Business, administration and finance: advanced. Curriculum aims. The importance of the Diploma. Guidance for the Diploma. Learning

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Business, administration and finance: advanced. Curriculum aims. The importance of the Diploma. Guidance for the Diploma. Learning"

Transcription

1 Curriculum aims Guidance for the Diploma Business, administration and finance: advanced Learning and undertaking activities in the Diploma contribute to achievement of the curriculum aims for young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society. The importance of the Diploma The Diploma is a unique qualification for young people of all abilities who have an interest in sector-related learning. The Diploma qualification and each of its Lines of Learning are employer-verified qualifications. They have been designed in partnership with employers and in response to their views. Learning To enable learners to see their Diploma experience as a coherent whole, there should be the following: constant and explicit reference to learning processes learners should understand the various types of learning they are experiencing and the relationships between them. Business, administration and finance: advanced 1

2 Diplomas will: offer high-quality, credible, industry-related learning provide real opportunities for learners to practise the skills they will need when they enter employment and higher education promote diversity, opportunity and inclusion for all learners. The Diplomas have: Experiential learning cycle Learners must understand and be fully engaged in the processes within the experiential learning cycle, which is based on the educational theory that there are four stages that follow from each other to result in effective learning from personal experience. Experience is followed by reflection. This leads to generalisation from the individual experience or to the application of known theories or principles. The final stage is the application of learning to new experiences, situations and activities. a consistent and explicit focus on learning, encouraging young people to take increasing responsibility for their own learning coherent and engaging learning activities based on the experiential learning cycle. They recognise the value of young people s own experience, within and beyond their work for the qualification. Diploma programmes include: Application Generalisation Experience Reflection general learning applied learning theoretical and practical learning sector-related skills generic skills. The Diplomas are intended to provide the essential knowledge and skills for young people to operate confidently, effectively and independently in life and work. Learners will have the opportunity to demonstrate the quality of their learning and skills in a project they will choose for themselves. Learners following Diploma programmes should use this cycle in planning their work, reflecting on their experience or prior learning, drawing out and articulating the lessons learnt and applying them to new situations or activities. Applied learning This can be defined as the practical application of theory. In Diploma terms, it underlines the importance of learning through experience related to the world of work. Tasks, projects and assignments should be set in sector contexts that have many of the characteristics of real work, or within the workplace itself. The purpose of each task should be relevant to work within the sector. Some will introduce a practical application or skill, from which a theory or principle can be derived, while others will start with theory and move to practice. Learners need to understand this, to appreciate the value of their own experience and be able to apply it. In this way, applied learning clearly has strong links with the Business, administration and finance: advanced 2

3 The Diploma prepares young people for a range of progression routes. These can be within the sector they have studied, within another sector or in general education. By following the curriculum programme for a Diploma, learners can develop the knowledge, skills and attributes expected by both employers and higher education. The structure of the Diploma experiential learning cycle. Generic skills These include: functional skills and personal, learning and thinking skills. They support progression within education or to employment with training, within the sector studied or elsewhere. Attributes These include: adaptability, perseverance, flexibility, creativity, confidence and selfconfidence, independence, initiative, autonomy and customer service orientation. The purpose of this curriculum guidance is to support curriculum planners and teachers in introducing the Diploma, helping them understand qualifications and devise schemes of work. The Diploma offers significant opportunities to develop new ways of organising teaching and learning because it: will be delivered within a partnership requires extended periods of learning time, particularly in delivering applied learning includes work experience and could include part-time paid employment for older learners ensures generic learning is an important aspect throughout includes a skills-based project at all levels. The structure of each Diploma includes the three components of principal learning, generic learning and additional and specialist learning. Functional skills and personal, learning and thinking skills are included within generic learning. Teachers In this guidance, teacher refers to all practitioners involved in delivering the Diploma, whether in schools, colleges or work-based providers. The structure of each Diploma The way the Diploma is structured encourages learners to develop: broad understanding and knowledge about a sector or sectors additional knowledge and skills to complement and broaden sector-relevant learning specialist knowledge and skills to deepen or extend sector-relevant learning generic learning skills. Principal learning This is mandatory learning within each Diploma. It is sector-related, applied in nature and includes opportunities to develop and apply generic skills. At least 50 per cent of the learning within the principal learning component should be applied. It is made up of units of 30 or 60 Business, administration and finance: advanced 3

