Level 1 Units IT

Edexcel Diplomas
Units
Level 1 Principal Learning

in Information Technology
Draft accredited units
October 2007
DRAFT
UNIT 1: THE DIGITAL WORLD
Unit 1: The Digital World
Principal Learning unit
Level 1
Guided Learning Hours 60
Internally assessed (40 hours learning time with approx. 20 hours for assessment)
About this unit At a hospital in London, a trial found that the introduction of
text message reminders reduced missed appointments from
40% to 25%.1
This unit introduces learners to the world of digital
technology. Most organisations and businesses will use some
form of technology and in this unit there are examples of how
technology is used from retail, local government,
manufacturing and sport and leisure. You will investigate the
key components of technology including computers, software,
communications, networks and the internet.
You will learn how organisations use and benefit from
technology and then suggest how an organisation could
implement or improve a technology system. This may be a
local company that could expand their business by creating a
website or a school that could be more efficient and provide a
better service to staff and pupils if they improved their
network.
Finally, you will also investigate how individuals use
technology to meet their needs, for example, personal
computers, the internet, mobile devices such as Personal
Digital Assistants (PDAs) and mobile phones.
Learning outcomes
On completion of this unit a learner should:
1.1 Understand the contribution of technology to a range of organisations
1.2 Know how technology is changing the way organisations and individuals operate
1.3 Know the key components of technology systems as used in business
1.4 Understand how technology is contributing to meeting the needs of a specific
organisation
1.5 Know why an organisation should implement or improve a technology system.
1
IT Insights: Trends and UK Skills Implications: A joint publication by e-skills UK and Gartner Consulting
November 2004.
Edexcel Diploma Level 1 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007 1
What you need to cover

1.1 Understand the Technology: computers; communications; networks; the
contribution of internet; software and all other components used within
technology to a information systems.
range of
Organisations: eg retail, local government, manufacturing, sport
organisations
and leisure.
1.2 Know how Organisations operate: eg identify the technology used by a
technology is range of online websites, how businesses use that technology (to
changing the way widen their market, advertising/sales, lower costs).
organisations and
Individuals operate: eg identify the key processes when a
individuals operate
customer makes an online purchase from a website, how
individuals use technology to improve their productivity (working
from home, flexible working day, keeping in touch with the
office while on the move etc), what skills individuals need to
operate the technology efficiently, types of technology
individuals use (mobile telephony, internet etc).
1.3 Know the key Key components of technology systems: eg websites, software
components of applications, customer databases, hardware (servers, printers,
technology systems monitors, workstations, Electronic Point of Sale (EPOS) etc).
as used in business
1.4 Understand how Technology contribution: eg local government website has a

technology is facility for gathering feedback from residents about a range of
contributing to issues.
meeting the needs
Organisations: eg retail, local government, manufacturing, sport
of a specific
and leisure.
organisation
1.5 Know why an Improve a technology system: eg create a website, improve a
organisation should website by adding a search engine, introducing e-commerce,
implement or overall cost to the business (cost of new systems, cost of
improve a upgrading systems, estimation of costs).
technology system
2 Edexcel Diploma Level 1 Principal Learning in Information Technology – Draft - © Edexcel Limited 2007
QCF unit summary
Learning Outcome Assessment for Unit 1 Level 1
The learner will: The learner can:
1.1 Understand the • identify the technology used in two selected

contribution of organisations and identify questions to answer
technology to a [IE 1]
range of
• identify one advantage that this technology
organisations
gives to each organisation and one advantage
to their customers and plan and carry out
research [IE 2]
1.2 Know how • identify how technology has changed the way
technology is organisations and their staff work
changing the way
• identify how individuals use technology to work
organisations and
and socialise
individuals operate
1.3 Know the key • identify the key components of two different
components of technology systems used in business
technology systems
• describe the purpose of each key component in
as used in business
the systems
1.4 Understand how • identify how an organisation or business

technology is currently uses technology, identifying one
contributing to system
meeting the needs
• identify how this technology is helping the staff
of a specific
employed in the organisation or business
organisation
1.5 Know why an
organisation should • identify why an organisation or business should
implement or implement or improve a technology system and
improve a how this might be carried out
technology system
• outline how much the changes and/or
improvements will cost the organisation or
business
How you will be assessed

For this unit you will be expected to present evidence in a portfolio.
You will research several organisations, possibly one of them an organisation with which
you have had personal experience, for example the local newsagent or an online
business with which you are familiar such as a download music site. Otherwise, case
studies of organisations supplied by your tutor.
You are required to produce articles related to technology in organisations. These will
be for a magazine to inform your classmates. In the commercial world you might be
asked to produce articles such as this for a company newsletter to keep employers
informed of technology changes the company is making.
A key aspect of working in an organisation involves giving presentations. The
presentations might be to members of your own team to inform them of how projects
are progressing or to inform them of upcoming projects. Presentation and
communication skills are highly valued in the commercial world. In this unit you will
deliver a presentation on how an organisation could improve their technology systems.
In an organisation it might be a presentation given to management. For this unit,
management will also be your audience. Your presentation should be about seven
minutes long. Marks will be awarded for the content of your presentation and the actual
presentation itself.
You will use your understanding of technology and apply your research, IT and
communication skills to include the following in your portfolio:
Three class magazine articles including:
a an article focusing on how two different organisations are using technology. Your
article will examine the role and contribution of technology to the organisations.
This evidence is used to assess learning outcome 1.1
b a second article, which could be about one or more organisations, identifying the
key components of the technological systems used by the organisation(s). You could
use the organisations from 1.1. This evidence is used to assess learning outcome 1.2
c a third article for the class magazine, identifying how technology is changing the
way these organisations operate and how it has changed the way individuals work
and socialise. This evidence is used to assess learning outcome 1.3.
A presentation identifying:
d an area of a familiar organisation’s current technology system that should be
changed. This evidence is used to assess learning outcome 1.4
e how the system could be improved by using technology differently. You must include
the cost of these changes to the business. This evidence is used to assess learning
outcome 1.5.
Assessment grid
Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

Focus awarded
The learner: The learner: The learner:
1.1 • identifies the technology used in • describes the technology used in • explains the technology used in
two selected organisations two selected organisations two selected organisations
• identifies one advantage that • describes one advantage this • explains one advantages this
this technology gives to each technology gives to each technology gives to each
organisation and one advantage organisation and their customers organisation and their customers
to their customers
(0–6) (7–11) (12–15) 15
1.2 • identifies how technology has • describes how technology has • explains how technology has
changed the way organisations changed the way organisations changed the way organisations
and their staff work and their staff work and their staff work
• identifies how individuals use • describes how individuals use • explains how individuals use
technology to work and socialise technology to work and socialise technology to work and socialise
(0–6) (7-11) (12-15) 15

Focus awarded
1.3 • identifies the key components of • describes the key components of • explains what are the key
two different technology systems two different technology systems components of two different
used in business used in business technology systems used in
business
• outlines the purpose of each key • describes how the key
component components are used • explains how the key
components are used in the input
and output of data by the
organisations
(0–4) (5–8) (9–12) 12
1.4 Gives a presentation which: Gives a presentation which: Gives a presentation which:
1.5 • identifies how an organisation or • describes how an organisation or

business currently uses business currently uses technology
• explains how an organisation or
technology
• describes how this technology is business currently uses
• identifies how this technology is helping the staff in the technology
helping the staff employed in the organisation or business
• explains how this technology
organisation or business
• describes why an organisation or benefits the staff in the
• identifies why an organisation or business should implement or organisation or business
business should implement or improve a technology system and
• explains why an organisation or
improve a technology system and how this might be carried out
business should implement or
how this might be carried out
• describes how much the change improve a technology system and
• outlines how much the change and/or improvements will cost the how this might be carried out
and/or improvements will cost organisation or business
• explains how much the change
the organisation or business
and/or improvement will cost the
organisation or business
(0-8) (9-13) (14-18) 18

Focus awarded
Total marks 60
Assessment guidance
Guidance to the Assessment Grid
• The basic principle is that this is a ‘best Fit’ grid – ie match overall standard of
work for an assessment focus to a band. It is NOT a hurdle approach, whereby
the Assessor cannot award marks from the next band if one item for an
assessment focus from a lower band has been omitted, regardless of the quality
of the rest of the work for that assessment focus
• If a learner completes all they are asked to do in a band for an assessment focus,
they should normally be awarded the full marks for that band
• If a learner has clearly gone beyond the requirements for one aspect of work
required by a band, consider whether the learner can be awarded marks from the
next band
• If a learner has completed less than required in any aspect of work for an
assessment focus, or indeed omitted an aspect, then the mark moves down within
the band
• Judgements are completely separate for each assessment focus – ie a learner can
get marks in band 3 on one assessment focus, band 1 on another etc, then all
band marks are added together for the unit total. It may be possible for a learner
to pass a unit even if 0 has been given in marks for one assessment focus in the
unit.
Progression across the mark bands will be achieved as learners are able to address
the more demanding requirements of each assessment focus.
Mark band 1 has approximately 40% of the total marks available for this unit, mark
bands 2 and 3 together the remaining 60%. The actual marks available in bands 2 and
3 generally reflect the need for the learner to respond to criteria that demand higher
level skills with increasing independence of thought and action.
Whilst learners may work as part of a team to carry out investigations, the evidence
produced to satisfy each mark band should be the individual learner’s own work.
When appropriate, witness statement or similar evidence may be used to clearly
demonstrate that it is the learner fulfilling the mark band requirement.
Guidance for Allocating Marks
This section provides further guidance on how to confirm marks within the best fit
approach. This section should only be referred to once a Mark Band has been deemed
appropriate. The guidance can then be used to allocate specific marks for that band.
The assessment guidance has been designed to ensure that all aspects of the
assessment focus are covered. Where assessors feel a learner’s work merits the
awarding of marks outside of those specified in the guidance, marks may be given,
but the assessor must justify the awarding of these marks on the learner’s script.
Level 1 Descriptors
Descriptor Meaning
Identify Point out (ie choose the right one) or give a list of the main
features
Describe Provide clear information that includes all or most of the relevant
features
Explain Set out the reasons for something
Outline Provide a clear summary including main features/general principles
Assessment focus (1.1)
Mark Band 1 To be eligible for Mark Band 1, the learner will investigate the role and
contribution of technology to two organisations. They could choose
(0-6 marks) organisations such as a leisure centre, a clothing retailer, music download
website etc. They should have had personal experience with at least one
of the organisations.
The learner will develop their skills as an independent enquirer by
identifying questions that they need to ask about how the two
organisations use technology and what advantages this has given to each
organisation and its customers. The learner will plan and carry out
research of the two organisations to enable them to answer these
questions.
The learner will provide evidence to identify how each organisation uses
technology, giving a brief description of the technology, for example a
website and how it is used to sell to customers (2) and an advantage that
the technology gives to each organisation, such as increasing sales (2).
For full marks in this band, the learner will identify an advantage the
technology provides from a customer perspective for each organisation,
such as the convenience of online ordering (1).
The learner will have made an attempt to present the evidence in the
form of an article for a class magazine (1).
organisations use technology and what advantage this has given to each
questions.
The learner will provide evidence to describe how each organisation uses
technology and describe the technology, such as a website used to
advertise and sell online (2). The learner will describe an advantage that
the technology gives to each organisation, such as lower costs or a wider
market (2). The learner will describe how the technology is used from a
customer perspective (2) and describe an advantage that the technology
gives to the customers of each organisation, such as convenience of
online shopping and quick delivery of goods for the customer (2).
For full marks in this band, the learner will present the evidence in the
format of an article (1). Some evidence of research with at least two
examples will be provided in the form of website extracts, screenshots,
media clips, journal extracts etc included in the article (2).
organisations use technology and what advantage this has given to each
questions.
The learner will provide evidence to explain the technology and how it
has contributed to the success of each organisation, for example the
software applications/website used to advertise and provide customer
ordering and contact information (2). The learner will explain an
advantage that the technology gives to each organisation, for example
increased sales, better communication, quicker order processing (3). The
learner will also explain how technology is used from a customer
perspective (2). The learner will explain what advantage the technology
provides to the customers of each organisation, such as convenience,
ease of use, saving on transport/costs etc (4).
For full marks in this band, the learner will identify (online/paper)
documentation needed for data input or data produced by the system (2).
Evidence of research with a range of examples will be provided in the
form of website extracts, screenshots, media clips, journal extracts etc.

