, th e ce ntre
n e e ds to b e aw are of t h e sp ecific proce d ures a n d p olicies t h at a p ply, for e xa m ple to
r egistratio n, e ntries a n d r esults. An overvie w, wit h sign posting to releva n t d ocu m e nts,
is give n in Section 7 Administrative arrangements.

Internal assessment
O ur a p pro ach to int ern al assessm e n t for th ese q u alificatio ns will b e bro a dly fa m iliar to
e xp erie nce d ce ntres. It offers fle xibility in h o w a n d w h e n yo u assess le arn e rs, provid e d
t h at yo u m e et assessm e nt a n d q u ality assura nce r e quire m e n ts. Yo u will n e e d to take
acco u n t of th e re q uir e m e nts of t h e u nit for m at, w hich w e e xplain in Section 3 Units,
a n d th e re quire m e n ts for delivering assessm e nt give n in Section 6 Internal assessment .

Pearson Set Assign ment units

A su m m ary of t h e set assign m e nts for this q u alificatio n is give n in Section 2 Structure .
Yo u sh o uld ch eck this infor m atio n car efully, toge th er with t h e de tails of th e u nit b eing
assesse d, so th at yo u ca n tim e ta ble le arning a n d assessm e nt pe rio ds a p pro priat ely.
Le arn e rs m ust take th e a u th orise d Pe arso n Set Assign m e nt for t h e set assign m e nt u nit.
Te ach e rs are n ot p er m itte d to cre ate th eir o w n assessm e nts for set assign m e n t u nits.
So m e assign m e n ts m ay n e e d to b e take n in co n trolle d co n ditio ns. Th ese ar e describ e d
in e ach u nit.
Ple ase se e Section 6 for r esu b m issio n a n d r etaking regulatio ns.

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6 Internal assessment
This sectio n gives a n ove rvie w of th e key fe atu res of inte rn al assessm e n t a n d h o w yo u,
as a n a p prove d ce n tr e, ca n offer it effectively. Th e full r e quire m e n ts a n d o p eratio n al
infor m atio n are give n in t h e BTEC International Quality Assurance Handbook .
All m e m b ers of t h e assessm e nt t e a m n e e d to refer to this d ocu m e nt.
For BTEC Inte rn atio n al Level 2 qu alificatio ns, it is im p orta nt t h at yo u ca n m e e t th e
e xp ectatio ns of stake h old e rs a n d t h e n e e ds of le arn ers by providing a progra m m e th at
is practical a n d a p plie d. Ce n tr es ca n tailor progra m m es to m e et local n e e ds a n d use
lin ks with local e m ployers a n d th e wid e r vocatio n al sector.
W h e n int ern al assessm e nt is o p erat e d effectively, it is ch alle nging, e ngaging, practical
a n d u p to d ate. It m ust also b e fair to all le arn ers a n d m e e t int ern atio n al sta n d ards.
All u nits in t h ese q u alificatio ns are in te rn ally assesse d bu t Pe arso n sets th e assign m e nts
for so m e of th e u nits.

Principles of internal assessment (applies to all units)

Assessment through assign ments

For all u nits, th e for m at of assessm e nt is a n assign m e n t take n afte r th e co n te n t of
t h e u nit, or p art of th e u nit if several assign m e n ts are use d, h as be e n d elive re d.
An assign m e n t m ay take a variety of for ms, inclu ding practical a n d writt e n typ es.
An assign m e n t is a distinct activity, co m ple te d in d e pe n de ntly by le arn ers, th at is
se p arat e fro m te aching, practice, e xploratio n a n d oth er activities th at le arn ers
co m plet e with dir ectio n fro m t e ach ers.
An assign m e n t is issu e d to le arn e rs as a n assign m e nt brief wit h a d efin e d start d ate,
a co m pletio n d at e a n d cle ar re q uir e m e nts for th e evid e nce th at th ey n e e d to provid e.
Th e re m ay b e specific o bse rve d practical co m po n e n ts d uring th e assign m e nt p erio d.
Assign m e nts ca n be divid e d into tasks a n d m ay r e quire several for ms of evid e nce.
A valid assign m e nt will e n a ble a cle ar a n d for m al assessm e nt o utco m e, b ase d o n t h e
assessm e n t crit eria. For m ost u nits, te ach ers will se t th e assign m e nts. For Pe arso n
Set Assign m e nt u nits, Pe arso n will set t h e assign m e n t.

Assessment decisions through applying unit-based criteria

Assessm e n t decisio ns for BTEC Intern atio n al Level 2 qu alificatio ns are b ase d o n th e
sp ecific crit eria give n in e ach u nit a n d se t at e ach gra de level. To e nsu re th at sta n d ards
ar e co nsiste nt in t h e qu alificatio n a n d across th e suite as a w h ole, th e crite ria for e ach
u nit h ave b e e n d efin e d according to a fra m e w ork. Th e w ay in w hich in divid u al u nits
ar e writt e n provides a bala nce of assessm e nt of u n d ersta n ding, practical skills a n d
vocatio n al attrib ut es a ppro priat e to t h e pu rpose of q u alificatio ns.
Th e assessm e nt crit eria for a u nit are hierarchical a n d h olistic. For e xa m ple, if a
M e rit criterio n re quires t h e le arn er to sh o w ‘a n alysis’ a n d th e relate d Pass crite rio n
r e quires t h e le arn e r to ‘e xplain’, t h e n to satisfy t h e M erit crit erio n, a le arn e r will n e e d
to cover b oth ‘e xplain’ a n d ‘a n alyse’. Th e u nit assessm e nt grid sh o ws th e relatio nships
b e tw e e n th e crite ria so t h at assessors ca n a p ply all t h e crite ria to t h e le arn er’s evid e nce
at th e sa m e tim e. In Appendix 2: Glossary of terms used , w e h ave set o ut a d efinitio n of
t er ms t h at assessors n e e d to u n de rsta n d.

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Assessors m ust sh o w h o w th ey h ave r e ach e d th eir d ecisio ns using th e crit eria in
t h e assessm e nt records. Wh e n a le arn e r h as co m plet e d all t h e assessm e nt for a u nit,
t h e n th e assessm e n t te a m will give a gra de for t h e u nit. This is give n according to th e
high est level for w hich th e le arn e r is ju dge d to h ave m et all th e crite ria. Th erefor e:
• to achieve a Distinctio n, a le arn e r m ust h ave satisfie d all t h e Distinctio n crite ria
(a n d th e refor e th e Pass a n d M e rit crite ria); t h ese d efin e o utsta n ding
p e rfor m a nce across t h e u nit as a w h ole
• to achieve a M e rit, a le arn e r m ust h ave satisfie d all t h e M e rit criteria (a n d
t h er efore t h e Pass criteria) th ro ugh high p erfor m a nce in e ach le arning aim
• to achieve a Pass, a le arn er m ust h ave satisfie d all t h e Pass crit eria for th e
le arning aims, sh o wing cove rage of th e u nit co n te n t a n d th er efore attain m e n t
at Level 2 of t h e qu alificatio n.
Th e a w ard of a Pass is a d efin e d level of pe rfor m a nce a n d ca n n ot b e give n solely o n th e
b asis of a le arn e r co m ple ting assign m e n ts. Le arn ers w h o d o n ot satisfy t h e Pass crite ria
sh o uld be re p ort e d as U nclassifie d.

The assessment team

It is im porta nt th at th ere is a n effective te a m for inte rn al assessm e nt. Th er e are t hr e e
key roles involve d in im ple m e nting assessm e nt processes in yo u r ce ntre, e ach with
diffe r e nt inte rr elat e d r esp o nsibilities; t h e roles ar e list e d belo w. Th ere is d e taile d
infor m atio n in th e BTEC International Quality Assurance Handbook .
• Th e Le a d Int ern al Verifie r (th e Le a d IV) h as overall resp o nsibility for th e
progra m m e, its assessm e nt a n d int ern al verificatio n, record ke e ping a n d liaiso n
with t h e sta n d ards verifie r, e nsuring o ur r e quire m e n ts are m et. Th e Le a d IV
acts as a n assessor, sta n d ardises a n d su p p orts th e r est of th e assessm e nt
t e a m , m aking su re t h at t h ey h ave th e infor m atio n th ey n e e d a bo u t o u r
assessm e n t re q uir e m e n ts a n d orga nises training, m aking use of o ur
sta n d ardisatio n, guid a nce a n d su p p ort m at erials.
• Int ern al Ve rifiers (IVs) ove rse e all assessm e nt activities in co nsultatio n with t h e
Le a d IV. Th ey ch eck th at assign m e n ts a n d assessm e n t decisio ns are valid a n d
t h at th ey m e et o ur r e quire m e nts. IVs will b e sta n d ardise d by w orking with t h e
Le a d IV. N or m ally, IVs ar e also assessors b ut t h ey d o n ot verify th eir o w n
assessm e n ts.
• Assessors set or use assign m e n ts to assess le arn e rs. Befor e m aking a ny
assessm e n t d ecisio ns, assessors p articip at e in sta n d ardisatio n activities le d by
t h e Le a d IV. Th ey w ork with t h e Le a d IV a n d IVs to e nsur e th at th e assessm e n t
is pla n n e d a n d carrie d o ut in lin e with o ur r e quire m e n ts.

Effective organisation
Int ern al assessm e nt n e e ds to be w ell orga nise d so t h at th e progr ess of le arn ers ca n b e
tracke d a n d so t h at w e ca n m o nitor th at assessm e nt is being carrie d o u t. We su p p ort
yo u th ro ugh, for e xa m ple, providing training m at erials a n d sa m ple docu m e n tatio n.
O ur o nlin e Pe arso n Progr ess service ca n h elp su p p ort yo u in pla n ning a n d record
ke e ping. Furt h e r infor m atio n o n using Pe arso n Progress ca n b e fo u n d in Section 10
Resources and support , a n d o n o u r w e bsite.
It is p articularly im porta n t th at yo u m a n age th e overall assign m e n t progra m m e a n d
d e a dlin es to m ake sure t h at le arn ers are a ble to co m ple te assign m e nts o n tim e.

