Level 3 Advanced Technical Extended Diploma in Business

Qualification Handbook

City & Guilds Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720)

(4259-32)

September 2015 Version 1.0

2 Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720) (4259-32)

Qualification at a glance

Industry area Business Support Skills

City & Guilds qualification number

4259-32

Age group 16-19 (Key Stage 5), 19+

Entry requirements Centres must ensure that any pre-requisites stated in the What is this qualification about? section are met.

Assessment To gain this qualification, candidates must successfully achieve the following assessments:

Two externally set, externally moderated assignments

Two externally set, externally marked tests, sat under examination conditions

Additional requirements to gain this qualification

Employer involvement in the delivery and/or assessment of this qualification is essential for all candidates and will be externally quality assured.

Grading This qualification is graded Pass/Merit/Distinction/Distinction*

For more information on grading, please see Section 7: Grading.

Approvals These qualifications require full centre and qualification approval

Support materials Sample assessments

Guidance for delivery

Guidance on use of marking grids

Registration and certification Registration and certification of this qualification is through the Walled Garden, and is subject to end dates.

External quality assurance This qualification is externally quality assured by City & Guilds, and its internally marked assignments are subject to external moderation. There is no direct claim status available for this qualification.

Title and level Size (GLH)

City & Guilds qualification number

Ofqual accreditation number

Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720)

720 4259-32 601/7547/3

Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720) (4259-

32) 3

Contents

1 Introduction 5

Qualification structure 8

Assessment and employer involvement 9

2 Centre requirements 10

Approval 10

Resource requirements 10

Learner entry requirements 10

3 Delivering technical qualifications 11

Initial assessment and induction 11

Employer involvement 11

Support materials 11

4 Employer involvement 12

Qualification approval 12

Monitoring and reporting learner engagement 12

Types of involvement 12

Types of evidence 14

Quality assurance process 14

Sufficiency of involvement for each learner 14

Live involvement 14

Timing 14

5 Assessment 15

Summary of assessment methods and conditions 15

What is synoptic assessment? 17

How the assignment is synoptic for this qualification 17

External test for stretch, challenge and integration 17

Assessment objectives 18

Test specification (Assessment component 001) 21

Test specification (Finance and Accounting - Component number 003) 22

Test specification (Marketing – Component number 005) 23

6 Moderation and standardisation of assessment 25

Internal standardisation 25

Supervision and authentication of internally assessed work 25

Moderation 26

Post-moderation procedures 26

Centres retaining evidence 26

Use of technology and innovation 26

7 Grading 27

Grade descriptors 27

8 Administration 30


External quality assurance 30

Enquiries about results 30

Re-sits and shelf-life of assessment results 31

Factors affecting individual learners 31

Malpractice 31

Access arrangements and special consideration 31

Unit 301 The modern business environment 33

Unit 302 Accounting and financial planning 39

Unit 303 Business ethics, values and impact 44

Unit 304 Team leadership and project management 49

Unit 305 Business enterprise and innovation in action 53

Unit 306 Marketing, sales and promotion in modern business 59

Unit 307 Business law 65

Unit 308 Corporate social responsibility 70

Unit 309 Book-keeping systems 75

Unit 310 Developing and managing a business project 81

Unit 311 Business finance 85

Unit 312 Financial services regulations and ethics 91

Unit 313 Internet sales and marketing 95

Unit 314 Visual merchandising in retail 102

Unit 315 Relationship marketing 106

Unit 316 Introduction to website design 111

Appendix 1 Sources of general information 118

Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720) (4259-32) 5

1 Introduction

Area Description

OVERVIEW

Who is this qualification for? The Level 3 Advanced Technical Diploma in Business and Enterprise (720) aims to provide you with a range of specialist practical skills and knowledge in either marketing (via the Marketing pathway) or finance and accounting (via the Finance & Accounting pathway) as well as wider business skills. It will support you in seeking employment or further training within either the marketing or finance and accounting industries.

No specific previous qualification at Level 2 or experience is required for entry onto this Level 3 Advanced Technical Extended Diploma. It can be taken as part of a study programme alongside other Level 3 qualifications including A Levels, Applied Generals and the Extended Project.

This qualification is suitable for anyone aged 16 years and older.

What does this qualification cover?

This qualification covers a wide range of practical skills and knowledge required for working in marketing or finance and accounting, as well as the wider business skills industry.

Mandatory topics (units) covered are:

the modern business environment

business ethics, values and impacts

team leadership and project management

business enterprise and innovation in action

innovation, problem solving and creativity

business law

corporate social responsibility

The Marketing pathway also includes:

internet sales and marketing

marketing, sales and promotion in modern business

relationship marketing

introduction to website design

visual merchandising in retail

The Finance & Accounting pathway also includes:

accounting and financial planning

business finance

accounting

finance systems


financial services regulations and ethics

Colleges, schools and other centres work with local employers in contributing to the delivery of this qualification. This can include employer demonstrations and talks on their industry and, where possible, work experience placements. This qualification includes practical based training that is ideal preparation for gaining employment in the marketing industry or specialist further study.

WHAT COULD THIS QUALIFICATION LEAD TO?

Will the qualification lead to employment, and if so, in which job role and at what level?

Completion of the marketing pathway demonstrates to an employer that you have the skills and knowledge of market research, promotional methods, website design and the role of the internet as well as general work-based skills including working with others, communication and project management.

This pathway could lead to a job in marketing related roles such as:

• Sales Representative

• Business Development Manager

• Event Organiser

• Marketing and Brand Assistant

• Market Research Executive

• Exhibition Organiser

• Fundraiser

Completion of the finance & accounting pathway demonstrates to an employer that you have the skills and knowledge of business finance, financial systems and processes and accounting procedures, as well as general work-based skills including working with others, communication and project management.

This pathway could lead to a job in finance and accounting roles such as:

Accounts Assistant

Accounts Payable and Expenses Supervisor

Accounts Payable Clerk

Assistant Accountant

Bookkeeper

Finance Assistant

Payroll Administrator

Payroll Supervisor

Why choose this qualification over similar qualifications?

You are likely to choose the Marketing pathway if you want to cover the technical skills and knowledge relevant to marketing within the private, public and voluntary sectors. This qualification is ideal if you want to specialise in marketing - City


& Guilds also offers a qualification in Business and Enterprise that allows specialisation in Professional Administration.

You are likely to choose the Accounting & Finance pathway if you want to cover the technical skills and knowledge relevant to finance and accounting within the private, public and voluntary sectors. This qualification is ideal if you want to specialise in finance and accounting - City & Guilds also offers a qualification in Business and Enterprise that allows specialisation in Professional Administration.

Will the qualification lead to further learning?

From the Marketing pathway you could progress onto university or higher education to study an HND or degree in management, business studies or marketing.

From the Accounting & Finance pathway you could progress onto a Higher Level Apprenticeship in Accounting. Alternatively you could progress on to university to study management, business studies or finance and accounting at degree level.

WHO SUPPORTS THIS QUALIFICATION?

Employers TJ Elliot Marketing

National Schools Training

WAA Chosen

Instructus

Revolve Technologies

Ealing, Hammersmith & West London College

FURTHER INFORMATION Please refer to the Qualification Handbook, available on the City & Guilds website, for more information on the structure of this qualification, the content of the units, and assessment.


Qualification structure

For the Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720) the teaching programme must cover the content detailed in the structure below:

Unit number

Unit title GLH

Mandatory for both pathways

301 The modern business environment 60

302 Accounting and financial planning 60

303 Business ethics, values and impacts 60

304 Team leadership and project management 60

305 Business enterprise and innovation in action 60

306 Marketing, sales and promotion in modern business 60

307 Business law 60

308 Corporate social responsibility 60

Finance and Accounting Pathway – Learners must be taught units 309-312

309 Book-keeping systems 60

310 Developing and managing a business project 60

311 Business Finance 60

312 Financial services regulations and ethics 60

Marketing Pathway - Learners must be taught units 313-316

313 Internet sales and marketing 60

314 Visual merchandising in retail 60

315 Relationship marketing 60

316 Introduction to website design 60


Assessment and employer involvement

To achieve the Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720) (Finance and Accounting) candidates must successfully complete all the mandatory assessment components.

Component number

Title

Mandatory

001 Externally set, externally marked test

002 Externally set, externally moderated synoptic assignment



To achieve the Level 3 Advanced Technical Extended Diploma in Business and Enterprise(720) (Marketing) candidates must successfully complete all the mandatory assessment components.

Component number

Title

Mandatory





In addition, candidates must achieve the mandatory employer involvement requirement for this qualification before they can be awarded a qualification grade. For more information, please see guidance in Section 4: Employer involvement.

Employer involvement

Component number

Title

Mandatory

832 Employer involvement


2 Centre requirements

Approval New centres will need to gain centre approval. Existing centres who wish to offer this qualification must go through City & Guilds’ full Qualification Approval Process. There is no fast track approval for this qualification. Please refer to the City & Guilds website for further information on the approval process: www.cityandguilds.com

Resource requirements Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualification before designing a course programme.

Centre staffing Staff delivering these qualifications must be able to demonstrate that they meet the following requirements:

be technically competent in the areas in which they are delivering

be able to deliver across the breadth and depth of the content of the qualification being taught

have recent relevant teaching and assessment experience in the specific area they will be teaching, or be working towards this

demonstrate continuing CPD.

Physical resources Centres must be able to demonstrate that they have access to the equipment and technical resources required to deliver this qualifications and its assessments.

Internal Quality Assurance Internal quality assurance is key to ensuring accuracy and consistency of tutors and markers. Internal Quality Assurers (IQAs) monitor the work of all tutors involved with a qualification to ensure they are applying standards consistently throughout assessment activities. IQAs must have, and maintain, an appropriate level of technical competence and be qualified to make both marking and quality assurance decisions through a teaching qualification or recent, relevant experience.

Learner entry requirements Centres must ensure that all learners have the opportunity to gain the qualification through appropriate study and training, and that any prerequisites stated in the What is this qualification about? section are met when registering on this qualification.

Age restrictions

This qualification is approved for learners aged 16 – 19, 19+.

http://www.cityandguilds.com/


3 Delivering technical qualifications

Initial assessment and induction An initial assessment of each learner should be made before the start of their programme to identify:

if the learner has any specific training needs,

support and guidance they may need when working towards their qualification,

the appropriate type and level of qualification.

We recommend that centres provide an introduction so that learners fully understand the requirements of the qualification, their responsibilities as a learner, and the responsibilities of the centre. This information can be recorded on a learning contract.

Employer involvement Employer involvement is essential to maximise the value of each learner’s experience. Centres are required to involve employers in the delivery of technical qualifications and/or their assessment, for every learner. This must be in place or planned before delivery programmes begin in order to gain qualification approval. See Section 4: Employer involvement for more detail.

Support materials

The following resources are available for this qualification:

Description How to access

Sample assessments


Guidance on use of marking grids

Available 2016 on the qualification pages on the City & Guilds Website: www.cityandguilds.com




4 Employer involvement

Department for Education (DfE) requirements state:

Employer involvement in the delivery and/or assessment of technical qualifications provides a clear

‘line of sight’ to work, enriches learning, raises the credibility of the qualification in the eyes of

employers, parents and students and furthers collaboration between the learning and skills sector

and industry.

[Technical qualifications] must:

• require all students to undertake meaningful activity involving employers during their study; and

• be governed by quality assurance procedures run by the awarding organisation to confirm that

education providers have secured employer involvement for every student.

Extract from: Vocational qualifications for 16 to 19 year olds 2017 and 2018 performance tables: technical guidance for awarding organisations, DfE (2015) paragraphs 89-90.

City & Guilds will provide support and quality assurance of employer involvement.

Qualification approval

To be approved to offer City & Guilds technicals, the centres must provide an action plan showing how every learner will be able to experience meaningful employer involvement, and from where sufficient and suitable employer representatives are expected to be sourced for their learners.

Centres must include in their plan sufficient activities throughout the learning programme that provide a range of employer interactions for learners. Centres must also describe how they will make contingencies for learners who may miss events through absence.

Centres which cannot show sufficient commitment from employers and/or a credible activity plan will be given an action for improvement with a realistic timescale for completion. Approval will not be given if employer involvement cannot be assured either at the start of the qualification, or through an appropriate plan of action to address this requirement before the learner is certificated.

Monitoring and reporting learner engagement

Employer involvement is a formal component of this qualification so centres must gather evidence that demonstrates that each learner has been involved in meaningful employer based activities against the mandatory content before claiming the Employer involvement component for learners.

Centres must record the range and type of employer involvement each learner has experienced. These records must be available for review by External Quality Assurers (EQAs) on request.

Types of involvement

Centres should note that to be eligible, employer involvement activities must relate to one or more elements of the mandatory content of this qualification. This will be quality assured by City & Guilds and any candidate who does not meet this criteria will not be able to achieve the qualification certificate.

As the aim of employer involvement is to enrich learning and to give learners a taste of the expectations of employers in the industry area they are studying, centres are encouraged to work creatively with local employers.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/412526/16-19_qualifications_technical_guide_2017_and_2018_performance_tables.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/412526/16-19_qualifications_technical_guide_2017_and_2018_performance_tables.pdf


Employers can identify the areas of skills and knowledge in their particular industry that they would wish to see emphasised for learners who may apply to work with them in the future. Centres and employers can then establish the type of input, and which employer representative might be able to best support these aims.

To be of most benefit this must add to, rather than replace the centre’s programme of learning.

Some examples of meaningful employer involvement are listed below. Employer involvement not related to the mandatory element of the qualification, although valuable in other ways, does not count towards this element of the qualification.

The DfE has set out activities that are and those that are not eligible as meaningful employer involvement as follows1,2:

Meaningful employer involvement:

In all cases participating industry practitioners and employers must be relevant to the industry sector or occupation/occupational group to which the qualification relates.

students undertake structured work-experience or work-placements that develop skills and knowledge relevant to the qualification3;

students undertake project(s), exercises(s) and/or assessments/examination(s) set with input from industry practitioner(s);

students take one or more units delivered or co-delivered by an industry practitioner(s). This could take the form of master classes or guest lectures;

industry practitioners operate as ‘expert witnesses’ that contribute to the assessment of a student’s work or practice, operating within a specified assessment framework. This may be a specific project(s), exercise(s) or examination(s), or all assessments for a qualification.

The following activities, whilst valuable, do not meet the requirement for meaningful employer involvement:

employers’ or industry practitioners’ input to the initial design and content of a qualification;

employers hosting visits, providing premises, facilities or equipment;

employers or industry practitioners providing talks or contributing to delivery on employability, general careers advice, CV writing, interview training etc;

student attendance at career fairs, events or other networking opportunities;

simulated or provider-based working environments eg hairdressing salons, florists, restaurants, travel agents, small manufacturing units, car servicing facilities;

employers providing students with job references.

Employers could be employed to aid learner’s progress by acting as guest speakers to cohort groups. Guest speaker’s experiences and the opportunity for learners to ask questions, linked to assignment tasks, could benefit whole groups of learners.

The use of scenario led tasks are essential in the assessment of this qualification. Work can be set in the context of case studies from local employers. Visits to companies/shows/exhibitions will enhance this aspect of the qualification.

A partnership approach should be adopted where possible with employers with whom the centre has links, and with employers used for work experience placements.

It would be helpful for tutors to develop a method of maintaining contact with a range of employers in the sectors who may be able to help with keeping the examples of legislation, policies and codes of practice used in the taught content up to date.

1 As extracted from: Vocational qualifications for 16 to 19 year olds 2017 and 2018 performance tables: technical guidance for awarding organisations 2This list has been informed by a call for examples of good practice in employer involvement in the delivery and assessment of technical qualifications - Employer involvement in the delivery and assessment of vocational qualifications 3 DfE work experience guidance

https://www.gov.uk/government/publications/employer-involvement-in-qualifications-assessment

https://www.gov.uk/government/publications/employer-involvement-in-qualifications-assessment

https://www.gov.uk/government/publications/post-16-work-experience-as-a-part-of-16-to-19-study-programmes


Types of evidence

The types of evidence required to support a claim for this component will vary depending on the nature of the involvement. Eg for a guest lecture it is expected that a synopsis of the lecture and register would be taken which each learner and the guest speaker will have signed; expert witnesses will be identified and will have signed the relevant assessment paperwork for each learner they have been involved in assessing; evidence of contribution from employers to the development of locally set or adapted assignments.