4 Curriculum managers, practitioners and others will be able to look across a learner s entire programme and ensure the curriculum meets each learner s needs. Since this curriculum guidance is organised in the same way as the statutory programmes of study for key stage 4 (and key stage 3), it will also facilitate whole-curriculum planning. Each statutory programme of study begins with a statement of curriculum aims from which an importance statement is drawn. In the same way, the Diploma guidance begins with the statement of aims and an importance statement for the qualification itself as well as one for each Line of Learning. The Line of Learning importance statement describes what is distinctive about that Line of Learning and what it offers to the development of the learner. Key themes and key processes for the Line of Learning follow from the importance statement. These are central to the area of study and need to be developed and taught through the contexts outlined in the Range and content and Curriculum opportunities sections. These sections provide the criteria for designing individual learning programmes. Curriculum planners can use these to integrate and/or complement learning from a range of curriculum areas. The section Unique Diploma features provides additional guidance on this. It includes additional and specialist learning, the project and work experience. The content of each of these sections is based on the work of the Diploma development partnership for the sector(s) involved. Using the outcomes of that work, specifications for units and qualifications developed by awarding bodies will organise the content in different ways, based on units with different titles and of different lengths. guided learning hours or GLH. Opportunities for applied learning: School-based workshops activities led by employers or employees simulated work environments use of case studies, simulations, role play and drama use of a virtual learning environment (VLE) Work-based part-time jobs (as a way of extending understanding of work and the development of employability skills) enterprise activities work-based projects. Generic learning This component of the Diploma comprises: functional skills in English, mathematics and ICT personal, learning and thinking skills a minimum period of 10 days work experience the project or extended project experiential learning/planning and reviewing. Functional skills These are the core elements of English, mathematics and ICT that provide the essential knowledge and skills to operate confidently, effectively and independently in life and work. They are an integral part of each Diploma, and learners need to succeed at the specified level to be awarded a Diploma. Functional skills may be taught within Diploma learning and within other qualifications such Business, administration and finance: advanced 4

5 as GCSE. They will be developed and practised within Diploma units. Learners should be encouraged to develop these skills to as high a level as they can attainment can be above the level of the principal learning. Personal, learning and thinking skills These are the skills that will equip young people for successful employment and lifelong learning. Development and practice of these skills should be built into the teaching and learning processes for all components of the Diploma, so that learners can become: independent enquirers creative thinkers reflective learners team workers self-managers effective participators. Assessment of these skills will be within the Diploma principal learning. Where partnerships wish to assess them separately, qualifications such as the wider key skills, preparation for employment and certificates in personal effectiveness can be used. Business, administration and finance: advanced 5

6 The importance of the Business, Administration and Finance Diploma The world of business, administration and finance is exciting, dynamic and challenging. Business is the means by which wealth is created in society. Our economic and social wellbeing are dependent on it and public services are financed by its profits. Business, administration and finance offer young people an extremely wide range of stimulating and rewarding career opportunities in accountancy, economics and law for instance whether they want to work for a company or set up their own enterprise. The Diploma in Business, Administration and Finance has been designed with the input of employers from all sectors of the industry to develop what they see as the crucial skills, knowledge and understanding for success in business. More than this, however, studying business, administration and finance equips young people with vital knowledge of the world and the transferable skills needed for employment in any sector. Through the Diploma in Business, Administration and Finance, learners will develop their confidence and creativity as they study business, administration and finance within the context of work, with an opportunity to set up and run their own business, selling a product or service they have devised. They will learn to cope with change, discovering how outside factors such as new technologies, consumer trends, environmental issues or globalisation can affect a business, and how to remain competitive. They will develop good communication and other interpersonal skills, which will help them build effective business relationships, as well as citizenship skills as they learn about corporate social responsibility. Business, administration and finance: advanced 6