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Learner preparation
To e nsure th at yo u provid e effective assessm e nt for yo ur le arn ers, yo u n e e d to m ake
sur e th at th ey u n d ersta n d th eir r esp o nsibilities for assessm e nt a n d th e ce ntr e’s
arra nge m e nts.
Fro m in ductio n o n w ards, yo u will w a nt to e nsur e th at le arn e rs are m otivat e d to w ork
co nsist e ntly a n d in d e pe n d e n tly to achieve t h e re q uire m e nts of t h e qu alificatio ns.
Le arn e rs n e e d to u n d ersta n d h o w assign m e n ts ar e use d, th e im porta nce of m e e ting
assign m e nt d e a dlin es a n d th at all th e w ork su b m itt e d for assessm e nt m ust b e
t h eir o w n.
Yo u will n e e d to give le arn e rs a guid e t h at e xplains h o w assign m e nts are use d for
assessm e nt, h o w assign m e nts relate to th e te aching progra m m e a n d h o w le arn e rs
sh o uld use a n d refer e nce so u rce m at erials, inclu ding w h at w o uld co nstit ut e plagiarism.
Th e guid e sh o uld also se t o u t yo u r a p pro ach to o p erating assessm e n t, such as h o w
le arn ers m ust su b m it w ork a n d r e qu est e xt e nsio ns.

Making valid assessment decisions

Authenticity of learner work

O nce a n assessm e nt h as b egu n, le arn ers m ust n ot be give n fe e d b ack o n progress
to w ards fulfilling th e targe te d crite ria.
An assessor m ust assess o nly le arn e r w ork th at is a uth e ntic, i.e. le arn ers’ o w n
in d e p e n d e nt w ork. Le arn ers m ust a u th e nticat e t h e evid e nce th at t h ey provid e
for assessm e nt thro ugh signing a declaratio n stating th at it is th eir o w n w ork.
Assessors m ust e nsur e t h at evid e nce is a ut h e ntic to a le arn e r thro ugh se tting valid
assign m e nts a n d su p ervising th e m d uring th e assessm e n t p e rio d. Assessors m ust
take care n ot to provid e dir ect in p ut, instructio ns or specific fe e d b ack th at m ay
co m pro m ise a ut h e n ticity.
Assessors m ust co m plet e a d eclaratio n th at:
• to th e b est of th eir kn o wle dge th e evid e nce su b m itt e d for this assign m e nt
is th e le arn e r’s o w n
• t h e le arn er h as cle arly refer e nce d a ny so urces use d in th e w ork
• t h ey u n de rsta n d t h at false d eclaratio n is a for m of m alpractice.
Ce ntr es ca n use Pe arso n t e m plates or th eir o w n t e m plates to d ocu m e n t a uth e nticatio n.
D u ring assessm e n t, a n assessor m ay susp ect th at so m e or all of t h e evid e nce
fro m a le arn e r is n ot a ut h e n tic. Th e assessor m ust th e n take a p pro priat e actio n
using th e ce ntr e’s p olicies for m alpractice. Furth er infor m atio n is give n in
Section 7 Administrative arrangements.

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Making assessment decisions using criteria
Assessors m ake ju dge m e nts using th e crite ria. Th e evid e nce fro m a le arn e r ca n
b e ju dge d using all th e r eleva nt crit eria at th e sa m e tim e. Th e assessor n e e ds to
m ake a ju dge m e nt against e ach crite rio n th at evid e nce is pr ese nt a n d sufficie ntly
co m pre h e nsive. For e xa m ple, th e inclusio n of a co nclu ding sectio n m ay b e
insufficie n t to satisfy a crite rio n re q uiring ‘evalu atio n’.
Assessors sh o uld use th e follo wing infor m atio n a n d su p p ort in r e aching
assessm e n t d ecisio ns:
• t h e Essential inform ation for assessment decisions sectio n in e ach u nit
gives e xa m ples a n d definitio ns relate d to te r ms use d in th e crite ria
• t h e e xpla n atio n of key te r ms in Appendix 2: Glossary of terms used
• e xa m ples of assesse d w ork provid e d by Pe arso n
• yo ur Le a d IV a n d assessm e nt te a m’s collective exp e rie nce.
Pass a n d M erit crit eria relate to in divid u al le arning aims. Th e Distinctio n crite ria as a
w h ole relate to o u tsta n ding evid e nce across th e u nit. Th er efore, crite ria m ay r elat e to
o n e le arning aim (for e xa m ple A.D1) or to seve ral le arning aims (for e xa m ple AB.D1).
Distinctio n crite ria m ake su re t h at le arn e rs h ave sh o w n t h at th ey ca n pe rfor m
co nsist e ntly at a n o u tsta n ding level across th e u nit a n d/or th at th ey are a ble to
dra w le arning toget h er across le arning aims.

Issuing assessment decisions and feedback

O nce th e assessm e nt t e a m h as co m plet e d th e assessm e n t process for a n assign m e nt,
t h e o utco m e is a for m al assessm e nt d ecisio n. This is r ecord e d for m ally a n d r e port e d
to le arn e rs.
Th e infor m atio n give n to th e le arn er:
• m ust sh o w t h e for m al decisio n a n d h o w it h as b e e n re ach e d, in dicating h o w
or w h ere crite ria h ave be e n m et
• m ay sh o w w hy attain m e nt against crite ria h as n ot be e n d e m o nstrat e d
• m ust n ot provid e fe e d back o n h o w to im prove evid e nce
• m ust b e valid ate d by a n IV befor e it is give n to th e le arn e r.

Planning and record keeping

For in te rn al processes to b e effective, a n assessm e nt t e a m n e e ds to be w ell orga nise d
a n d ke e p effective records. Th e ce ntre will w ork closely wit h us so th at w e ca n e nsur e
t h at sta n d ards are b eing satisfie d a n d achieve d. This process gives stake h old ers
co nfid e nce in th e assessm e nt a p pro ach.
Th e progra m m e m ust h ave a n assessm e nt pla n valid at e d by th e Le a d IV.
W h e n pro ducing a pla n, th e assessm e nt te a m n e e ds to co nsid er:
• t h e tim e r e quire d for training a n d sta n d ardisatio n of t h e assessm e nt te a m
• t h e tim e availa ble to u n d e rtake t e aching a n d carry o u t assessm e nt, taking
acco u n t of w h e n le arn ers m ay co m ple te assessm e nts a n d w h e n q u ality
assura nce will take place
• t h e co m pletio n d at es for diffe re n t assign m e nts a n d th e n a m e of e ach Assessor
• w h o is acting as th e In te rn al Ve rifie r for e ach assign m e nt a n d th e d ate by w hich
t h e assign m e nt n e e ds to b e int ern ally ve rifie d

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• se tting a n a p pro ach to sa m pling assessor decisio ns t hro ugh inte rn al ve rificatio n
t h at cove rs all assign m e n ts, assessors a n d a ra nge of assessm e nt d ecisio ns
• h o w to m a n age th e assessm e nt a n d verificatio n of le arn ers’ w ork so th at th ey
ca n be give n for m al d ecisio ns pro m ptly
• h o w r esu b m issio n o p portu nities ca n b e sch e dule d.
Th e Le a d IV will also m ain tain r ecords of assessm e nt u n de rtake n. Th e key records are:
• in te rn al ve rificatio n of assign m e nt briefs
• le arn er a u th e nticatio n d eclaratio ns
• assessor d ecisio ns o n assign m e nts, wit h fe e d b ack give n to le arn ers
• in te rn al ve rificatio n of assessm e nt decisio ns
• assessm e n t tracking for th e u nit.
Th e re ar e e xa m ples of records a n d fu rth er infor m atio n in t h e BTEC International Quality
Assurance Handbook .

Setting effective assignments (applies to all units without Pearson

Set Assignments)

Setting the nu mber and structure of assign ments

This sectio n do es n ot a p ply to se t assign m e nt u nits. In setting yo ur assign m e n ts, yo u
n e e d to w ork with th e structu re of assign m e nts sh o w n in th e Essential inform ation for
assignments sectio n of a u nit. This sh o ws t h e struct ure of th e le arning aims a n d crite ria
t h at yo u m ust follo w a n d t h e r eco m m e n d e d n u m b er of assign m e n ts th at yo u sh o uld
use. For th ese u nits w e provid e sa m ple Au th orise d Assign m e n t Briefs a n d w e give yo u
suggestio ns o n h o w to cre ate suita ble assign m e nts. Yo u ca n fin d t h ese m at erials o n
o ur w e bsit e. In d esigning yo ur o w n assign m e nt briefs, yo u sh o uld be ar in m in d t h e
follo wing p oints:
• Th e n u m b er of assign m e nts for a u nit m ust n ot e xce e d th e n u m b er sh o w n in
Essential inform ation for assignments. H o w ever, yo u m ay ch oose to co m bin e
assign m e nts, for e xa m ple, to cre at e a single assign m e nt for th e w h ole u nit.
• Yo u m ay also ch o ose to co m bin e all or p arts of diffe r e nt u nits in to single
assign m e nts, provid e d th at all u nits a n d all th eir associat e d le arning aims ar e
fully a d dr esse d in t h e progra m m e overall. If yo u ch o ose to take t his a ppro ach,
yo u n e e d to m ake sur e t h at le arn ers are fully pr e p ar e d so th at th ey ca n provid e
all t h e r e quire d evid e nce for assessm e n t a n d th at yo u ar e a ble to track
achieve m e nt in th e records.
• A le arning aim m ust alw ays b e assesse d as a w h ole a n d m ust n ot be split into
tw o or m ore assign m e nts.
• Th e assign m e n t m ust be targete d to t h e le arning aims b ut t h e le arning aims
a n d th eir associate d crit eria are n ot tasks in th e mselves. Crit eria ar e expr esse d
in ter ms of th e o utco m e sh o w n in th e evide nce.
• For u nits co ntaining syn o ptic assessm e nt, th e pla n n e d assign m e n ts m ust allo w
le arn ers to select a n d a p ply t h eir le arning, using a p pro priat e self-m a n age m e nt
of tasks.
• Yo u do n ot h ave to follo w t h e orde r of t h e le arning aims of a u nit in setting
assign m e nts bu t lat er le arning aims ofte n re q uir e le arn e rs to a p ply th e co nte n t
of e arlier le arning aims a n d th ey m ay re q uir e le arn e rs to dra w th eir le arning
toge th e r.