well presented in the article (2).
Mark Band 1 To be eligible for Mark Band 1, the learner will research a variety of
organisations to explore how technology has changed the way they
(0-6 marks) operate. They will also research the way individuals use technology.
The learner will produce a third article for a class magazine. The article
may contain a few errors.
The learner will identify examples of how technology has changed the
way organisations and their employees operate (2).
The learner will identify an example of how technology is used by
individuals to work (1). The learner will identify how technology has
changed the way individuals work, such as teleworking or remote working
(2).
For full marks in this band, the learner will identify an example of how
individuals use technology to socialise (1).
organisations to explore how technology has changed the way they
(7-11 marks) operate. They will also research the way individuals use technology.
The learner will produce an article for a class magazine; it may contain
one or two errors.
The learner will describe examples of how technology has changed the
way organisations operate (2).
The learner will describe examples of how technology has changed the
way organisations’ employees operate (2).
The learner will describe examples of how individuals use technology,
such as the use of GSM when travelling (2). The learner will describe
examples of how technology has changed the way individuals work, citing
remote working or teleworking, and socialise for example, using online
messaging to keep in touch (3).
For full marks in this band, the learner will state the technology used by
the organisation or individuals, such as the internet, mobile devices or
GSM, for each example (2).
organisations to explore how technology has changed the way
(12-15 marks) organisations operate. They will also research the way individuals use
technology. Their findings will be produced in an article for a class
magazine with graphics and without errors.
The learner will give explain how technology has changed the way
organisations operate, for example in areas such as how they widen their
markets, communicate with customers or have designed more efficient
business processes (3).
The learner will explain, with examples, how technology has changed the
way organisations’ employees operate, for example remote data
recording using mobile technology or new communication methods using
email (2).
The learner will explain how individuals use technology, for example, in
the home or travelling. The learner will explain how technology has
changed the lives of individuals, for example, in areas such as new
working methods. They will further explain what this means to the
individual, such as the shorter working day, transport and costs (4).
The learner will give explain how individuals use technology to socialise,
in areas such as new communication methods, social websites or leisure
pursuits using new technology (3).
For full marks in this band, the learner will describe the main benefits to
organisations, giving examples such as communication, costs etc (2). They
will describe the effect on the individual, such as the social effect, a lack
of training or person to person contact (1).
Mark Band 1 To be eligible for Mark Band 1, the learner will investigate two
technology systems used by a business or businesses and will include this
(0-4 marks) evidence in the second article. The technology systems investigated could
come from the same (for example sales and purchasing departments in
the same organisation) or different organisations.
The learner will identify the key components used in the two technology
systems, looking at the ‘What you need to cover section’ for guidance on
what makes up a technology system (2).
For full marks in this band, the learner will also outline the function of
each of the key components used in both systems (2).
The learner will describe the key components used in the two technology
systems, looking at the ‘What you need to cover section’ for guidance on
what makes up a technology system, listing most of the main types of
software and the most of the main types of hardware (3).
The learner will describe how the key components are used in each of the
technology, indicating how data flows through the system (3).
For full marks in this band, the learner will identify inputs to the system
and resulting outputs (2).
The learner will explain what are the key components used in the two
technology systems, looking at the ‘What you need to cover section’ for
guidance on what makes up a technology system. The learner will list all
the main types of software and all the main types of hardware (4).
The learner will explain how the key components are used in the input
and output of data by the organisations, describing how the data flows
through the system. For example an automatic stock control system that
is used to re-order stock when it is low, describing the function
performed by each component, including peripherals, within the process
(6).
For full marks in this band, the learner will produce a well presented
article to include relevant graphics demonstrating research (eg diagrams,
pictures of components) (2).
Assessment focus (1.4, 1.5)
Mark Band 1 To be eligible for Mark Band 1, the learner will carry out an investigation
on an organisation or a business with which they are familiar. They will
(0-8 marks) investigate the technology systems used by the organisation or business
and their function and why and how the technology systems can be
improved or added to. The evidence to be incorporated in a presentation.
identifying questions that they need to ask about the technology systems
used and how it can be changed or improved. The learner will plan and
carry out research of the technology systems used by the organisation to
enable them to answer these questions.
The learner will identify how the organisation or business currently uses
technology (1) and how the technology systems help the staff employed
in the organisation or business, for example, how having computerised
stock control system helps ensure orders can be met (1). The learner will
identify why the organisation or business should implement or improve a
technology system and how this might be carried out (3)
The learner will outline how much their suggested change or
improvements will cost the company (1) and will produce a rough
calculation of the cost (1).
For full marks in this band, the learner will produce a satisfactory
presentation that partially engages the audience, shows knowledge of
topic although this may be lacking in parts. There may be one or two
spelling/grammar errors(1).
used by an organisation and how it can be changed or improved. The
learner will plan and carry out research of the technology systems used
by the organisation to enable them to answer these questions.
The learner will describe how the organisation or business currently uses
the technology systems (2). The learner will describe how the technology
systems help the employees in the organisation or business, for example
how an automated stock control system makes tracing stock items easier
for the staff (2). The learner will describe why the organisation or
business should implement or improve a technology system and how the
improvement or new implementation could be carried out; describing the
main advantage it could give to the organisation or business (4).
The learner will describe how much the change and/or improvement will
cost the business. This will include a realistic calculation of cost, for
example in terms of initial costs, disruption to the current system etc (3).
For full marks in this band, the learner will produce an effective
presentation that engages the audience, shows knowledge of topic with

no spelling/grammar errors (2).
used by an organisation and how it can be changed or improved. The
learner will plan and carry out research of the technology systems used
by the organisation to enable them to answer these questions.
The learner will explain how the organisation or business currently uses
the technology systems (3). The learner will give explain how the
technology systems help the staff, in terms of increased sales, marketing
opportunities, faster processing of orders etc (3). The learner will
explain why the organisation or business should implement or improve a
technology system and how the technology system could be implemented
or improved and the main advantage that a new improved system could
give to the business (5).
The learner will explain the cost implications of the change and/or
improvement, including an accurate calculation of cost, and a description
of the resources necessary such as software/hardware, web presence etc
(4)
For full marks in this band, the learner will produce an effective
presentation that successfully engages the audience shows good
knowledge of the topic and contains no spelling/grammar errors (3).
Delivery guidance
The purpose of this unit is to use topical examples from industry to introduce
learners to the world of digital technology, investigating ways in which technology
can help organisations and individuals achieve their objectives.
Technology is changing the way organisations and individuals operate in many
different ways. It affects the way that individuals and organisations work and
communicate. The business areas your learners will be looking at will include retail,
local government, manufacturing and sport and leisure. Learners will need to
consider the contribution technology is making in these and possibly other areas.
When assessing the contribution of technology to organisations learners need to be
introduced to the key components of technology including websites, software
applications, customer databases and hardware such as computers, servers, printers
EPOS etc.
Technology should enhance the way an organisation works and thus improve business.
It is important to understand how a particular technology is contributing to an
organisation’s needs. The emphasis must be on how technology is used by the staff
and how it is used to enhance the business, eg what it contributes in terms of lower
costs, increased sales and better communication, rather than looking at the
technology as a stand-alone system.
For this unit, learners could choose example businesses with which they have
personal experience (eg download music retailer, a sports centre, a newsagent).
Ideally, centres will form contacts with local employers and possibly organise talks
from employers about their businesses. Visits to local employers or the use of case
studies are another possibility.
Assessment focus 1.1

Learners need to look at a range of organisations, eg retail, local government,
manufacturing and sport and leisure. They could investigate examples of how
technology has contributed to the different types of organisation listed above. Some
examples are given below:
Retail: impact of the internet on a travel company, how a newsagent uses technology
Manufacturing: robotics in car manufacturing
Sport: how a sports centre uses technology to maintain membership records
Leisure: downloading music — changes in the music industry due to new ways of
delivering music
Local Government: transport — congestion charging using number-plate recognition,
CCTV, rubbish and recycling — gathering data by placing sensors in rubbish bins.
This assessment focus is about knowing how technology is changing the way
organisations and individuals operate. Again the emphasis should be on a range of
organisations. Example business areas to consider:
Retail: online selling
Manufacturing: Computer-Aided Design (CAD)
Local government: off site — remote data recording
Sports and leisure: recording client’s details

This assessment focus is about being able to identify the key components of
technology systems as used in business. Learners need to think about how
organisations use technology.
Example areas include:
Retail: pro-active advertising via emails/text messaging
Manufacturing: communication on the shop floor (mobile/wireless telephones)
Sport and leisure: monitoring user heart beats on exercise machines, producing
individual work programmes
Local government: mobile telephone voting
Learners should also think about how individuals use technology to enable them to
work from home, the flexible working day, how they keep in touch with the office on
the move, what skills they need to be able to use the technology. What about the
individual as a customer, what are the skills a customer needs to shop online or
manage their bank accounts?
Learners need to look at how technology is contributing to the meeting the needs of
a specific organisation. Examples should be drawn from a variety of areas.
Examples include:
Retail: how a website can increase revenue; linking of tills to stock control system in
a local retailer; the storage of customer information by the local mobile phone shop
Manufacturing: robots used in a car assembly plant
Local government: using local council website to report dumped cars, vandalism etc
Sports and leisure: how a gym uses sensors to monitor a member’s performance on a
treadmill
Learners need to be able to suggest ways an organisation could implement or improve
a technology system. Examples need to be drawn from a range of areas as detailed
below:
Retail: why a local company should create a website
Manufacturing: why a local manufacturing company would want to automate the
packaging process
Local government: why the local council might want to put sensors into residents’
rubbish bins
Sports and leisure: why a sport might want to use new technology to check on fair
play
Independent enquirer
Learners will develop their skills as independent enquirers by identifying questions

that they need to ask about the technology systems used by an organisation. Learners
will plan and carry out research of the technology systems used by the organisation
to enable them to answer these questions. Learners will provide evidence to support
their conclusions.
Opportunities for developing and confirming personal learning and thinking skills
Although PLTS are identified within this unit as an inherent part of the assessment
criteria, there are further opportunities to develop a range of PLTS through various
approaches to teaching and learning.
Skill When learners are:
Independent enquirers 1.1 Using the internet and other sources to identify questions to
ask, planning and carrying out research to answer their
questions about how technology is used by organisations and
providing evidence to support their conclusions.
1.5 Using the internet and other sources to identify questions to
ask and any problems to resolve. Planning and carrying out
research of an organisation’s technology systems, and providing
evidence to support their conclusions of how it can be improved.
Creative thinkers 1.4 and 1.5 Generating ideas and exploring possibilities for the
content of their presentation.
Reflective learners 1.5 Setting goals for the development of their portfolio and
monitoring their own performance and progress.
Team workers
Self-managers 1.1-1.5 Planning and organising the creation of their portfolio for
this unit. Dealing with time pressures and deadlines for the
production of their portfolio. Seeking advice and support from
their peers and tutors when needed.
Effective participators
Functional Skills – Level 1

ICT – Use ICT Systems
Interact with and use Producing magazine articles using appropriate software
ICT systems Producing a presentation using appropriate software
independently to meet
needs
Evaluate their use of

ICT systems
Manage information Creating and storing the various files that make up the portfolio
storage
Follow and understand Producing documentation for the portfolio

the need for safety
and security practices
ICT – Find and select

information
Select and use a Researching relevant information for magazine articles on the
variety of sources of key components of the technological systems used by businesses
information Researching how the technology systems used by an organisation
independently to meet or business can be improved
needs
Access, search for, Researching information for magazine articles on how

select and use ICT- technology is changing the way organisations operate and the
based information and way in which individuals work and socialise
evaluate its fitness for
purpose
ICT – Develop, present

and communicate
information
Enter, develop and Producing magazine articles for their portfolio

format information Producing a presentation identifying how an individual business
independently to suit could improve its use of technology
its meaning and
purpose, including:
Text and tables