Quality assurance process

After approval and during the first year of delivery, EQAs will request final plans and records of employer involvement activities that have taken place to ensure that the plans are sufficient and to provide support and guidance if involvement is not sufficient.

Evidence will be validated by EQAs before centres can claim the Employer Involvement component for each learner. Where employer involvement is not judged to be sufficient, certificates cannot be

claimed for learners.

Sufficiency of involvement for each learner

It is expected that the centre will plan a range of activities that provide sufficient live involvement for each learner to have opportunities to interact directly with a range of individuals employed in the related industry. Centres must also provide contingencies for learners who may be absent for part of their teaching, so that they are not disadvantaged. Any absence that results in a learner missing arranged activities must be documented.

Live involvement

Learners will gain most benefit from direct interaction with employers and/or their staff; however the use of technology (eg the use of live webinars) is encouraged to maximise the range of interactions. Where learners are able to interact in real time with employers, including through the use of technology, this will be classed as ‘live involvement’.

It is considered good practice to record learning activities, where possible, to allow learners to revisit their experience and to provide a contingency for absent learners. This is not classed as live involvement however, and any involvement of this type for a learner must be identified as contingency.

Timing

A learner who has not met the minimum requirements cannot be awarded the component, and will therefore not achieve the qualification. It is therefore important that employer involvement is not left until the end of the qualification, and that centres monitor and provide contingencies throughout the learning period.


5 Assessment

Summary of assessment methods and conditions

Component numbers

Assessment method

Description and conditions

002, 004, 006

Externally moderated synoptic assignment

These assignments are externally set, internally marked and externally moderated, and are designed to require the candidate to identify and use effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories, and knowledge from across the whole content area. Candidates will be judged against the assessment objectives listed on pages 20-22

Assignments will be released to centre staff towards the end of the learners’ programme, usually the week before Easter each year.

Centres will be required to maintain the security of all live assessment materials until assessment windows are open. Assignments will therefore be password protected and released to centres through a secure method.

Guidance on equipment, resources and duration will be released as appropriate to ensure centres can plan for delivery of practical assignments in advance. The marking grids for the assignments will be available to centres from the start of the learning programme.

Candidates who fail this assignment on first submission of marks will have one opportunity to re-sit, and must sit a new task or assignment different to the original assessment. If the re-sit is failed the candidate will fail the qualification as a whole, and cannot achieve the qualification within that academic year.

Please note that for externally set assignments City & Guilds provides guidance and support to centres on the marking process and associated marking grid in the assessment pack for the qualification, and in the Guidance on the use of marking grids.


Component numbers

Assessment method

Description and conditions

001, 003, 005

Externally marked test

This test is externally set and externally marked, and will be sat online through City & Guilds’ computer-based testing platform.

The test is designed to assess candidate’s depth and breadth of understanding across the mandatory content in the qualification at the end of the period of learning, and will be sat under invigilated examination conditions. See JCQ requirements for details: http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations

The test specifications on pages 23 to 25 show the coverage of this test across the qualification content.

Candidates who fail this test at the first sitting will have one opportunity to re-sit the test. If the re-sit is failed the candidate will fail the qualification as a whole, and cannot achieve the qualification within that academic year.

http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations



What is synoptic assessment? Technical qualifications are based around the development of a toolkit of knowledge, understanding and skills that an individual needs in order to have the capability to work in a particular industry or occupational area. Individuals in all technical areas are expected to be able to apply their knowledge, understanding and skills in decision making to solve problems and achieve given outcomes independently and confidently.

City & Guilds technical qualifications require candidates to draw together their learning from across the qualification to solve problems or achieve specific outcomes by explicitly assessing this through the synoptic assignment component.

In this externally set, internally marked and externally moderated assessment the focus is on bringing together, selecting and applying learning from across the qualification rather than demonstrating achievement against units or subsets of the qualification content. The candidate will be given an appropriately levelled, substantial, occupationally relevant problem to solve or outcome to achieve. For example this might be in the form of a briefing from a client, leaving the candidate with the scope to select and carry out the processes required to achieve the client’s wishes, as they would in the workplace.

Candidates will be marked against assessment objectives (AOs) such as their breadth and accuracy of knowledge, understanding of concepts, and the quality of their technical skills as well as their ability to use what they have learned in an integrated way to achieve a considered and high quality outcome. These are detailed on pages 18 and 19.

How the assignment is synoptic for this qualification The typical assignment brief could be to plan and launch a new product within a given budget. In order to launch the product candidates would plan a marketing campaign and launch event for the proposed new product. They would need to conduct market research to evaluate current trends and use their findings to justify the selection of a product name and logo. They would also have to develop artwork, mock-ups and technical information for inclusion on a website, producing a social media campaign prior to the launch. Candidates will need to draw on their skills and knowledge from across the qualification such as planning, finance, market research, evaluation and presentation of data to a target audience.

External test for stretch, challenge and integration The external assessment will draw from across the mandatory content of the qualification, using a range of shorter questions to confirm breadth of knowledge and understanding. Extended response questions are included, giving candidates the opportunity to demonstrate higher level understanding and integration through discussion, analysis and evaluation, and ensuring the assessment can differentiate between ‘just able’ and higher achieving candidates.


Assessment objectives The assessments for this qualification are set against a set of assessment objectives (AOs) which are used across all City & Guilds Technicals to promote consistency among qualifications of a similar purpose. They are designed to allow judgement of the candidate to be made across a number of different categories of performance.

Each assessment for the qualification has been allocated a set number of marks against these AOs based on weightings recommended by stakeholders of the qualification. This mark allocation remains the same for all versions of the assessments, ensuring consistency across assessment versions and over time.

The following table explains all AOs in detail, including weightings for the synoptic assignments. In some cases, due to the nature of a qualification’s content, it is not appropriate to award marks for some AOs. Where this is the case these have been marked as N/A. Weightings for tests (AOs 1, 2 and 4 only) can be found with the test specification.

Assessment objective Level 3 Advanced Advanced Technical Diploma in Business Enterprise (Component 002)

Typical expected evidence of knowledge, understanding and skills

Approximate weighting

AO1 Recalls knowledge from across the breadth of the qualification.

Legislation, regulations, roles and responsibilities, use of terminology, codes of conduct, marketing strategies, financial constraints

10%

AO2 Demonstrates understanding of concepts, theories and processes from across the breadth of the qualification.

Theories and models, concepts of business, values and behaviours, risk, application of marketing strategies

20%

AO3 Demonstrates skills from across the breadth of the qualification.

Verbal and non verbal communication, reflection, completing documentation, using market research, impact of marketing materials, working as part of a team.

30%

AO4 Applies knowledge, understanding and skills from across the breadth of the qualification in an integrated way to achieve a specified purpose.

Applying knowledge and understanding to a particular situation, justifying/ approaches taken, contingencies, reflection, evaluation and justification.

20%

AO5 Demonstrates perseverance in achieving high standards and attention to detail while showing an understanding of wider impact of their actions.

Meeting specific requirements of the task, attention to detail in case study and discussion, professional discussions plans

10%

AO6 Undertakes independent research for a purpose and uses information/data effectively.

N/A N/A

AO7 Demonstrates originality and creativity to experiment and innovate beyond conventional application of

N/A N/A


Assessment objective


(Finance and Accounting Pathway – Component 004)


Approximate weighting (Assignment)


Legislation, regulations, roles and responsibilities, use of terminology, codes of conduct, financial constraints

10%


Theories and models, concepts of business, values and behaviours, risk, application of financial strategies

20%

AO3 Demonstrates technical skills from across the breadth of the qualification.


20%

AO4 Applies knowledge, understanding and skills from across the breadth of the qualification in an integrated and holistic way to achieve specified purposes.


20%



10%


Using a range of sources (e.g. internet, books, journals, relevant non-confidential workplace policies and procedures), reference list, standard referencing framework, selection of research materials and sources.

10%

AO7 Demonstrates originality and creativity to experiment and innovate beyond conventional application

NA NA

designs and/or use of materials.

AO8 Communicates effectively, accurately and appropriately for the intended audience.

Use of accurate presentation, assignments and report writing skills, layout and presentation aid effective communication of information, coherence of arguments, well expressed sentence structure (syntax) and grammar, appropriate use of IT.

10%


of designs and/or use of materials.



10%

Assessment objective


(Marketing Pathway – Component 006)


Approximate weighting (Assignment)


Legislation, regulations, roles and responsibilities, use of terminology, codes of conduct, marketing strategies, financial constraints

10%


Theories and models, concepts of business, values and behaviours, risk, application of marketing strategies

20%

AO3 Demonstrates technical skills from across the breadth of the qualification.


10%



20%



10%


Using a range of sources (e.g. internet, books, journals, relevant non-confidential workplace policies and procedures), reference list, standard referencing framework, selection of research materials and sources.

10%

AO7 Demonstrates originality and creativity to experiment and innovate beyond conventional application

Developing an idea, innovative designs, experimental approaches

10%


of designs and/or use of materials.



10%

Test specification (Assessment component 001) AO weightings per test

AO Test 1 weighting (approx. %)


30%


50%


20%

The way the test covers the content of the qualification is laid out in the table below:

Assessment type: Examiner marked, written test*

Assessment conditions: Invigilated examination conditions

Grading: X/P/M/D/D*

Assessmentcomponent 001

Duration:

Unit Outcome

Number of marks

%

301 The modern business environment 16 23%

302 Accounting and financial planning N/A N/A

303 Business ethics, values and impacts 14 20%

304 Team leadership and project management 11 15%

305 Business enterprise and innovation in action N/A N/A

306 Marketing, sales and promotion in modern business

16 23%

N/A Integration across the units 13 19%

Total 70 100


Test specification (Finance and Accounting - Component number 003) AO weightings per test



20%


60%


20%




Grading: X/P/M/D/D*

Assessmentcomponent

003

Duration:

Unit Outcome

Number of marks

%

307 Business law

10 10%

308 Corporate social responsibility

15 15%

309 Book-keeping systems

15 15%

310 Developing and managing a business project

10 10%

311 Business Finance

20 20%

312 Financial services regulations and ethics

10 10%


N/A Integration across the units 20 20%

100 100

Test specification (Marketing – Component number 005) AO weightings per test



20%


60%


20%




Grading: X/P/M/D/D*

Assessment component

005

Duration:

Unit Outcome

Number of marks

%

307 Business law

10 10%

308 Corporate social responsibility

15 15%

313 Internet sales and marketing 20 20%

314 Visual merchandising in retail 20 20%

315 Relationship marketing 20 20%


316 Introduction to website design 15 15%

N/A Integration across the units 100 100

Total 70 100

*These tests are sat under invigilated examination conditions, as defined by the JCQ: http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations. Entry for tests can be made through the City & Guilds Walled Garden.



6 Moderation and standardisation of assessment

City & Guilds’ externally set assignments for technical qualifications are designed to draw from across the qualifications’ content, and to contribute a significant proportion towards the learner’s final qualification grade. They are subject to a rigorous external quality assurance process known as external moderation. This process is detailed below.

Internal standardisation

For internally marked workthe centre is required to conduct internal standardisation to ensure that all work at the centre has been marked to the same standard. If two or more tutors are involved in marking assessments, one must be designated as the lead marker responsible for internal standardisation. The lead marker takes responsibility during standardisation for ensuring a single approach and standard is achieved. If there is a disagreement the lead marker will have the final say.

For standardisation purposes, before final marking takes place, common pieces of work must be selected and marked by all markers, and any differences between interpretation and marks awarded must be discussed and reconciled at an internal standardisation session in which all markers must participate.

The Internal Quality Assurer (IQA) must ensure that the training includes the use of reference and archive materials such as work from previous years as appropriate.

The IQA must sign the Centre Declaration Sheet (CDS) to confirm that internal standardisation has taken place. If only one tutor has undertaken the marking, that person must sign this form.

The completed record form must be attached to each candidate’s work and the CDS must be submitted to City & Guilds during the moderation. The record form and CDS must be signed in order for the candidate’s results to be processed.

Supervision and authentication of internally assessed work

The Head of Centre is responsible for ensuring that internally assessed work is conducted in accordance with City & Guilds’ requirements.

City & Guilds requires:

candidates to sign the Declaration of authenticity form to confirm that any work submitted is their own

tutors to confirm on the record form that the work assessed is solely that of the candidate concerned and was conducted under the conditions laid down in the assessment documentation

The tutor must be sufficiently aware of the candidate’s standard and level of work to make a judgement whether the work submitted is within the expected ability and style of the candidate or whether a further investigation into the authenticity of the work is required.

If the tutor is unable to sign the authentication statement for a particular candidate, then the candidate’s work cannot be accepted for assessment.


Moderation

Moderation is the process where external examiners are standardised to a national standard in order to review centre marking of internally marked assessments. These examiners are referred to as ‘moderators’. Moderators will mark a representative sample of candidates’ work from every centre. Their marks act as a benchmark to inform City & Guilds whether centre marking is in line with the national standard.

Where moderation shows that the centre is applying the marking criteria correctly, centre marks for the whole cohort will be accepted.

Where moderation shows that the centre is either consistently too lenient or consistently too harsh in comparison to the national standard, an appropriate adjustment will be made to the marks of the whole cohort, retaining the centre’s rank ordering.

Where centre application of the marking criteria is inconsistent, an appropriate adjustment for the whole cohort may not be possible on the basis of the sample of candidate work. In these instances a complete remark of the candidate work may be necessary. This may be carried out by the centre based on feedback provided by the moderator, or carried out by the moderator directly.

Moderation applies to all internally marked assignments. Following standardisation and marking, the centre submits all marks and candidate work to City & Guilds. This may involve digital or postal submission. The deadline for submission of evidence will be available on Walled Garden.

In most cases candidate work will be submitted directly to the moderator for moderation, either postally or electronically. This includes written work, photographic and pictorial evidence, or video and audio evidence. For some qualifications there will be a requirement for moderators to visit centres to observe practical assessments being undertaken. This will be for qualifications where the assessment of essential learner skills can only be demonstrated through live observation. The purpose of these visits is to ensure that the centre is assessing the practical skills to the required standards, and to provide the moderators with additional evidence to be used during moderation. These visits will be planned in advance with the centre for all relevant qualifications.

Post-moderation procedures

Once the moderation process has been completed, the confirmed marks for the cohort are provided to the centre along with feedback from the moderator on the standard of marking at the centre, highlighting areas of good practice, and potential areas for improvement. This will inform future marking and internal standardisation activities.

City & Guilds will then select a sample of work to be used for awarding, the process by which grade boundaries are set.

Centres retaining evidence

Centres must also retain assessment records for each candidate for a minimum of three years. To help prevent plagiarism or unfair advantage in future versions, candidate work may not be returned to candidates. Samples may however be retained by the centre as examples for future standardisation of marking.

Use of technology and innovation

City & Guilds will set evidence requirements for moderated assignments based on their fitness for purpose in terms of validity, reliability and manageability. This will include use of digital evidence and new technologies to support the moderation process wherever current available technology allows.


7 Grading

Awarding individual assessments

Individual assessments will be graded pass/merit/distinction where relevant. The grade boundaries for pass and distinction for each assessment will be set through a judgemental process using technical experts. Merit will usually be set at the midpoint between pass and distinction. The grade descriptors for pass and distinction, and other relevant information (eg archived samples of candidate work and statistical evidence) will be used to determine the mark at which candidate performance in the assessment best aligns with the grade descriptor in the context of the qualification’s purpose. Boundaries will be set for each version of each assessment to take into account relative difficulty.