7 Key concepts A number of key concepts underpin the study of the Diploma in Business, Administration and Finance. Learners need to understand these concepts to deepen and broaden their knowledge, skills and understanding and they should be seen as underpinning teaching and learning throughout the course, emphasising that it is a coherent whole. The key concepts listed below are interdependent and should not be delivered in isolation. A holistic approach to teaching and learning that is contextualised within the real world of business, administration and finance is required. Employability Researching, understanding and developing the range of skills and personal attributes needed to work in business, administration and finance. Understanding the theories of business communication and customer service and applying them in practice. Building the skills to maximise the organisational effectiveness of a team. Preparing to work and progress within the business environment. Entrepreneurship Learners should determine what distinguishes an entrepreneur from other types of business people. They should examine how creative and innovative ideas can be turned into commercial enterprises, which drive growth and prosperity in an economy. Identifying risks Within the study of how innovation and creativity impact on a business, learners should understand how to evaluate the risks to businesses such as financial or market share risks and to show how these can be diluted or minimised. Responsible business practice Corporate social responsibility is a critical factor within the modern business environment. Learners should investigate the relationship between business and society and how it has evolved over time. They should consider why organisations adopt responsible practices and the impact on businesses and communities both nationally and globally. Enterprise and innovation Exploring business enterprise in the context of the global economy. Understanding entrepreneurship and appreciating the benefits of innovation and creativity. Identifying risks and offering solutions to minimise them. Recognising the purpose, principles and techniques of Business, administration and finance: advanced 7

8 marketing. The business world Understanding how businesses function and the impact of the changing contexts within which organisations work. Appreciating the importance of responsible business practice. Understanding the principles of effective business management. Finance Understanding the nature of money and its function in business. Understanding financial products and services and the risks associated with their use. Understanding personal and business financial management. Appreciating cultural and ethical attitudes towards money and financial services. Business, administration and finance: advanced 8

9 Key processes These are the essential skills and processes in business, administration and finance that learners need to learn to make progress within and beyond their Diploma learning. Within the Diploma, applied learning and experiential learning are an integral part of the key processes. The Diploma curriculum should give learners opportunities to investigate and think critically about citizenship issues, problems or events that are of concern to them and of relevance to the Line of Learning. It should also enable them to decide on and take part in follow-up action where appropriate and recognise, review and reflect on their citizenship. Enquiry-based learning Learners should be able to: plan and carry out enquiries into work in business, administration and finance, including investigating setting up their own enterprise use a range of research methods to find out about the business world and explore business aims, structures and functions investigate the role and importance of business in local, regional, national and international contexts analyse financial products and services. Business skills Learners should be able to: develop and apply a range of effective administrative and project and event management skills, complying with health and safety requirements prioritise and carry out administrative processes, producing complex business documents use financial information to improve performance and Applied learning Wherever possible, learners should be given purposeful tasks and assignments that are set within the context of business, administration or finance. The context should include as many characteristics of a real workplace as possible, for example applying health and safety laws, codes of conduct and working in teams. Enquiry-based learning Learners will need to be able to work independently and in teams, to recognise their own contribution and that of others and to communicate clearly. They should use a range of sources (paper, media-based and people). They should be encouraged to ask questions and take the initiative. Collaborating as a group to achieve objectives, solve problems and find answers will enable learners to develop teamwork skills. Learning to generalise from particular examples can be an outcome of this style of learning. They should be given only essential direction in how to accomplish particular tasks, which will enable them to demonstrate high levels of planning and research skills. They should be self-critical and able to recognise areas for improvement. Plan and carry out enquiries This provides opportunities for learners to develop skills valued by employers, such as personal, learning and thinking skills, as well as time management and organisational skills. Financial information Learners should be able to prepare a set of simple forecasts and offer a measured opinion on the financial performance of an organisation based on final accounts. They should Business, administration and finance: advanced 9

