Unit Guidance & Student Handbook Year 12 - Amazon …smartfuse.s3.amazonaws.com/a9258bec8cb6af5f1d9bd...KS5 BTEC ICT Level 3 1 Contents What are BTEC Nationals? 2 UCAS Tariff Points

BTEC Level 3 Diploma in IT

Unit Guidance & Student Handbook

Year 12

Name:

Date issued:

Teacher:

KS5 BTEC ICT Level 3

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Contents

What are BTEC Nationals? .................................................................. 2

UCAS Tariff Points ............................................................................... 4

Summary of Assessment ..................................................................... 5

Program of Study ................................................................................ 7

Assessment & Grading ...................................................................... 10

Qualification Grades.......................................................................... 11

Unit 1: Communication & Employability Skills for IT ....................... 12

Unit Introduction & Learning Outcomes .................................................. 13

Unit 1 Assessment & Grading Criteria ..................................................... 14

Unit 1 Assignments ................................................................................ 15

Unit 1 Assignment 1 ........................................................................... 15

Unit 1 Assignment 2 ........................................................................... 18

Unit 1 Assignment 3 ........................................................................... 23


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What are BTEC Nationals?

BTEC Nationals are QCF Level 3 qualifications designed to provide highly specialist work-related qualifications in a range of vocational sectors. They give you the knowledge, understanding and skills that you need to prepare for employment. The qualifications also provide career development opportunities for those already in work, and through articulation to higher education, degree and professional development programmes provide progression opportunities within the same cognate or related areas of study within universities and other institutions. BTEC Nationals accredit the achievement for courses and programmes of study for fulltime or part-time students in schools, colleges and other training provider organisations. BTEC Nationals provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where these are appropriate. They are supported by the relevant Sector Skills Councils (SSCs) and/or Standards Setting Bodies (SSBs). Certain BTEC Nationals are recognized as Technical Certificates and form part of the Apprenticeship Framework. They attract UCAS points that equate to similar-sized general qualifications within education institutions within the UK. On successful completion of a BTEC National qualification, you can progress to or within employment and/or continue your study in the same, or related vocational area. Edexcel BTEC Level 3 Certificate – 30 credits The 30-credit BTEC Level 3 Certificate offers a specialist qualification that focuses on particular aspects of employment within the appropriate vocational sector. The BTEC Level 3 Certificate is a qualification which can extend your programme of study and give vocational emphasis. The BTEC Level 3 Certificate is broadly equivalent to one GCE AS Level. Edexcel BTEC Level 3 Subsidiary Diploma – 60 credits The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus from the BTEC Level 3 Certificate and covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional units. It is broadly equivalent to one GCE A Level. Edexcel BTEC Level 3 Diploma – 120 credits The 120-credit BTEC Level 3 Diploma broadens and expands the specialist work-related focus from the BTEC Level 3 Subsidiary Diploma. There is potential for the qualification to prepare you for employment in the appropriate vocational sector and


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it is suitable for those who have decided that they wish to enter a particular area of work. It is broadly equivalent to two GCE A Levels. Edexcel BTEC Level 3 Extended Diploma – 180 credits The 180-credit BTEC Level 3 Extended Diploma extends and deepens the specialist work-related focus from the BTEC Level 3 Diploma. There is potential for the qualification to prepare you for appropriate direct employment in the vocational sector and it is suitable for those who have decided that they clearly wish to enter a particular specialist area of work. It is broadly equivalent to three GCE A Levels.

Key features of the BTEC Nationals in IT The BTEC Nationals in IT have been developed in the IT sector to: give you the opportunity to enter employment in the IT sector or to progress

to vocational qualifications such as the Edexcel BTEC Higher Nationals in Computing and Systems Development

give you the opportunity to develop a range of skills and techniques, personal

skills and attributes essential for successful performance in working life.

BTEC Qualification A Level Equivalent

Level 3 Certificate 1 AS Level

Level 3 Subsidiary Diploma 1 A Level

Level 3 Diploma 2 A Levels

Level 3 Extended Diploma 3 A Levels


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UCAS Tariff Points


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Assessment & Grading In BTEC Nationals all units are internally assessed. All assessment for BTEC Nationals is criterion referenced, based on the achievement of specified learning outcomes. Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction: to achieve a ‘pass’ you must have satisfied all the pass assessment criteria

to achieve a ‘merit’ you must additionally have satisfied all the merit grading

criteria

to achieve a ‘distinction’ you must additionally have satisfied all the distinction

grading criteria.

Students who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’. Points available for credits achieved at different QCF Levels and unit grades The table below shows the number of points scored per credit at the unit level and grade.