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• Assign m e nts m ust b e structur e d to allo w le arn e rs to d e m o nstrat e th e full ra nge
of achieve m e nt at all gra d e levels. Le arn ers n e e d to b e tr e ate d fairly by b eing
give n th e o p p ortu nity to achieve a high er gra de if th ey h ave th e a bility.
• As assign m e nts provid e a fin al assessm e n t, t h ey will dra w o n th e sp ecifie d
ra nge of te aching co nt e n t for t h e le arning aims. Th e sp ecifie d co nte nt is
co m p ulsory. Th e evid e nce for assessm e nt n e e d n ot cover every asp ect of th e
t e aching co n te nt as le arn ers will n or m ally b e give n p articular e xa m ples, case
stu dies or co nte xts in th eir assign m e nts. For exa m ple, if a le arn er is carrying o u t
o n e practical p erfor m a nce, or a n investigatio n of o n e orga nisatio n, th e n t h ey
will a d dr ess all th e releva n t ra nge of co nt e n t th at a p plies in t h at insta nce.

Providing an assignment brief

A go o d assign m e nt brief is o n e th at, th ro ugh providing ch alle nging a n d r e alistic tasks,
m otivat es le arn e rs to provid e a p pro priate evid e nce of w h at th ey h ave le arn e d.
An assign m e n t brief sh o uld h ave:
• a vocatio n al sce n ario – t his co uld be a sim ple sit u atio n or a full, d etaile d se t
of vocatio n al re q uir e m e n ts th at m otivat es th e le arn er to a p ply th eir le arning
t hro ugh t h e assign m e nt
• cle ar instructio ns to th e le arn er a bo ut w h at th ey ar e r e quire d to do,
n or m ally set o ut th ro ugh a series of tasks
• a n a u die nce or pu rpose for w hich t h e evid e nce is b eing provid e d
• a n e xpla n atio n of h o w th e assign m e nt r elat es to th e u nit(s) b eing assesse d.

Forms of evidence
BTECs h ave alw ays allo w e d for a varie ty of for ms of evid e nce to b e use d – provid e d th at
t h ey ar e suit e d to th e typ e of le arning aim being assesse d. For m a ny u nits, th e practical
d e m o nstratio n of skills is n ecessary a n d, for ot h e rs, le arn ers will n e e d to carry o ut th eir
o w n r ese arch a n d a n alysis. Th e u nits give yo u infor m atio n on w h at w o uld b e suita ble
for ms of evid e nce to give le arn ers t h e o p p ortu nity to a p ply a ra nge of e m ploya bility or
tra nsfe ra ble skills. Ce n tr es m ay ch oose to use diffe r e nt suita ble for ms of evid e nce to
t h ose pro pose d. O verall, le arn e rs sh o uld b e assesse d using varie d for ms of evid e nce.
Full definitio ns of typ es of assessm e nt ar e give n in Appendix 2: Glossary of terms used .
Th ese are so m e of t h e m ain typ es of assessm e n t:
• writte n re p orts
• projects
• tim e-co nstrain e d practical assessm e nts with o bse rvatio n r ecords a n d
su p p orting evid e nce
• r ecordings of p erfor m a nce
• ske tch books, w orking logb o oks, r eflective jo u rn als
• pr ese n tatio ns wit h assessor q u estio ning.
Th e for m(s) of evid e nce selecte d m ust:
• allo w th e le arn e r to provid e all th e evid e nce r e q uire d for th e le arning aim(s)
a n d th e associat e d assessm e n t crit eria at all gra d e levels
• allo w th e le arn e r to pro d uce evide nce th at is th eir o w n in d e pe n de n t w ork
• allo w a verifie r to in de pe n de ntly re assess th e le arn er to ch eck th e
assessor’s d ecisio ns.

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For e xa m ple, w h e n yo u ar e using p erfor m a nce evid e nce, yo u n e e d to thin k a bo u t h o w
su p p orting evid e nce ca n b e ca ptur e d th ro ugh r ecordings, p h otogra p hs or task sh e ets.
Ce ntr es n e e d to take p articular car e th at le arn ers ar e e n a ble d to pro duce in d e p e n de nt
w ork. For e xa m ple, if le arn e rs ar e aske d to use r e al e xa m ples, th e n b est practice w o uld
b e to e nco urage th e m to use th eir o w n or to give th e gro u p a n u m b er of e xa m ples th at
ca n be use d in varie d co m bin atio ns.

Late completion, resubmission and retakes (applies to all units

including Pearson Set Assign ment units)

Dealing with late completion of assign ments for internally-assessed units

Le arn e rs m ust h ave a cle ar u n d ersta n ding of th e ce ntr e policy o n co m ple ting
assign m e nts by th e d e a dlin es th at yo u give th e m . Le arn ers m ay be give n a uth orise d
e xte nsio ns for legitim ate re aso ns, such as illn ess at th e tim e of su b m issio n, in lin e with
yo ur ce n tr e p olicies.
For assessm e n t to b e fair, it is im p orta nt th at le arn e rs ar e all assesse d in t h e sa m e w ay
a n d th at so m e le arn e rs ar e n ot a dva ntage d by h aving a d ditio n al tim e or th e o p p ort u nity
to le arn fro m ot h ers. Th e refor e, le arn ers w h o do n ot co m plet e assign m e nts by yo ur
pla n n e d d e a dlin e or by t h e a ut h orise d e xte nsio n d e a dlin e m ay n ot h ave th e o p p ortu nity
to su bse qu e ntly resu b m it.
If yo u acce pt a lat e co m ple tio n by a le arn er, th e n t h e assign m e nt sh o uld b e assesse d
n or m ally w h e n it is su b m itt e d, using th e releva n t assessm e nt criteria.

Resubmission of improved evidence for internally-assessed units

An assign m e n t provid es th e fin al assessm e n t for th e releva nt le arning aims a n d is
n or m ally a fin al assessm e nt d ecisio n, e xce pt w h er e th e Le a d IV a p proves o n e
o p p ortu nity to resu b m it im prove d evid e nce b ase d o n th e co m plete d assign m e nt brief.
Th e Le a d IV h as t h e r esp o nsibility to m ake sur e th at resu b m issio n is o pe rat e d fairly.
This m e a ns:
• ch ecking th at a le arn er ca n be re aso n a bly e xp ecte d to p erfor m b ett er th ro ugh a
seco n d su b m issio n, for e xa m ple, th at th e le arn e r h as n ot p erfor m e d as e xp ecte d
• m aking sur e th at giving a fu rth er o p p ortu nity ca n b e d o n e in such a w ay t h at it
d o es n ot give a n u nfair a dva n tage over oth er le arn e rs, for e xa m ple, t hro ugh t h e
o p p ortu nity to take acco u nt of fe e d b ack give n to ot h er le arn ers
• ch ecking th at th e assessor co nsid e rs t h at t h e le arn er will b e a ble to provid e im prove d
evid e nce with o ut furt h er guid a nce a n d th at th e origin al evid e nce su b m itte d h as b e e n
a u th e nticat e d by both th e le arn e r a n d assessor a n d r e m ains valid.
O nce a n assessm e nt d ecisio n h as b e e n give n to th e le arn e r, t h e r esu b m issio n
o p p ortu nity m ust h ave a d e a dlin e wit hin 15 w orking d ays aft er t h e tim ely issu e of
assessm e n t fe e d b ack to le arn ers, w hich is within te r m tim e in th e sa m e aca d e m ic ye ar.
A r esu b m issio n o p p ortu nity m ust n ot b e provid e d w h ere le arn ers:
• h ave n ot co m ple te d t h e assign m e nt by th e d e a dlin e with o ut t h e ce n tre’s agre e m e nt
• h ave su b m itte d w ork th at is n ot a ut h e n tic.
W e recognise th at th e re ar e circu msta nces w h er e th e resu b m issio n p erio d m ay fall
o utsid e of th e 15-d ay lim it o wing to a lack of reso u rces b eing availa ble, for e xa m ple,
w h er e le arn e rs m ay n e e d to access a pe rfor m a nce sp ace or h ave access to sp ecialist
e q uip m e n t. Wh e re it is practical to d o so, for exa m ple, evalu atio ns, prese ntatio ns,
e xte n de d writing, resu b m issio n m ust r e m ain wit hin t h e n or m al 15-d ay p e rio d.
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Retake of internal assessment
A le arn er w h o h as n ot achieve d t h e level of p erfor m a nce re q uir e d to p ass th e releva nt
le arning aims aft er r esu b m issio n of a n assign m e nt m ay b e offe re d a single r etake
o p p ortu nity using a n e w assign m e n t. Th e r etake m ay be achieve d at a Pass o nly.
Th e Le a d Int ern al Verifie r m ust a u th orise a r etake of a n assign m e nt o nly in e xce ptio n al
circu msta nces w h e re t h ey b elieve it is n ecessary, a p pro priate a n d fair to d o so.
Th e retake is n ot tim e bo u n d a n d th e assign m e n t ca n b e att e m pte d by t h e le arn er
o n a d ate agre e d betw e e n th e Le a d IV a n d assessor within th e sa m e aca d e m ic ye ar.
For fu rth er infor m atio n o n offe ring a retake o pp ort u nity, yo u sh o uld refer to th e
BTEC Centre Guide to Internal Assessment . Infor m atio n o n writing assign m e n ts for
r etakes is give n o n o ur w e bsit e (w w w.bt ec.co.uk/keyd ocu m e nts).

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7 Administrative arrangements
Introduction
This sectio n focuses o n t h e a d m inistrative re quir e m e nts for delivering a BTEC
q u alificatio n. It is of p articular valu e to Q u ality N o m in e es, Le a d IVs, Progra m m e Le a de rs
a n d Exa m in atio ns O ffice rs.