Merit and Distinction*

Merit and Distinction* will be set arithmetically in relation to the aggregated qualification grade points. Merit will usually be set at the midpoint between Pass and Distinction. Candidates achieving Distinction* will be the highest achieving of the Distinction candidates. The boundary for Distinction* will be set at the midpoint between the Distinction boundary and the maximum point score.

Grade descriptors

To achieve a pass, a candidate will be able to

Demonstrate the knowledge and understanding required to work in the occupational area, its principles, practices and legislation.

Describe some of the main factors impacting on the occupation to show good understanding of how work tasks are shaped by the broader social, environmental and business environment it operates within.

Use the technical industry specific terminology used in the industry accurately.

Demonstrate the application of relevant theory and understanding to solve non-routine problems.

Interpret a brief for complex work related tasks, identifying the key aspects, and showing a secure understanding of the application of concepts to specific work related tasks.

Carry out planning which shows an ability to identify and analyse the relevant information in the brief and use knowledge and understanding from across the qualification (including complex technical information) to interpret what a fit for purpose outcome would be and develop a plausible plan to achieve it.

Achieve an outcome which successfully meets the key requirements of the brief.

Identify and reflect on the most obvious measures of success for the task and evaluate how successful they have been in meeting the intentions of the plan.

Work safely throughout, independently carrying out tasks and procedures, and having some confidence in attempting the more complex tasks.

To achieve a distinction, a candidate will be able to

Demonstrate the excellent knowledge and understanding required to work to a high level in the occupational area, its principles, practices and legislation.

Analyse the impact of different factors on the occupation to show deep understanding of how work tasks are shaped by the broader social, environmental, and business environment it operates within.

Demonstrate the application of relevant theory and understanding to provide efficient and effective solutions to complex and non-routine problems.


Analyse the brief in detail, showing confident understanding of concepts and themes from across the qualification content, bringing these together to develop a clear and stretching plan that would credibly achieve an outcome that is highly fit for purpose.

Achieve an outcome which shows an attention to detail in its planning, development and completion, so that it completely meets or exceeds the expectations of the brief to a high standard.

Carry out an evaluation in a systematic way, focussing on relevant quality points, identifying areas of development/ improvement as well as assessing the fitness for purpose of the outcome.


Awarding qualification grades, including Distinction*

Qualification grades will be calculated based on a sum of the candidates’ achievement across the mandatory assessments, and taking into account the assessments’ weighting. Candidates achieving distinction* will be the highest achieving of the distinction candidates. The boundary for distinction* will be set at the midpoint between the distinction boundary and the maximum point score.

The qualification grade is calculated automatically as follows, using a calculation approved by expert judges. All assessments must be achieved at a minimum of pass for the qualification to be awarded. The contribution of the assessments towards the overall qualification grade is as follows:

Assessment method Grade scale % contribution

Assignment X/P/M/D 60%

Test X/P/M/D 40%

Both assignments and tests are awarded (see ‘Awarding individual assessments’ above), and candidates’ grades converted to points. All points between the pass, merit and distinction boundaries will be accessible to candidates. The range of points available for each assessment grade is listed in the table below. The points above the minimum for the grade are calculated based on the candidate’s score in the assessment.

Pass Merit Distinction

Test: 40% 2 – 3 4 – 5 6 – 8

Assignment: 60% 3 – 5 6 – 8 9 – 12

The candidate’s points for each assessment are added together, and the overall grade of the Level 3 Advanced Technical Extended Diploma in Business and Enterprise (720) will then be determined using the following qualification grade boundaries.

Qualification Grade

Minimum points

Distinction* 18

Distinction 15

Merit 10

Pass 5


8 Administration

Approved centres must have effective quality assurance systems to ensure valid and reliable delivery and assessment of qualifications. Quality assurance includes initial centre registration by City & Guilds and the centre’s own internal procedures for monitoring quality assurance procedures.

Consistent quality assurance requires City & Guilds and its associated centres to work together closely; our Quality Assurance Model encompasses both internal quality assurance (activities and processes undertaken within centres) and external quality assurance (activities and processes undertaken by City & Guilds).

For this qualification, standards and rigorous quality assurance are maintained by the use of:

internal quality assurance

City & Guilds external moderation.

In order to carry out the quality assurance role, Internal Quality Assurers (IQAs) must have and maintain an appropriate level of technical competence and have recent relevant assessment experience. For more information on the requirements, refer to Section 2: Centre requirements in this handbook.

To meet the quality assurance criteria for this qualification, the centre must ensure that the following procedures are followed:

suitable training of staff involved in the assessment of the qualification to ensure they understand the process of marking and standardisation

completion by the person responsible for internal standardisation of the Centre Declaration Sheet to confirm that internal standardisation has taken place

the completion by candidates and supervisors/tutors of the record form for each candidate’s work.

External quality assurance

City & Guilds will undertake external moderation activities to ensure that the quality assurance criteria for this qualification are being met. Centres must ensure that they co-operate with City & Guilds staff and representatives when undertaking these activities.

City & Guilds requires the Head of Centre to

facilitate any inspection of the centre which is undertaken on behalf of City & Guilds

make secure arrangements to receive, check and keep assessment material secure at all times, maintain the security of City & Guilds confidential material from receipt to the time when it is no longer confidential and keep completed assignment work and examination scripts secure from the time they are collected from the candidates to their dispatch to City & Guilds.

Enquiries about results

The services available for enquiries about results include a review of marking for assignment and test results. Requests must be submitted within the specified period after the publication of results for individual assessments.


For further details of enquiries about results services, please visit the City & Guilds website at www.cityandguilds.com.

Re-sits and shelf-life of assessment results

Candidates who have failed an assessment or wish to re-take it in an attempt to improve their grade, can re-sit this assessment once only. The best result will count towards the final qualification.

Factors affecting individual learners If work is lost, City & Guilds should be notified immediately of the date of the loss, how it occurred, and who was responsible for the loss. Centres should use the JCQ form, JCQ/LCW, to inform City & Guilds Customer Services of the circumstances.

Learners who move from one centre to another during the course may require individual attention. Possible courses of action depend on the stage at which the move takes place. Centres should contact City & Guilds at the earliest possible stage for advice about appropriate arrangements in individual cases.

Malpractice Please refer to the City & Guilds guidance notes Managing cases of suspected malpractice in examinations and assessments. This document sets out the procedures to be followed in identifying and reporting malpractice by candidates and/or centre staff and the actions which City & Guilds may subsequently take. The document includes examples of candidate and centre malpractice and explains the responsibilities of centre staff to report actual or suspected malpractice. Centres can access this document on the City & Guilds website. Examples of candidate malpractice are detailed below (please note that this is not an exhaustive list):

falsification of assessment evidence or results documentation

plagiarism of any nature

collusion with others

copying from another candidate (including the use of ICT to aid copying), or allowing work to be copied

deliberate destruction of another’s work

false declaration of authenticity in relation to assessments

impersonation.

These actions constitute malpractice, for which a penalty (eg disqualification from the assessment) will be applied.

Where suspected malpractice is identified by a centre after the candidate has signed the declaration of authentication, the Head of Centre must submit full details of the case to City & Guilds at the earliest opportunity. Please refer to the form in the document Managing cases of suspected malpractice in examinations and assessments. Alternatively please complete the form, JCQ/M1. Copies of this form can be found on the JCQ website: http://www.jcq.org.uk

Access arrangements and special consideration

We have taken note of the provisions of equalities legislation in developing and administering this specification.



We can make arrangements so that candidates with disabilities, special educational needs and temporary injuries can access the assessment. These arrangements must be made before assessment takes place.

It is the responsibility of the centre to ensure at the start of a programme of learning that candidates will be able to access the requirements of the qualification.

Please refer to the JCQ access arrangements and reasonable adjustments and Access arrangements - when and how applications need to be made to City & Guilds for more information. Both are available on the City & Guilds website: http://www.cityandguilds.com/delivering-our-qualifications/centre-development/centre-document-library/policies-and-procedures/access-arrangements-reasonable-adjustments

Special consideration We can give special consideration to candidates who have had a temporary illness, injury or indisposition at the time of the examination. Where we do this, it is given after the examination.

Applications for either access arrangements or special consideration should be submitted to City & Guilds by the Examinations Officer at the centre. For more information please consult the current version of the JCQ document, A guide to the special consideration process.

http://www.cityandguilds.com/delivering-our-qualifications/centre-development/centre-document-library/policies-and-procedures/access-arrangements-reasonable-adjustments




Unit 301 The modern business environment

URN: M/507/6414

Level: 3

GLH: 60

What is this unit about?

The modern business world is one full of challenges, changes and adaptations. There has never been a greater need for businesses to be flexible in their approaches, innovative in their ideas and resilient in their planning.

This unit has been designed to set the context for all units within this programme and as such will ask learners to develop their understanding about how the business sector is structured and what the purpose is of business – recognising that different businesses will have different primary and secondary aims.

There will also be a need for learners to think about how businesses impact on their local communities and ensure that this is something which varies from organisation to organisation and across different locations – however, the view that this can be positive and negative needs to be maintained.

Finally, learners will explore the concept of PESTLE and understand how these factors impact on a business and the way they operate.

Learning outcomes In this unit, learners will be able to

1. Know how the business sector is structured and its purpose 2. Understand how a selected organisation impacts on their local community 3. Know how PESTLE factors impact on business


Scope of content This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved.

Learning outcome

1. Know how the business sector is structured and its purpose

Topic

1.1 Types of ownership

1.2 Legal status

1.3 Business sectors

1.4 Organisation purpose

1.5 Achievement measures

Topic 1.1:

Learners will understand the difference between the types of ownership:

Directors

Shareholder

Sole trader.

Topic 1.2:

Learners will know the different types of Legal status:

Sole trader (trade)

Ltd – shares (most private companies)

Ltd – guarantee (sports clubs)

CIC (social enterprise)

Charities

PLC (Large multinationals). Topic 1.3: Learners will know which sector different businesses fit in to:

Primary Sector

Secondary Sector

Voluntary Sector (Public, Private, Third)

Fourth Sector.

Topic 1.4: Learners will know the different purposes of organisations eg:

Profit or not for profit

Service/ product

Government organisations vs. Private organisations.

Topic 1.5:

Learners will know the different achievement measures, eg:

Income targets

Growth

Community impact

Profit

Innovation

Customer feedback


Market share.

Learning outcome 2. Understand how organisations impact on their local community

Topic

2.1 Local communities

2.2 Impact made by local organisation

2.3 Stakeholder management

Topic 2.1: Learners will know organisations within local communities and understand their role within the community. Local organisations within a community, eg:

Library

Local Council

Place of Worship

Supermarket

Building site

Leisure Centres

Schools

Emergency services

Local charities. Topic 2.2: Learners will review the role of the local organisation and analyse the positive and negative impacts they might have on the local community. Positive impacts, eg:

Increase in local employment

Sense of community

Education

Support networks

Access to facilities

Sense of safety

Opportunities. Negative impacts, eg:

Increase in traffic

Increase in pollution (noise, light etc.)

Litter

Increase costs (eg council tax)

Use of external resource (eg builders from outside of the local community). Topic 2.3: Learners will know stakeholders and consequences of impact, (positive and negative) and the effect on the stakeholders. Stakeholder:


Internal, eg: o Owners o Managers o Workers.

External, eg: o Customers o Suppliers o Financers o Local community o Campaign groups.

Learning outcome: 3 Know how PESTLE factors impact on business

Topic

3.1 Economical factors

3.2 Political and Legal factors

3.3 Social and environmental factors

3.4 Technological factors

Topics 3.1/3.2/3.3/3.4:

Learners will understand the importance and impact of PESTLE on businesses and their operating environment.

Topic 3.1:

Economical eg: Change in GDP, drive on company/job creation.

Topic 3.2:

Political eg: Change in political stance of host country, war, civil unrest.

Legal (to include Human Resource Management) legal obligations around employing people.

Topic 3.3:

Social eg: emerging fashions/trends, change in consumption

Environmental eg: awareness of climate change, new recycling processes.

Topic 3.4:

Technological eg: Development in technology (website and application development), two way communication, email/social media.



This unit has been designed to provide the foundation knowledge needed for this programme and therefore, it is encouraged that it forms one of the first units to be delivered. The range of content covered in this unit is particularly broad and therefore, the delivering tutor would need to consider what areas need particular focus. Wherever possible, delivering tutors are encouraged to link the delivery of this to practical tasks and the use of industry contacts (for visits and guest speaker opportunities) should not be overlooked. Most of the concepts within this unit can be linked to actual examples (either locally or within the UK) and delivering tutors should ensure that these links are made explicit to learners to help them contextualise the subject matter. Delivering tutors should also ensure that the examples being used are current, realistic and directly linked to the content. Additionally, delivering tutors should not overlook the possibility of using their own institution to contextualise the delivery. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.

Suggested learning resources

Books

The Business Environment

Worthington, I. and Britton, C.

Published by Financial Times, 2009

ISBN: 978-0273716754

Understanding the Business Environment

Capon, C.


ISBN: 978-0273708148

Business Essentials Business Environment: Study Text

BPP Learning Media

Published by BPP Learning Media, 2015

ISBN: 978-1472734778

Business Environment in a Global Context

Harrison, A.

Published by Oxford University Press, 2013

ISBN: 978-0199672585

Journals and magazines

International Small Business Journal

London Business Journal


Websites

BBC Bitesize http://www.bbc.co.uk/schools/gcsebitesize/business

BizEd http://www.bized.co.uk

Business Case Studies http://businesscasestudies.co.uk

http://www.bbc.co.uk/schools/gcsebitesize/business

http://www.bized.co.uk/

http://businesscasestudies.co.uk/


Unit 302 Accounting and financial planning

URN: T/507/6416

Level: 3

GLH: 60


The purpose of this unit is to introduce learners to the idea of business planning and financial management.

The wider aims of this unit are to ensure learners understand key role accounting and financial planning has in the success of an organisation. It is vital that organisations accurately record their financial transactions and they also need to ensure that they have statements to this effect. They also need to make sure that they are able to keep track of their net profit, their cash flow and ensure that organisations understand their liabilities around key issues such as tax, legal status and ownership.

By the end of this unit learners will be able to apply simple but effective accountancy techniques in a range of contextualised situations, ensuring that they are able to operate in the financial world with confidence.

Learning outcomes

In this unit, learners will be able to:

1. Understand the impact of legislation, concepts and regulatory frameworks on policies and

procedures

2. Understand how to make appropriate adjustments on records and reports

3. Produce cash flow statements



Learning outcome:

1. Understand the impact of legislation, concepts and regulatory frameworks on policies

and procedures

Topic

1.1 Legislation and concepts

1.2 Regulatory frameworks

1.3 Policies and procedures

1.4 Impact on organisations

Topic 1.1:

Learners will understand legislation and concepts that need to be considered when organisations are compiling their accounting policies and procedures

Legislation, eg

Companies Act (1985, 1989, 2006)

Partnership Act (1980).

Concepts, eg

Division of profit and loss

Going concern

Historical costs

Preparation of financial statements.

Topic 1.2:

Learners will understand the regulatory frameworks that need to be considered when organisations are compiling their accounting policies and procedures eg:

Financial reporting standards

International accounting standards

Statements of standard accounting practice.


Topic 1.3:

Learners will understand the policies and procedures that are used to control financial accounts eg:

Valuation of assets

Matching of income and expenditure

Depreciation

Bad debt management

Provision for suspect debtors

Accruals

Prepayments

Stock valuation

Cash in bank vs cash owed.

Topic 1.4:

Learners will understand the impact that legislation, concepts and regulatory frameworks have on the policies and procedures businesses have. Learners will review the impact on different types of legal status, eg:

Sole traders

Partnerships

Limited companies.