Unit QCF level Points per credit

Pass Merit Distinction

Level 2 5 6 7

Level 3 7 8 9

Level 4 9 10 11

Students who achieve the correct number of points within the ranges shown in the ‘qualification grade’ table will achieve the qualification merit or distinction or distinction* grade (or combinations of these grades appropriate to the qualification).


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Qualification Grades BTEC Level 3 Certificate

Points range above pass grade Grade UCAS

230-249 Merit M 40

250-259 Distinction D 60

260 and above Distinction* D* 70

BTEC Level 3 Subsidiary Diploma


460-499 Merit M 80

500-519 Distinction D 120

520 and above Distinction* D* 140

BTEC Level 3 Diploma


880-919 MP 120

920-959 MM 160

960-999 DM 200

1000-1029 DD 240

1030-1059 DD* 260

1060 and above D*D* 280

BTEC Level 3 Extended Diploma


1300-1339 MPP 160

1340-1379 MMP 200

1380-1419 MMM 240

1420-1459 DMM 280

1460-1499 DDM 320

1500-1529 DDD 360

1530-1559 DDD* 380

1560-1589 DD*D* 400

1590 and above D*D*D* 420


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UNIT 1 Communication &

Employability Skills for IT


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Unit 1

Introduction & Learning Outcomes

Aim and Purpose The aim of this unit is to ensure that you understand both the personal attributes valued by employers and the principles of communicating effectively whilst developing effective communication skills and addressing your own personal development needs.

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

Learning Outcomes On completion of this unit you should:

1. Understand the personal attributes valued by employers 2. Understand the principles of effective communication 3. Be able to use IT to communicate effectively 4. Be able to address personal development needs.


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Unit 1

Assessment & Grading Criteria

ASSESSMENT AND GRADING CRITERIA

To achieve a pass grade the evidence must show that you are able to:

To achieve a merit grade the evidence must show that, in addition to the pass criteria, that you are able to:

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, that you are able to:

P1 explain the personal attributes valued by employers

P2 explain the principles of effective communication

P3 discuss potential barriers to effective communication

M1 explain mechanisms that can reduce the impact of communication barriers

P4 demonstrate a range of effective interpersonal skills

P5 use IT to aid communications

P6 communicate technical information to a specified audience

M2 review draft documents to produce final versions

D1 evaluate interpersonal and written communications techniques

P7 produce a personal development plan

M3 explain how an awareness of learning style can aid personal development.

P8 follow a personal development plan.

D2 review progress on a personal development plan, identifying areas for improvement.


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A1 Attributes & Barriers

Scenario

You are on work experience with the Jobs4U

Recruitment agency and the manager that you have

been job shadowing asks you to create a booklet to

hand out to potential employees at a recruitment

evening. The information in the leaflets should help

such potential employees understand what attributes

are needed to gain a job within the IT industry.

The booklet should identify some of the attributes

valued by employers in the IT industry, and explain

why these attributes are valued. It does not need to explain the meaning of the attribute itself. You

should also explain the principles of effective communication in the workplace and discuss potential

barriers to effective communication. Where possible you should also try to recommend any

mechanisms available to help reduce the impact of such barriers to effective communication.

In this assignment you will have the opportunity to provide evidence towards the following criteria:

P1 explain the personal attributes valued by employers

P2 explain the principles of effective communication

P3 discuss potential barriers to effective communication

M1 explain mechanisms that can reduce the impact of communication barriers


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TASK 1 – Personal attributes P1 Create a booklet that explains why employers value particular employee attributes. You must

include eight attributes from the following ensuring you include at least one from each

section:

Section 1: Specific job-related:

technical knowledge (hardware, software, security)

working procedures and systems (health and safety, data protection, company

policies)

Section 2: General:

planning and organisational skills

time management

team working

verbal and written communication skills

numeric skills and creativity

Section 3: Attitudes:

determination

independence

working with integrity

tolerance

dependable

problem solving

leadership skills

confidence

self-motivation

Remember that the booklet does not need to explain the meaning of an attribute, but why it

is valued by an employer.

Guidance

You are advised to research wherever possible and use correctly referenced sources.


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TASK 2 – Principles of effective communication P2 Expand your booklet so that it explains the principles of effective communication. It must

discuss 3 points from each of the following areas:

General skills:

cultural differences

adapting content and style to suit audience needs

question and answer

accuracy

techniques for engaging audience

Interpersonal skills:

methods

techniques and cues

positive and negative language

active engagement

barriers

types of question

Written communication skills:

email, letters and fax

spelling and grammar

‘smileys’ or emoticons

structure

proofreading

note taking

reviewing and editing

TASK 3 – Barriers to effective communication P3, M1 Within your booklet you should dedicate a section that discusses at least 3 potential

barriers to the principles of effective communication that you explained.