10 accounting principles to record business transactions and prepare financial documents develop effective selling skills and techniques. Personal and communication skills Learners should be able to: assess personal skills and progression opportunities create and present financial plans and manage personal finances set goals and evaluate progress, personally and in a business context communicate with others through a range of media in a professional and sensitive manner use ICT systems appropriately demonstrate effective customer handling skills. Entrepreneurial skills Learners should be able to: develop and evaluate ideas for a product or service sell an idea to potential investors plan the implementation of a small business run a small business, complying with relevant regulations demonstrate autonomy and accountability demonstrate enterprise and creativity close down a small business. practise recording and analysing financial data using paper-based and electronic systems and standard accounting methods. They should also examine the use of various types of data in decision making and in measuring performance. Accounting principles This includes learners: calculating business taxes, including VAT and corporation preparing balance sheets and cash flow statements producing simple budgets and financial statements using break-even analysis to recommend financial decisions calculating and interpreting the main ratios derived from the revenue and expenditure statement and balance sheet, and interpreting the significance. Assess personal skills Learners should draw up a long-term personal development plan, which they review regularly. Before creating their plan they should create a personal skills matrix listing existing skills and achievements. This will help when identifying goals for development and progression. Learners should also understand performance management as a tool for measuring success in achieving goals. Create and present financial plans Learners should assess financial products and services and produce a financial plan, which they present to a peer review group. They should research consumer protection law relating to the sale of financial products and services. Manage personal finances Learners should compile a simple personal budget, balancing income with actual and projected expenditure and savings. Business, administration and finance: advanced 10

11 Range and content This section outlines the scope of the Business, Administration and Finance Diploma on which teachers and others should draw when planning and delivering the teaching and learning of the key concepts and processes. Other sources will include awarding body specifications and statements of content from Diploma Development Partnerships. Business enterprise the structure of business organisations and the processes involved in planning, setting up, running and closing a business venture the role of the entrepreneur and the importance of innovation and creativity in business economic, social, technological and legal factors affecting business. Business communication the value of effective business communication, including communication styles, methods and media, and the factors affecting communication business documentation relationship building in terms of individual and cultural sensibilities. Business administration Processes Learners should analyse the functions of a planned enterprise and the relevant legislation and regulations associated with setting up and running a business. They will use this information when they set up, run and close down a small business enterprise. These tasks call for analytical skills as well as a degree of autonomy and accountability. They will develop learners understanding of non-routine business aims and structures. Money Learners should examine how money drives and regulates businesses, and controls an economy. Finance and taxation This involves enumerating the costs/benefits of the chief sources of finance available to businesses. Learners should explore the current rates of corporate tax and the purpose of levying taxes on business. Financial documents Learners should prepare and interpret budgets and other financial documents appropriate to a small business. Marketing concepts and principles Learners should examine the marketing concepts and principles of a sample of products or services. Sales strategies and techniques This involves formulating a coherent selling strategy for a product or service. Learners should investigate a range of techniques for selling products effectively, including how Business, administration and finance: advanced 11

12 the key role of administrative functions in business information management project and event management the main provisions of the health and safety regulatory framework within which UK businesses operate. Personal finance and financial services the concept of money and its function in business the provision and use of financial services risk awareness, and financial planning. Business finance and accounting the purpose and principles of financial accounting business finance and taxation the structure, interpretation and use of financial documents how different types of financial data are analysed and used. Marketing and sales key marketing concepts and principles marketing information and techniques sales strategies and techniques. Teams in business websites are used to create an online business presence. Team performance Learners should explore methods of monitoring and measuring performance and achievements. They should learn to deal with conflict and convey constructive feedback. Main factors influencing satisfaction Learners should investigate the key aspects of customer service policies and common customer service practices. They should also understand the importance of product knowledge to customer satisfaction. Consumer rights This includes the main elements of the statutes and regulations governing the rights of the consumer and obligations of businesses in the UK, the ways in which they are applied, and how effective they are. Corporate social responsibility Learners should, through a variety of case studies, identify opportunities for improving and strengthening corporate and individual social responsibility within a national and global framework. Responsible practices It is critical for learners to know about and understand the responsibility of organisations to different groups, such as customers, clients, employees and the public. Learners should find out how and why businesses invest in local communities and how their actions affect other businesses and organisations. They should list the key ethical issues facing businesses in today s global economy, and assess their effects on business practices and performance. Ethical policies and codes of conduct Learners should be able to explain how by subscribing to a code of corporate conduct a business can demonstrate and reinforce a socially responsible image. Learners should also consider how ethical policies and codes of conduct can inform the policies and practices of a business organisation. Impact Business, administration and finance: advanced 12