Images
Numbers
records
Present information in Producing articles for a class magazine
ways that are fit for Producing and giving a presentation identifying how an individual
purpose and audience business could be improved by the introduction of new

technology
Evaluate the selection

and use of ICT tools
and facilities used to
present information
Select and use ICT to

communicate and
exchange information
safely, independently,
responsibly and
effectively
Maths
Understand practical Identifying an example of the cost of improving the technology

problems in familiar systems used by a business
and unfamiliar
contexts and
situations, some of
which are non routine
Identify and obtain Costing an improvement in the use of technology by a business

necessary information
to tackle the problem
Select and apply skills Carrying out the calculation

in an organised way to
find solutions to
practical problems for
different purposes
Use appropriate Checking the calculation

checking procedures at
each stage
Interpret and Presenting the cost implications of improving the technology

communicate solutions used by a business
to practical problems,
drawing simple
conclusions and giving
explanations
English
Speaking and listening Giving a presentation identifying how an individual business can
– take full part in improve its use of technology
formal and informal
discussions/exchanges
Reading – read and Conducting research of onscreen and paper-based materials and
understand a range of technical reports for magazine articles
texts
Writing – write Producing articles for the class magazine

documents to Producing a presentation showing how a business can improve its
communicate use of technology
information, ideas and
opinions using formats
and styles suitable for
their purpose and
audience
Links:
The following web links could be useful:
Websites BBC Bitesize revision for GCSE ICT —

www.bbc.co.uk/schools/gcsebitesize/ict
BBC Bitesize revision for GCSE Business Studies —
www.bbc.co.uk/schools/gcsebitesize/business
A collection of links to information on Business aimed at
students and tutors in Further and Higher Education —
www.intute.ac.uk/socialsciences/business
BBC Bitesize revision for DiDA —
www.bbc.co.uk/schools/gcsebitesize/dida
UNIT 2: WORKING WITH PEOPLE
Unit 2: Working with People
Level 1
About this unit ‘Talent wins games, but teamwork wins championships.’ — Michael
Jordan
Do you belong to a team? If you belong to a sports team or social
group you will already know how important it is to be both
supportive and considerate of others. Businesses need teams of
people to work well together to reach their goals. In this unit you
will be working in teams and learning how businesses are affected
by the behaviour and actions of the people who work for them.
Technology has changed the way we communicate with each other
both personally and at work. This unit gives you the opportunity to
find out about the types of communication media used by business
and investigate the implications of using them.
Have you been misunderstood when speaking or writing to someone?
Good communication skills are very important to success for
individuals and businesses alike. In this unit you will be practising
your written and oral communication skills by creating business
documents, taking part in a team discussion and delivering a team
presentation.
Learning outcomes
2.1 Know how different media and channels for communication are used and
understand the implications of using them
2.2 Understand how teams work and know about the different roles individuals
play within teams
2.3 Understand the impact of different behaviours, personal styles and actions on
effective communication and achievement of objectives
2.4 Be able to demonstrate self awareness, active listening skills and effective,
confident speaking skills
2.5 Know how to use clear appropriate English and demonstrate numeracy in a
range of simple business related communications, including written, digital and
verbal media.

2.1 Know how different Different media and channels for communication: electronic, eg
media and websites, SMS, blogs, emails, webcam, telephony, fax; paper, eg
channels for letters, reports, memos, newsletters, posters, flyers,
communication are advertisements; speech, eg telephone, conferencing, meetings
used and
Implications: eg do you need to keep a record of the
understand the
communication?, is the presentation of the information important?,
implications of
do you need to communicate formally or informally?, sending a CV
using them
with multiple spelling errors to a prospective employer.
2.2 Understand how How teams work: eg clear goals and responsibilities, good
teams work and communication, collaborative working, compromise, reaching
know about the agreements, fairness and consideration to others, listening, taking
different roles responsibility.
individuals play
Team roles: eg leader, recorder, ideas person, compromiser,
within teams
summariser, evaluator, encourager.
2.3 Understand the Behaviours: eg quality of presentation of written communications,
impact of attention to detail including proof reading and checking spelling,
different preparing what to say and using the correct English,
behaviours, organised/disorganised approach, choosing correct method of
personal styles communication, keeping records of communication, taking details of
and actions on telephone messages accurately, verbal clues and body language
effective used for face-to-face verbal communication.
communication
Personal styles: eg positive or negative approach, sympathetic,
and achievement
understanding, firm, autocratic, democratic, fair. Many people
of objectives
develop appropriate personal styles for different situations, for
example a person who is chairing a meeting will need to be firm and
fair in order to make sure the agenda is followed and the members
of the meeting are able to contribute. A customer with a complaint
will require a sympathetic response whereas someone who has not
paid their bill may need a firm letter.
Effective communication: eg not listening to messages left on
voicemail may lead to an order being lost or an appointment not
being met, not proof reading the content of a letter may mean a
prospective customer takes their business elsewhere, not recording
a telephone message accurately could mean that there is no method
of contacting the person.
Achievement of objectives: eg stating clear objectives, clear task
planning, regular meetings, commitment, handling differences of
opinion, achieving collective conclusions.
2.4 Be able to Self awareness: eg evaluate own performance (strengths and
demonstrate self limitations), how one’s behaviour affects other team members and
awareness, active the performance of the team.
listening skills and
Active listening skills: eg listen without interrupting, ensure that
effective,
you understand what is being said, respond appropriately to others.
confident speaking
skills Effective, confident speaking skills: eg make relevant
contributions to discussions; prepare for and contribute to
discussion of ideas and opinions, make different kinds of
contributions, present information and views clearly and in

appropriate language.
2.5 Know how to use Business related communications:

clear appropriate
Clear, appropriate English: use formats and styles suitable for their
English and
purpose and audience.
demonstrate
numeracy in a Numeracy: use appropriate mathematical concepts and techniques
range of simple to communicate information eg simple graph showing sales of CDs
business related over a 12 month period with average sales per month calculated.
communications, Written: eg memos, letters (both formal and informal), short
including written, reports, agendas and minutes of meetings, newsletters, telephone
digital and verbal messages, appropriate use of charts, diagrams and graphs.
media
Digital media: eg emails, blogs, instant messaging, fax, websites,
intranet, webcam (note this combines verbal and digital media),
video.
Verbal media: eg face-to-face communication (interviews,
meetings), telephone calls, use of voicemail when caller not
available, tannoy announcements, presentations (these normally use
a combination of digital and verbal).
QCF unit summary
2.1 Know how different • produce a folder of information referencing

media and different media and channels for
channels for communication that they have investigated
communication are
• outline their most appropriate uses
used and
understand the • outline the implications of using them
implications of
using them
2.2 Understand how • outline the roles of the members of their team
teams work and
• present the results of their team research into
know about the
a topic of their choice by co-operating with
different roles
others to work towards common goals [TW 2]
individuals play
within teams
2.3 Understand the • describe how different behaviours and personal
impact of different styles can affect team work using examples
behaviours, from their own experience by adapting
personal styles and behaviour to suit their role as a team member
actions on in different situations [TW 3] and showing
effective fairness and consideration to others [TW 4]
communication and
• state what methods of communication learners
achievement of
used as a team to reach agreements to achieve
objectives
results [TW 2] and why they chose those
methods
2.4 Be able to • evaluate their own performance by

demonstrate self demonstrating self awareness, active listening
awareness, active skills and effective, confident speaking skills as
listening skills and a member of a team; by taking responsibility
effective, for their own contribution [TW 5] they will
confident speaking invite feedback and deal positively with praise,
skills setbacks and criticism [RL 4], evaluating
experiences and learning to inform future
progress [RL 5]
2.5 Know how to use • produce a set of documents relating to team

clear appropriate meetings and communicate their learning in
English and relevant ways for different audiences [RL 6]
demonstrate
• state the purpose of each document and
numeracy in a
outline why this method of communication was
range of simple
chosen
business related
communications,
including written,
digital and verbal
media

For the assessment of this unit you will investigate a range of communication media used in
businesses. You will look at how teams work and use communication media. You will be part
of a team required to deliver a presentation on a topic of your choice. Each member of the
team will contribute five or more slides to the presentation. You will have team meetings to
plan the delivery of the presentation. Your team presentation should be about nine minutes
long if there are three people in the team. Marks will be awarded for the content of your
presentation and the actual presentation itself. You will also produce documentation in your
portfolio relating to your own teamwork. Working in teams to deliver a presentation, manage
a project or develop a computer system is common in the business world.
This unit will not only enable you to develop your own team worker skills you will also be able
to develop your business and communication skills. You will research how businesses
communicate internally as well as externally, for example with their customers, as well as
finding out which are the best methods and the most appropriate document to use in
different circumstances.
A key aspect of working in an organisation involves giving presentations. These might be to
members of your own team to inform them of how projects are progressing or to inform them
of upcoming projects. Presentation and communication skills are highly valued in the
commercial world. The presentation may even be given over a video-conferencing link to
another branch overseas. In an organisation this might be a presentation given to colleagues
and management.
You will use your understanding of business, and apply your research, IT and communication
skills, to include the following in your portfolio:
a) a folder of leaflets and documents about communication media used in business. This
evidence is used to assess learning outcome 2.1
b) your team presentation about a topic of your choice. Your presentation and notes of your
team presentation. An evaluation. This evidence is used to assess learning outcomes 2.2,
2.3 and 2.4
c) a set of business documentation relating to your team meetings. This evidence is used to
assess learning outcome 2.5.
Assessment grid

Focus awarded
2.1 • produces a folder of information • produces an indexed folder of • produces an indexed and well
about the communication media information about the presented folder of information
used in businesses that they have communication media used in about the communication media
investigated businesses that they have used in businesses that they have
investigated investigated
• outlines the most appropriate
uses of each of the • describes the most appropriate • explains the most appropriate
communication methods uses of each of the uses of each of the
communication methods communication methods
• outlines the implications of using
each of the communication media • describes the implications of • explains the implications of using
using each of the communication each of the communication media
media
(0–4) (5-7) (8-10) 10

Focus The learner: The learner: The learner: awarded
2.2 gives a team presentation which: • describes the roles of the team • explains the roles of the team
2.3 • outlines the roles of the team members members
2.4 members • describing the results of their • explaining the results of their
• outlining the results of their research into a topic of their research into a topic of their
research into a topic of their choice choice
choice • describes how attitude and • discusses how attitude and
• outlines how attitude and behaviour can affect team work behaviour can affect team work
behaviour can affect team work using examples from their own using examples from their own
using examples from their own experience experience
experience • describes what methods of • explains what methods of
• states what methods of communication learners use as a communication learners use as a
communication learners use as a team team
team • produces a thoughtful evaluation • fully evaluates their
• evaluates their own performance of their own performance by performance incorporating
incorporating feedback from feedback from others and
others indicating how they might
improve
(0–14) (15-25) (26-35) 35