Where possible try to suggest and explain any ways (mechanisms) in which these barriers

can be overcome, or their impact reduced.

Notes

a) To achieve P3, you must describe at least one barrier from each of: general

communication skills (e.g. a diverse audience); interpersonal skills (e.g.

background noise); written communications (e.g. using an inappropriate structure)

b) To achieve M1, you must explain, not describe, the mechanisms which may be

used to reduce the impact of the barriers you have described, and why you think

each one may work.


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Sources of Information The best sources of evidence for this topic are web based, or you can use your student book. Attributes: www.networknewsuk.com/careers/employers_want.php desirable attributes Effective communication: www.impactfactory.com/gate/effective_communication_skills_training_development/freegate_1657-2103-14314.html Interpersonal communication: humanresources.about.com/od/interpersonalcommunicatio1/Effective_Interpersonal_Communication.htm Inclusivity of the deaf: www.open.ac.uk/inclusiveteaching/pages/understanding-and-awareness/effective-communication-with-deaf-students.php

Evidence Checklist

A booklet that explains why employers value particular employee attributes

An expansion on the booklet explaining the principles of effective communication

A further expansion on the booklet discussing potential barriers to effective communication and an

explanation of the mechanisms that can reduce the impact of communication barriers


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A2 Effective Communication

Scenario

Our school has recently decided to introduce a new email system for staff

and students. They will be able to access their email from home. The

email address will also be used to log onto the school website.

The Head would like you, as senior students, to produce and

communicate technical information (how to use the new email system) to

specified audiences including students, peers and staff. To ensure your

work is appropriate for the specified audiences, you will need to carry

out, with the aid of your peers, detailed reviews and evaluations of your interpersonal and written

communication techniques.

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P4 demonstrate a range of effective interpersonal skills

P5 use IT to aid communications

P6 communicate technical information to a specified audience

M2 review draft documents to produce final versions

D1 evaluate interpersonal and written communications techniques


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TASK 1 – Communicating technical information P5 (part), P6 (part) All students need to be given instructions on how to use the new email system. You should

make a user guide for this task using screen shots to show all of the steps involved, using

desktop publishing. You will need to include:

Opening email software

Reading an email

Writing an email

Checking for new messages

Deleting email

Sending an email

Replying to email

Replying to all*

Forwarding email*

Adding an attachment*

CC and BCC*

Searching email*

Creating folders*

Troubleshooting

Guidance

Items with a star need to have an explanation as to why you would use it as well as how to use it.

Remember your audience will include Year 7 students who may not be very experienced in ICT. You

will have to take this into account and adapt your language so that it is technical but easy to

understand.

Notes

To achieve P5, you should use at least two proofing tools (such as spell check and thesaurus), plus

one other tool that your software offers.

TASK 2 - Reviewing draft documents M2 You will need to review the user guide you created in Task 1 to see that it meets the needs of the audience. To do this you should use the success criteria in your Self Assessment sheet to carry out an assessment of this document. For further evidence that you have reviewed your work you should also write any corrections or changes on a printed draft version of the document. You should also get someone else to check it and complete the Peer Review sheet. Once you have completed the review of your document you should produce an improved final version of the user guide ready for assessment.

Guidance

It’s important that you keep evidence of the self and peer review, and any draft documents

you produce in your folder.


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TASK 3 - Effective interpersonal skills P4, P5 (part), P6 (part) New staff will be joining the school. They have an induction programme to get them used to the school. The Head wants senior students to demonstrate how to use the email system. You must prepare a presentation for this. Deliver your presentation to the rest of the group. Be prepared to answer questions! You will also be given feedback on your presentation. These are some of the things that will be commented on:

Format of your presentation

Language used and terminology

Accuracy of information

Use media / animation

Body language

Eye contact

Dealing with questions

Email your presentation and user guide to your ICT teacher.

TASK 4 - Evaluation You must carry out a detailed evaluation of the interpersonal and written communication techniques you have used in this unit. To do this you can use the feedback you gained from delivering your presentation for Task 3 to help you evaluate your interpersonal skills. You can also use the feedback gained from the peer and self reviews of your user guide to help you evaluate your written communication techniques. You should produce a report that discusses your strengths and weaknesses in interpersonal and written communication techniques and suggest areas for improvement in the future.