Learning outcome

2: Understand how to make appropriate adjustments to records and reports

Topic

2.1 Adjustments

2.2 Records and reports

Topic 2.1: Learners will understand how to make appropriate adjustments to records and reports to show changes in financial position. Records and reports, eg:

Accruals

Bad debt and write offs

Cash in hand

Depreciation of assets

Prepayments

Valuation of stock. Topic 2.2: Learners will understand how to complete a range of financial records and reports, eg:

Balance sheets

Cash flow forecasts


Statement of Financial position.

Learning outcome

3. Produce cash flow statements

Topic

3.1 Cash flow statements

Topic 3.1: Learners will be able to complete their own versions of cash flow statements.

Guidance for delivery As it covers the basics of financial planning, it could be used as the pre-work for a project or enterprise activity. As with all units on this programme, the delivering tutor is encouraged to bring the learning to life by (where possible) taking learners to see the financial services industry at first hand or, should this not be possible, bringing in experts from that field to be guest speakers and explain things to the learners in a way that they understand. Tutors should also consider utilising the in-house finance teams or accountancy tutors who have industry experience for guest speaker opportunities. Examples used should be simple and allow for learners to be guided through exemplar documents (which are simple in their composition) before supporting learners to complete simple, but more advanced documents on their own. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

Business Accounting and Finance

Gowthorpe, C.

Published by Cengage Learning, 2011

ISBN-13: 978-1408018378




ISBN: 978-0273716754

Management Accounting

Seal, W. and Rohde, C.


Published by: McGraw-Hill Higher Education, 2013

ISBN-13: 978-0077157500

Accounting: Understanding and Practice

Leiwy, D. and Perks, R.


ISBN-13: 978-0077139131


PQ Magazine

The Journal of Accounting (Sage Publishing)

Websites

Association of Accounting Technicians https://www.aat.org.uk




https://www.aat.org.uk/





Unit 303 Business ethics, values and impact

URN: A/507/6416

Level: 3

GLH: 60


The purpose of this unit is to raise awareness of ethical issues and their impact on businesses. Complying with ethics can be a big challenge for businesses and learners will explore the true reason for ethical behaviour by businesses – making a judgement as to the best way to meet their ethical concerns. There are many stakeholders within businesses and the ethical behaviour of these can have both positive and negative effects for their local community or the planet as a whole. Learners will also consider whether the size of a business makes a difference to their ability to meet their ethical responsibilities. The implications of globalisation have also developed new areas of business ethics that are causing critical impacts, requiring a global solution. Ethics are often a personal decision made by global businesses, small enterprises or customers. The decision to use certain suppliers, buy produce from certain countries or to buy coffee from non-tax paying companies is down to an individual. The broad aim of this unit is to ensure learners are thinking carefully about the role ethics have in business.


1. Know the importance of ethics in the modern business world 2. Understand the implications of a business operating with an ethical conscience 3. Understand the effect of globalisation on businesses ethical behaviour



Learning outcome:

1: Know the importance of ethics in the modern business world

Topic

1.1 Ethics and values

1.2 Key ethical issues

1.3 Impact of company size on ethical behaviour

Topic 1.1:

Learners will understand the difference between business ethics and business values

Topic 1.2:

Learners will know the key ethical issues that businesses have to manage:

Supply chain, eg: o Working conditions o Professional ethics o Individual ethical responsibility

Corporate governance, eg: o Executive pay o Corporate social responsibility o Sustainability

Environmental issues, eg: o Recycling o Carbon emissions.

Topic 1.3:

Learners will understand the importance of the factors in topic 1.2 in today’s business environment and how company size can influence their ethical impact.

Company size, eg: o Multi-nationals o Regional o SMEs.

Learning outcome 2 2. Understand the implications of a business operating with an ethical conscience Topic 2.1 Implications on a business 2.2 Effects of unethical behaviour 2.3 Opportunities created


Topic 2.1:

Learners will understand the impact on key stakeholders of a business operating ethically, eg:

Owners eg: o Reduced profit margins o Increased customer loyalty

Employees eg: o Loyalty o Pride

Customers eg: o Loyalty o Repeat business o Business advocates

Suppliers eg: o Cost implications o Time implications o Audit processes o Culture

Local community eg: o Improved environment o Opportunities

Shareholders eg: o Dividends cuts o Impact on share price.

Topic 2.2:

Learners will understand what the potential effects of unethical behaviour are for a business eg:

Damaged reputation

Loss of customers

Media coverage

Culture: for the organisation or target audience.

Topic 2.3:

Learners will understand how opportunities have been created for business through the emergence of ethical trading, eg:

Fair Trade Foundation

Body Shop

LUSH handmade cosmetics

Innocent Drinks.

Learning outcome 3. Understand the effect of globalisation on businesses ethical behaviour

Topic

3.1 Globalisation and its development

3.2 Ethical issues of globalisation

Topic 3.1:


Learners will understand how globalisation for the purposes of business has developed eg:

Growth of online shopping

Development of global distribution platforms

Increased use of social media

Global headquarters rather than country headquarters

Freedom of trade

Improvements in communication.

Topic 3.2:

Learners will understand what globalisation is, and the main issues with regards to business ethics, eg:

Lower cost sources of manual / low skilled work

“Brain drain” from third world countries

Natural resources

The effect of easier transport systems on health

Financial interdependency.


This unit could be delivered over the full academic year in order to allow learners the time to develop in their awareness of global issues and a wider business perspective. Due to the content of the unit it could be delivered through engaging learners in probing discussions, debates and wider, independent research in to how a business decides to act and its effects on different stakeholders. Learners will need to be made aware that these effects can be small, such as increased traffic noise, through to significant environmental disasters. The local context should be explored and used in order to provide real and relevant examples to learners. Learners need to be able to evaluate and support their own judgements with confidence, providing clear justifications for their reasoning. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

Business Ethics: Managing corporate citizenship and sustainability in the age of globalization (Third Edition)

Crane, A. and Matten, D.

Published by: Oxford University Press, 2010

ISBN: 978-0199564330

Business Ethics and Values (Fourth Edition)

Fisher, C et al.


Published by: Pearson Education Limited, 2012

ISBN: 978-0273757917

The right thing: An Everyday Guide to Ethics in Business

Bibb, S.

Published by: John Wiley & Sons, 2010

ISBN: 978-0470688533

Ethics Theory and Business Practice

Fryer, M.

Published by: SAGE Publishing, 2014

ISBN: 978-1446274156

Journals

Journal of Business Ethics

ISSN: 0167-4544 (print version)

Journal of Academic and Business Ethics

ISSN: 1941-336X

Websites


Institute of Business Ethics http://www.ibe.org.uk/

Ethics Research Center http://www.ethics.org/

Business Ethics Network http://businessethicsnetwork.org/


http://www.ibe.org.uk/

http://www.ethics.org/

http://businessethicsnetwork.org/


Unit 304 Team leadership and project management

URN: F/507/6417

Level: 3

GLH: 60


Leadership and management are needed in every organisation regardless of size or sector. It is also needed at all levels within an organisation; from supervisors in the smallest coffee shop to the chief executive officer of a large multi-national corporation. In order for learners to be successful when they enter employment, they need to know about and understand how leadership and management impacts on business.

The purpose of this unit is to introduce learners to a range of leadership and management styles and theories, enabling them to draw conclusions around the suitability of each in the work place. It is also anticipated that learners will be able to successfully identify the key characteristics of teams. They will also need to complete a skills audit and identify ways that they are able to improve. Finally, there would be the opportunity for learners to work as part of a team, towards an overall goal, whilst demonstrating some effective leadership skills.


1. Know leadership styles

2. Understand essential characteristics of a team

3. Demonstrate leadership skills

4. Understand own and team performance



Learning outcome:

1: Know leadership styles Topic 1.1: Leadership styles 1.2: Motivation theories

Topic 1.1:

Learners will understand a range of leadership styles and identify the skills and characteristics of each, eg:

Laissez-faire

Autocratic

Democratic

Delegative.

Topic 1.2:

Learners will understand the key characteristics of motivational theories, eg:

Maslow’s hierarchy of needs

Hawthorne Effect

McGregor Theory X/Theory Y

Herzberg Hygiene Factors.

Learning outcome 2: Understand essential characteristic of teams

Topic 2.1: Roles within a team 2.2: Stages of teams 2.3: Teams in the business world

Topic 2.1:

Learners will understand the different team roles as identified by Belbin.

Topic 2.2:

Learners will understand the stages of teams as identified in Tuckman’s theory.

Topic 2.3:

Learners will understand how teams work in different sized organisations, from sole traders to larger organisations. Learners will need to know how the teams will function differently across the types of organisations and how people can have more than one role within their team.

Learning outcome


3: Demonstrate leadership skills Topic 3.1: Skills audit 3.2: Action planning

Topic 3.1:

Learners will understand how to complete a skills audit and identify areas for improvement within their own skill set.

Topic 3.2:

Learners will understand how to plan a six week action plan based on their identified areas of improvement. They will regularly monitor and demonstrate improvement across the key areas identified.

Learning outcome:

4: Understand own and team performance

4.1: Demonstrate leadership skills 4.2: Own performance and team success

Topic 4.1:

Learners will understand their own leadership skills in a situation where they work with colleagues to complete a task.

Topic 4.2:

Learners will understand how to review their own performance and how this relates to the performance of the team.

Learners will also further consider their performance and identify any areas for improvement.

Guidance for delivery As leadership and management is a key feature of all businesses regardless of size, product or sector, delivering tutors should be clear in articulating this to learners and ensure that the scale of the subject is fully understood. Where possible, practical understand of the subject matter should be encouraged and links to industry (and real life practices) should be emphasised whenever the opportunity presents itself. Linking the content being delivered and examples of industry recognised leaders/managers that learners are familiar with should also be encouraged – as should comparing perceived leadership styles (such as Lord Alan Sugar with Sir Richard Branson) – this would help with the delivery of learning outcome one. For learning outcome four, it is expected that each learner take turns in leading an activity so to demonstrate their own skills and have something to review. They will then form “the team” for the other learners. The appropriate length of this activity is for the delivering tutor to set and consider, however, there needs to be enough within the activity to allow for the evidence to be generated. It


will also be the tutor’s role to ensure that the success criteria learners are measuring against is something that has been agreed in advance and clear guideline are in place for what is success. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

Leadership: Plain and Simple

Radcliffe, S.

Published by: Financial Times Publishing, 2012

ISBN: 978-0273772415

The Leader’s Guide to Influence: How to use soft skills to get hard results

Brent, M. and Dent, F.


ISBN: 978-0273729861

The book of leadership: How to get yourself, your team and your organisation further than you ever thought possible

Gell, A.

Published by: Piatkus, 2014

ISBN: 978-0349403403

Team Roles at Work (2nd edition)

Belbin, R.

Published by: Routledge, 2010

ISBN-13: 978-1856178006

Journals

Journal of Leadership and Organizational Studies

The Leadership Quarterly

Journal of Leadership Studies

Websites

Institute of Leadership and Management http://www.i-l-m.com

Chartered Management Institute http://www.managers.org.uk

Forbes: 10 leadership characteristics http://www.forbes.com/sites/tanyaprive/2012/12/19/top-10-qualities-that-make-a-great-leader/

http://www.i-l-m.com/

http://www.managers.org.uk/

http://www.forbes.com/sites/tanyaprive/2012/12/19/top-10-qualities-that-make-a-great-leader/

http://www.forbes.com/sites/tanyaprive/2012/12/19/top-10-qualities-that-make-a-great-leader/


Unit 305 Business enterprise and innovation in action

URN: Y/507/6505

Level: 3

GLH: 60


The purpose of this unit is for learners to explore how entrepreneurs use new ideas and to enable them to develop as successful enterprises. There will a focus on innovation and problem solving, as well as the practical application of business enterprise skills.

In business, one of the hardest skills to develop is an understanding of what makes a good idea and how these ideas can be turned into a profitable concept. This unit aims to ensure that learners have an in depth understanding of how this works in reality.

There will be a focus on the skills and qualities needed in order to be a successful entrepreneur and the process that drive innovation with a commercial focus – such as how products have developed over time, or how new ideas have been created, developed and put to market.


1. Know how to solve problems within business

2. Know what is meant by innovation and creativity

3. Understand how competition can support a culture of innovation and creativity

4. Know how to develop and present a business enterprise idea

5. Understand skills needed to develop a business enterprise



Learning outcome 1: Know how to solve problems within business Topic 1.1: Why businesses fail 1.2: Solving problems

Topic 1.1: Learners will understand a range of reasons why businesses fail eg:

Cash flow

Poor customer service

Poor product/service

Located in the wrong place

Cost of product/service

Limited exposure to market eg, not having a website. Topic 1.2: Learners will understand the stages for solving problems, eg:

Problem identification o Actual problem o Impact of problem o Benefits of solving

Structuring the problem o Fact gathering o Scale of problem o Regularity of problem o Barriers to solving

Looking for solutions o Staff led solutions o Reviewing competitors o Market research activities o Buying in “troubleshooters”

Making a decision o Identifying the solution o Justifying selection

Implementing the solution o Overcoming any obstacles when implementing.

Learning outcome 2: Know what is meant by innovation and creativity

Topic 2.1: Innovation 2.2: Creativity

Topic 2.1:

Learners will understand the reasons why people innovate (along with real examples), eg;:


Meet new customer needs

Meet existing customer needs

Different ways of meeting needs already identified

Raise customer’s aspirations.

Learners will understand the difference between the following types of business based innovations:

Product developments eg a new product/idea which doesn’t already exist

Market-led developments eg new markets to sell to or development of existing products

Business model developments eg new efficient ways of selling/producing, such as the low cost airlines model.

Topic 2.2:

Learners will know the skills/qualities that successful creative people require eg:

Having a positive attitude

Being motivated and determined

Flexibility

Open to change

Having a vision

Capacity to inspire.

Learning outcome 3: Understand how competition can support a culture of innovation and creativity

Topic 3.1: Internal and external competition 3.2: Development of culture

Topic 3.1:

Learners will know the difference between internal and external competition, which could be linked to innovation and creativity.

Internal competition, eg:

To develop production

For individual self-improvement

Better teamwork

Between departments

Between individuals.

External competition, eg:

New ideas/products from competitors

Similar products/services from competitors

Better products/services from competitors

More aggressive marketing from competitors.

Topic 3.2:


Learners will understand the importance of developing a culture within an organisation and will suggest some techniques of how to achieve this.

Importance of culture, eg:

To better understand how people think

To encourage better work ethic from employees

To ensure employees feel trusted

To ensure employees feel supported.

How to develop culture, eg:

Teach it (tell people what culture means to the organisation and how it can be used to make things better)

Define it (work out what type of culture you want for your organisation)

Live it (As culture is very little about what we say, it is more about what we do)

Measure it (check to see what is happening and is it working)

Reward it (this does not always need to be financial, but more about recognising those who match the aspirational culture).

Learning outcome 4: Know how to develop and present a business enterprise idea

Topic 4.1: Develop an idea 4.2: Present an idea

Topic 4.1:

Learners will be able to develop a simple idea into an outline business plan.

Topic 4.2:

Learners will be able to present a simple business plan.

Learning outcome 5: Understand skills needed to develop a business enterprise

Topic 5.1: Start up a business enterprise 5.2: Operate a business enterprise 5.3: Close down a business enterprise

Topic 5.1:

Learners will understand the steps needed in order to start up a business enterprise, eg:

Presenting a business plan

Having a valuable product or service

Selecting the legal status and structure

Raising finance.


Topic 5.2:

Learners will understand the process of running a business enterprise, eg:

Working with suppliers

Managing stock levels

Managing cash flow

Promoting product or service.

Topic 5.3:

Learners will understand the stages needed to close down a business enterprise, eg:

Selecting the date the business stops trading

Informing companies house (for record purposes), HMRC (for tax and VAT purposes)

Make final corporation tax payment

File final accounts.