Focus awarded
2.5 Communicates their learning for Communicates their learning for Communicates their learning for
different audiences, producing different audiences, producing different audiences, producing
documentation relating to team documentation relating to team documentation relating to team
meetings, including at least three meetings, including at least three meetings, including at least three
from the following: from the following: from the following:
• minutes • minutes • minutes
• email exchanges between • email exchanges between • email exchanges between
individual members of the team individual members of the team individual members of the team
and within the group
• records of telephone • records of telephone
conversations conversations • records of telephone
conversations
• records of any other • records of any other
communication media used communication media used • records of any other
communication media used
For each document include: For each document include:
For each document include:
• an outline of its purpose • a description of its purpose
• an explanation of its purpose
• an outline of why this method of • a description of why this method
communication was chosen. of communication was chosen, • an explanation of why this
suggesting alternative methods of method of communication was
communication. chosen, suggesting alternative
methods of communication with
reasons for the choice.
(0–6) (7-11) (12-15) 15
Total marks 60
Assessment guidance
work for an assessment focus to a band. It is NOT a hurdle approach, whereby the
Assessor cannot award marks from the next band if one item for an assessment
focus from a lower band has been omitted, regardless of the quality of the rest of
the work for that assessment focus
bottom of the next band
the band
unit.
Level 1 Descriptors
Descriptor Meaning
features
Discusses Describes the reasons for something and what effects there are
Evaluate Provides an observation of something and assesses its strengths and
weaknesses
Explain Set out the reason(s) for something
features
Outline Provide a description identifying some relevant features
State Write clearly, listing choices
Mark Band 1 To be eligible for Mark Band 1, the learner researches how different
communication media is used in businesses. This should include not only
(0-4 marks) digital media but also paper and speech communication.
The learner will produce a folder of information about the communication

media they have investigated (2). The learner will outline the most
appropriate uses of each communication method (in a business context),
eg how a personal letter might be the best response to a customer
complaint in a retail company or an email to arrange a team meeting at
the local sports club (1).
For full marks in this band, the learner will outline the implications of
using each of the communication media, eg how telephone contact leaves
no written record (1).
communication media is used in several business areas. This should
(5-7 marks) include not only digital media but also paper and speech communication.
The learner will produce an indexed folder of information about the
communication media they have investigated (3). The learner will include
a description of the most appropriate uses of each of the communication
methods (in a business context), eg a personal letter might be the best
response to a customer complaint in a retail company or an email to
arrange a team meeting at the local sports club (2).
For full marks in this band, the learner will include a description about
the implications of using each of the communication media, eg how
telephone contact leaves no written record (2).
communication media is used in several business areas. This should
(8-10 marks) include not only digital media but also paper and speech communication.
The learner will produce an indexed and fit for purpose folder of
information about the communication media they have investigated (4).
The learner will include an explanation of why each of the
communication methods is the most appropriate for their use in a
business context, eg a personal letter to a customer complaint, an
internal email or oral presentation to management (3).
For full marks in this band, the learner will include an explanation of the
implications of using each of the communication media (3).
Assessment focus (2.2, 2.3, 2.4)
For this assessment focus the learner will take part in a group
presentation on a topic of their choice. Suggestions for the topic could
include work researched for Unit 1: The Digital World regarding the
effect of technology on individuals. The topic chosen needs to include
collecting data that can be analysed and presented to show numeracy
skills, eg graphically illustrating the numbers of people in different age
ranges using mobile phones or using email, or cost implications. Each
member of the team should research a different area within the topic.
Few marks are awarded for the research of the topic as this focus is all
about teamwork, roles and behaviours.
Although this is a group presentation, members of the team must produce
their own evidence. Assessment will be based on an individual’s own
presentation as well as their contribution to the team effort. Assessors
will need to observe the learner presentation and their contribution to
the team effort in order to validate the accuracy of the learner’s self
evaluation.
Encouraging questions from the audience will enable some aspects of the
grading to be more easily judged. The learner should base their
evaluation on personal experience of working as a member of a team.
Mark Band 1 To be eligible for Mark Band 1, the team worker will co-operate with
others to give a presentation, as described above.
(0-14 marks)
The learner outlines the results of their individual research (1), and
includes a basic graph or chart to illustrate their findings numerically (2).
The team worker produces an outline of the roles undertaken by the
team members, eg leader, recorder, summariser (2). The team worker
adapts behaviour to their role as a team member in different situations
and outlines how attitude and behaviour can affect team work in respect
to communication and performance, providing examples from their own
experience eg how a negative attitude can lead to failure in
communication and ultimate failure to meet objectives. These could also
be positive points, showing fairness and consideration to others, and how
good communication leads to quick results, no conflicts, meeting
deadlines (2). The learner states the methods of communication they
used as a team to reach agreements to achieve results and explain why
they chose them (2). The learner evaluates their own performance as a
member of the team, taking responsibility for their own contribution. The
learner makes one or two evaluative comments. (2).
For full marks in this band, as a team member the learner demonstrates
listening skills (1). During their presentation, the learner speaks clearly
(1) and demonstrates listening skills when answering questions (1).
others to give a presentation, as described above.
(15-25 marks)
The learner describes the results of their individual research (2) and
includes a clear graph or chart illustrating their findings numerically (3).
The learner produces notes describing the roles undertaken by the team
members, eg leader, recorder, ideas person (3). The team worker adapts
behaviour to their role as a team member in different situations and
describes how attitude and behaviour can affect team work in respect to
communication and performance; giving examples from their own
experience eg how a negative attitude can lead to failure in
communication and ultimate failure to meet objectives. These could also
be positive points, eg good communication leading to quick results, no
conflicts, meeting deadlines (3). The learner describes the methods of
communication they used as a team to reach agreements to achieve
results and why they chose them (3). The learner will add a thoughtful
evaluation of their own performance as an individual and as a member of
the team, describing their own contribution and incorporating feedback
from other team members (3), showing self awareness, eg the effect they
have on others (2).
For full marks in this band, as a team member the learner demonstrates
active listening skills, i.e. by offering suggestions without being asked (2).
The learner speaks clearly during the presentation using clear and
appropriate language (2). The learner will show effective listening skills
through, for example, answering questions from the audience (2).
(26-35 marks) others to give a presentation, as described above.
The learner explains the results of their individual research (3) and
includes an appropriate, clearly well presented, graph or chart, to
illustrate their findings numerically (4). The learner produces an
explanation of the roles undertaken by the team members, eg leader,
recorder, ideas person (4). The team worker adapts behaviour to their
role as a team member in different situations and discusses how attitude
and behaviour can affect team work in respect to communication and
performance giving examples from their own experience eg how a
negative attitude can lead to failure in communication and ultimate
failure to meet objectives. These could also be positive points, eg good
communication leading to quick results, no conflicts, meeting deadlines
(4). The learner explains what methods of communication were used by
the team to reach agreements to achieve results and why they chose
them (4). The learner fully evaluates their own performance as an
individual and as a member of the team, explaining their own
contribution and incorporating feedback from others. (4). The reflective
the learner will invite feedback and deal positively with praise, setbacks
and criticism, showing self awareness, eg the effect they have on others,
evaluating their experiences and explaining how they might improve
their individual communication and team working skills (3).
For full marks in this band, the learner show confident speaking skills,
contributing effectively during the presentation, speaking clearly and
using appropriate language (3). The learner will show active listening
skills through, for example, listening and responding to others’ view

points in team meetings (3) and picking up cues during the presentation
and answering questions from the audience (3).
The marks for numeracy for this assessment focus are awarded in the previous
section.
Mark Band 1 To be eligible for Mark Band 1 the learner will produce a set of business
documentation to communicate their learning for different audiences to
(0-6 marks) include at least three from the list provided (2). There will be an outline
of the purpose of each communication, eg to let people know the time of
a meeting (2)
For full marks in this band, the learner will give an outline of why each
method was chosen for the purpose, eg needing a written record (2).
Mark Band 2 To be eligible for Mark Band 2, the learner will, the learner will produce
a set of business documentation to communicate their learning in
(7-11 marks) relevant ways for different audiences to include at least three from the
list provided (2). There will be a description of the purpose of each
communication, eg to let people know the time of a meeting (3), and a
description of why each method was chosen for the purpose, eg needing a
written record (3)
For full marks in this band, the learner will suggest some alternatives that
could have been used (3).
Mark Band 3 To be eligible for Mark Band 3, the learner will produce a set of business
documentation to communicate their learning in relevant ways for
(12-15 marks) different audiences to include at least three from the list provided. (2).
There will be an explanation of the purpose of each communication, eg to
let people know the time of a meeting in order to discuss some specific
issues(4), and an explanation of why each method was chosen for the
purpose, eg needing a written record for audit purposes(4).
For full marks in this band, there will be sensible suggestions of
alternatives that could have been used for each communication with a
reason for that choice (5).
Delivery guidance
The individual communication skills acquired through this unit will underpin all units
of the programme and need to be established as soon as possible in the course.
Written communication should be clear and coherent with an appropriate level of
detail, use of language and structure suitable for the purpose and audience.
Grammar should be correct and work should be proof read (see below Functional
Skills English for detail). Oral and non-verbal communication skills will also be
developed and practiced through presentations, role-play and team work.
For this unit, learners will need to investigate the growth and use of communication
media such as blogs, websites, mobile telephony and email, identifying examples of
good and bad practice. Learners could investigate which media are most commonly
used and why, by looking at businesses, for example retail or sport and leisure.
Learners will need to have access to, and use, as many different forms of
communication media as possible. Learners could participate in various teams, eg a
team collecting and sharing information for a team presentation about research for
another unit, helping them to understand, practice and develop team skills, including
leadership, negotiation and handling conflict. There are videos based in work
settings, which would make useful starting points for discussion of behaviours.
Learners could role-play team meetings and deliberately introduce different or
inappropriate behaviours leading to discussion of the effect this had on the other
members of the team and on the performance of the team. It could involve looking
at how a wide variety of teams work, eg sports teams, local councils, the
government, committees (local clubs, PTA, school councils), teams in the workplace
etc.
Assessment
Tutors should divide a class into teams of three or four people to produce the
evidence for assessment focuses 2.2, 2.3 and 2.4. At the first meeting roles must be
allocated to the team members, eg leader, chairman, materials co-ordinator — see
below. The team must decide on the topic they will use for their group presentation.
The topic may be from another unit. Suggestions include research and a presentation
on Unit 1: The Digital World regarding the effect of technology on individuals. Each
member of the team could research a specific area, for example social and
commercial websites, music download sites, mobile telephony etc and produce five
or more slides. The individual sets of slides would then need to be combined and co-
ordinated for the team presentation. The topic given to the learners must contain
the opportunity for all members of the group to individually demonstrate their grasp
of numeracy. For example if learners are given Unit 1: The Digital World regarding
the effect of technology on individuals they could look at the cost implications of
technology and how prices of certain items have fallen over the past few years, eg
memory for PCs, CD and DVD drives etc. This would enable them to produce charts
and graphs as part of their presentations.
The team can meet and decide on the roles each will carry out. The team will need:
a leader to organise and conduct meetings, a recorder to record minutes and keep
notes and records of communication and a summariser to assemble the group
presentation. The team can then conduct further meetings to discuss how they are
meeting their objectives and also to prepare the team presentation. The minutes of
the meetings and other methods of communication could then be used to help
evidence assessment focus 2.5. Learners should produce evidence of planning the
presentation (eg research carried out, minutes of team meetings), the presentation
itself with their own contribution clearly defined, as well as their individual
evaluation of their own performance as an individual and that as part of the team.
For assessment focus 2.5 learners could collect examples of the various business
documents in general use, eg memos, letters, marketing/advertisement material,
brochures, reports, meetings documents (agenda, minutes) and practise creating
their own. Learners could evaluate business documents to identify problems likely to
arise from inaccurate use of language. Learners need to be able to use and select
suitable methods of business communication. This includes using appropriate English
for written, digital and verbal media. For some of these methods learners will need
to be able to present documents (both digital and written) in the correct format.
Learners will have seen some suitable formats in the research undertaken for
assessment focus 2.1. When communicating at work, it is important that learners
think about the English they use. Learners should give thought to the audience and
method they wish to use. The following are areas which are important:
• formal or informal, eg is the format and structure suitable for purpose and
audience? Correct method for starting and ending letters, eg should Dear, Mr or
Mrs and Yours sincerely (informal), or Dear Sir/Madam and Yours faithfully
(formal) be used in a letter?
• is the content clear, logical and sufficiently detailed? Grammar needs to be
correct including subject verb agreement and correct and consistent use of tense
• clear, appropriate English: clear, logical and sufficiently detailed eg use of
voicemail to leave a message (speak clearly and not too fast, leave a telephone
number and explain when available), speak clearly on the telephone to avoid
misunderstandings
• if written or digital — is the content proof read and revised for accuracy and
meaning?
the more demanding requirements of each assessment focus. Mark band 1 has
approximately 40% of the total marks available for this unit, mark bands 2 and 3
together the remaining 60%. The actual marks available in bands 2 and 3 generally
reflect the need for the learner to respond to criteria that demand higher level skills
with increasing independence of thought and action.
PLTS
Team worker
Assessment focus: 2.2-2.4
Learners will develop their team worker skills by co-operating with others to work
towards giving a presentation. Learners will have to reach agreements and adapt
their behaviour to suit their role as a team member in different situations. Learners
will show fairness and consideration to others. Learners will take responsibility for
their own role, and may show confidence in their contribution.
Reflective learner
Assessment focus: 2.2-2.4
Learners will reflect on their learning. Learners will have invited feedback and deal
positively with praise, setbacks and criticism, evaluating their experiences and
stating how this will inform future progress. Communicating their learning in relevant
ways for different audiences.
Independent enquirers 2.1 Carrying out research on communication media.
Creative thinkers 2.2-2.4 Generating ideas and exploring possibilities for the
content of their presentation.
Reflective learners 2.2-2.4 Reflecting on their learning. Inviting feedback and

dealing positively with praise, setbacks and criticism, evaluating
their experiences and stating how this will inform future
progress. Communicating their learning in relevant ways for
different audiences.
Team workers 2.2-2.4 Co-operating with others to work towards common goals;
reaching agreements; adapting behaviour to suit different
situations; showing fairness and consideration to others and
taking responsibility.
Self-managers Planning and organising the creation of their work for this unit.
Dealing with time pressures and deadlines for the production of
their work. Seeking advice and support from their peers and
tutors when needed.
Functional Skills
Interact with and use Producing business documentation using appropriate software
ICT systems
needs
Evaluate their use of