Sources of Information The best sources of evidence for this topic are web based, or you can use your student book. Attributes: www.networknewsuk.com/careers/employers_want.php desirable attributes Effective communication: www.impactfactory.com/gate/effective_communication_skills_training_development/freegate_1657-2103-14314.html Interpersonal communication: humanresources.about.com/od/interpersonalcommunicatio1/Effective_Interpersonal_Communication.htm Inclusivity of the deaf: www.open.ac.uk/inclusiveteaching/pages/understanding-and-awareness/effective-communication-with-deaf-students.php


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A user guide giving instructions on how to use a new email system

An improved version of your user guide

Peer review of user guide

Self review of user guide

A presentation giving instructions on how to use a new email system

An observation of you giving your presentation

Peer assessment of presenting

A report evaluating interpersonal and written communications techniques


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A3 Personal Development

Scenario

In order to prepare yourself for further education and

employment you have been asked to address your

personal development needs so that you can reach

your ultimate goals in life.

You will need to identify areas in your life and

education that you consider to be your strengths and

those that are your weaknesses. You should think

about your academic achievements so far, your

current working level, current skills and attributes and

what you need to develop to reach the next stage of education and employment.

You will need to produce, follow and review a personal development plan over the next two

academic terms. To help you maximise your personal development, you should consider your

preferred learning style and how an awareness of this may help you develop further.


P7 produce a personal development plan

P8 follow a personal development plan

M3 explain how an awareness of learning style can aid personal development

D2 review progress on a personal development plan, identifying areas for improvement

TASK 1 – Performance appraisal P7 (part) Before you can write a personal development plan you need to consider the following things:

current achievements

current performance in the subjects you study

skills and attributes you posses

your strengths and weaknesses

the career path you want to pursue

To do this you should complete the following activities:

1. Produce a table that identifies the academic qualifications you have completed and the

ones you are still studying. You should also identify the dates you studied or completed

them.

2. Complete an audit of your current skills. You should score yourself for each skill on a

scale of 1-5, 1 being the lowest and 5 being the highest.

Complete a performance appraisal. For this you need to assess the previous year’s

performance in your education, identify your strengths and weaknesses and your chosen

career path.


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TASK 2 – Personal development plan P7 (part) Use the knowledge you gained about your performance, skills and attributes to set yourself

some targets for your personal development. You should write these targets in the form of a

personal development plan.

In your personal development plan you should write yourself short, medium and long term

objectives (targets) and the dates by which you want to achieve them.

Notes

Short term objectives: Choose 3-5 and they should be based mostly around your development in your current education, although one can be from your personal life. They should be measurable and able to be achieved by the end of the spring term. Medium term objectives: Choose 1 or 2, they should be based around your target grade for your current academic subjects. For both short and medium objectives you should specify development activities that you will undertake to improve in these areas. Also comment on how they will help you to achieve success in your chosen career path. Long term objective: Your long term objective should be based around what career path you want to pursue. Skills objectives: Choose 5 skills that you want to develop to help you to achieve your objectives. Again you should give yourself a current grade out of 5 and suggest some development activities.

TASK 3 – Following a personal development plan P8 To follow your personal development plan you should go through your suggested development activities to address your personal development needs.

Mid-way through your development activities you should meet with your tutor and review your

progress. You should then amend your personal development plan where necessary.

At the end of the personal development plan you should comment on your progress through each

objective.

TASK 4 – Learning styles M3 Different people learn in different ways e.g. through reading and writing, listening, or doing. These

different ways of learning are known as learning styles.

Research the various learning styles and record the features of each in a report. Take a learning style test to discover your personal learning style. Record your learning style and explain the types of

learning activity that you prefer.

Explain how an awareness of learning style can help in personal development explaining some

examples of learning activities where possible.


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TASK 5 – Personal development plan reviews D2 At various intervals in your personal development plan you should review your progress through your

objectives. You should complete at least 4 reviews.

You can use self, peer and tutor assessment to help you to review your progress. At each review you

should identify where you have made progress by changing your scores as necessary and rewriting your objectives. Additionally if the objective has been met you should indicate so in the date section.

Evidence Checklist

Table identifying academic qualifications (achieved and pending)

Skills audit

Personal development plan

Reviews of personal development plan

Report explaining how an awareness of learning style can help in personal development


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Documents

Unit Guidance & Student Handbook Year 12 - Amazon …smartfuse.s3.amazonaws.com/a9258bec8cb6af5f1d9bd...KS5 BTEC ICT Level 3 1 Contents What are BTEC Nationals? 2 UCAS Tariff Points