Guidance for delivery Whilst the theory of business enterprise is the main focus of this unit, delivering tutors are actively encouraged to look for opportunities to deliver this theory in a practical way. It would be possible to help students understand the content better by encouraging them to be creative in their thought process (and this could be aided by the tutor first advising the students what is actually meant by innovation and creative thinking so to set a base for learning). Opportunities to have learners thinking of their own business ideas, developing these into potential business enterprises and then having them turn these into small businesses should be considered and embraced where possible. For learning outcome five, the focus around practical delivery is needed in order to avoid this content becoming overly challenging and boring for learners. Students should also be encouraged to think about business enterprise and the impact that this would have on the business sector. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

The Financial Times Guide to Business Start Up 2015: The most comprehensive annually updated guide for entrepreneurs

Williams, S.


ISBN: 978-1292066462

How to write a business plan


Finch, B.

Published by: Kogan Page, 2013

ISBN: 978-0749467104

How to start a Business without any money

Bridge, R.

Published by: Virgin Books, 2012

ISBN: 978-0753540879

Start your business in 7 days: Turn your idea into a life-changing success

Caan, J.

Published by: Portfolio Penguin

ISBN: 978-0670920655

Start-up and Run Your Own Business: The essential guide to planning, funding and growing your new enterprise

Reuvid, J.


ISBN 978-0749454159

The lean start-up: How constant innovation creates radically successful businesses

Ries, E.

Published by: Portfolio Penguin, 2011

ISBN-13: 978-0670921607

Websites

Business Link www.businesslink.co.uk

Small Firms Enterprise Development Initiative www.sfedi.co.uk

Social Enterprise Coalition www.socialenterprise.org.uk

http://www.businesslink.co.uk/

http://www.sfedi.co.uk/

http://www.socialenterprise.org.uk/


Unit 306 Marketing, sales and promotion in modern business

URN: L/507/6419

Level: 3

GLH: 60


The purpose of this unit is to ensure that all learners understand the significant role marketing, sales and promotion holds within the business environment. Every organisation engages in some form of marketing activity – it is the intention of this unit to ensure that all learners are aware of what these activities could be and how they attract customers to an organisation. The principles of this unit are based on the well-established Marketing Mix. Throughout this unit learners will develop their knowledge and skills across the wide-ranging disciplines within the sales and marketing sector; including being able to identify the key features of marketing campaigns, compare the differences between different company’s activities. Learners will also be able to understand the different sales channels that customers might engage with companies through. Learners will also be able to track the development of social media as a marketing and promotional tool – both company and personal branding. In addition, learners will be able to analyse and interpret data presented to them about a given organisation – identifying strengths and areas for development in doing so.

It is anticipated that this unit will give learners a brief overview of the principles of marketing, sales and promotion and can be used as a basis for further study of specialist marketing units.

Learning outcomes In this unit, learners will be able to:

1. Understand the role of marketing for a business

2. Understand effective selling techniques

3. Understand the principles of market research

4. Understand the use of social media in marketing



Learning outcome 1: Understand the role of marketing for a business

Topic

1.1: Marketing and promotion activities

1.2: The impact of PR activities on sales

Topic 1.1: Learners will understand the difference between marketing and promotion activities. These can include Marketing To carry the definition of “paid for advertising”, eg:

TV adverts

Radio adverts

Print adverts (to include newspaper, magazine and billboard)

Online (such as Google ad words, Follow-me advertising). Promotion To carry the definition of “interest generating activities”, eg:

Newspaper features

Twitter/Facebook/YouTube accounts

Discount activities. Topic 1.2: Learners will understand the impact of PR activities on sales: PR activities eg:

Facebook/Twitter/YouTube accounts

Corporate website

Newspaper features

Sponsorship

Press releases

Demonstrations/Open days

Endorsement.

Impacts eg:

Improved awareness of product or service

Increased sales

More enquiries about the product or service

People not liking the product or service

Reduced interest

Increased complaints.


Learning outcome 2: Understand effective selling techniques

Topic

2.1: Selling techniques suitable for businesses

2.2: Advantages and disadvantages of different selling techniques

Topic 2.1: Learners will understand a range of different selling techniques and evaluate how their use best meets the needs of different organisations Selling techniques, eg:

Face-to-face eg in store, door to door, canvasing

Distance selling eg catalogue sales, direct sales, newspaper sales, telephone – including cold calling

Online sales. Different organisations, eg:

SMEs

Sole Traders

Charities

National/ multinational organisations. Topic 2.2: Learners will understand the advantages and disadvantages of different selling techniques, eg:

Legal implications

Influence of the sales person

Price strategies - cost to customer, psy pricing

Convenience - place, availability

Trust - product brand/ person.

Learning outcome 3: Understand the principles of market research

Topic

3.1: Characteristics of market research

3.2: Types of research

3.3: Data sets to recognise trends

3.4: The principle of target marketing

Topic 3.1: Learners will know the basic characteristics of market research, eg:

Systematic process

Is based on scientific methodology

Questions need to be carefully constructed and tested

Needs to be objective

Process for managing data/information eg Data Protection Act

Complying with Market Research Society guidance. Topic 3.2: Learners will know the key factors of different types of research, to include:


Quantitative, eg:

Research which is intended to generate a large amount of data

Research which allows for trends to be identified

Research which can be used to inform follow-up research

Possible techniques to include surveys (online, face-to-face, telephone).

Qualitative, eg:

Research designed to generate quality responses with plenty of detail

Research where you are able to discuss points raised

Research where you can follow-up points raised to generate detailed answers

Possible techniques include focus groups, interviews, open questions within surveys.

Primary, eg:

Research completed yourself

Research where you control the focus

Research which can shape how you like by controlling the methodology.

Secondary, eg:

Research completed by someone else

Research you do not know if it is accurate/true

Research where you cannot control the methodology.

Topic 3.3: Learners will understand how to interpret trends from data sets and will know how to draw valid conclusions, eg:

Gender of respondents

Ethnicity of respondents

Age of respondents

Hometown of respondents

Number of dependents of respondents

Favoured activities of respondents.

Topic 3.4: Learners will understand the principle of target marketing and be able to use data sets to identify and explain different target markets and the implications of this when planning marketing activities.

Learning outcome 4: Understand the use of social media in marketing

Topic

4.1: Key characteristics of social networks

4.2: Social networks for marketing and promotion purposes

4.3: Market research on social media

Topic 4.1: Learners will understand the key characteristics of different social networks eg:

Unique features of popular social media/networks

Ownership status/share valuation


Length of time operating

Number of active users

Age/gender profiles of users

Number of average connections

Penetration of worldwide market. Topic 4.2: Learners will understand how to select the most appropriate social network for different businesses and clearly justify their selection. Topic 4.3: Learners will understand how social media/networks are actively used by businesses to conduct market research and how these results are used to inform business practices.

Guidance for delivery The underpinning principles of this unit is the Marketing Mix (also known as the four Ps) and this should be kept in mind when delivering this unit. Additionally, delivering tutors are encouraged (wherever possible) to consider practical delivery methods that would add to the contextualisation of the subjects. Ideas such as allowing learners to complete independent research into marketing techniques, carry out their own market research or produce marketing/promotional material to meet a specific need/scenario are things that should be considered. Involving guest speakers from industry should be considered and where possible, visits to marketing specific firms should be embraced and considered. Delivering tutors should not overlook the marketing departments within their own institutions as a source of guest speakers/expert knowledge to help delivery this unit. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.

Suggested learning resources Books Marketing Baines, P. and Fill, C. Published by: Oxford University Press, 2014 ISBN: 978-0199659532 Market research: tools and techniques Bradley, N. Published by: Oxford University Press, 2013 ISBN: 978-0199655090 E-commerce get it right! Essential step by step guide for selling and marketing products online. Insider secrets, key strategies and practical tips. Simplified for start ups and small businesses


Daniel, I. Published by: NeuroDigital, 2011 ISBN: 978-0956526205 Marketing: An Introduction Armstrong, G. et al. Published by: Pearson, 2012 ISBN: 978-0273762607 Marketing concepts and strategies Ferrell, O. and Dibb, S. Published by: Cengage Learning, 2012 ISBN: 978-1408064320 Profitable Social Media Marketing: How to grow your business using Facebook, Twitter, Google+, LinkedIN and more Kitchen, T. and Mirza, T. Published by: CreateSpace Independent Publishing, 2013 ISBN: 978-1492819936 Marketing for dummies Hiam, A. John Wiley & Sons, 2014 ISBN: 978-1118880807 Journals Marketing magazine British Journal of Marketing Studies International Journal of Market Research Journal of Marketing Education Websites The Advertising Association http://www.adassoc.org.uk The Chartered Institute of Marketing http://www.cim.co.uk Market Research Society http://www.mrs.org.uk

http://www.adassoc.org.uk/

http://www.cim.co.uk/


Unit 307 Business law

URN: D/507/6506

Level: 3

GLH: 60


The purpose of this unit is for learners to introduce students to the basic concepts of law within business. There is intended to be a focus on the role that laws have when helping a business operate fairly and ethically, but also looking at why these are important and how they can be used, where necessary to protect a company as well as customers. There will be a focus on the role the European Union plays within the British Business Law environment in the broadest sense and look at how disputes can be resolved.


1. Understand the key laws related to operating a business

2. Understand the rights and responsibilities of employees at work

3. Know the role the European Union has within British business

4. Understand the way issues within Business can be resolved



Learning outcome 1. Understand the key laws related to operating a business

Topic

1.1: Consumer protection laws

1.2: Health & Safety

1.3: Business protection laws

Topic 1.1:

Learners will understand laws that are designed to protect consumers, eg:

Trade Descriptions Act 1968

Unfair Contract Terms Act 1977

Sales of Goods Act 1979

Disability Discrimination Act 1995 (for equality of access only)

Data Protection 1998.

Topic 1.2:

Learners will understand laws associated with health and safety at work, eg:

Health and Safety at Work act, 1974

COSHH

Corporate manslaughter.

Topic 1.3:

Learners will know laws which are in place to protect organisations in the broadest of terms to ensure that businesses are able to operate safely, eg:

Criminal Damage act 1971

Theft act 1968

Defamation act 2013.

Learning outcome 2. Understand the rights and responsibilities of employees at work

Topic 2.1: Types of contract of employment 2.2: Employer responsibilities 2.3: Rights of the employee

Topic 2.1:

Learners will understand the range of different contracts that workers might have, eg:

Full time

Part time

Flexible contracts

Freelance/ self employed

Zero hours contracts


Permanent

Fixed term.

Topic 2.2:

Learners will understand the benefits to employees when a range of legal responsibilities are fulfilled by the employer. The learners will understand the consequences of employers failing to comply, eg:

Equal pay act, 1970

Equality act, 2010 (covering all nine protected characteristics)

Health and safety at work act, 1974

Ensuring they comply with legal conditions such as minimum wage, having appropriate insurance, etc.

Topic 2.3:

Learners will understand the rights of the employee and will explore the consequences for employees when these rights are not met, eg;

The right to a contract

Trade union representation

Paternity, maternity, sick payments

Time off for public duties (such as jury service)

Protection from unfair dismissal.

Learning outcome 3. Know the role of the European Union within British business

Topic 3.1: The influence of the European Union 3.2: The conflict between EU and domestic policy 3.3: How laws and rules are made

Topic 3.1:

Learners will understand what influence the European Union has on domestic policy and how the process of law making/democratic relations works.

Topic 3.2:

Learners will understand when EU policy has conflicted with domestic policy eg weights and measures.

Topic 3.3:

Learners will know how laws and rules are made and interpreted, eg:

Looking at the stages in making an Act of Parliament,

Public and Private Members’ Bills,

Primary and delegated legislation,

Effects of new laws on previous interpretation.


Learning outcome 4: Understand how business issues can be resolved

Topic 4.1: Resolving employee/employer disputes 4.2: Resolving business to business contract disputes 4.3: Examples of resolutions

Topic 4.1:

Learners will understand the range of possible solutions for dealing with employer/employee disputes in a formal manner

ACAS

Tribunal

Trade union representation

Settlement

Discussion and formal agreements.

Topic 4.2:

Learners will understand the range of the possible solutions for resolving business to business contract disputes in a formal manner eg:

Citizen’s advice bureau guidance

Mediation

Small claims court

Settlement (court ordered or out of court)

Litigation bureaus

Legal advice/solicitor mediation.

Topic 4.3:

Learners will understand a range of examples (either self found or tutor directed) that show resolutions to disputes, commenting on the effectiveness based on research of legal precedents.

Guidance for delivery This unit is focused on the basics of business law and gives an overview of some key elements, however, delivering tutors should not be discouraged from extending their knowledge beyond the content of this specification – within reason. It would be possible to help students understand the content better allowing them the opportunity to visit organisations and consider examples of Business Law in the reported press. It is also important to understand that Business Law is not only provided to protect customers, but also to protect the individuals who work for that organisation. Delivering tutors should also not overlook the knowledge and expertise that might be contained within their own organisations – such as within their Human Resources department – and the opportunities to engage these with the content would be beneficial to the learners. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant


to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

Introduction to Business Law

Jones, L.

Oxford University Press, 2013

ISBN: 978-0199662876

Employment law: An introduction to HR and business students

Daniels, K.

Published by: Chartered Institute of Personnel and Development, 2012

ISBN: 978-1843983040

Employment law: the essentials

Lewis, D. and Sargeant, M.

Published by: Chartered Institute of Personnel and Development, 2013

ISBN: 978-1843983156

Business Law

MacIntyre, E.

Published by: Pearson, 2014

ISBN: 978-1292004020

Essentials of Business Law

MacIntyre, E.


ISBN: 978-1447923701

Websites

Business Law Review http://www.kluwerlawonline.com/toc.php?pubcode=BULA

ACAS www.acas.org.uk

Citizen’s advice www.citizensadvice.org.uk

Compact Law http://www.compactlaw.co.uk

Trading standards www.tradingstandards.gov.uk

http://www.kluwerlawonline.com/toc.php?pubcode=BULA

http://www.acas.org.uk/

http://www.citizensadvice.org.uk/

http://www.compactlaw.co.uk/

http://www.tradingstandards.gov.uk/


Unit 308 Corporate social responsibility

URN: H/507/6507

Level: 3

GLH: 60


This unit has been designed to allow learners to explore the concept and application of Corporate Social Responsibility (CSR). Learners will be challenged to think about the ethical and unethical techniques which are used in business and how organisations can use CSR to their advantage.

Learners will also be expected to think about what forms genuine CSR activities and which are used for the purposes of PR exercises.

The purpose of this unit is for learners to consider the wider impact that organisations have on both their customers, both current and potential, and the environment they work in, on a local, national and global scale.

Learning outcomes

In this unit, learners will be able to:

1. Understand business practices within corporate social responsibility (CSR)

2. Understand how responsible businesses fulfil their corporate social responsibility

3. Know the impact of internal change on an organisation’s corporate social responsibility

4. Understand the typical communities that businesses support



Learning outcome 1: Understand business practices within the context of corporate social responsibility (CSR)

Topic

1.1 CSR and ethical business

1.2 The importance of CSR and ethical business

1.3 Deterrents of unethical business practice

Topic 1.1:

Learners will understand the context of businesses operating a formulated CSR strategy and those that are operating ethically.

Topic 1.2:

Learners will understand the importance of CSR to businesses and how, due to the digital age, companies can face much more scrutiny than ever before.

Important role CSR can have, eg:

Forming part of the branding of a company

Improving local community

Can attract potential employees with similar values

Environmental issues.

Topic 1.3:

Learners will understand the deterrents of unethical business practice, eg;

Legislation

Reduced market share

Negative press

Intervention by pressure groups

Legal action.

Learning outcome 2: Know how responsible businesses fulfil corporate social responsibility requirements

Topic

2.1 CSR techniques

2.3 Impacts of CSR

Topic 2.1: Learner will know typical CSR techniques, eg:

Charitable donations

Volunteering staff time

Ethical supply chain

Recruitment from non typical groups of people


Open days

Association/ partnerships with local organisations or charities.