ICT systems
Manage information Producing documentation for their portfolio

storage
Follow and understand Producing documentation for the portfolio

the need for safety

information
Select and use a Researching information for their folder about communication
variety of sources of media used in business
information
needs
Access, search for, Producing a folder of leaflets and documents relating to

select and use ICT- communication media used in business
based information and
purpose

and communicate
information
Enter, develop and Producing business documentation for their portfolio

format information
independently to suit
its meaning and
purpose, including:
Text and tables

Images
Numbers
records
Bring together Putting together a presentation using the appropriate software
information to suit
content and purpose
Present information in Giving a presentation

ways that are fit for
purpose and audience
Evaluate the selection Evaluating their presentations

present information
Select and use ICT to Communicating with other team members to co-ordinate the
communicate and group presentation
responsibly and
effectively
Maths
Understand practical
problems in familiar
and unfamiliar
contexts and
situations, some of
Identify and obtain

Select and apply skills

find solutions to
different purposes
Use appropriate
each stage
Interpret and
communicate solutions
drawing simple
explanations
English
Participating in team meetings
Speaking and listening

– take full part in
formal and informal
Reading – read and Researching information for the various documents contained
understand a range of within their portfolio
texts
Writing – write Producing business documentation for their portfolio
documents to
communicate
their purpose and
audience
Resources
Websites http://www.ukcle.ac.uk/resources/temp/gwresources.html —
The Higher Education Academy — a collection of links and
bibliography relating to team work
The importance of effective communication (From the North
Eastern University College of Business Administration) —
http://web.cba.neu.edu/~ewertheim/interper/commun.htm
UNIT 3: TECHNOLOGY SYSTEMS
Unit 3: Technology Systems
Level 1
About this unit ‘How can people and computers be connected so that collectively
they act more intelligently than any individuals, groups, or
computers have ever done before?’ — MIT Centre for Collective
Intelligence
Ever thought about networking your home computers and
configuring them for internet access? Putting together networked
ICT systems is one of the day-to-day tasks of an ICT support
technician. In this unit you will set up a simple networked system
and get it up and running. You will also test the system connections
and solve common problems. These skills should enable you to set
up your own home computer network and assist friends and family
in setting up theirs.
Learning outcomes
3.1 Be able to demonstrate skills in the basics of systems, network connections
and security
3.2 Be able to install and use a technology system for a specific purpose
3.3 Understand the basic principles of problem solving and be able to apply them
to solve simple problems in a technology system.

3.1 Be able to Systems: a system is a collection of elements or components that
demonstrate skills are organised for a common purpose; an IT system consists of
in the basics of hardware and software components, including programs, databases
systems, network and user interfaces.
connections and
Network connections: eg modem, network card, network address,
security
ISP, ISP software, broadband, wireless, Ethernet, router, switch,
peer-to-peer networks.
Security: eg user access, passwords, back-ups, security software,
firewall.
3.2 Be able to install Install and use: technology system components, eg hardware,
and use a software, peripherals; test the installation and operation.
technology system
Technology system: eg a PC system connected to the internet,
for a specific
simple peer-to-peer network of two machines
purpose
Specific purpose: identified end user with specific needs, eg family
member needs to work from home
3.3 Understand the Problem solving: eg log errors, consider solution options, develop
basic principles of and use logical test plans for common faults; check problem solved.
problem solving
Simple problems: eg no power, mouse or keyboard malfunction,
and be able to
faulty software (uninstall and re-install), printer problem (no
apply them to
output, poor quality etc).
solve simple
problems in a Technology system: eg a PC system connected to the internet,
technology system simple peer-to-peer network of two machines
QCF unit summary
3.1 Be able to • identify the main components required for a

demonstrate skills networked PC system connected to the internet
in the basics of
• identify suitable software
systems, network
connections and • list some security measures that should be put
security in place
3.2 Be able to install • successfully connect and use a technology
and use a system for a specific purpose by seeking advice
technology system and support when needed [SM 6], organising
for a specific time and resources and prioritising actions
purpose [SM 3]
3.3 Understand the
basic principles of
• carry out limited testing of the system
problem solving
and be able to • identify and resolve simple problems during
apply them to testing
solve simple
• evaluate the system
problems in a
technology system

For this unit you could find your own client, a parent or friend, who has little computer
knowledge and needs some help connecting their computer to the internet (if you do cannot
find a real client your tutor will give you a scenario for a simple user requirement such as a
mother working from home or a small business that needs to connect to the internet). You
will need to identify how they can connect their computer to the internet.
There are many people who work from home and so need to connect to the internet to
communicate, or small businesses, for example a small retail outlet, who have several
computers that need to be connected together to make file transfers and communication
more efficient. This unit will enable you to acquire and apply the technical skills needed to
connect a computer to the internet and connect two computers together to form a Local Area
Network (LAN).
This unit focuses on experiential learning. You need to be aware of the iterative processes
involved in trying to successfully connect to the internet and get a network up and running.
You also need to reflect on the lessons learned from this process in order to be more efficient
when performing similar tasks in the future.
You will use your understanding of technology and apply your IT and communication skills, to
include the following in your portfolio:
a) a description of the basic components of a networked system suitable for a small business
or a home network and the security measures that should be put in place. This evidence is
used to assess learning outcome 3.1
b) connect and test a basic PC network. A set of documentation evidencing of the
connection and testing of your networked PC system and an evaluation. This evidence is
used to assess learning outcomes 3.2 and 3.3.
Evidence should be presented through videos/photographs backed up by screen prints and

reports of successful testing.
Assessment grid

Focus awarded
3.1 • identifies the main components • describes the main components • explains the function of the main
required for a networked PC required for a networked PC components required for a
system connected to the internet system connected to the internet networked PC system connected
• identifies suitable software • describes suitable software to the internet
• lists some security measures that • describes the security measures • explains what software is suitable
should be put in place that should be put in place • explains the security measures
that should be put in place
(0–7) (8-11) (12-15) 13
3.2 • successfully connect a PC • successfully connect a PC network • successfully connect a PC network
3.3 network with extensive with limited prompting with no prompting
prompting • tests most of the system • tests all of the system
• carries out limited testing of the • identifies and resolves errors • identifies and explains how errors
system resulting from testing resulting from testing were
• identifies simple errors during • evaluates the system against the resolved
testing user requirement • evaluates the system against the
• evaluates the system user requirement and suggests an
improvement
(0–7) (8-11) (12-15) 17
Total marks 30
Assessment guidance
the band
unit.

Evidence should be presented through videos/photographs backed up by screen
prints and reports of successful testing.
Learners are encouraged to carry out real world installations, configurations and
troubleshooting for this unit. However, it is recognised that this is not always possible
for centres to organise, and it may be that a case study approach is more suitable. In
situations where learners carry out practical work outside of the centre environment,
the onus is on the centre to validate the authenticity of what is carried out. Clearly
the learner will have had to demonstrate a practical level of expertise in the
classroom before using those skills in real world situations. The centre must ensure
that the work carried out by the learner, evidenced as described above, is the
learner’s own work. This could be further validated by question and answer sessions
with the learner or indeed getting the learner to demonstrate in the centre, if
possible, a similar practical they have implemented outside of the centre.
Level 1 Descriptors
Descriptor Meaning
features
features
List Provide the information in a list, rather than in continuous prose
Most The majority with one or two left out
Some At least two
Explain Set out the reasons for something
Evaluate Assess the value of something, considering strengths and
weaknesses and the balance between the two.
For this assessment focus, the learner should find their own client. If they
are unable to do so they should be given a scenario for a simple user
requirement such as a mother working from home or a small business that
needs to connect to the internet. The learner will need to identify a
suitable set up to meet the requirement.
Mark Band 1 To be eligible for Mark Band 1, the learner will identify the main
components of a networked PC system connected to the internet (2)
(0-7 marks) Suitable software should be identified, for example operating system
software, applications software, ISP software etc (2). The learner will list
at least two security procedures that should be put in place to protect
the system, eg installing firewall, virus protection, spam killer, spyware,
making backups etc (2).
For full marks in this band, the information will be presented in a logical
sequence, using suitable language although there may be some errors.(1).
Mark Band 2 To be eligible for Mark Band 2, the learner will describe the main
components of a networked PC system (3). The learner will describe why
(7-10 marks) the software chosen is suitable (3). The learner will describe at least two
security procedures that should be put in place to protect the system eg
installing firewall, virus protection, spam killer, spyware, making backups
(3).
sequence, using suitable language with correct spelling and punctuation
and with very few errors(2)
Mark Band 3 To be eligible for Mark Band 3, the learner will explain the function of
the main components of a networked PC system and the components
(11-13 marks) required for the system to be connected to the internet, eg explain the
function of a cable modem, switch etc (4). The learner will explain what
software is suitable, taking into account factors such as cost, support
given by ISP etc (4). The learner will explain at least two security
procedures that should be put in place to protect the system and why
they are important eg installing firewall, virus protection, spam killer,
spyware, making backups, password protection (4).
sequence, using suitable language with correct spelling and punctuation
and no errors(3)
Assessment focus (3.2, 3.3)
For this assessment focus, learners could build the system they have
described in 3.1 or they could build a different system (see delivery
guidance).
Mark Band 1 To be eligible for Mark Band 1, the learner will develop their self-
manager skills by organising time and resources and prioritising actions to
(0-7 marks)
successfully connect a PC network. However they may require extensive
prompting (3). The learner will produce evidence that they have carried
out some testing of the system, but they may not have tested all aspects
of the system (2).
The learner will make some attempt at evaluating the system, possibly
reflecting on the lessons learned from this process in order to be more
efficient when performing similar tasks in the future (1).
For full marks in this band, the learner will identify at least one problem
that occurred during testing (1).
(8-12 marks)
successfully connect a networked PC system, with limited prompting (4).
The learner will produce evidence that they have tested most parts of the
system (3)
The learner will evaluate the system against the user requirement,
indicating how it meets the requirements, reflecting on the lessons
learned from this process in order to be more efficient when performing
similar tasks in the future (2).
For full marks in this band, the learner will identify and resolve at least
one of the problems that occurred during testing (2).
(13-17 marks)
successfully connect a networked PC system, without prompting (5). The
learner will produce evidence they have fully tested the system (4),
The learner will evaluate the system against the user requirement making
at least one suggestion for improvement, reflecting on the lessons
learned from this process in order to be more efficient when performing
similar tasks in the future (3).
For full marks in this band, learners will explain how at least one of the
problems that occurred during testing was resolved, indicating the
problem solving processes involved. (3).
Delivery Guidance
In this unit learners can get their hands on hardware components and undertake the
physical connection of a PC network system.
Learners will need to know about the main components of a system and understand
the purpose of each component. They will need to research the different components
of a system to be able to produce the evidence for assessment focus 3.1. Learners
will need to understand how to choose the most suitable system for a specified use or
user and what the system includes, ie hardware, software, network connectivity etc.
It is useful for learners to have a box of old components to see and handle to bring
the theory alive. Using active learning approaches such as matching games and card
sorts will help learners familiarise themselves with the components and their
purposes. Internet research and trade magazines can be used to find out about
components. Jargon busting exercises are good for understanding advertisements for
computer systems and comparing types of system. The development of computers
provides interesting background information and there are a number of videos
available on this subject.
Resources need to be made available for the practical aspects of the unit where the
learners are required to produce a simple network system such as a typical home user
system or a small business networked system that might be used by a sole trader.
Typically this might involve networking two PCs to produce a peer-to-peer system or
connecting a single PC to the internet using a cable modem. The learners will need to
identify the components they need which could include cabling, switch, cable
modem, network card, access to Broadband, ISP and relevant software etc. The
components need to relate to the system being designed (user needs), developed
(implemented) and tested.
Learners will need to understand testing and how to implement logical test
procedures. When they are practising the practical elements of this unit, they should
be encouraged to write down the steps and what happened at each step. Producing
evidence in the form of a log can be very helpful in evidencing problems and
solutions.
There should be a straightforward user requirement for assessment focus 3.1 which
enables the learners to find relevant evidence, eg a friend with no idea of computers
who wants to be able to use a computer for accessing the internet and sending
emails, or a small business wanting to buy a new computer for the office and use the
Internet to communicate with clients.
Learners should not include material downloaded from the internet as the main
evidence as they need to show understanding of the system they are recommending.
Such evidence can be referred to, and included, as a source of information.
Learners should show understanding that a system involves, hardware, software and
anything else that is relevant to the needs of the user, eg peripherals, security
software, ISP software, components to enable networking and/or connection to the
internet.
Marks are awarded for the use of English and grammar. The functional skills
specification should be referred to for details of the level 1 skill standards.
Assessment focus 3.2/3