Learner registration and entry

Sh ortly aft er le arn ers start th e progra m m e of le arning, yo u n e e d to m ake su re t h at th ey
ar e r egiste re d for t h e qu alificatio n a n d th at a ppro priat e arra nge m e nts are m a d e for
in te rn al assessm e n t. Yo u n e e d to r efe r to t h e International Inform ation Manual for
infor m atio n o n m aking r egistratio ns for th e qu alificatio n.
Le arn e rs ca n be for m ally assesse d o nly for a q u alificatio n o n w hich th ey ar e r egiste re d.
If le arn e rs’ inte n d e d qu alificatio ns ch a nge, for e xa m ple, if a le arn e r decid es to ch oose a
diffe r e nt p ath w ay sp ecialism , th e n th e ce ntre m ust tra nsfer t h e le arn e r a p pro priately.

Access to assessment
Assessm e n ts n e e d to be a d m inist er e d carefully to e nsu re t h at all le arn ers ar e tr e ate d
fairly, a n d th at results a n d ce rtificatio n are issu e d o n tim e to allo w le arn ers to progress
to th eir ch ose n progr essio n o p port u nities.
O ur e q u ality p olicy re quires th at all le arn ers sh o uld h ave e qu al o p port u nity to access
o ur qu alificatio ns a n d assessm e nts, a n d t h at o u r qu alificatio ns ar e aw ard e d in a w ay
t h at is fair to eve ry le arn er. W e are co m m itte d to m aking su re t h at:
• le arn ers with a protect e d ch aract eristic ar e n ot, w h e n t h ey ar e u n d ertaking o n e
of o ur q u alificatio ns, disa dva n tage d in co m p ariso n to le arn e rs w h o d o n ot
sh ar e th at ch aracte ristic
• all le arn ers achieve th e r ecognitio n th ey dese rve for u n d ertaking a q u alificatio n
a n d th at t his achieve m e n t ca n b e co m p ar e d fairly to th e achieve m e n t of
t h eir p e ers.
Furt h er infor m atio n o n access arra nge m e nts ca n b e fo u n d in th e Joint Co u ncil for
Q u alificatio ns (JC Q) d ocu m e n t Access Arrangements, Reasonable Adjustments and
S pecial Consideration for General and Vocational Qualifications.

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Administrative arrangements for assessment

Records
Yo u ar e re q uir e d to re tain records of assessm e nt for e ach le arn e r. Records sh o uld
inclu de assessm e n ts take n, d ecisio ns r e ach e d a n d a ny a djust m e nts or a p p e als. Fu rth er
infor m atio n ca n b e fo u n d in th e International Inform ation Manual . We m ay ask to a u dit
yo ur r ecords, so th ey m ust b e re tain e d as sp ecifie d.

Reasonable adjustments to assessment

To e nsure th at le arn ers h ave fair access to d e m o nstrate th e re q uire m e n ts of th e
assessm e n ts, a re aso n a ble a djust m e nt is o n e th at is m a d e befor e a le arn e r takes a n
assessm e n t. Yo u ar e a ble to m ake a djust m e n ts to int ern al assessm e nts to take acco u nt
of th e n e e ds of in divid u al le arn ers. In m ost cases, this ca n be achieve d th ro ugh a defin e d
tim e e xte nsio n or by a djusting t h e for m at of evid e nce. We ca n a dvise yo u if yo u are
u ncertain as to w h eth er a n a djust m e nt is fair a n d re aso n a ble. Yo u n e e d to pla n for
tim e to m ake a djust m e n ts if n ecessary.
Furt h er d etails o n h o w to m ake a djust m e n ts for le arn ers wit h protect e d ch aract eristics
ar e give n o n o ur w e bsite, in t h e docu m e n t Guidance for reasonable adjustments and
special consideration in vocational internally assessed units.

Special consideration
Sp ecial co nsid eratio n is give n aft er a n assessm e n t h as take n place for le arn e rs w h o
h ave b e e n affect e d by a dve rse circu msta nces, such as illn ess. Yo u m ust o p erate special
co nsid eratio n in lin e with o ur p olicy (se e a b ove). Yo u ca n give sp ecial co nsid eratio n
r elat e d to th e p erio d of tim e give n for evid e nce to be provid e d or for t h e for m at of th e
assessm e n t if it is e q u ally valid. Yo u m ay n ot su bstitut e alt ern ative for ms of evid e nce
to th at re q uir e d in a u nit or o m it th e a p plicatio n of a ny assessm e nt crit eria to ju dge
attain m e nt. Pe arso n ca n co nsid er a p plicatio ns for sp ecial co nsid eratio n if th ey are
in lin e with t h e p olicy.

Appeals against assessment

Yo ur ce ntr e m ust h ave a p olicy for d e aling with a p p e als fro m le arn ers. Th ese a p p e als
m ay relate to assessm e n t d ecisio ns b eing incorr ect or assessm e nt n ot b eing co n d ucte d
fairly. Th e first st e p in such a policy co uld be a co nsid eratio n of th e evid e nce by a Le a d IV
or ot h er m e m b er of th e progra m m e te a m . Th e assessm e n t pla n sh o uld allo w tim e for
p ote ntial a p p e als afte r assessm e nt d ecisio ns h ave b e e n give n to le arn e rs. If th e re is a n
a p p e al by a le arn e r, yo u m ust docu m e nt th e a p p e al a n d its resolutio n. Le arn e rs h ave
a fin al right of a p p e al to Pe arso n bu t o nly if th e proce du res t h at yo u h ave p ut in place
h ave n ot b e e n follo w e d. Furth e r details are give n in th e docu m e nt Enquiries and appeals
about Pearson vocational qualifications and end point assessment policy .

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Conducting set assignments
Ce ntr es m ust m ake arra nge m e nts for th e secur e delivery of Pe arso n Se t Assign m e nts.
At le ast o n e Pe arso n Set Assign m e n t will b e availa ble e ach ye ar for e ach u nit wit h a n
a d ditio n al o n e provid e d for resit. Ce n tr es m ust n ot select a n assign m e n t th at le arn ers
h ave att e m pt e d alr e a dy.
Each set assign m e nt u nit will co n tain instructio ns in t h e Essential inform ation for
assignments sectio n o n h o w to co n duct th e assessm e nt of th at u nit.
So m e se t assign m e nts will n e e d to b e take n wit h lim ite d co ntrols. Lim it e d co ntrols ar e
d escrib e d in e ach u nit a n d m ay inclu d e th e follo wing co n ditio ns:
• Tim e: e ach assign m e nt h as a reco m m e n de d tim e pe rio d. This is for a dvice o nly
a n d ca n b e a djust e d de p e n ding o n t h e n e e ds of le arn ers.
• Su pe rvisio n: yo u sh o uld b e co nfide nt of t h e a u th e nticity of le arn ers’ w ork.
This m ay m e a n th at le arn e rs sh o uld b e su p ervise d.
• Reso u rces: all le arn ers sh o uld h ave access to th e sa m e typ es of r eso urces to
co m plet e th e assign m e n t.
• Rese arch: le arn ers sh o uld b e give n th e o p p ortu nity to carry o ut r ese arch
o utsid e of th e le arning co n te xt if re q uir e d for th e assign m e nt.
Sch ools a n d colleges m ust b e a ble to co nfir m th at le arn e r evid e nce is a u th e ntic.

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Dealing with malpractice in assessment
M alpractice m e a ns acts th at u n d er m in e th e in tegrity a n d validity of assessm e nt, th e
certificatio n of q u alificatio ns, a n d/or t h at m ay d a m age t h e a ut h ority of t h ose r esp o nsible
for delivering t h e assessm e nt a n d ce rtificatio n.
Pe arso n d o es n ot tolerat e actio ns (or att e m pte d actio ns) of m alpractice by le arn e rs,
ce n tr e staff or ce n tr es in co n n ectio n with Pe arso n q u alificatio ns. Pe arso n m ay im p ose
p e n alties a n d/or sa nctio ns o n le arn e rs, ce n tre staff or ce ntres w h er e incid e nts
(or att e m pte d incid e n ts) of m alpractice h ave be e n prove n.
M alpractice m ay arise or b e susp ecte d in r elatio n to a ny u nit or typ e of assessm e n t
within th e q u alificatio n. For furth er de tails r egarding m alpractice a n d a dvice o n
pr eve nting m alpractice by le arn ers, ple ase se e Pe arso n’s Centre guidance: Dealing with
m alpractice and m aladministration in vocational qualifications, availa ble o n o u r w e bsite.
Ce ntr es are r e quire d to take ste ps to pr eve n t m alpractice a n d to investigat e insta nces
of susp ecte d m alpractice. Le arn ers m ust b e give n infor m atio n t h at e xplains w h at
m alpractice is for int ern al assessm e n t a n d h o w suspect e d incid e nts will b e d e alt with
by t h e ce n tr e. Th e Centre Guidance: Dealing with m alpractice and m aladministration in
vocational qualifications d ocu m e n t gives co m pre h e nsive infor m atio n o n t h e actio ns
w e e xp ect yo u to take.
Pe arso n m ay co n duct investigatio ns if w e b elieve th at a ce ntre is failing to co n duct
in te rn al assessm e nt according to o ur policies. Th e a b ove d ocu m e nt gives fu rth er
infor m atio n a n d e xa m ples, a n d de tails th e pe n alties a n d sa nctio ns th at m ay b e im p ose d.
In th e int er ests of le arn e rs a n d ce ntre staff, ce n tres n e e d to r esp o n d effectively a n d
o p e nly to all re qu ests relating to a n investigatio n into a n incide nt of susp ecte d
m alpractice.

Learner malpractice
Le arn e r m alpractice refe rs to a ny act by a le arn e r th at co m pro m ises or w hich se e ks to
co m pro m ise th e process of assessm e nt or w hich u n de r m in es th e integrity of th e
q u alificatio ns or t h e validity of r esults/certificates.
Le arn e r m alpractice in e xa m in atio ns must b e r e port e d to Pe arso n using a JCQ Form M1
(availa ble at w w w.jcq.org.u k/e xa ms-office / m alpractice). Th e for m sh o uld b e e m aile d to
ca n did ate m alpractice @p e arso n.co m. Ple ase provid e as m uch infor m atio n a n d
su p p orting d ocu m e n tatio n as p ossible. N ot e th at th e fin al decisio n regarding
a p pro priat e sa nctio ns lies with Pe arso n.
Failur e to re p ort m alpractice co nstitu tes staff or ce n tre m alpractice.