13 how teams work, including the characteristics of teams and what makes a team effective the differences between leadership and management, including typical styles and techniques optimising team performance. Customer service This includes the reasons why businesses are required to change and the importance of keeping pace with change. Learners could learn about the impact of change such as financial or market changes, competition and demand by examining recent examples of how these factors have affected companies. Learners should identify potential future changes and suggest ways in which these changes could be accommodated. Typical responses of employees to organisational change This includes the impact of change on employees in terms of motivation, behaviour and goal setting. As part of their research, learners should assess their own attitudes to change and how they would deal with it. the importance of customers and customer satisfaction, including the main factors influencing satisfaction customer handling skills, including basic customer psychology consumer rights, legislation and the contractual obligations of a business. Corporate social responsibility employers and employees the concept of corporate social responsibility and its significance to business organisations responsible practices and their impact nationally and globally ethical policies and codes of conduct. Responding to change in business factors driving change in business and the impact of these factors on an organisation and its employees Business, administration and finance: advanced 13

14 theories of change typical responses of employees to organisational change. Success at work career opportunities and pathways employment seeking, including job application and interview techniques statutory and contractual rights and responsibilities and their implications for employers and employees skills development. Curriculum opportunities These are the opportunities that the Business, Administration and Finance Diploma offers in terms of its aims, structure, nature and scope. Learners should be offered the following opportunities as integral to their learning and as a means of enhancing engagement with the concepts, processes and content of the Line of Learning. The curriculum should provide opportunities for learners to: use case studies, role play and real-life examples to explore business, administration and finance experience business, administration and finance outside the school or college environment, including in the workplace engage with a range of people working within business, administration and finance who have diverse ideas, beliefs, cultures, identities, traditions, perspectives and values work with a range of community partners and organisations take part in an enterprise project and run their own businesses Real-life examples The work placement element should support delivery of this aspect of the curriculum. While on work placement, learners could use a standard template to collect information about the work environment. This will result in a more in-depth understanding of progression routes. Outside the school or college environment Learners could use work experience, part-time work or visits to inform their work for the Diploma. For example, as part of an investigation into customer service, learners could use part-time work in a shop to reflect on how teams work, or they could use work experience to identify a company s ethical policies and codes of conduct. Engage with a range of people Business, administration and finance: advanced 14

15 use technology when and where appropriate to support their learning and the presentation of their work take into account legal, ethical, economic, environmental and social dimensions of work within the sector explore contemporary events and issues relating to the sector make links between business and other subjects and aspects of the curriculum. Unique Diploma features Examples of opportunities to engage with people from the sector include pitching an idea for a business product or service to a panel of local entrepreneurs, role playing ways of dealing with difficult customers with sales people, talking to accountants and financial advisers about financial information, developing business plans with small business advisers and discussing business procedures with administrators. Technology Learners should use information and communications technology when carrying out a range of business operations. This will enable them to become familiar with the standard hardware and software used in business contexts. Make links Developing a product or service may provide opportunities to link learners work to other subjects, for example with art and design or design and technology. Learners should understand the importance and relevance of other topics within business enterprise. This section includes some of the major features that make the Diploma a unique qualification: additional and specialist learning work experience the project. The choice of additional and specialist learning (ASL) will allow learners to tailor their programme to their interests and aspirations. This component comprises qualifications that learners choose to include in their Diploma. It can include any qualifications that have been proposed by an awarding body, accepted by QCA as contributing to a coherent learning package and included in the relevant catalogue of opportunities. Additional learning is complementary or broadening in character. It Additional and specialist learning This will often be chosen from the general options available to all learners within the school or college. Provision may include: a GCE another qualification (section 96 compliant) a range of smaller qualifications (section 96 compliant). In deciding on the range of provision for ASL or in advising students on their choice of ASL, Business, administration and finance: advanced 15