Ideally the learners will be able to set up the system they have identified for 3.1
including connecting to the internet. If this is not possible because of security issues
within the centre, then it is acceptable to set up a peer-to-peer network.
Learners need to produce evidence of the practical activities undertaken. Video and
or photographic evidence can be used. The learner could write an account or produce
a log explaining what happened when carrying the practical work. Such an
account/log can also explain the testing and problem solving that occurred during the
practical work.
Learners will need to provide evidence of testing that the completed system works.
This could include a test plan, which has been annotated (ticks/crosses) to show
successful testing with notes of any problems and corrections made where testing
failed. Before and after screen dumps can be used if appropriate. Testing should also
relate back to the original user requirement and indicate whether it has been met
and if not why not. As mentioned, a log can also evidence testing. Logging faults and
noting solutions can be done as a continuous process during testing.
If a peer-to-peer network has been set up, then evidence of communication between
the two computers would demonstrate a working network. Screen shots of the
internet being used for email and other communication systems can provide evidence
of a computer having been successfully connected to the internet. A screen shot of
the wizard used in the ISP software showing the system connection could also be
good evidence.
PLTS
Self manager
Assessment focus 3.2 and 3.3
Learners will develop their self-manager skills by producing evidence of connecting
and testing a networked PC system. They will organise their time and resources,
prioritising tasks, seeking advice and support when needed.
Independent enquirers 3.1 Finding out about systems and their components.
Creative thinkers 3.3 Problem solving when errors occur.
Reflective learners 3.2 Evaluating the completed system.
Team workers
Self-managers 3.2 and 3.3 Organising their time and resources, prioritising
actions and seeking advice and support when needed.
Functional Skills
Interact with and use Producing documentation relating to the connection and testing
ICT systems of their networked PC
needs
Evaluate their use of Evaluating the network that they have set up
ICT systems
Manage information Putting together the documentation for their portfolio

storage
Follow and understand Using a computer to produce documentation for the portfolio
the need for safety

information
Select and use a

variety of sources of
information
needs
Access, search for,

select and use ICT-
purpose

and communicate
information
Enter, develop and

format information
its meaning and
purpose, including:
Text and tables
Images
Numbers
Records
Bring together
information to suit

content and purpose
Present information in
ways that are fit for
purpose and audience

present information

communicate and
responsibly and
effectively
Maths
and unfamiliar
contexts and
situations, some of
Identify and obtain


find solutions to
different purposes
Use appropriate
each stage
Interpret and
drawing simple
explanations
English
Speaking and listening

formal and informal
Reading – read and

understand a range of
texts
Writing – write
documents to
communicate
their purpose and
audience
Resources
Websites Build your own PC — www.buildyourown.org.uk
Kitchen Table Computers — www.kitchentablecomputers.com
My Super PC — www.mysuperpc.com
UNIT 4: DATABASE SYSTEMS
Unit 4: Database Systems
Level 1
Guided Learning hours 30
Externally assessed
About this unit Did you know that an address book is a database? We file
paperwork to keep it organised and make it easier to find what
we are looking for. Computer systems need to do the same.
When a computer system has been set up for a user it needs to
handle the user’s data in a well-organised way. Databases are
often used to store and handle data. In this unit you will learn
why databases are important and practise setting up simple
databases for specific business needs.
Learning outcomes
4.1 Understand the basics of databases
4.2 Be able to create and use a single table database.

4.1 Understand the Databases:
basics of databases
• what is a database? eg a collection of data saved in an
organised way so that it is easily found/retrieved
• why use a database? eg search for specific data, present
data in a logical way.
Understand basic database terminology: eg
• field, record, table
• form, report
• search, sort, query
• primary key/unique identifier
• data type eg currency, date
• validation.
Functions:
• input: tables, forms, simple validation and input masks
• manipulation: search, sort, query
• output: datasheet view, report.
4.2 Be able to create Create a single table database:
and use a single
• design simple single file database
table database
• create suitable fields for data to be input with appropriate
field names, field lengths, field format (text, number, date,
currency etc)
• define the primary key/unique identifier
• simple input masks and validation rules eg format mask,
field length.
Use a single table database:
• input and edit data into a database table
• test input masks and validation
• sort alphabetically or numerically in ascending or
descending order on a single field
• search for data using search criteria on one or two fields
• present results of search in datasheet view and as a report
(using a wizard to produce the report)
• save the database and reports.
QCF unit summary
4.1 Understand the • use database software

basics of databases
• explain the terms field, record, table, form,
report
• identify which field in a database could be
used as a key field and describe why it is valid
[IE 1]
• identify data types
4.2 Be able to create • create a single table database [CT 5]
and use a single
• update a single table database
table database
• search, sort and query a single table database
• validate data
• print data

This unit is externally assessed through a one hour examination. Working under
supervision you will be required to answer a series of short questions based on a
business scenario. Details of the scenario will be released 15 working days in
advance of the examination to give you and opportunity to familiarise yourself
with it and to carry out some preliminary research.
You will be expected to use standard database and word processing software to
help you make, present and justify your decision.
At the end of the examination period you will transfer your work to a location
specified by your tutor. Your work must be submitted in the format shown on the
front of the examination paper.
Delivery guidance
Learners need to understand the need for databases — what are they for? There are
materials available that help learners understand the concepts of databases using the
active learning approach of role-play situations. The use of databases should be put
in business context indicating how for example how small businesses such as
hairdresser newsagent, estate agent etc might use a database.
At this level learners are only required to create, add data and carry out simple
manipulations such as sorts and simple queries on a single table database. While
learners are not expected to create input forms they are expected to enter data
using a form and to understand any validation error messages. To gain experience of
this it may be possible for them to ‘user test’ the database systems developed by
level 2 or 3 learners.
Learners will be expected to create a database table from a given user requirement,
set a primary key, suitable field sizes and data types and set basic input validation
tests. They will be expected to sort the data on one field, perform straightforward
queries and generate a simple report.
PLTS
Independent enquirer
Identifying the key field.
Creative thinker
Try out new solutions and follow ideas through.
Independent 4.1 Identifying questions to answer and problems to

enquirers resolve.
Creative 4.2 Trying out new solutions and following ideas

thinkers through.
Reflective
learners
Team workers
Self-managers Organise time and resources, prioritising actions, managing

risks. Seeking advice and support when needed.
Effective
participators
Functional Skills – Level 1

Interact with and use ICT systems Creating a single table database
independently to meet needs
Evaluate their use of ICT systems
Manage information storage
Follow and understand the need Creating a single table database

for safety and security practices
ICT – Find and select information
Select and use a variety of

sources of information
independently to meet needs
Access, search for, select and use

ICT-based information and
evaluate its fitness for purpose
ICT – Develop, present and

communicate information
Enter, develop and format Creating a single table database

information independently to suit
its meaning and purpose,
including:
Text and tables
Images
Numbers
records
Bring together information to suit

content and purpose
Present information in ways that

are fit for purpose and audience
Evaluate the selection and use of

ICT tools and facilities used to
present information

communicate and exchange
information safely,
independently, responsibly and
effectively
Maths
Understand practical problems in Creating a single table database

familiar and unfamiliar contexts
and situations, some of which are
non routine
Identify and obtain necessary Creating a single table database

information to tackle the
problem
Select and apply skills in an

organised way to find solutions to
practical problems for different
purposes
Use appropriate checking

procedures at each stage
Interpret and communicate

solutions to practical problems,
drawing simple conclusions and
giving explanations
English
Speaking and listening – take full

part in formal and informal
Reading – read and understand a

range of texts
Writing – write documents to

communicate information, ideas
and opinions using formats and
styles suitable for their purpose
and audience
Resources
Websites About.com: databases —
http://databases.about.com/od/databasetraining/a/databasesb
egin.htm
UNIT 5: MULTIMEDIA
Unit 5: Multimedia
Level 1
About this unit ‘…the average teenager can reputedly absorb twice as much
peripheral visual information as today’s adult aeroplane
pilots...They demand new solutions to suit their attitudes and
aptitudes.’ 2
Dreaming of being a website or computer game designer? Digital
media is one of the most creative areas of IT and it is one with
which you will already be very familiar from using websites,
watching TV and using your mobile phone. It combines text, images,
animation, sound and video as well as interactive components such
as hyperlinks and buttons. Exciting multimedia products can be
created such as interactive web pages, entertaining software games
and virtual tours.
In this unit, you will look at the different reasons businesses use
digital media. You will create your own multimedia product such as
a website or e-book for a specific business purpose and get feedback
to help you suggest improvements.
Learning outcomes
5.1 Understand the basics of preparing digital media including file size, format,
resolution, compression, transfer times and accessibility
5.2 Understand the use of different digital media for communications in a range
of business contexts
5.3 Be able to design and develop a multimedia product to meet a specified
communications requirement for a particular audience
5.4 Know how to seek feedback from the target audience and make suggestions to
improve the product.
2
IT Insights: Trends and UK Skills Implications, A joint publication by e-skills UK and Gartner
Consulting November 2004.
UNIT 5: MULTIMEDIA

5.1 Understand the File size: eg bits, bytes, kilobytes (Kb), megabytes (Mb), gigabytes
basics of preparing (Gb).
digital media
File formats: eg for web pages, images, sound and video.
including file size,
format, Resolution: pixels and mega pixels; display resolution.
resolution, Compression: reasons for compression; data compression methods
compression, eg ZIP files.
transfer times and
accessibility Transfer times: eg 100MBps on a LAN and 2MBps on a broadband
link.
Accessibility: devices used to access digital content, eg PCs;
laptops; mobile phones; digital camera; MP3/4 players.
5.2 Understand the Digital media: eg digital video, digital audio, CDs, DVDs, mobile
use of different phones, digital television, e-books, podcasts, internet.
digital media for
Uses of digital media: eg advertising, sales/promotion of a product,
communications in
educational, communications, leisure.
a range of
business contexts Communications: eg email, messenger, blogs, video-conferencing,
podcasts, websites.
Business contexts: retail, eg E-commerce retailers; estate agents or
travel sites, eg virtual tours; local government, eg using multimedia
to provide information to the public (eg maps or timetables);
manufacturing, eg simulations; sports and leisure, eg online games,
music, media and social websites.
5.3 Be able to design Design: eg storyboards and visuals to map out the content and
and develop a layout; inputs; outputs; data and media sources.
multimedia
Develop: create the product using appropriate software tools eg
product to meet a
audio and video capture and editing tools, graphical and animation
specified
packages, web authoring tools, digital cameras, DVD authoring
communications
software.
requirement for a
particular Multimedia product: eg website; e-book; presentation;
audience advertisement.
Particular audience: eg younger/older; male/female;
business/leisure; informative/interactive; level of users (novice,
intermediate, expert).
5.4 Know how to seek Feedback: gathered through, eg interview or questionnaires.
feedback from the
Target audience: eg younger/older; male/female; business/leisure;
target audience
informative/interactive; level of users (novice, intermediate,
and make
expert).
suggestions to
improve the Suggested improvements: eg change font size, use clearer images,
product different colours, consistent layout.
UNIT 5: MULTIMEDIA
QCF unit summary
5.1 Understand the • compress a multimedia component and

basics of preparing transfer it to a peer with assistance
digital media
• identify how file size, format, resolution,
including file size,
compression, transfer times and accessibility
format,
affect the transfer of a multimedia component
resolution,
compression,
transfer times and
accessibility
5.2 Understand the • outline how different digital media for
use of different communications are used in a range (at least 3)
digital media for of business contexts
communications in
• identify readymade components to include in
a range of
their multimedia product
business contexts
5.3 Be able to design • identify the target audience for a multimedia
and develop a product
multimedia
• identify the objectives for a multimedia
product to meet a
product
specified
communications • design and develop a multimedia product to
requirement for a meet a specified communications requirement
particular for a particular audience by generating ideas
audience and exploring possibilities [CT 1], connecting
own and others’ ideas and experiences in
inventive ways [CT 3]; trying out alternatives or
new solutions and following ideas through
[CT 5]
5.4 Know how to seek • evaluate the multimedia product, based on

feedback from the feedback from the target audience, dealing
target audience positively with praise, setbacks and criticism
and make [RL 4], identifying improvements that would
suggestions to benefit others as well as themselves [EP 4], and
improve the evaluating experience and learning to inform
product future progress [RL 5]
UNIT 5: MULTIMEDIA