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Staff/centre malpractice
Staff a n d ce ntre m alpractice inclu des both delib e rat e m alpractice a n d m ala d m inistratio n
of o ur q u alificatio ns. As with le arn e r m alpractice, staff a n d ce n tr e m alpractice is a ny
act th at co m pro m ises or w hich se e ks to co m pro m ise th e process of assessm e nt, or
w hich u n d er m in es th e in tegrity of th e q u alificatio ns or t h e validity of results/certificat es.
All cases of suspect e d staff m alpractice a n d m ala d m inistratio n must be re p ort e d
im m e diately, b efor e a ny investigatio n is u n de rtake n by th e ce ntre, to Pe arso n o n
a JCQ Form M2 (availa ble at w w w.jcq.org.u k/e xa ms-office / m alpractice).
Th e for m , su p porting docu m e n tatio n a n d as m uch infor m atio n as p ossible sh o uld
b e e m aile d to p qsm alpractice @ pe arso n.co m. N ote t h at th e fin al d ecisio n regarding
a p pro priat e sa nctio ns lies with Pe arso n.
Failur e to re p ort m alpractice itself co nstitut es m alpractice.
M ore-d etaile d guid a nce o n m alpractice ca n b e fo u n d in th e latest ve rsio n of
t h e docu m e n t JCQ S uspected Malpractice Policies and Procedures, availa ble at
w w w.jcq.org.u k/ e xa ms-office/ m alpractice.

Sanctions and appeals

W h ere m alpractice is prove n, w e m ay im pose sa nctio ns or p e n alties.
W h ere le arn er m alpractice is evid e nce d, pe n alties m ay b e im p ose d such as:
• disq u alificatio n fro m th e q u alificatio n
• b eing b arr e d fro m registratio n for Pe arso n qu alificatio ns for a p erio d of tim e.
If w e ar e co ncern e d a bo ut yo ur ce ntre’s qu ality proce du res, w e m ay im p ose sa nctio ns
such as:
• w orking with yo u to cre at e a n im prove m e n t actio n pla n
• r e quiring staff m e m b ers to receive furth e r training
• placing te m porary blocks o n yo ur ce rtificat es
• placing te m porary blocks o n registratio n of le arn e rs
• d e b arring staff m e m b ers or th e ce n tr e fro m d elive ring Pe arso n qu alificatio ns
• suspe n ding or with drawing ce n tre a p proval stat us.
Th e ce ntr e will b e n otifie d if a ny of t h ese a p ply.
Pe arso n h as esta blish e d proce du res for ce ntres th at are co nsid ering a p p e als against
p e n alties a n d sa nctio ns arising fro m m alpractice. Ap pe als against a decisio n m a de by
Pe arso n will n or m ally b e acce pt e d o nly fro m H e a ds of Ce ntres (o n b e h alf of le arn ers
a n d/or m e m be rs of staff) a n d fro m in divid u al m e m b ers (in r espect of a d ecisio n take n
against th e m pe rso n ally). Fu rth er infor m atio n o n a p p e als ca n be fo u n d in o ur d ocu m e nt
Enquiries and appeals about Pearson vocational qualifications and end point assessment
policy , w hich is o n o u r w e bsit e. In th e initial stage of a ny aspect of m alpractice, ple ase
n otify th e Investigatio ns Te a m by e m ail via p qsm alpractice @ pe arso n.co m, w h o will
infor m yo u of th e n e xt st e ps.

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Certification and results
O nce a le arn er h as co m ple t e d all th e re q uire d co m po n e n ts for a qu alificatio n,
t h e ce n tre ca n claim ce rtificatio n for t h e le arn er, provid e d t h at qu ality assura nce
h as be e n successfully co m ple te d. For th e releva n t proce d ur es, ple ase r efe r to
o ur International Information Manual . Yo u ca n use t h e infor m atio n provid e d o n
q u alificatio n gra ding to ch eck overall q u alificatio n gra d es.

Changes to qualification requests

W h ere a le arn er w h o h as take n a q u alificatio n w a nts to r esit a u nit to im prove
t h eir q u alificatio n gra de, yo u firstly n e e d to declin e th eir overall q u alificatio n gra de.
Yo u m ay d eclin e th e gra d e b efore t h e certificate is issu e d.

Additional docu ments to support centre administration

As a n a p prove d ce ntr e, yo u m ust e nsur e th at all staff d elive ring, assessing a n d
a d m inist ering th e q u alificatio ns h ave access to t h e follo wing docu m e n tatio n.
Th ese d ocu m e nts ar e revie w e d a n n u ally a n d ar e r eissu e d if u p d ates ar e r e quire d.
• BTEC International Quality Assurance Handbook : this se ts o ut h o w w e will
carry o ut q u ality assu ra nce of sta n d ards a n d h o w yo u n e e d to w ork wit h
us to achieve successful o u tco m es.
• International Inform ation Manual : this gives proce d ures for registe ring le arn ers
for qu alificatio ns, tra nsfe rring r egistratio ns a n d claim ing certificates.
• Regulatory policies: o ur regulatory p olicies ar e int egral to o ur a p pro ach a n d
e xplain h o w w e m e et int ern al a n d r egulatory re q uire m e n ts. We r evie w t h e
r egulate d p olicies a n n u ally to e nsure th at t h ey r e m ain fit for p urp ose.
Policies r elat e d to t his q u alificatio n inclu d e:
o a djust m e nts for ca n did at es with disa bilities a n d le arning difficulties,
access arra nge m e nts a n d re aso n a ble a djust m e nts for ge n eral a n d
vocatio n al q u alificatio ns
o age of le arn e rs
o ce n tr e guid a nce for d e aling with m alpractice
o r ecognitio n of prior le arning a n d process.
This list is n ot e xh a ustive a n d a full list of o ur regulatory policies ca n b e fo u n d
o n o u r w e bsite.

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8 Quality assurance
Centre and qualification approval
As p art of th e a p proval process, yo ur ce ntre m ust m ake sur e th at th e r eso urce
r e quire m e n ts liste d b elo w are in place befor e offering th e qu alificatio n.
• Ce ntr es m ust h ave a p pro priate p hysical reso urces (for e xa m ple e q uip m e nt, IT,
le arning m at erials, te aching roo ms) to su p p ort t h e delive ry a n d assessm e nt of
t h e qu alificatio n.
• Staff involve d in th e assessm e nt process m ust h ave releva nt e xpe rtise a n d/or
occu p atio n al e xpe rie nce.
• Th e re m ust be syste ms in place to e nsur e co ntin uing professio n al develo p m e nt
for staff delivering t h e qu alificatio n.
• Ce ntr es m ust h ave in place a p pro priat e h e alth a n d safe ty policies relating to t h e
use of e quip m e nt by le arn e rs.
• Ce ntr es m ust delive r th e q u alificatio n in accorda nce with curre nt e q u ality a n d
dive rsity legislatio n a n d/or regulatio ns.
• Ce ntr es sh o uld refe r to t h e Further inform ation for teachers and assessors sectio n
in in divid u al u nits to ch eck for any specific r eso u rces re q uir e d.

Continuing quality assurance and standards verification

O n a n a n n u al b asis, w e pro duce th e BTEC International Quality Assurance Handbook .
It co ntains d etaile d guida nce o n th e q u ality processes re q uir e d to u n de rpin ro b ust
assessm e n t a n d in tern al ve rificatio n.
Th e key principles of q u ality assu ra nce ar e th at:
• a ce n tre d elivering BTEC progra m m es m ust b e a n a p prove d ce ntr e, a n d m ust
h ave a p proval for th e progra m m es or gro u ps of progra m m es t h at it is
d elive ring
• t h e ce n tre agre es, as p art of gaining a p proval, to a bid e by specific t er ms a n d
co n ditio ns aro u n d th e effective d elive ry a n d qu ality assu ra nce of assessm e nt;
t h e ce n tre m ust a bid e by t h ese co n ditio ns thro ugh o u t th e p erio d of d elive ry
• Pe arso n m akes availa ble to a p prove d ce ntr es reso urces a n d processes th at
e xe m plify assessm e nt a n d a p pro priate sta n d ards. Ap prove d ce ntres m ust use
t h ese to e nsu re t h at all staff d elive ring BTEC qu alificatio ns ke e p u p to dat e wit h
t h e guid a nce o n assessm e nt
• a n a p prove d ce ntre m ust follo w agre e d protocols for sta n d ardisatio n of
assessors a n d ve rifiers, for th e pla n ning, m o nitoring a n d recording of
assessm e n t processes, a n d for d e aling with special circu msta nces,
a p p e als a n d m alpractice.
Th e a p pro ach of q u ality-assu re d assessm e n t is t hro ugh a p artn e rship b e tw e e n
a n a p prove d ce ntre a n d Pe arso n. W e will m ake su re t h at e ach ce n tre follo ws b est
practice a n d e m ploys a p pro priat e tech n ology to su p p ort qu ality-assu ra nce processes,
w h er e practica ble. We w ork to su p port ce n tres a n d se e k to m ake su re th at o ur
q u ality-assura nce processes d o n ot place u n d u e b ur e a ucratic processes o n ce n tr es.
W e m o nitor a n d su p p ort ce ntr es in th e effective o pe ratio n of assessm e nt a n d
q u ality assura nce.