Topic 2.2: Learners will know impacts of CSR:

Positive, eg:

o Increased sales

o Growth of market share

o Improved reputation

Negative, eg:

o Associated costs

o Increased focus on non-CSR strategies.

Learning outcome 3: Know the impact of internal change on an organisation’s corporate social responsibility

Topic

3.1 Types of change

3.2 Impact of change

Topic 3.1:

Learners will know the type of changes organisations face:

Types of changes

Proactive o Adopting CSR o Growth of business – new building/more staff o Launching a new product in a new industry

Reactive o Bad reviews o Product recall o Identification of unethical practice

Internal

External Topic 3.2: Learners will understand the impact of change:

Impact of internal change

Positive impact e.g. renewed focus

Negative impact e.g. demotivation.

Impact of external change (PESTLE)

Positive impact e.g. Access to technological advancement

Negative impact e.g. Increased redtape.


Learning outcome 4: Understand the typical communities that businesses support

Topic

4.1 Types of communities.

4.2 Supporting communities through CSR

Topic 4.1: Learners will know types of communities that CSR might support: Types of communities who could be supported, eg:

Young/ elderly people

Disadvantaged people

People with disabilities

People of BME groups

Ex-offenders

Vulnerable people receiving support from charities. Topic 4.2: Learners will understand reasons for supporting communities through CSR, eg:

Public have positive association with the business

Improved reputation

Can have access to untapped resource i.e. people/ recruitment

Interesting local press releases

Helps communities in need

Helps people with challenges supermarkets making charitable donations.


The concepts within this unit are ones that (most) learners will be unfamiliar with and therefore, the delivering tutor will need to ensure that the content of this unit is fully understood by learners throughout and some sections might need to be delivered with less pace.

Where possible, this unit should be delivered using real life examples which would aid the understanding and awareness of learners. Well known examples (which could be currently covered in the national press or a little less recent) should be encouraged to highlight the importance of businesses fulfilling their Corporate Social Responsibility.

Tutors should be careful to ensure that the distinction between Corporate Social Responsibility and businesses operating ethically is clear and learners avoid treating the two concepts as one and the same. This is a common mistake that would lead to misunderstanding of the key concepts.

Where possible, guest speakers can be engaged (if CSR guests are difficult to find, consider marketing professionals who would be aware of the PR benefits of correctly completed CSR) and learners should be encouraged to consider or investigate CSR examples which are local to them and having an impact in their local community.

Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.



Books

Corporate Social Responsibility: A very short introduction

Moon, J.

Published by: Oxford University Press, 2014

ISBN: 978-0199671816

Corporate Social Responsibility: Definition, Core issues and recent developments

Beal, B.


ISBN: 978-1452291567

Key concepts of Corporate Social Responsibility

Benn, S.


ISBN: 978-1847879295

Corporate Social Responsibility: doing the most good for your company and your cause

Kotler, P. and Lee, N.

Published by: John Willey and Sons, 2004

ISBN: 978-0471476110

Websites

The Guardian http://www.theguardian.com/environment/corporatesocialresponsibility Forbes Magazine http://www.forbes.com/sites/devinthorpe/2013/05/18/why-csr-the-benefits-of-corporate-social-responsibility-will-move-you-to-act/

http://www.theguardian.com/environment/corporatesocialresponsibility

http://www.forbes.com/sites/devinthorpe/2013/05/18/why-csr-the-benefits-of-corporate-social-responsibility-will-move-you-to-act/

http://www.forbes.com/sites/devinthorpe/2013/05/18/why-csr-the-benefits-of-corporate-social-responsibility-will-move-you-to-act/


Unit 309 Book-keeping systems

URN: K/507/6508

Level: 3

GLH: 60


Understanding what happens when financial transactions take place is essential in the business environment. The purpose of this unit is for learners to gain an understanding of the accounting process, from the moment a sale/purchase is made to the moment entries need to be posted to the main financial statements. Learners will be expected to identify the accounting process, understanding the relevant documents and methods which are being used in the modern business environment. Learners are then expected to demonstrate how entries are made in the relevant day books and ledger accounts and finally how the process is completed with the production of financial statements.


1. Understand the accounting process

2. Understand how books of prime entry are used within the accounting process

3. Understand how to post transactions from the books of prime entry to the relevant ledger

accounts and check errors using a trial balance

4. Produce financial statements using information.



Learning outcome 1: Understand the accounting process Topic 1.1: Accounting process 1.2: Documents in the accounting process 1.3: Bookkeepers and accountants 1.4: Bookkeeping methods

Topic 1.1:

Learners will know what the accounting process is, from when a transaction takes place to when entries are posted in the financial statements.

Accounting process components, eg:

Source documents

Books of Prime Entry

Ledger Accounts

Trial Balance

Income Statement/statement of financial position.

Topic 1.2:

Learners will understand the use of financial documents that are used in the bookkeeping process.

Financial documents, eg:

Quotation

Purchase Order

Delivery Note

Invoice

Remittance Advice

Statement.

Topic 1.3:

Learners will understand the difference between the duties of a bookkeeper and an accountant.

Accountant duties, eg: o Interpret accounts o Analyse accounts o Reporting accounts o Summarising accounts.

Bookkeeper duties, eg: o Recording financial information o Collecting relevant financial documents o Compiling accounts.


Topic 1.4:

Learners will understand that businesses use various methods when bookkeeping.

Manual Bookkeeping, eg: o Single entry bookkeeping o Double entry bookkeeping.

Computerised book-keeping, eg: o Sage online 50 o AP Solutions o Microsoft Excel.

Learning outcome 2: Understand how books of prime entry are used within the accounting process

Topic 2.1: Sales/returns Day Book 2.2: Purchase/returns Day Book 2.3: Cash Book

Topic 2.1:

Learners will understand how to record a transaction in a sales day book when customers have credit terms agreed with a business. Learners also need to be aware of how to record transactions into a sales returns day book.

Topic 2.2:

Learners will understand how to record a transaction into a purchase day book when a business has agreed credit terms with suppliers. Learners also need to be aware of how to record transactions in a purchases returns day book.

Topic 2.3:

Learners will understand how to post entries into a cashbook. Learners should also be made aware that the cash book is also a ledger account as well as a daybook. Learners should be aware of posting entries when discounts have been allowed or received.

Learning outcome 3: Understand how to post transactions from the books of prime entry to the relevant ledger accounts

Topic 3.1: Sales Ledger 3.2: Purchases Ledger 3.3: General Ledger 3.4: Trial Balance

Topic 3.1:

Learners will understand that all customer transactions which are taking place on credit are posted into the sales ledger. Learners will understand what is posted into the sales ledger using entries from the sales day book. Learners understand the concept of double entry bookkeeping


system and how to debit or credit customer accounts. Learners will understand how to balance individual ledger accounts at the end of the month.

Topic 3.2:

Learners will understand how to manage purchases ledger using entries from the purchase day book. Learners understand the concept of double entry bookkeeping system and how to debit or credit customer accounts. Learners will understand how to balance individual ledger accounts at the end of the month.

Topic 3.3:

Learners will understand how to make entries into the general ledger. Learners will need to balance individual accounts and identify what total will go into the trial balance. Learners will know how to use a double entry bookkeeping system and be how to debit and credit various accounts.

Credit/Debits, eg:

Wages

Rent

Sales Ledger control account

Purchases ledger control account

VAT

Materials

Advertising.

Topic 3.4:

Learners will know which entries from the general ledger are debits and credits and post into a trial balance. Learners will understand how to use the debit and credit columns and ensure that they balance.

Learning outcome 4: Produce financial statements using information

Topic 4.1: Income Statement 4.2: Statement of financial position 4.3: Importance of financial statements

Topic 4.1:

Learners will understand how to produce an income statement using information and understand the current situation of a business.

Range of indicators, eg:

Cost of sales

Gross Profit

Profit for the year.

Topic 4.2:

Learners will understand how to produce a statement of financial position and be able to compare the position of a business by using previous years’ figures.

Figures for comparison, eg:


Working capital

Total assets

Total Liabilities

Net assets

Closing Capital.

Topic 4.3:

Learners will understand the importance of financial statements.

Reasons for financial statements, eg:

Analyse previous and current performance

To establish current position of a business

To plan for the future

To set budgets for the future

To grow and develop.

Guidance for delivery The main focus of this unit is to ensure that learners have the skills and knowledge to be able to work with financial statements and basic bookkeeping functions. The content of this unit has specifically been designed to be theoretical in structure, however, delivering tutors should be encouraged to ensure the content is delivered as practically as possible. It would be possible to help students understand the content better by bringing in industry/financial experts from local accountancy firms or the institutions own finance departments – if this support is available during the research elements of this unit then learners are likely to find this beneficial to their understanding. It would also be helpful if learners are provided with live financial information from either a local business or the institute itself for which they can demonstrate their understanding of the bookkeeping system. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.



Gowthorpe, C.

Published by: Cengage Learning, 2011

ISBN: 978-1408018378



Published by: Financial Times, 2009

ISBN: 978-0273716754





ISBN: 978-0077157500




ISBN: 978-0077139131


PQ Magazine


Websites










Unit 310 Developing and managing a business project

URN: M/507/6509

Level: 3

GLH: 60


The purpose of this unit is to introduce learners to the processes and techniques required to successfully plan, develop and implement a Business Project. The scope of this unit is purposefully broad in focus to enable learners to develop skills and knowledge to cover a wide range of project or event management. It is anticipated that the learners will first be taught the knowledge around planning a project or event, before looking to apply these in a practical scenario. The developing of the idea is expected to be completed by learners in small groups (tutor support might be needed in order to ensure that the project/event ideas are viable within the timescale required and the resources available). Finally, learners will be expected to carry out the project or event and evaluate the effectiveness off their venture. Particular attention should be given to the areas for improvement and how these could be overcome if the project or event was to be attempted again.


1. Understand outcome planning in project management scenarios

2. Understand how to plan a business task related project

3. Understand how to run a project or event with a business focus

4. Know how to review performance



Learning outcome 1: Understand outcome planning in project management scenarios

Topic 1.1: Key components of SMART objectives 1.2: Benefits of measurable outcomes

Topic 1.1:

Learners will know the different key components of SMART objectives, as well as the significance of each

Specific/ sensible

Measurable

Achievable

Realistic

Timed.

Topic 1.2:

Learners will understand the benefits of working towards clearly measurable outcomes, eg:

Easy to see progress towards

Increases motivation of the team

Helps reduce problems

Creates stronger, more focused teams

Allows objective to be easily managed

Allows for milestone achievements to be identified and achieved.

Learning outcome 2: Understand how to plan a business task related project

Topic 2.1: Stages of planning a project 2.2: Importance of effective planning

Topic 2.1:

Learners will know the stages of planning a project, eg:

Idea generation

Objective planning

Allocation of tasks and timescales

Monitoring performance

Project launch

Evaluation.

Topic 2.2:

Learners will understand the importance of effective planning, eg:

Clearer planned objectives

More efficient when working towards deadlines


Clearly defined roles and lines of accountability

Better quality outcomes

Reduces the risk of failure

Easier to monitor progress.

Learning outcome 3: Understand how to run a project or event with a business focus Topic 3.1 Planning of a project or event 3.2 Development of a project or event 3.3 Implementation of a project or event

Topic 3.1, 3.2, 3.3:

Learners will understand stages involved in the planning, development and implementation of a project or event.

Learning outcome 4: Know how to review performance Topic 4.1: Own performance 4.2: Team performance 4.3: Review key performance features

Topic 4.1:

Learners will understand how to review their own performance identifying areas of strength, as well as areas for improvement. They will understand the importance of justifying the areas of improvement and what they would do differently in future to improve their performance.

Topic 4.2:

Learners will understand how to review their team’s performance identifying areas of strength, as well as areas for improvement. They will understand the importance of justifying the areas of improvement and what the team would do differently in future to improve their performance.

Topic 4.3:

Learners will understand how to review the key features of their performance, eg:

Ability to work to deadlines

Communication throughout the project

Success against the planned objectives

Success in terms of budget

Overall quality of performance.

Guidance for delivery Whilst the content of this unit is primarily designed to give learners the background knowledge needed to understand the theory behind developing and managing a business project, there are several opportunities which should naturally occur where learners would be able to attempt some tutor developed practical tasks which would allow them to put the theory delivery into practice.


Where possible, tutors should attempt to link the practical delivery to possible research opportunities. Links could be formed with local organisations to discuss the planning and measurement of outcome objective for projects (organisations such as conference facilities, hotels, sports clubs, arenas or similar would be ideal). When carrying out their practical project, students should be encouraged to work independently wherever possible and they should be encouraged when completing their evaluations to think about both their individual contribution as well as what the team could do better next time. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

The Business Idea Factory: A world-class system for creating successful business ideas

Sedniev, A.

Published by: CreateSpace Independent Publishing Platform, 2013

ISBN: 978-1493682201

The $100 startup: Fire your boss, do what you love and work better to live more

Guillebeau, C.

Published by: Pan, 2015

ISBN: 978-1447286318

Event Management

Bowdin, G et al

Published by: Routledge, 2010

ISBN: 978-1856178181

The Business Book (Big ideas)

Atkinson, S.

Published by: DK, 2014

ISBN: 978-1409341260

Websites

The Guardian

http://www.theguardian.com/small-business-network/2014/feb/26/homebased-event-planning-business

Event management company with case studies of large events www.evolutionevent.com

Association of event organisers www.aeo.org.uk



http://www.evolutionevent.com/

http://www.aeo.org.uk/


Unit 311 Business finance

URN: H/507/6510

Level: 3

GLH: 60


Understanding finance and accounting is essential in the modern business environment. The aim of this unit is for learners to gain an understanding of basic accountancy terms and functions, as well as understanding wider financial constraints and conditions. At first students will be expected to explore the wider accountancy in business environment and then further explore taxation, finance options, basic accountancy functions and then look at budgets and ratios.


1. Understand finance in a business context

2. Understand taxation in business

3. Understand how a business can finance its activities

4. Planning for finance



Learning outcome 1: Understand finance in a business context Topic 1.1: Importance of accurate financial records 1.2: Creators of financial records 1.3: Users of financial records 1.4: Financial regulations

Topic 1.1:

Learners will understand why keeping accurate financial records are important, eg:

Helps keep track of finances (money in and money out)

Makes it easier to get sources of external finance

Reduces the cost and time of accountant

Helps budget for tax liabilities

Allows the company to comply with their legal requirements.

Topic 1.2:

Learners will understand how different roles/ people input into the creation of financial records, eg:

Certified accountant

Chartered accountant

Bookkeepers

Finance departments

Sales Team

Purchasing Team.

Topic 1.3:

Learners will understand that there are different users of financial records both inside and outside of the organisation. They will also understand why the different users require information from the financial records, eg:

Internal to the organisation, eg:

Employees –management, sales teams, HR, etc.

Organisation owner(s)

Trustees, Governors, Board of Directors.

External to the organisation, eg:

Shareholders

Lenders

Suppliers

Local/ national government HMRC

Local community.

Topic 1.4:


Learners will understand the financial regulations that affect the different types of organisations, eg:

Tax – corporation, VAT, window dressing

Money laundering

Submitting final accounts to Companies House

Fraud prevention.

Learning outcome 2: Understand taxation in business

Topic 2.1: Taxation types 2.2: Taxation rates 2.3: Basic taxation calculations

Topic 2.1:

Learners will understand a range of different taxation and contributions, including, eg:

Corporate tax

VAT

National Insurance

Pensions.

Topic 2.2:

Learners will understand the different taxation and contribution rates that apply to different business and the relevant thresholds, eg:

Corporate tax rate

VAT rate

National Insurance rate

Pensions.

Topic 2.3:

Learners will know how to accurately calculate the liability on a simple set of accounts.