For this unit you will be expected to present evidence in an eportfolio. The eportfolio must
be constructed so that its contents can be accessed using fifth generation, or equivalent,
web browsers.
This unit focuses on experiential learning. You need to be aware of the iterative processes
involved in trying to develop a multimedia product and prototyping it, gathering feedback
from the target audience (your classmates could be the target audience if a real
client/audience is not available) and improving the multimedia product as a result of
feedback. Finally, you need to reflect on lessons learned from this process in order to deal
more efficiently with a similar situation in the future. In the commercial world multimedia
products such as presentations and websites are used for many different purposes and to
suit different audiences for example, management or customers. It is important that you
understand how to develop a multimedia product to suit its purpose and target audience as
well as developing the technical skills required to create a multimedia product.
Working in teams to manage a project or develop a computer system is common in the
commercial world. The first part of this unit will enable you to develop your own team
worker skills.
You will use your understanding of information technology and apply your IT and
communication skills, to include the following in your eportfolio:
a) an email and evidence of a file transfer. Working in pairs, you will investigate different
methods to successfully transfer a digital media component. First create a digital
component, such as a digital photograph, compress it and then transfer it to the other
member of your team as an attachment to an email. This evidence is used to assess
learning outcome 5.1
b) a storyboard. You will research the internet to explore the use of multimedia
components to promote products and services and use this research to select suitable
multimedia components for your product. This evidence is used to assess learning
outcome 5.2
c) a multimedia product. You will design and develop a multimedia product for a target
audience and a specific purpose. This evidence is used to assess learning outcome 5.3
d) an evaluation. You will interview the target audience or ask them to complete a
questionnaire to get feedback about your multimedia product and suggest
improvements to the product based on the feedback. This evidence is used to assess
learning outcome 5.4.
UNIT 5: MULTIMEDIA
Assessment grid

Focus awarded
5.1 • compresses a multimedia • compresses a multimedia • compresses a multimedia

component and transfers it to a component and transfers it to a component and transfers it to a
peer with assistance peer with limited assistance peer with no assistance
• identifies how the file size, • describes how the file size, • explains why the file size, format,
format, resolution, compression format, resolution, compression resolution, compression were
were selected for the method of were selected for the method of selected for the method of
transfer transfer transfer
(0–6) (7–11) (12–15) 15
5.2 • outlines how different digital • describes how different digital • explains how different digital
media for communications are media for communications are media for communications are
used in a range (at least 3) of used in a range (at least 3) of used in a range (at least 3) of
business contexts business contexts business contexts
• identifies readymade components • describes readymade components • explains which readymade
to include in their multimedia to include in their multimedia components are suitable for
product product inclusion in their multimedia
product
(0–4) (5-7) (8–10) 10
UNIT 5: MULTIMEDIA

Focus awarded
5.3 • identifies the target audience for • describes the target audience for • explains who the target audience
a multimedia product a multimedia product is for a multimedia product
• identifies the objectives that the • describes the objectives that the • explains the objectives that the
product should meet product should meet product should meet
• designs and develops a • designs and develops a working • designs and develops a fully
multimedia product to meet the multimedia product to meet the working multimedia product to
specified objective specified objectives meet the specified objectives
(0–12) (13-18) (19–25) 25
5.4 • evaluates the multimedia • evaluates the multimedia • fully evaluates the multimedia
product product based on feedback from product based on feedback from
the target audience the target audience, identifying
improvements
(0–4) (5–7) (8–10) 10
Total marks 60
UNIT 5: MULTIMEDIA
Assessment guidance
• The basic principle is that this is a “best fit” grid – ie match overall standard of
the band
unit.

UNIT 5: MULTIMEDIA
Level 1 Descriptors
Descriptor Meaning
features
Explain Set out the reason(s) for something
features
Outline Provide a clear summary including main features/general principles
UNIT 5: MULTIMEDIA
Mark Band 1 To be eligible for Mark Band 1, the learner investigates different methods
used to transfer digital media components, for example email, file
(0-6 marks) transfer protocol and uploading. The learner explores the different
methods to compress a file for different purposes, learns about file size,
format, and explores display resolutions of different devices.
The learner captures a digital component such as a digital photograph or
a short video, and compresses the file for transfer using an appropriate
format, with assistance (2). The learner identifies why they used the
chosen file formats for capture and transfer such as file size, format,
resolution, compression, transfer times or accessibility, for example JPEG
or ZIP file format (2). Working in pairs, the learner successfully transfers
the file as an attachment linked to an email, providing evidence of the
capture and transfer process in the form of screenshots and printouts (1).
The learner may have required assistance.
For full marks in this band, the learner presents the work in a clear and
logical way (1).
methods to compress a file for different purposes. The learner is taught
about file size, format and explores resolutions of different devices.
The learner captures a digital component, such as a digital photograph,
or a short video and compresses the file for transfer using an appropriate
format to reduce the size of the file, with some assistance, providing
evidence in the form of screenshots (3). The learner describes why they
used the chosen file formats for capture and transfer such as file size,
format, resolution, compression, transfer times or accessibility, for
example JPEG or ZIP file format (3).
Working in pairs, the learner successfully transfers the file as an
attachment in a reply email, providing evidence of the capture and
transfer process in the form of screenshots and printouts (2) The learner
may have required limited assistance.
For full marks in this band, the learner presents the work in a clear and
logical way, using the correct terminology (3).
UNIT 5: MULTIMEDIA
methods to compress a file for different purposes, learns about file size,
format, and explores resolutions of different devices.
The learner captures a digital component, such as a digital photograph,
or a short video and compresses the file for transfer using an appropriate
format to reduce the size of the file, without assistance (4). The learner
explains why they used the chosen file format for capture and transfer
what implications this has in terms of file size, format, resolution,
compression, transfer times or accessibility, for example JPEG or ZIP file
format (4).
Working in pairs, the learner successfully transfers the file, without
assistance, as an attachment providing evidence in the form of
screenshots and printouts (3).
For full marks in this band, the learner presents their work in a clear,
logical way, using the correct terminology, without spelling errors (4).
Mark Band 1 To be eligible for Mark Band 1, the learner uses the internet to research a
variety of business websites.
(0-4 marks)
The learner outlines how different digital multimedia components are
used in at least 3 business contexts, for example to promote products or
services (3).
For full marks in this band, the learner identifies a readymade component
and why it would be suitable for use in their own multimedia product (1).
(5-7 marks)
The learner describes how different digital multimedia components are
used in at least 3 business contexts, for example to promote products and
services (4). The learner describes at least two different readymade
components and why they would be suitable for use in their multimedia
product (2).
For full marks in this band, the learner identifies elements of each of the
different multimedia components for use in their product, such as colour,
graphics, text, video, animation, sound etc (1).
(8-10 marks)
The learner explains how different digital multimedia components are
used in at least 3 business contexts, for example to promote products or
services (5). The learner explains why at least two different readymade
components are suitable for use in their multimedia product, (3).
For full marks in this band, the learner describes different elements of
UNIT 5: MULTIMEDIA
each of the different multimedia components for use in their product,

such as colour, graphics, text, video, animation, sound etc (2).
Mark Band 1 To be eligible for Mark Band 1, the creative learner generates ideas and
explores the possibilities of using different multimedia components. They
(0-12 marks) will connect their own and others’ ideas and experiences to try out
alternatives or new solutions to design a multimedia product, for
example, a website, e-book, advertisement, presentation.
The learner identifies the target audience for their multimedia product
(1). The learner identifies objectives their product should achieve (1).
The learner’s designs a graphical representation of the structure
identifying the intended layout, content and the multimedia components
to be used (3).
The learner develops a simple multimedia product integrating at least
three multimedia components (5). At least one should be an original
component, created by the learner (1).
For full marks in this band, the learner identifies how the original
component was created (1).
The learner describes the target audience for their multimedia product
(2). The learner describes the objectives that their product should
achieve (2).
The learner designs a graphical representation of the structure describing
the intended layout, content and elements of the multimedia
components to be used, such as text, images, animation, sound/video
(4).
The learner develops a working multimedia product integrating at least
three suitable multimedia components (6), of which at least one should
be an original component created by the learner, describing how it was
created (3).
For full marks in this band, the learner identifies why the elements of the
original components were selected (1).
UNIT 5: MULTIMEDIA
The learner explains who the intended target audience is for their
product, in terms of their age range, probable computer literacy etc (3).
The learner explains what objectives their product should achieve (3).
The learner designs a graphical representation of the structure explaining
the intended layout, content and elements of the multimedia
components to be used, such as text, images, sound/video etc (5).
The learner develops a fully working multimedia product effectively
integrating at least three multimedia components (7) and one original
multimedia component, created by the learner, explaining how it was
created (4).
For full marks in this band, the learner describes the elements, i.e. font,
colour, size, etc of the original multimedia components (2) and identifies
why that particular type of component was created (1).
Mark Band 1 To be eligible for Mark Band 1, the learner invites feedback from the
target audience for the product developed for 5.3. The learner reflects
(0-4 marks) on lessons learned from this process in order be more creative and
produce a more effective product or be more efficient in the future.
The reflective learner makes some evaluative comments about their
multimedia product (3).
For full marks in this band, the learner identifies whether the product
meets the stated objectives (1).
Mark Band 2 To be eligible for Mark Band 2, the learner invites feedback from the
target audience for the product developed for 5.3. The learner reflects
(5-7 marks) on lessons learned from this process in order be more creative and
produce a more effective product or be more efficient in the future.
The reflective learner invites feedback, dealing positively with praise,
setbacks and criticism, by producing clear, well designed questionnaires,
to obtain feedback about their multimedia product (2). The learner will
describe their evaluation in relation to the feedback, evaluating
experiences and learning to inform future progress (3).
For full marks in this band the learner evaluates the product, describing
whether it meets the stated objectives (2).
UNIT 5: MULTIMEDIA
Mark Band 3 To be eligible for Mark Band 3, the learner obtains feedback from the
target audience for the product developed for 5.3 and how the product
(8-10 marks) could be improved based on the feedback. The learner reflects on lessons
learned from this process in order be more creative and produce a more
effective product or be more efficient in the future.
The reflective learner invites feedback, dealing positively with praise,
setbacks and criticism, by producing clear, well designed questionnaires
using open and closed questions and rating scales, to obtain feedback
about their multimedia product (4).
The reflective learner evaluates the product explaining whether it meets
the stated objectives, linking it to the feedback, evaluating experiences
and learning to inform future progress (4).
For full marks in this band, the learner identifies improvements that
could be made to the product (2).
UNIT 5: MULTIMEDIA
Delivery guidance
− The knowledge, understanding and skills gained in Unit 1: The Digital World,
Unit 2: Working with People and Unit 3: Technology Systems will underpin successful
completion of this unit.
− Through this unit learners will develop an understanding of multimedia
technology. This will include the design and development of a multimedia product
that demonstrates technical competence and awareness of audience needs.
− Multimedia is the creative area of IT and by exploring how multimedia
components are used by businesses learners will develop skills and knowledge that
should enable them to evaluate the way multimedia components are used.
Multimedia combines several digital objects such as text, images, animation, sound
and motion video. In this unit learners will consider how businesses use these
elements. They will explore websites to examine whether they think these elements
are combined in a good way. The research learners undertake will help them to
decide what makes an effective multimedia product, what are the elements that
make multimedia work in meeting the businesses’ objectives. They will need to judge
whether the multimedia components are used well, consider HCI issues such as ease
of use, eg user friendliness, interactivity, use of fonts and colour and whether the
product is fit for purpose and the target audience.
When creating a multimedia component learners will need to use special software to
create or change an existing multimedia component. They will create their own
multimedia component such as a sound or video recording or digital photograph.
Learners will need to know how to convert files from one type to another because
images are usually compressed (made smaller) than their original size, for electronic
transfer, either uploading for use on a website or sent as an attachment to an email.
Learners will be taught how to convert a digital object for transfer by attaching it to
an email or uploading it onto a website.
Learners need to consider copyright laws if they use an existing multimedia
component. Learners must always ask permission to use copyright material before
they use it and, if allowed, they must then acknowledge where it came from and who
created it.
− Learners will create their own multimedia component, learning about resolution,
compression, file formats and transfer rates. For example learners could investigate
the different methods used to email digital photos based on a digital cameras’
resolution, the transfer method and the file type. Learners can evidence this by
annotating relevant screen shots and including them in the eportfolio evidence.
− Depending on compression methods and file format, a megabyte of data can
roughly be:
• a 1000×1000 pixel bitmap image with 8 bit (1 byte) colour depth
• a minute of near CD-quality MP3 compressed music (at 128 kbit/s)
• 5.7 seconds of uncompressed CD audio
• 100 pages of single-spaced 12 point font text in Open Office
• a typical book volume in text format (500 pages × 2000 characters)
• three seconds of DVD-quality video.
UNIT 5: MULTIMEDIA
− Assessment focus 5.2