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Th e m et h o ds w e use to d o this for BTEC Level 2 inclu d e:
• m aking sur e th at all ce ntres co m plet e a p pro priat e declaratio ns at th e tim e
of a p proval
• u n de rtaking a p proval visits to ce ntres
• m aking sur e th at ce ntr es h ave effective te a ms of assessors a n d verifiers w h o
ar e train e d to u n d ertake assessm e nt
• assessm e n t sa m pling a n d verificatio n, th ro ugh r e qu este d sa m ples of
assessm e n ts, co m plet e d assesse d le arn e r w ork a n d associat e d docu m e ntatio n
• a n overarching r evie w a n d assessm e nt of a ce ntre’s strat egy for delivering a n d
q u ality assuring its BTEC progra m m es, for e xa m ple, m aking su re t h at syn o ptic
u nits are place d a p pro priately in th e orde r of delive ry of th e progra m m e.
Ce ntr es th at d o n ot fully a d dr ess a n d m ain tain rigoro us a p pro ach es to d elive ring,
assessing a n d q u ality assura nce ca n n ot se e k ce rtificatio n for in divid u al progra m m es
or for all BTEC Level 2 progra m m es. An a p prove d ce ntre m ust m ake ce rtificatio n claims
o nly w h e n a u th orise d by us a n d strictly in accord a nce with re q uir e m e nts for re p orting.
Ce ntr es th at d o n ot co m ply with re m e dial actio n pla ns m ay h ave th eir a p proval to
d elive r qu alificatio ns r e m ove d.

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9 Understanding the qualification grade
Awarding and reporting for the qualification
This sectio n e xplains th e rules t h at w e a p ply in a w arding a q u alificatio n a n d in providing
a n overall q u alificatio n gra d e for e ach le arn er. It sh o ws h o w all t h e qu alificatio ns in this
sector ar e gra d e d.

Eligibility for an award

In ord er to be a w ard e d a q u alificatio n, a le arn er m ust co m plet e all u nits, A N D achieve a
Pass or a b ove in all m a n d atory u nits u nless oth erwise sp ecifie d. Refe r to th e structu re in
Section 2 Structure .
To achieve a ny qu alificatio n gra de, le arn e rs m ust:
• co m plet e a n d h ave a n o utco m e (D, M, P or U) for all u nits wit hin a valid
co m bin atio n
• achieve th e required units at Pass or above sh o w n in Section 2 , a biding by th e
m inim u m re q uir e m e nts in t h e co m p e nsatio n ta ble b elo w
• achieve th e minimu m nu mber of points at a gra d e t hr esh old.
It is th e respo nsibility of a ce ntre to e nsu re t h at a correct u nit co m bin atio n is a d h er e d to.
Le arn e rs w h o do n ot achieve t h e r e quire d m inim u m gra d e (P) in u nits sh o w n in t h e
structur e will n ot achieve a qu alificatio n.
Le arn e rs w h o do n ot achieve sufficie nt p oints for a q u alificatio n or w h o d o n ot achieve
all t h e r e quire d u nits m ay b e eligible to achieve a sm alle r qu alificatio n in t h e sa m e suite,
provid e d th ey h ave co m plet e d a n d achieve d th e corr ect co m bin atio n of u nits a n d m et
t h e a p pro priat e q u alificatio n gra de p oints t hresh old.

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Calculation of the qualification grade
Th ese q u alificatio ns ar e Level 2 q u alificatio ns a n d th e ce rtificatio n m ay sh o w a gra de
ra nging fro m Level 2 Pass to Level 2 Distinctio n*. Ple ase refer to th e Calculation of
qualification grade ta ble for th e full list of gra d es. Each in divid u al u nit will b e a w ard e d a
gra d e of Level 2 Pass, M e rit, Distinctio n. Le arn ers w h ose level of achieve m e n t is b elo w a
Level 2 Pass will r eceive a n u nclassifie d (U) for th at u nit. Distinctio n* is n ot availa ble at
u nit level. Aw ard of Distinctio n* (D*) D* is a n aggr egate d gra d e for t h e q u alificatio n,
b ase d o n th e le arn e r’s overall p erfor m a nce. In orde r to achieve t his gra d e, le arn ers will
h ave to d e m o nstrat e a stro ng p erfor m a nce across th e qu alificatio n as a w h ole.
To achieve a Level 2 qu alificatio n, le arn e rs m ust:
• co m plet e a n d r e port a n o u tco m e for all u nits wit hin t h e p er m itt e d co m bin atio n
(N B U nclassifie d is a p er m itte d u nit o utco m e), a n d
• achieve th e m inim u m n u m be r of points at a gra d e thr esh old – se e th e
Calculation of qualification grade ta ble with t h e follo wing allo w a ble tolera nces.

Qualification Units required at Pass Unit equivalence

or above
Award (120 GLH) All u nits m ust b e achieve d at 0 u nits
Pass or a b ove
Certificate (240 GLH) All u nits m ust b e achieve d at 0 u nits
Pass or a b ove
Extended Certificate M a n d atory u nits m ust b e e.g. 1 · 60 GLH u nit
(360 GLH) achieve d at Pass or a b ove,
60 GLH o nly at U gra de
p e r m itt e d fro m o ptio n al
u nits
Diploma (480 GLH) M a n d atory u nits m ust b e e.g. 2 · 60 GLH u nits
achieve d at Pass or a b ove, OR
120 GLH o nly at U gra de 1 · 120 GLH u nit
p e r m itt e d fro m o ptio n al
u nits

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Points available for unit size and grades
Th e ta ble b elo w sh o ws t h e nu mber of points scored per 10 guided learning hours at
e ach gra de.

Points per grade per 10 Guided Learning Hours

Unclassified Level 2 Level 2 Level 2
Pass (P) Merit (M) Distinction (D)
0 4 6 8

W e will a uto m atically calculate t h e qu alificatio n gra d e for yo ur le arn ers w h e n yo ur

le arn er u nit gra d es are su b m itt e d. Le arn e rs will b e a w ard e d qu alificatio n gra d es for
achieving t h e sufficie nt n u m be r of points within t h e ra nges sh o w n in th e Calculation
of qualification grade table.
Exa m ple
A le arn er achieves a Level 2 Pass gra de for a u nit. Th e u nit size is 30 guid e d le arning
h o urs (GLH). Th er efor e, th ey gain 12 p oints for t h at u nit, i.e. 4 points for e ach 10 GLH,
so 12 points for 30 GLH.

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Calculation of qualification grade

Award Certificate Extended Certificate Diploma

120 GLH 240 GLH 360 GLH 480 GLH
Grade Points Grade Points Grade Points Grade Points
threshold threshold threshold threshold
U 0 U 0 U 0 U 0

Level 2 PP 96 Level 2 PP 144 Level 2 PP 192

Level 2 Pass 48
Level 2 MP 114 Level 2 MP 174 Level 2 MP 234

Level 2 M M 132 Level 2 M M 204 Level 2 M M 276

Level 2 M erit 66
Level 2 D M 150 Level 2 D M 234 Level 2 D M 318

Level 2 D D 168 Level 2 D D 264 Level 2 D D 360

Level 2
84
Distinctio n
Level 2 D*D 174 Level 2 D*D 270 Level 2 D*D 366

Level 2 Level 2 Level 2

90 Level 2 D*D* 180 276 372
Distinctio n* D*D* D*D*

This ta ble sh o ws t h e m inim u m t hr esh olds for calculating gra des. Th e ta ble will b e ke pt u n d er r evie w ove r th e life tim e of t h e qu alificatio n.
Th e m ost u p to d at e ta ble will b e issu e d o n o ur w e bsit e.
Pe arso n will m o nitor t h e q u alificatio n sta n d ard a n d r eserves th e righ t to m ake a p pro priat e a djust m e n ts.

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Th e ta bles b elo w give exa m ples of h o w th e overall gra d e is d et er m in e d.
Examples used are for illustrative purposes only. Other unit combinations are
possible, see Section 2 Structure.

Example 1
Achievement of a Certificate with a Level 2 M M grade

GLH Weighting Grade Grade Points per unit

(GLH/10) points (weighting
grade points)
U nit 1 60 6 Level 2 M erit 6 36
U nit 2 60 6 Level 2 Pass 4 24
U nit 3 60 6 Level 2 M erit 6 36
U nit 4 60 6 Level 2 M erit 6 36
Qualification 240 24 Level 2 MM 132
grade totals

Th e le arn er h as sufficie n t p oin ts for a Level 2 M M gra d e.

Example 2
Achievement of a Certificate with a Level 2 D*D* grade

GLH Weighting Grade Grade Points per unit

(GLH/10) points (weighting
grade points)
U nit 1 60 6 Level 2 Distinctio n 6 48
U nit 2 60 6 Level 2 Distinctio n 8 48
U nit 3 60 6 Level 2 M erit 6 36
U nit 4 60 6 Level 2 Distinctio n 8 48
Qualification 240 24 Level 2 D*D* 180
grade totals

Th e le arn er h as sufficie n t p oin ts for a Level 2 D*D* gra d e.

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Example 3
Achievement of an Extended Certificate with a Level 2 MP grade

GLH Weighting Grade Grade Points per unit

(GLH/10) points (weighting
grade points)
U nit 1 60 6 Level 2 Pass 4 24
U nit 2 60 6 Level 2 Pass 4 24
U nit 3 60 6 Level 2 M erit 6 36
U nit 4 60 6 Level 2 Pass 4 24
U nit 5 60 6 Level 2 Pass 4 24
U nit 6 60 6 Level 2 Distinctio n 8 48
Qualification 360 36 Level 2 MP 180
grade totals

Th e le arn er h as sufficie n t p oin ts for a Level 2 MP gra d e.

Example 4
Achievement of an Extended Certificate with a Level 2 PP grade

GLH Weighting Grade Grade Points per unit

(GLH/10) points (weighting
grade points)
U nit 1 60 6 Level 2 Pass 4 24
U nit 2 60 6 Level 2 Pass 4 24
U nit 3 60 6 U ngra de d 0 0
U nit 4 60 6 Level 2 Pass 4 24
U nit 5 60 6 Level 2 Pass 4 24
U nit 6 60 6 Level 2 Distinctio n 8 48
Qualification 360 48 Level 2 PP 144
grade totals

Th e le arn er h as sufficie n t p oin ts for a Level 2 PP gra d e.

N ote t h at t his inclu des o n e u ngra d e d o ptio n al u nit,
w hich is th e m axim u m p e r m itt e d.