Learning outcome 3: Understand how a business can finance its activities

Topic 3.1: Sources of capital finance 3.2: Finance options

Topic 3.1:

Learners will know a range of different sources of finance, eg:

Short term

Overdraft facility

Trade credits

Factoring.


Long term

Owner investment

Investment from friends/families

Venture capital investment

Loans

Debentures

Mortgage

Hire purchase/leasing

Grants

Crowd funding.

Topic 3.2:

Learners will understand the different finance options available to an organisation and know how to make suitable recommendations.

Learning outcome 4: Planning for finance

Topic 4.1: Cash flow forecast 4.2: Budgets 4.3: Break-even analysis 4.4: Ratio analysis

Topics 4.1, 4.2, 4.3:

Learners will understand the purpose and need of cash flow forecasts, budgets and break-even analysis for a business.

Topic 4.1:

Learners will know how to produce a cash flow forecast and how to make appropriate decisions based on the data contained, eg:

Structure

Timescales

Credit periods

Receipts in

Payments out

Opening and closing cash balances.

Topic 4.2:

Learners will know how to produce simple budgets, eg:

Revenue budget

Expenses budget.

Topic 4.3:

Learners will know how to calculate the break-even point (both formulae and graphical representation) from a set of basic production accounts and identify some key information, eg:

The total revenue

The total expenditure (to include both fixed and variable costs)

The profit per unit


The total number of unit sales needed to break even

Contribution per unit.

Topic 4.4:

Learners will understand different simple ratio analysis tools and why they are used by businesses, eg:

Working capital ratio

Earnings per share

Debt-equity ratio

Current ratio

Acid test/liquidity ratio

Return on capital employed.

Guidance for delivery Whilst the content of this unit is designed to ensure that learners have an overview of accountancy functions and processes the content of this unit is encouraged to be delivered with a practical focus and, where possible, delivering tutors are encouraged to allow/enable learners to complete practical activities (which would include a range of financial documents and processes). To help learners fully understand financial processes, delivering tutors should attempt to offer the opportunity to access and use a range of financial documentation including worked examples. It would be possible to help students understand the content better by bringing in industry/financial experts from local accountancy firms or the institutions own finance departments – if this support is available during the research elements of this unit then learners are likely to find this beneficial to their understanding. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.



Gowthorpe, C.

Published by: Cengage Learning, 2011

ISBN: 978-1408018378



Published by: Financial Times, 2009

ISBN: 978-0273716754




ISBN: 978-0077157500





ISBN: 978-0077139131


PQ Magazine


Websites










Unit 312 Financial services regulations and ethics

URN: K/507/6511

Level: 3

GLH: 60

What is this unit about? The purpose of this unit is to raise awareness of ethical issues and their impact on businesses. Business ethics can be big business and learners will need to explore the true reason for ethical behaviour by businesses. Within business ethics, there are many stakeholders and the ethical behaviour of businesses of any size can have both positive and negative effects for their local community or the planet as a whole. The implications of globalisation have also developed new areas of business ethics that are causing critical impacts, requiring a global solution. Ethics are personal decisions made by global businesses, small enterprises or customers. The decision to use certain suppliers, buy produce from certain countries or to buy coffee from non-tax paying companies is down to an individual, and therefore there is one no right answer.

Learning outcomes

In this unit, learners will be able to

1. Understand the purpose of the financial services regulations 2. Know key legislation in financial services 3. Understand the importance of ethics in financial services



Learning outcome 1: Understand the purpose of the financial services regulations Topic 1.1 Purpose of financial services regulations 1.2 Impact of regulation on financial services

Topic 1.1:

Learners will understand the purpose of regulation within the financial services market. The importance of regulation in the modern business world cannot be understated.

Learners will understand that the purposes of regulation are varied, eg:

To preserve confidence in the UK financial system

To protect consumers from incompetence, fraud or mis-selling

To ensure appropriate changes are made following any collapse, crisis or criminal activity.

Topic 1.2:

Learners will understand the potential implications of poor regulatory control on business and the wider economy, eg:

Highly regulated o Confidence of consumers in the finance sector o Reduction in lending through tighter controls o Increased banking costs o Less globally competitive.

Weak regulations o Risk of unethical behaviour by individuals or organisations o Weak lending rules may lead to inappropriate lending causing individuals to

struggle with repayments.

Learning outcome 2: Know key legislation and regulations in financial services Topic 2.1 Key legislation 2.2 Key regulations

Topic 2.1:

Learners will understand the key pieces of legislation that controls the financial services industry, eg:

Building Societies Act 1986 amended in 1997

Banking Act 1987

Consumer Credit Act 1974

Consumer Protection Act 1987.

Topic 2.2:

Learners will understand the key regulatory bodies and their purpose, eg:


Financial Services Authority

Mortgage Code Compliance Board

General Insurance Standards Council Bank of England.

Learning outcome 3: Understand the importance of ethics in financial services Topic 3.1 Duty of care 3.2 Social responsibility

Topic 3.1/3.2:

Learners will understand why ethical behaviour is important within the financial services sector.

Learners will understand the duty of care that financial services organisations have towards their customers, eg:

Accurate and honest description of products

Ethical issues of financial sectors e.g. dealing with different sectors such as arms dealers, companies with a poor history of environmental protection or staff welfare etc

Independence and validity of advice when given

The importance of what is best for the consumer not being outweighed by what is best for the organisation e.g. ethical and fair lending practices.

Guidance for delivery This unit has a large theoretical context to it and is designed to form the underpinning knowledge around financial ethics. Delivering tutors should be encouraged to link the content within this unit to that of other units and look to develop a holistic approach to the overall delivery. There will be, through the content of other units, the opportunity to link the theory to practical tasks. It would be recommended that this unit could be delivered over the full academic year in order to allow learners the time to develop in their awareness of global issues and a wider business perspective. The unit can be delivered through engaging learners in probing discussions, debates and wider research in to how a business decides to act and its effects on different stakeholders. These effects can be small, such as increased traffic noise, through to catastrophic environmental disasters. Learners need to be able to evaluate and support their own judgements with confidence. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.



Books

Ethics in Finance (Foundations of Business Ethics)

Boatright, J.


ISBN: 978-1118615829

Ethics and Finance: An Introduction

Hendry, J.

Published by: Cambridge University Press, 2013

ISBN: 978-1107612488

Ethics in Investment Banking

Reynolds, J. and Newell, E.

Published by: Palgrave Pivot, 2011

ISBN: 978-0230285082

Journals:

The Journal of Ethics in Finance

The Journal of Ethics, Economics and Finance


Unit 313 Internet sales and marketing

URN: M/507/6512

Level: 3

GLH: 60

What is this unit about? The aim of this unit is to ensure that learners have an understanding of how businesses have had to evolve in the Internet age and the wider impact this has had on society. Learners will have some knowledge of the technologies involved in internet sales and marketing, understand the impact on organisations and society, and the importance of planning e-commerce strategies.

One of the most important developments in business has been the increasing use of the internet in sales and marketing. This has seen market places revolutionised and opened up opportunities never before possible. Learners will explore the impact this has had on business.


1. Understand how the Internet has changed sales and marketing.

2. Understand the impact of Internet sales and marketing on society.

3. Understand how organisations have adapted to the introduction and growth of the Internet.

4. Plan for e-commerce growth within organisations.


Learning outcome 1: Understand how the Internet has changed sales and marketing

Topic

1.1 Internet sales

1.2 Internet marketing

Topic 1.1

Learners will understand how the internet has changed the way in which businesses operate in relation to sales; eg:

Remote working

Change in sales representative job roles

The impact of search engine results

o Changes in costs


o Impact on reputation o Impact on sales

Increasing knowledge of the consumer

The importance of reputation management

The impact of website design and content

The move to mobile

The importance of social media.

Topic 1.2

Learners will know how the Internet has changed the world of marketing and the impact these changes have had on business.

Learners will understand how marketing techniques have adapted to the changing technological landscape driven by the internet; including;

email

mobile technology

social media.

Learners will understand how customer data is used to influence business marketing decisions

Learning outcome 2: Understand the impact of Internet sales and marketing on society

Topic

2.1 Social implications

2.2 Legal and ethical considerations

Topic 2.1 Learners will understand the impact that internet business has had on society and how this has influenced changes in the business world: Social implications, eg:

Changing customer perspective

Providing added value

Ease of price comparison/ price matching

Providing service

Ease and security

Economic and social impact o Speed of change o Impact upon suppliers margins o Impact on high street retailers o Bricks and clicks (integrating high street and online presence) o Benefits for customers

Anytime/ anywhere access Internet schemes – eg discount codes

Impact on employment

The impact of social media o Personal o Business.


Changes to existing businesses, eg

Growth of e-tailers

Increased competition

Impact of voucher schemes

Loss of traditional “high street” stores. Topic 2.2 Learners will know the legislation and ethical considerations that apply to businesses with an online presence and their impact on consumers. Legal considerations, eg:

Data Protection Act 1998

Copyright

EU cookie Law

Consumer protection

Computer Misuse Act 1990

Consumer Credit Act 1974

Trading Standards

Freedom of Information Act 2000

Distance Selling Regulations 2000

Sales of Goods Act 1969

Terms and conditions. Ethical considerations, eg:

Taxation and where to pay it o Amazon o Google o Facebook o eBay

Accuracy of information

Honouring pricing

Direct Sales Associations Code of Ethics

Fair Trade.

Learning outcome 3: Understand how organisations have adapted to the introduction and growth of the Internet

Topic

3.1 Changes in service

3.2 Changes to business location

3.3 Globalisation

Topic 3.1 Learners will understand the changes to customer service as a result of the internet and changes to society. Changes in service

Live chat

Price match


Voucher schemes

Click and collect

Delivery o Free o Next day o Same day

Return policy

Use of social media

Customer services eg Call centres, out sourcing

Specialised Apps

Diversification of business operations

Expansion to world wide markets. Topic 3.2 Learners will understand the influence of the internet on business locations

movement to Industrial, retail and business parks o Ease of access o Decline of town centres o Parking

Warehouse based organisations o Amazon o Ebuyer o Move to Online supermarket shopping.

Learners will understand the impact this can have on an organisation, customers and the community. Topic 3.3 Learners will understand the role the internet has played in globalisation

Communications technology o Computerisation and automation o Modern payment methods

Outsourcing services o Delivery o IT support o Customer services.

Learners will understand the impact on business practices as a result of globalisation eg

Wider variety of products to choose from

More competitive prices

Easier to compare products from different suppliers

More efficient production

Source materials at competitive prices.

Access to wider markets

Businesses and investors get much wider opportunities for investment.

Increased opportunities for innovation and enterprise.


Learning outcome 4: Plan for e-commerce growth within organisations Topic 4.1 e-commerce strategy

4.2 e-commerce costs

4.3 Promotion of e-commerce websites

4.4 Planning e-commerce strategies

Topic 4.1

Learners should understand the common elements of a business e-commerce strategy and the impact they can have on businesses:

Common Elements of Ecommerce Strategy, eg:

User-based strategy for aesthetics and purchase paths Selecting an appropriate URL Platform selection Market-appropriate mobile functionality, eg:

o Android o ios o Windows

Security and compliance measures as dictated by the industry, eg: o Fraud protection o Hackers o Virus protection

Peak traffic awareness, eg: o Load testing o Performance benchmarking

Cost analysis Predicted growth.

Learners will understand the consequences of not having an effective e-commerce strategy.

Confusing layouts that result in increased bounce rates

Security issues causing lost trust and bad customer relations

Lack of compliance, resulting in big fines or an inability to take payments

Poor resource planning which might lead to outages that disable sales

Cultural mis-interpretation.

Topic 4.2

Learners will understand the costs associated with e-commerce websites and the impact this can have on the business.

Costs, eg:

Initial Setup

Ongoing maintenance

Security issues

Hosting o Choice of ISP o In-house

Advertising


Staff training.

Topic 4.3 Learners will understand the various strategies used by businesses to market e-commerce websites. Strategies, eg:

Advertising the site o online advertising o offline advertising

Search engine optimisation

Use of Blogs

Use of social media. Topic 4.4 Learners will understand how to produce e-commerce strategies for different types of organisations using the elements covered in outcome 4.1.


This unit will be best delivered through a combination of tutor set scenarios based on up to date examples and class lecturers. Industry expert guest speakers can also be used where available in order to further bring the real world into the classroom.

Learners will need access to the Internet for much of the unit and should be encouraged to carry out independent research on many of the topics. In addition learners will require access to social media websites and be able to research how businesses use these in the 21st century. Class discussions both in the centre and through online forums should also be encouraged

Learners should understand that e-commerce refers to the interactions a customer has with a

business via its website, mobile or other digital experiences. The more a customer enjoys shopping

on a website, the more likely they are to return and refer their friends and family.

A successful e-commerce website should impact on the focus of the business, the technologies

used and the security measures implemented to enable the business to best build trust, loyalty, and

referrals.

Although the path individual businesses take to build an ideal customer experience will be unique to

their industry, brand and goals some commonality will exist,



Books


Digital Business and e-Commerce Management

Chaffey, D.


ISBN: 978-0273786547

E-commerce get it right! Essential step-by-step guide for selling and marketing products online.

Daniel, I.

Published by: NeuroDigital, 2011

ISBN: 978-0956526205

Entrepreneur: How to start an Online business

Tobin, L.

Published by: Capstone, 2012

ISBN: 978-0857082886

Digital Marketing: strategy, implementation and practice

Chaffey, D. and Ellis-Chadwick, F.


ISBN: 978-0273746102

Websites

www.marketingteacher.com

www.bized.ac.uk


Unit 314 Visual merchandising in retail

URN: T/507/6513

Level: 3

GLH: 60


Visual merchandising is the way that organisations dress up their retail space to ensure that people are interested in the products and services that they have to offer. Companies spend a great deal of time and money working out how this best works and the psychology behind it.

Visual merchandising at its complete development also includes the way supermarkets position products, the way fast food restaurants display photos and the way shops place clothing (including window displays).

The purpose of this unit is for learners to understand how visual merchandising is used to engaged people in buying products and/or services and how organisation make the best of their selling space.


1. Recognise visual merchandising in retail outlets

2. Understand how to best utilise merchandising space within a retail environment

3. Understand the psychology used to design and structure visual merchandising displays


Scope of content

This section gives details of the scope of content to be covered in the teaching of the unit to ensure that all the learning outcomes can be achieved.

Learning outcome 1: Recognise visual merchandising in retail outlets Topic 1.1: Changing nature of retail outlets 1.2: Types of retailers

Topic 1.1:

Learners will understand the changing nature of retail outlets and how the visual merchandising has changed over time.

Topic 1.2

Learners will know the range of retailers that might invest in the concept of visual merchandising, eg:

Department stores o Factory outlet

Supermarkets

Indoor and outdoor markets

Charity shops

Mobile phone stores

Newsagents

Greengrocers

Online stores

Mobile apps.

Learners will also understand the most effective type of visual activity for the different retail outlets.

Learning outcome 2: Understand how to best utilise merchandising space within a retail environment

Topic 2.1: Use of floor space 2.2: Visual displays 2.3: Point of sales

Topic 2.1:

Learners will understand how businesses use their floor space to help promote their products and services, eg:

Customer flow eg IKEA directing the way the customer walks

Layout eg Sports Direct and JD Sports

Multiple levels eg how your eye travels.

Topic 2.2:

Learners will understand the impact that visual displays have on the journey of a customer, eg:


Shelf layout e.g. in supermarkets, in retail outlets)

Window displays

Demonstrations

Complementary placing

Positioning of departments within stores

Use of aisle ends

Eye level placing

Point of sale displays

Concierge

Reception services (eg currency exchange, direction advice).

Learners will understand how to plan and create innovative visual displays that are fit for purpose

Topic 2.3:

Learners will know the range of activities that retailers might engage in that would have an impact at the point of sale, eg:

Self service tills

Fast lanes

Basket only

Till location

Click and collect.