Learners should consider the use of image, music, animation, video and audio in
popular websites. Learners should also search websites for examples of how digital
media is used by businesses to promote their products or services, to develop their
understanding of the businesses reasons for the use of multimedia. Some websites
use videos and movies (needing Quick Time, Flashplayer and other free downloads to
view) to advertise their products and give the prospective customer a real
multimedia experience. Some of the quality car manufacturers have sites which
illustrate this and there are many sites with virtual tours. Some of the dance club
websites have excellent examples of multimedia, as do various tourist and
educational sites.
File formats could include Hypertext Markup Language (HTML). Image formats could
include JPEG, GIF formats; audio, eg MP3 Audio (mp3), MP3 Audio PlayList (m3u),
WAV Audio(wav). Sound and video formats could include MPEG and AVI, CD, eg
RealPlayer Legacy Audio CD, CD Audio (cda), DVD, eg RealPlayer Legacy DVD
RealAudio and RealVideo, eg RealAudio (ra), RealVideo (rv), Windows Media(TM), eg
Video file (wmv), Audio Shortcut (wax), QuickTime video, eg QuickTime Movie (mov).
Learners will need some guidance as to which sites to visit as not all websites contain
much multimedia. Learners should also be aware that many businesses use
promotional and training CDs which are multimedia products. They should also look
at the type of software that is available to produce such products and gain and
understanding of which software is effective for different uses.
− Assessment focus 5.3
Learners will then use their understanding of digital components to design and
develop their own multimedia product for a target audience and to meet a specific
purpose. Learners could design and develop a website or e-book to promote a gig or
share a travel experience with their fellow learners, having first identified the
objectives the product should achieve. For example a learner could produce a
website to inform others about an event or develop an e-book to share their interest
in a hobby, and incorporate relevant multimedia components to make the product
more effective.
Learners should design the interface of the multimedia product taking into account
elements such as colour, font, graphics, text, images, animation, sound, video, the
structure and navigation of the site, eg how web pages link — are they
sequential/linear, hierarchical or networked, the HCI, eg how will the content be
accessed? is the site easy to use? is the site easy to understand? have they taken into
account copyright law and permission to use images or other multimedia products
which they have not designed.
Please note that websites, e-books and presentations on their own, are not
multimedia products but often contain multimedia components created using
multimedia software, whereas web authoring packages are used to create websites
and e-books and there are specialist presentation applications packages.
The importance of research (ie research undertaken for 5.1) can help learners
produce designs for their product. The designs need to match the need for the
product (the objectives) and relate to the target audience. Learners could obtain
feedback from the target audience at the design stage. Learners need to produce a
graphical representation of the structure of the multimedia product showing any
UNIT 5: MULTIMEDIA
interactivity and this could take the format of a site map, structure chart, a flow
chart, storyboard or any other relevant representation depending on the type of
product produced.
The learner needs to give consideration to the range software to be used. One
package may host the main product and a series of different packages may be used to
create the multimedia components. Combining different elements of multimedia
within the same component is commonly done, ie sound and video, animation and
sound, graphics incorporated into animation and/or video.
It is important to emphasise that the HCI is user friendly whether it is a website or
another kind of multimedia product. Learners need to consider what multimedia
elements will enhance the product, for example text, images, animation, sound or
video. Learners will design the layout, where the text, images or other digital
elements will be placed and how they will be accessed. They also need to consider
what elements will be used for interaction such as menus, hyperlinks or buttons.
Learners need to include some readymade components which could be buttons within
the web authoring software for links, downloaded sound, animation, videos.
Consideration must be given to copyright issues and the components must be properly
sourced.
Learners can evidence the original components with some annotated screen shots.
The eportfolio should contain the final multimedia product.
Learners should identify improvements that could be made to their product based on
feedback from their target audience.
When seeking feedback from their target audience they may use different ways to
obtain that information or data capture. They may use questionnaires or interviews.
Questionnaires can include closed and open questions. Closed questions expect Yes or
No, True or False responses and open questions allow more detailed answers to be
given by those being questioned. Rating scales may be used, for example rating some
elements between 0-10 or very poor ranging to very good. Learners could explore
example methods used on existing websites to obtain feedback from their audience.
Learners should include the feedback evidence in their portfolios. Interviews could
be evidenced in written format or recorded as a sound or video clip. Questionnaires
can be completed electronically or scanned into the eportfolio. Learners will need to
include evidence of how this feedback can be used to improve the product.
the more demanding requirements of each assessment focus. Mark Band 1 has
approximately 40% of the total marks available for this unit, Mark Bands 2 and 3
together the remaining 60%. The actual marks available in Mark Bands 2 and 3
generally reflect the need for the learner to respond to criteria that demand higher
PLTS
Creative learner assessment focus 5.3
Learners develop their skills as creative learners to generate ideas and explore the
possibilities of using different multimedia components. They will connect their own
UNIT 5: MULTIMEDIA
and others’ ideas and experiences in inventive ways to try out alternatives or new
solutions and follow ideas through.
Reflective learner assessment focus 5.4

Learners invite feedback on the product created for 5.3, dealing positively with
praise, setbacks and criticism. Evaluating experiences and learning to inform future
progress
Effective participator
Learners identify improvements to the multimedia product that would benefit others
as well as themselves.
UNIT 5: MULTIMEDIA
Independent enquirers Identifying coursework questions and problems to resolve.

5.2 Using the internet to carry out research, explore issues and
draw conclusions.
Creative thinkers 5.3 Generating ideas and exploring possibilities to connect own
and others’ ideas and experiences in inventive ways. Trying out
alternatives or new solutions and following ideas through to
design and develop a multimedia product to meet specific
objectives for target audience.
Reflective learners Setting goals for the development of their eportfolio and
monitoring their own performance and progress.
5.4 Inviting feedback and dealing positively with praise, setbacks
and criticism, evaluating experiences and learning to inform
future progress.
Team workers 5.1 Working in pairs to transfer emails and attachments,
applying their knowledge.
Self-managers Planning and organising the creation of their eportfolio for this
unit. Dealing with time pressures and deadlines for the
production of their eportfolio. Seeking advice and support from
their peers and teachers when needed.
Effective participators 5.4 Identifying improvements that would benefit others as well
as themselves, on the product created for 5.3.
UNIT 5: MULTIMEDIA
Functional Skills
Interact with and use Transferring a digital component

ICT systems Producing a multimedia product
needs
Evaluate their use of Seeking feedback about their multimedia product

ICT systems
Manage information Producing a multimedia product

storage
Follow and understand Transferring a digital component

the need for safety

information
Select and use a Researching the target audience for their multimedia product
variety of sources of
information
needs
Access, search for, Deciding which software to use to produce their multimedia
select and use ICT- product
purpose

and communicate
information
Enter, develop and Producing a multimedia product

format information
its meaning and
purpose, including:
Text and tables

Images
Numbers
records
Present information in Producing articles for a class magazine
ways that are fit for Producing and giving a presentation identifying how an individual
purpose and audience business could be improved by the introduction of new
UNIT 5: MULTIMEDIA

technology
UNIT 5: MULTIMEDIA

present information

communicate and
responsibly and
effectively
Maths
and unfamiliar
contexts and
situations, some of
Identify and obtain


find solutions to
different purposes
Use appropriate
each stage
Interpret and
drawing simple
explanations
English
Speaking and listening Seeking feedback on their multimedia product

formal and informal
UNIT 5: MULTIMEDIA
Reading – read and Researching web sites to explore the use of multimedia
understand a range of components
texts
Writing – write Producing a report on how the file size, format, resolution and
documents to compression methods were selected for the transfer of a
communicate multimedia component
their purpose and
audience
Resources
Websites List of multimedia authoring tools and software
http://lorien.ncl.ac.uk/ming/resources/cal/mmedia.htm
Serif’s education site
http://www.serif.com/education/index.asp
DiDA delivered — a resource for DiDA but with a lot of relevant
information for the multimedia units — http://www.dida-
delivered.org/
Adobe & Macromedia Education Site
http://www.adobe.com/education/
Apple Learning Interchange — aimed primarily at the American
Market but some useful ideas for lessons —
http://edcommunity.apple.com/ali/

Level 1 Units IT

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Level 1 Units IT

Hochgeladen von

Copyright:

Verfügbare Formate

Edexcel Diplomas

Level 1 Principal Learning

Unit 1: The Digital World

Principal Learning unit

Guided Learning Hours 60

What you need to cover

1.4 Understand how Technology contribution: eg local government website has a

QCF unit summary

Learning Outcome Assessment for Unit 1 Level 1

The learner will: The learner can:

1.1 Understand the • identify the technology used in two selected

1.4 Understand how • identify how an organisation or business

How you will be assessed

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

(0–6) (7-11) (12-15) 15

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

1.5 • identifies how an organisation or • describes how an organisation or

Assessment Mark Band 1 Mark Band 2 Mark Band 3 Mark

Guidance for Allocating Marks

Assessment focus (1.1)

form of website extracts, screenshots, media clips, journal extracts etc.

Assessment focus (1.2)

Assessment focus (1.3)

Assessment focus (1.4, 1.5)

presentation that engages the audience, shows knowledge of topic with

Assessment focus 1.1

Sports and leisure: recording client’s details

Learners will develop their skills as independent enquirers by identifying questions

Skill When learners are:

Functional Skills – Level 1

ICT – Use ICT Systems

Evaluate their use of

Follow and understand Producing documentation for the portfolio

ICT – Find and select

Access, search for, Researching information for magazine articles on how

ICT – Develop, present

Enter, develop and Producing magazine articles for their portfolio

Text and tables

Skill When learners are:

Skill When learners are:

Evaluate the selection

Select and use ICT to

Understand practical Identifying an example of the cost of improving the technology

Identify and obtain Costing an improvement in the use of technology by a business

Select and apply skills Carrying out the calculation

Use appropriate Checking the calculation

Interpret and Presenting the cost implications of improving the technology

Skill When learners are:

Writing – write Producing articles for the class magazine

The following web links could be useful:

Websites BBC Bitesize revision for GCSE ICT —

Unit 2: Working with People

Principal Learning unit

Guided Learning Hours 60

What you need to cover

contributions, present information and views clearly and in

2.5 Know how to use Business related communications:

QCF unit summary

Learning Outcome Assessment for Unit 2 Level 1

The learner will: The learner can:

2.1 Know how different • produce a folder of information referencing

2.4 Be able to • evaluate their own performance by