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Example 5
Achievement of a Diploma with a Level 2 MM grade

GLH Weighting Grade Grade Points per unit

(GLH/10) points (weighting
grade points)
U nit 1 60 6 Level 2 M erit 6 36
U nit 2 60 6 Level 2 Pass 4 24
U nit 3 60 6 Level 2 M erit 6 36
U nit 4 60 6 Level 2 M erit 6 36
U nit 5 60 6 Level 2 M erit 6 36
U nit 6 60 6 Level 2 Pass 4 24
U nit 7 60 6 Level 2 Distinctio n 8 48
U nit 8 60 6 Level 2 Distinctio n 8 48
Qualification 480 48 Level 2 MM 288
grade totals

Th e le arn er h as sufficie n t p oin ts for a Level 2 M M gra d e.

Example 6
Achievement of a Diploma with a Level 2 DD grade

GLH Weighting Grade Grade Points per unit

(GLH/10) points (weighting
grade points)
U nit 1 60 6 Level 2 Distinctio n 8 48
U nit 2 60 6 Level 2 Distinctio n 8 48
U nit 3 60 6 Level 2 M erit 6 36
U nit 4 60 6 Level 2 Distinctio n 8 48
U nit 5 60 6 Level 2 M erit 6 36
U nit 6 60 6 Level 2 Distinctio n 8 48
U nit 7 60 6 Level 2 Distinctio n 8 48
U nit 8 60 6 Level 2 Distinctio n 8 48
Qualification 480 48 Level 2 DD 360
grade totals

Th e le arn er h as sufficie n t p oin ts for a Level 2 D D gra d e.

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10 Resources and support
O ur aim is to give yo u a w e alth of reso urces a n d su p p ort to e n a ble yo u to deliver BTEC
Int ern atio n al Level 2 q u alificatio ns with co nfid e nce. Yo u will fin d a list of r eso u rces to
su p p ort te aching a n d le arning, a n d professio n al d evelo p m e nt o n o ur w e bsite.

Support for setting up your course and preparing to teach

Specification
Th e sp ecificatio n (for t e aching fro m Se pte m b er 2022) gives yo u d etails of th e
a d m inistratio n of th e qu alificatio ns a n d infor m atio n o n th e u nits for th e q u alificatio ns.

Pearson Progress
Pe arso n Progress is a digital su p port syst e m th at h elps yo u to m a n age th e assessm e nt
a n d q u ality assu ra nce of t h e Pe arso n BTEC Intern atio n al Level 2 Infor m atio n Tech n ology
q u alificatio ns. It su p ports d elive ry, assessm e n t a n d q u ality assu ra nce of BTECs in ce ntres
a n d su p p orts te ach e rs a n d st u de n ts as follo ws:
• co u rse cre atio n
• cre ating a n d verifying assign m e nts
• cre ating assessm e nt pla ns a n d r ecording assessm e n t decisio ns
• u plo a d of assign m e n t evid e nce
• tracking progress of eve ry le arn er.
Th e syst e m is accessible for t e ach ers a n d le arn e rs so th at b oth t e ach e rs a n d le arn ers
ca n track t h eir progr ess.

Support for teaching and learning

Pe arso n Le arning Se rvices provid e a ra nge of e ngaging reso u rces to e n a ble yo u to
start te aching BTEC In tern atio n al Level 2 q u alificatio ns. Th ese m ay inclu d e th e follo wing
fr e e m ate rials:
• d elive ry guid es, w hich give yo u im p orta nt a dvice o n h o w to ch o ose th e right
co u rse for yo u r le arn e rs a n d h o w to e nsur e yo u ar e fully pre p are d to d elive r
t h e co u rse. Th ey e xplain t h e key fe at ures of th e BTEC Int ern atio n al Level 2
Infor m atio n Tech n ology q u alificatio ns, for e xa m ple e m ployer involve m e n t
a n d e m ploya bility skills. Th ey also cover guid a nce o n assessm e nt a n d q u ality
assura nce.
• sa m ple sch e m es of w ork ar e provid e d for e ach m a n d atory u nit as w ell as a
selectio n of o ptio n al u nits. Th ese ar e availa ble in Word™ for m at for e ase of
custo m isatio n
• slid e pr ese ntatio ns for use in yo u r te aching to o utlin e t h e key co nce pts of a u nit
• d elive ry pla ns t h at h elp yo u struct ur e d elivery of a q u alificatio n.

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W e also provid e p aid for reso urces a n d co urse w are w hich m ay inclu de:
• t e ach e r reso urce p acks d evelo pe d by Pe arso n inclu ding m ate rials a n d activities
to fully su p p ort yo u r te aching of u nits
• stu d e n t b ooks, d esign e d to su p port th e t e aching a n d le arning jo u rn ey. Th ese
inclu de case stu dies, discussio n pro m pts, key co nte nt a n d su p p orting im ages to
h elp le arn ers develo p th eir u n de rsta n ding. Ite ms fro m th e stu d e nt b ooks will
lin k wit h ot h er reso u rces, w hich will su p p ort te aching a n d le arning.

Support for assessment

Sample assessment materials for internally-assessed units

For in te rn al u nits assesse d with a Pe arso n Set Assign m e nt w e will provid e a sa m ple
assign m e nt as a n e xa m ple of th e for m of assessm e nt for th e u nit. For th e re m aining
in te rn ally se t u nits, w e allo w yo u to se t yo u r o w n assign m e n ts, according to yo ur
le arn ers’ prefer e nces a n d to lin k wit h yo ur local e m ploy m e nt profile.
W e provid e a service in t h e for m of Au th orise d Assign m e nt Briefs a n d sa m ple
Pe arso n Set Assign m e nts, w hich ar e a p prove d by Pe arso n Sta n d ards Ve rifiers.
Th ey are availa ble via o u r w e bsite.

Pearson English
Pe arso n provid es a full ra nge of su p p ort for English le arning inclu ding diagn ostics,
q u alificatio ns a n d le arning reso urces. Ple ase se e w w w.pe arso n.co m / e nglish

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Training and support from Pearson

People to talk to
Th e re ar e m a ny p e o ple availa ble to su p p ort yo u a n d give yo u a dvice a n d guid a nce o n
d elive ry of yo ur BTEC Int ern atio n al Level 2 q u alificatio ns. Th ey inclu d e th e follo wing.
• Su bject Advisors – availa ble for all sectors. Th ey u n de rsta n d all Pe arso n
q u alificatio ns in th eir sector a n d ca n a nsw e r sector-sp ecific q u eries o n pla n ning,
t e aching, le arning a n d assessm e n t.
• Sta n d ards Ve rifiers – th ey ca n su p p ort yo u with pr e p aring yo ur assign m e nts,
e nsuring th at yo u r assessm e n t pla n is set u p corr ectly, a n d su p port yo u in
pr e p aring le arn er w ork a n d providing qu ality assura nce th ro ugh sa m pling.
• Regio n al t e a ms – th ey ar e r egio n ally b ase d a n d h ave a full ove rvie w of th e
BTEC qu alificatio ns a n d of th e su p p ort a n d r eso u rces th at Pe arso n provid es.
Regio ns oft e n ru n n e tw ork eve nts.
• Custo m e r Se rvices – t h e ‘Su p p ort for Yo u’ sectio n of o u r w e bsite gives t h e
diffe r e nt w ays in w hich yo u ca n co ntact us for ge n e ral qu e ries. For sp ecific
q u eries, o ur service o perators ca n direct yo u to t h e r eleva nt pe rso n
or de p art m e nt.

Training and professional development

Pe arso n provid es a ra nge of training a n d professio n al d evelo p m e nt eve nts to su p p ort
t h e intro d uctio n, d elivery, assessm e nt a n d a d m inistratio n of BTEC In te rn atio n al Level 2
q u alificatio ns. Th ese sector-sp ecific eve n ts, develo p e d a n d delive re d by sp ecialists,
ar e availa ble bot h face to face a n d o nlin e.

‘Getting Ready to Teach’

Th ese eve nts are d esign e d to get t e ach e rs re a dy for delive ry of t h e BTEC Inte rn atio n al
Level 2 qu alificatio ns. Th ey inclu d e a n ove rvie w of q u alificatio n structu res, pla n ning a n d
pr e p aratio n for int ern al assessm e nt, a n d qu ality assura nce.

Teaching and learning

B eyo n d th e ‘G e tting Re a dy to Te ach’ professio n al d evelo p m e nt eve n ts, t h e re ar e
o p p ortu nities for t e ach e rs to atte n d sector- a n d role-specific eve nts. Th ese eve nts are
d esign e d to co n n ect practice to th e ory; t h ey provid e t e ach er su p p ort a n d n etw orking
o p p ortu nities with d elive ry, le arning a n d assessm e nt m eth o dology.
D e tails of o u r training a n d professio n al d evelo p m e n t progra m m e ca n b e fo u n d o n
o ur w e bsit e.

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Appendix 1: Transferable employability skills
The need for transferable skills
In rece nt ye ars, high e r-e d ucatio n institutio ns a n d e m ploye rs h ave co nsiste ntly flagge d
t h e n e e d for le arn e rs to d evelo p a ra nge of tra nsfe ra ble skills to e n a ble t h e m to r esp o n d
with co nfid e nce to th e d e m a n ds of u n de rgra du ate stu dy a n d th e w orld of w ork.
Th e O rga nisatio n for Eco n o m ic Co-o p eratio n a n d D evelo p m e nt (O ECD) d efin es skills, or
co m p et e ncies, as ‘th e bu n dle of kn o wle dge, attrib ut es a n d ca p acities th at ca n b e le arn e d
a n d th at e n a ble in dividu als to successfully a n d co nsist e ntly p erfor m a n activity or task
a n d ca n b e b uilt u po n a n d e xt e n de d thro ugh le arning’. [ 1]
To su p p ort th e d esign of o ur qu alificatio ns, th e Pe arso n Rese arch Te a m selecte d a n d
evalu at e d seve n glo b al 21st-ce ntu ry skills fra m e w orks. Follo wing o n fro m this process,
w e ide ntifie d th e N atio n al Rese arch Co u ncil’s (NRC) fra m e w ork [2] as th e m ost evid e nce-
b ase d a n d ro b ust skills fra m e w ork, a n d h ave use d this as a b asis for o u r a d a pt e d skills
fra m e w ork.
Th e fra m e w ork inclu d es cognitive, intra pe rso n al skills a n d inte rpe rso n al skills.
Th e NRC fra m e w ork is inclu d e d alo ngsid e lit eracy a n d n u m e racy skills.