Learning outcome 3: Understand the psychology used to design and structure visual merchandising displays Topic 3.1: Tangible influences 3.2: Intangible influences

Topic 3.1:

Learners will understand how some influences are tangible and therefore, their effectiveness can be clearly seen and evidenced eg:

Use of signage

Use of brand/packaging

Visual window displays

Using price to attract (premium brand, cost).

Topic 3.2:

Learners will understand the intangible influence on a customer and how these would encourage engagement with purchases, eg:

Use of colour

Impact on senses - smell, sight, touch, taste, hearing)

Visible and accessible products such as fruit and veg, sports equipment, tents

Demonstrations

Atmospheres created.


Guidance for delivery This unit is designed to explore a range of visual merchandising techniques and theories – however, tutors are encouraged to avoid the default delivery method of focusing on the theory without practical application.

Throughout this unit there would be the opportunity to encourage learners to think about the link between theory and practice – especially in learning outcome four where enabling learners to develop their examples of innovative displays. Learners would be able to plan in storyboard style showing a visual display before creating the display. Learners would be encouraged to be innovative in their design.

It would be best practice to allow learners (either supervised or in their own time) to visit areas where visual merchandising is well used – places such as supermarkets, shopping centres and sole traders. Learners should be encouraged to consider comparisons between different examples. Employer engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

Visual merchandising: Window and in-store displays for retail

Morgan, T.

Published by: Laurence King, 2011

ISBN: 978-1856697637

Why we buy: The Science of Shopping

Underhill, P.

Published by: Simon & Schuster, 2008

ISBN: 978-1416595243

Brandwashed: Tricks companies use to manipulate our minds and persuade us to buy

Lindstrom, M.


ISBN: 978-0749465049

Priceless: The hidden psychology of value

Poundstone, W.

Published by: Oneworld Publications, 2011

ISBN: 978-1851688296

Websites

Visual store http://www.visualstore.com

AUSVM http://www.ausvm.com.au/whatisvisualmerchandising.html

http://www.visualstore.com/

http://www.ausvm.com.au/whatisvisualmerchandising.html


Unit 315 Relationship marketing

URN: A/507/6514

Level: 3

GLH: 60


This unit has been designed to allow learners to explore how relationships between customers and businesses are developed and maintained.

Learners will look at the range of relationship marketing techniques that are used, how relationships are developed and the benefits of relationship marketing for both the business and the customer.

Beyond the basics of relationship marketing there would also be an insight into the ethical practices of market research and how this could be used to develop relationships with customers which are built on trust and transparency.

Finally, learners will explore the importance of customer relationship management systems and how these are used to maintain the dialogue between business and customer.


1. Understand how relationship marketing can be developed and applied 2. Know the different ways of attracting and retaining customers 3. Ethical market research 4. Understand the role of customer relationship management systems.



Learning outcome 1: Understand how relationship marketing can be developed and applied

Topic 1.1 Relationship marketing 1.2 Development of relationship marketing 1.3 Benefits of relationship marketing

Topic 1.1:

Learners will understand what relationship marketing is and the importance of customer service and quality within a good relationship marketing strategy

retain customers, satisfy customers.

Topic 1.2:

Learners will understand how relationship marketing is developed through different techniques, eg:

Effective links to the organisations strategy and mission

Direct marketing

Use of social media to support relationships

Brand building

Use of databases.

Topic 1.3:

Learners will understand why an organisation uses relationship marketing and explain the benefits in doing so.

Why relationship marketing is used, eg:

Difficulty of attracting new customers

Cost of losing customers

Value of maintaining customers over their lifetime

Increased competition.

Benefits, eg:

Increased customer retention

Brand image

Increased market data

Better communications with customers

Unique selling point – setting apart from competitors.

Learning outcome 2: Know the different ways of attracting and retaining customers

Topic 2.1 Attracting customers 2.2 Retaining customers


Topic 2.1:

Learners will understand how businesses can attract customers. They will understand that customer service is key to this process and the different policies a good customer service function should have, eg:

Key focus on the customer in the organisations mission

The standards that all customers should expect

What a customer can expect when things go wrong

After sales care

Highly effect customer service staff and training to support them.

Learners will understand how a business targets specific markets and any strategies used for customer segmentation.

Topic 2.2:

Learners will know methods of retention used by business, to maintain customers;

Methods, eg:

Loyalty schemes

Membership schemes

Offers linked to purchases already made

Access to competitions

Gifts or offers

Social media and its ability to make the relationship between the customer and the organisation direct and personal.

Electronic Point of Sale (EPOS) systems.

Learning outcome 3: Ethical market research Topic 3.1 Ethical research 3.2 Sugging and frugging 3.3 Impacts of unethical research

Topic 3.1:

Learners will understand the importance of operating ethically when completing research, eg:

Following sector guidelines about research

Ensuring research is completed without bias

Being clear with participants what the research is for

Being clear with participants what is going to be done with data gathered

Ensuring all participants do so on a voluntary basis.

Topic 3.2:

Learners will understand what is meant be sugging and frugging in terms of market research.

Topic 3.3:

Learners will understand the impacts of unethical research activities and those who are affected by such actions.


Impacts, eg:

People lose trust with market research organisations

People give over information that is personal to them and can be sold on

People could lose money.

Affected groups, eg:

Elderly

Young

Charities.

Learning outcome 4: Understand the role of customer relationship management systems

Topic 4.1 Customer relationship management systems (CRM) 4.2 Use of CRM

Topic 4.1:

Learners will know what a customer relationship management system is and its main purpose. Learners will know the different uses of a CRM system, eg:

Managing direct and indirect contact

Analysis of customer data

Triggering sales

Promotional activities

Identifying new business through comparison with non-customer databases.

Topic 4.2:

Learners will understand the use of customer relationship management systems within organisations based on:

Systems for sales people (eg: sales force automation and opportunity management)

Systems for marketing (eg: marketing automation and campaign management)

Systems for customer service (eg: email or voice logging and helpdesks)

Use of social media to support CRM.

Guidance for delivery This unit has been designed to give learners an overview of the way relationships between companies and customers are first developed and later managed to ensure they remain strong relationships. The delivering tutor is encouraged to be creative in the way the content of this unit is delivered. There may be opportunities for the process of Relationship Management to be explored in detail, linking the activities to practical tasks where possible. Wherever possible, guest speakers, industry links and practical delivery should be favoured opposed to textbook based delivery. The use of Customer Relationship Management Systems should be fully explained and embedded in the delivery – and tutors should not overlook the expertise (and working examples) available within their institutions.




Relationship Marketing: Exploring Relational Strategies in Marketing (Fourth Edition)

Egan, J.

Published by: Prentice Hall 2011

ISBN: 978-0273737780

Principles and Practice of Marketing

Jobber, D. and Ellis-Chadwick, F.


ISBN: 978-0077140007

Marketing Communication: Brands, Experiences and Participation

Fill, C.


ISBN: 978-0273770541

The New Relationship Marketing: How to Build a Large, Loyal, Profitable Network Using the Social Web

Smith, M.

Published by: John Wiley & Sons Inc, 2011

ISBN: 978-1118063064

Journals

Journal of Digital and Social Media Marketing

Websites

Business Relationship Management Institute www.brminstitute.org


Unit 316 Introduction to website design

URN: F/507/6515

Level: 3

GLH: 60


The purpose of this unit is for learners to understand and apply the fundamentals of website design for a business website.

The unit begins by exploring the different types and functions of websites available today before carrying out an analysis of e-commerce websites and how customers interact with them.

Learners will explore the designing and creation of an e-commerce solution for a small to medium organisation. On completion of this unit learners will have an understanding and appreciation of e-commerce technologies, and how they support the infrastructure of e-commerce activities and trading.


1. Understand the structure and content of websites

2. Website Design Techniques

3. Demonstrate website Designs

4. Evaluate the success of websites



Learning Outcome 1: Understand the Structure and Content of websites

Topic

1.1 Functions and types of websites

1.2 Considerations for an e-commerce website

1.3 Customer interactions with an e-commerce website

Topic 1.1:

Learners will understand the different types of websites available and their purpose. Learners will explore the design, layout and functionality of different types of websites.

Website types, eg:

E-commerce

Information only websites

Social media

Government websites.

Learners will have an understanding of the functions, eg:

Goods and services offered

Product information

Payment types

How information is captured

Usability

Accessibility.

Topic 1.2:

Learners will understand e-commerce websites and the considerations of having an e-commerce site both from a retailer and consumer perspective.

Considerations, eg:

Advantages and disadvantages of e-commerce

Set up and running costs

Merchant accounts

Payment gateways

Customer expectation

Scalability

Legal and ethical issues.

Topic 1.3:

Learners will understand the customer interactions with an e-commerce website, issues that may arise and the impact these may have on a business.

Customer interactions, eg:


Conduct secure transactions

How to distribute goods

Customer relations

Stock issues

Pricing

o Discounts

o Offers

Customer profiles

Refunds.

Learning Outcome 2: Website Design Techniques

Topic

2.1 Search engines keywords 2.2 Keywords to inform web design 2.3 E-commerce websites design

Topic 2.1:

Learners will understand the importance of search engine optimisation and the pivotal role it plays in informing website design. Learners will know the fundamentals of keyword identification and understand how this process can benefit businesses, eg:

Why keywords are important

How keywords are used by search engines

o Relevance versus ranking

Keywords analytic tools.

Topic 2.2:

Learners will know how to define keywords and content for a website, eg:

How to define keywords

The relevance of keywords

How to use keywords analytic tools

How to break keywords into pages.

Topic 2.3:

Learners will understand how a range of website design tools and concepts are used to create graphical representations of websites, eg:

Storyboards

Mood boards

Templates

Colour schemes

Themes

Site map/structure

Online store front.


Learning Outcome 3: Demonstrate website designs Topic 3.1 Configure a Content Management System (CMS)

3.2 Use Back end 3.3 Manage the online store

Topic 3.1:

Learners will know what a Content Management System (CMS) is and the options available (eg Joomla, wordpress, drupal).

Learners will understand how to implement designs and how to install and configure a Content Management System.

Installing and configuring CMS:

Creating

Installing a CMS

Linking to a database

Configuring a CMS.

Topic 3.2:

Learners will know how to use a CMS Back end to perform key tasks. Learners will know how to install and configure a third party shopping cart plugin.

Back end tasks, eg:

creating pages

editing content – both text and media based

installing and configuring plugins (shopping cart)

adding keywords for Search Engine Optimisation (SEO).

Topic 3.3:

Learners will understand key operations and processes involved in managing an online store, eg:

Managing products

Managing orders / sales o Fulfilment o Out of stock issues o Refunds o Early orders o Discounts

Payment options o Types of payment o Localisation o Delivery o Tax

Analyse sales reports

Streamline stock control.


Learning Outcome 4: Evaluate the success of websites

Topic

4.1 Testing websites

4.2 Reflect on website performance

Topic 4.1:

Learners will understand that after a website is created it is important a thorough testing process is undertaken.

Learners will know the theory and practice behind successful website testing and they will understand the creation and implementation of a testing plan for the created website and will record findings.

Tests, eg:

Links and navigation

Content

Expected outcomes

Fit for purpose

Shopping cart functionality

Payment functionalities

Accessibility across a range of devices

Security.

Topic 4.2:

Learners will know that after testing it is important to evaluate both their own performance as well as the website performance, eg:

Website performance:

The choice of CMS

Keywords chosen

What could have been done differently

Finished products o Design o Functionality o Usability.

Own performance

Quality of design

Planning

Applying theory

Use technical skills.


Learners must have access to facilities that give them the opportunity to fully evidence all of the criteria. If this cannot be guaranteed then centres should not attempt to deliver this unit.


For learning outcome 1, learners need to show an understanding of the structure and content of a range of websites. This would best be delivered by using examples of websites as case studies.

For learning outcomes 2, 3 and 4, it would be encouraged for learners to design, create and then test their own e-commerce website.

Delivering tutors are encouraged to use one of the many Content Management Systems and shopping cart plugins that are freely available to achieve this.

Particular attention should be paid to Google keywords and how developers ensure that content is formed. This process ensures that search engine optimisation is an integral part of the website development process and not an afterthought. The importance of ensuring websites are W3C compliant should also be covered and there are a number of online resources available to test this.

Learners are not required to produce an e-commerce solution that takes actual payment. A simulated site that replicates this is sufficient. Finally learners need to devise and carry out a test plan to ensure website functions as planned.

Employer Engagement Feed back from a range of employers has been used to help shape this unit. Delivering tutors will be expected to engage their own, local employers to help make the content of the units more relevant to people reflecting on their own region. Further opportunities to involve local employers as guest speakers should not be overlooked.


Books

Web Design with HTML, CSS, JavaScript and jQuery Set

Duckett, J.


ISBN: 978-1118907443

Learning Web Design: A Beginner’s Guide to HTML, CSS, JavaScript and Web Graphics

Robbins, JN.

Published by: O’Reilly Media, 2012

ISBN: 978-1449319274

Web design in easy steps

McManus, S.

Published by: In Easy Steps, 2014

ISBN: 978-1840786256

Website Design Guide for Private and Business Users: Introductory Concepts and Techniques Demystified for Beginners

Stephens, B.

Published by: CreateSpace Independent Publishing, 2013

ISBN: 978-1492104155

The web designer’s idea book, volume 3: Inspiration from today’s best web design trends, themes and styles


McNeil, P.

Published by: How Design Books, 2013

ISBN: 978-144032966


International Journal of Web Engineering and Technology

Web Designer magazine

International Journal of Design

Websites Joomla http://www.joomla.org/ Wordpress https://wordpress.org/ Build your website www.build-your-website.co.uk/

http://www.joomla.org/

https://wordpress.org/

http://www.build-your-website.co.uk/


Appendix 1 Sources of general information

The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on www.cityandguilds.com.

City & Guilds Centre Manual This document provides guidance for organisations wishing to become City & Guilds approved centres, as well as information for approved centres delivering City & Guilds qualifications. It covers the centre and qualification approval process as well as providing guidance on delivery, assessment and quality assurance for approved centres. It also details the City & Guilds requirements for ongoing centre and qualification approval, and provides examples of best practice for centres. Specifically, the document includes sections on:

the centre and qualification approval process

assessment, internal quality assurance and examination roles at the centre

registration and certification of candidates

non-compliance and malpractice

complaints and appeals

equal opportunities

data protection

management systems

maintaining records

internal quality assurance

external quality assurance.

Our Quality Assurance Requirements This document explains the requirements for the delivery, assessment and awarding of our qualifications. All centres working with City & Guilds must adopt and implement these requirements across all of their qualification provision. Specifically, this document:

specifies the quality assurance and control requirements that apply to all centres

sets out the basis for securing high standards, for all our qualifications and/or assessments

details the impact on centres of non-compliance

Our Quality Assurance Requirements document encompasses the relevant regulatory requirements of the following documents, which apply to all centres working with City & Guilds:

Ofqual’s General Conditions of Recognition The centre homepage section of the City & Guilds website also contains useful information on

Walled Garden: how to register and certificate candidates on line

Events: dates and information on the latest Centre events

Online assessment: how to register for e-assessments.


Useful contacts

UK learners

General qualification information

E: [email protected]

International learners

General qualification information


Centres

Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results


Single subject qualifications

Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change


International awards

Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports


Walled Garden

Re-issue of password or username, Technical problems, Entries, Results, e-assessment, Navigation, User/menu option, Problems


Employer

Employer solutions, Mapping, Accreditation, Development Skills, Consultancy

T: +44 (0)121 503 8993


Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication.

If you have a complaint, or any suggestions for improvement about any of the services that we provide, email: [email protected]

mailto:[email protected]

About City & Guilds

As the UK’s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training.

City & Guilds Group

The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Licence to Practice (land-based qualifications) and Learning Assistant (an online e-portfolio).

Copyright

The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions:

centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes

candidates may copy the material only for their own use when working towards a City & Guilds qualification

The Standard Copying Conditions (see the City & Guilds website) also apply.

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