Th e skills h ave be e n in te rpr et e d for this sp ecificatio n to e nsur e th at th ey are a p pro priat e
for th e su bject. All of t h e skills liste d are evid e nt or accessible in t h e t e aching, le arning
a n d/or assessm e nt of th e qu alificatio ns. So m e skills ar e dir ectly assesse d. Pe arso n
m aterials will su p p ort yo u in id e ntifying t h ese skills a n d in develo ping th ese skills
in le arn ers.
Th e ta ble overle af sets o ut th e fra m e w ork a n d gives a n in dicatio n of t h e skills th at ca n
b e fo u n d in infor m atio n t ech n ology, it in dicates th e in terpre tatio n of t h e skills in this
ar e a. A full int erpretatio n of e ach skill, with m a p ping to sh o w o p p ortu nities for le arn e r
d evelo p m e nt, is give n o n t h e su bject p ages of o u r w e bsite:
h ttp:// qu alificatio ns.pe arso n.co m .

1 OECD – Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
2 Koenig, J. A. (2011) Assessing 21st Century Skills: Summary of a Workshop (National Academies Press, 2011)

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 Cognitive Critical thin king D evelo ping th e a bility to
processes a n d Pro ble m solving a n alyse situ atio ns a n d
strategies
An alysis solve pro ble ms t hro ugh
Cognitive skills

Re aso ning/ argu m e ntatio n t h e use of infor m atio n

Int erpretatio n t ech n ologies, th at m e et
t h e n e e ds of gro u ps or
D ecisio n m aking
in divid u als in diffe re n t
Ad a ptive le arning co n te xts.
Execu tive fu nctio n
Cr e ativity Cr e ativity
In n ovatio n
Int ellect u al Ad a pta bility
o p e n n ess Pe rso n al a n d social
r espo nsibility
Co ntin u o us le arning
Int ellect u al in ter est
a n d cu riosity
Intrapersonal skills

Work et hic/ Initiative Taking respo nsibility for

co nscie ntio usn ess Self-dir ectio n r evie wing a n d a d a pting
Respo nsibility t h e suita bility of a
Pe rsevera nce softw ar e solutio n.
Pro ductivity
Self-regulatio n
(m etacognitio n,
fore th o ught, r eflectio n)
Et hics
Int egrity
Positive core Self-m o nitoring/
self-evalu atio n self-evalu atio n /
self-r einforce m e nt O btaining a n d using
Te a m w ork a n d Co m m u nicatio n fe e d b ack fro m use rs to
colla b oratio n im prove th e o pe ratio n of
Colla b oratio n
Interpersonal skills

n etw orks a n d syst e ms.

Te a m w ork
Co o pe ratio n
E m p athy/ p erspective taking
N egotiatio n
Le a d ership Respo nsibility
Assertive co m m u nicatio n
Self-pr ese ntatio n

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Appendix 2: Glossary of terms used
This is a su m m ary of th e key t er ms use d to defin e th e re q uir e m e nts in th e u nits.

Term Definition
An alyse Th e le arn er prese nts th e o utco m e of
m eth o dical a n d d etaile d e xa m in atio n
eith er:
• br e aking do w n a th e m e, to pic or
sit u atio n in orde r to in te rpr et a n d
stu dy th e int errelatio nships b etw e e n
t h e p arts
a n d/or
• of infor m atio n or d ata to inte rpr et a n d
stu dy key tre n ds a n d
in te rr elatio nships.
An alysis ca n be thro ugh p e rfor m a nce,
practice, writte n or, less co m m o nly, verb al
pr ese n tatio n.
Assess Le arn e rs prese nt a careful co nsid e ratio n
of varie d factors or eve n ts th at a p ply to a
sp ecific situ atio n or, to id e ntify th ose
w hich are t h e m ost im porta n t or releva nt
a n d arrive at a co nclusio n.
Carry o ut Le arn e rs d e m o nstrat e skills, oft e n
r efe rring to give n processes or
t ech niq u es.
Co m m u nicat e /Pr ese nt Th e le arn er ca n co nvey id e as or
infor m atio n to oth ers.
Co n n ect/Co nfigur e /Pr e p ar e /Install Relate d to use a n d d e m o nstratio n of
practical e quip m e nt, tech niq u es, a n d
proce du res.
Cr e ate / D esign To pro duce w ork in resp o nse to a brief or
to m e et a n in te n tio n.
D e m o nstrate Le arn e rs’ w ork, p erfor m a nce or practice
evid e nces t h e a bility to carry o ut a n d
a p ply kn o wle dge, u n dersta n ding a n d/or
skills in a practical situ atio n.
D escrib e Th e le arn er gives a cle ar, o bjective
acco u nt in th eir o w n w ords sh o wing
r ecall, a n d in so m e cases a p plicatio n,
of th e releva nt fe atur es a n d infor m atio n
a b o ut a su bject.

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Term Definition
D evelo p Le arn e rs acquire a n d a p ply skills t h ro ugh
practical activities to cre at e a fu nctio ning
pro duct, service or syste m th at is fit for
a u die nce a n d p urp ose.
Evalu ate Le arn e rs’ w ork dra ws o n varie d
infor m atio n, t h e m es or co nce pts to
co nsid er aspects such as:
• stre ngths or w e akn esses
• a dva n tages or disa dva ntages
• alt ern ative actio ns
• r eleva nce or significa nce.
Le arn e rs’ in q uiries sh o uld le a d to a
su p p orte d ju dge m e n t sh o wing
r elatio nship to its co n text. This will ofte n
b e in a co nclusio n.
Exa m in e Le arn e rs select a n d a p ply kn o wle dge to
less fa m iliar co n te xts.
Explain Le arn e rs’ w ork sh o ws cle ar de tails a n d
gives re aso ns a n d/or evid e nce to su p port
a n o pinio n, vie w or argu m e n t. It co uld
sh o w h o w co nclusio ns ar e dra w n (arrive d
at). Th e le arn er ca n sh o w t h at t h ey
co m pre h e n d th e origins, fu nctio ns a n d
o bjectives of a su bject, a n d its suita bility
for purpose.
Explor e Skills a n d/or kn o wle dge involving practical
t esting or trialling.
Id e n tify Usu ally re quires so m e key infor m atio n to
b e select e d fro m a give n stim ulus or
r eso u rce.
Im ple m e nt Le arn e rs pla n, e xecut e a n d m o nitor th e
co ntrol of a project using a n a p pro priat e
m eth o dology.
Investigate Le arn e rs’ w ork, p erfor m a nce or practice
t ests th e:
• q u alities of m at erials
• t ech niq u es
• processes
• co n te xts
t hro ugh practical e xploratio n.
O utlin e Le arn e r w ork, pe rfor m a nce or practice
provid es a su m m ary or overvie w, or a
brief d escriptio n of so m e thing.

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 Term Definition
Pla n Le arn e rs cr e ate a w ay of d oing a task
or series of tasks to achieve specific
r e quire m e n ts or o bjectives sh o wing
progress fro m start to finish.
Pro duce W h e n le arn e rs are r e quir e d to
cre ate / m ake/ esta blish.
Refin e Le arn e rs m ake m in or ch a nges so as to
im prove or clarify (a th e ory, m et h o d,
t ech niq u e, d esign, process or a pro d uct).
Revie w Th e le arn er ca n m ake a for m al
assessm e nt of w ork pro d uce d.
Th e assessm e nt allo ws t h e le arn er to:
• a p praise e xisting infor m atio n or prior
eve nts; a n d
• r eco nsid er infor m atio n with t h e
in te ntio n of m aking ch a nges, if
n ecessary.
Test Le arn e rs take m e asu res to ch eck t h e
q u ality, pe rfor m a nce, or relia bility of
so m ething, especially b efor e putting it
in to wid espr e a d use or practice.
U n d ersta n d Le arn e rs d e m o nstrat e kn o wle dge relate d
to defin e d sit u atio ns.

Pe arso n BTEC Inte rn atio n al Level 2 Q u alificatio ns in Infor m atio n Tech nology –
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This is a key su m m ary of t h e typ es of evid e nce use d for BTEC Inte rn atio n al Level 2
q u alificatio ns.

Type of evidence Definition and purpose

Case stu dy A sp ecific e xa m ple to w hich all le arn ers
m ust select a n d a p ply kn o wle dge. Use d to
sh o w a p plicatio n to a re alistic co n te xt
w h er e dir ect e xp erie nce ca n n ot b e
gain e d.
In divid u al project A self-directe d, large-scale activity
r e quiring pla n ning, rese arch, e xploratio n,
o utco m e a n d r evie w. Use d to sh o w
self-m a n age m e nt, project m a n age m e nt
a n d/or de e p le arning, inclu ding
syn o pticity.
Log A r ecord m a d e by le arn e rs of h o w a
process of develo p m e nt w as carrie d o ut,
inclu ding e xpe rim e ntal stages, t esting,
selectio n a n d r ejectio n of alte rn atives,
practice or d evelo p m e nt st e ps.
Portfolio Digital or p hysical, sh o wing a selectio n of
w ork t h at co ntrib utes to w ards a project
or for a specific pu rpose.
Practical task (art efact/o utco m e) Le arn e rs carry o u t a d efin e d or self-
d efin e d task to pro d uce a n o utco m e.
Pr ese ntatio n To sh o w prese ntatio n skills, inclu ding
co m m u nicatio n. To direct to a give n
a u die nce a n d go al. To extract a n d
su m m arise infor m atio n.
Writt e n task/re p ort In divid u al co m pletio n of a task in a w ork-
r elat e d for m at, e.g. a re p ort, m arketing
co m m u nicatio n, set of instructio ns.

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