16 can include: qualifications that enable learners to explore a related sector learning options such as music or science that relate to individual needs, interests and aspirations language qualifications, which may be contextualised to the Line of Learning where appropriate AS/A levels and other level 3 qualifications qualifications that will meet the specific progression needs of the student. It can also enable learners to explore a related sector. It should not duplicate the learning undertaken as part of the principal learning or generic learning. Specialist learning allows the learner to take up further learning within their chosen sector. It consists of qualifications designed to support progression across the range of progression pathways within a chosen sector. It can include AS/A levels and other qualifications. Some Lines of Learning will have specialist qualifications that may enable learners to select a specified pathway within the Line of Learning. ASL can include units from higher education courses. Work experience The Diploma at each level requires a minimum of 10 days' work experience. The placement does not need to be in a 10-day block but might be done in single-day or half-day sessions over a period of time. Where possible, this should be linked with the Line of Learning. the following points should be considered: evidence of student aptitude and interest principal learning available/chosen whether ASL beyond the minimum GLH requirement will be achievable availability of appropriate GCSE/AS/A level qualifications availability of specialist qualifications breadth and depth of planned programme progression route(s) appropriate to the student(s) local employer skills needs. For the Diploma in Business, Administration and Finance other qualifications could be in topic areas such as: economics, law, AAT accounting, human resource management, ICT, science and engineering. This may mean that learners will need to adopt a flexible approach to their learning timetable to access specific qualifications offered by other training providers. ICT qualifications could be specific software training packages or awards. Language qualifications Business, administration and finance need to be understood in the global market. Learners with additional language skills and cultural awareness will be better equipped to excel in this marketplace. The study of any foreign language would therefore be beneficial to learners. Pathway For specialist learning, learners could undertake one or more pathways and should be encouraged to focus their learning on certain aspects of business, administration and finance. For example business systems enthusiasts might consider deepening their knowledge of ICT, while those more interested in people management could consider human resources modules. This could support their choice of progression route to higher education or the world of work. Units from higher education courses These can be units from foundation or other degree courses. They may be existing units, for example from the Open University OU, or be specifically developed for Diplomas in individual Lines of Learning. For further guidance, see the QCA website. For information on Business, administration and finance: advanced 16

17 Work experience will: develop sector-related knowledge and skills, when undertaken in a relevant setting support the development and recognition of work-related learning develop general employability skills and enable learners to develop their knowledge and understanding of work and enterprise provide a stimulus or context for the development of functional skills and personal, learning and thinking skills enhance the overall learning experience. It may also: support learning related to the learner's desired progression route provide a stimulus or context for the extended project component of the Diploma. In some cases, part-time work could provide some, or all, of the required experience. In order to ensure that the learner receives a quality experience, part-time work should only be validated if the centre and employer have actively engaged in developing an appropriate structure, and if centres can show a clear connection with Diploma learning. Work experience will not be assessed as a separate component of Diploma learning but can provide evidence of attainment where appropriate. When allocating work placements centres should comply with health and safety legislation and other legal requirements covering work OU units see Work experience A placement on an employer's premises in which a student carries out a particular task or duty, or range of tasks and duties. These should be carried out more or less as they would be by an employee, but with the emphasis on the learning aspects of the experience. Further guidance is available on the Teachernet and DCSF websites. Work-related learning Work-related learning means planned activity designed to use the context of work to develop knowledge, skills and understanding useful in work, including learning through the experience of work, learning about work and working practices and learning the skills for work. It encompasses a broad range of activities that allow students to experience working life. Part-time work Learners who have paid employment or who do voluntary community work should be encouraged to see this as relevant to the development of their employability skills, as well as increasing their knowledge about the world of work. Where the employment has links with the Line of Learning, the company or organisation could contribute to activities within other areas of students Diploma learning. Legal requirements Centres should liaise with their local authority as well as their work experience broker for advice and guidance on setting up appropriate work experience programmes. For further guidance there are a number of publications available for schools and employers. Please refer to: Health and safety assessment for work experience placements a good practice guide Managing health and safety on work experience: a guide for organisers Work experience: legal responsibility and health and safety Work experience: a guide for schools Work experience: a guide for employers. Business, administration and finance: advanced 17

18 experience programmes. The extended project The extended project is a standalone single-unit qualification that forms part of the generic learning component of the Diploma and can also be taken as part of an A level programme of study. The extended project will provide an opportunity for learners to draw on and integrate learning from each component of their Diploma and to demonstrate independent learning skills. Learners should be encouraged to use and apply appropriate technologies in carrying out their project. Topics should be chosen by the learner, with guidance appropriate to each level. Guidance may come from any of the adults professionally involved with the learner. Topics should complement and develop principal learning and/or support individual progression. The extended project should be an extensive piece of individual work that involves planning, research, implementation and evaluation. Group projects are allowed, but the role of each member of the group must be clearly identified. There should be a taught element to develop the skills of research, including use of resources, and independent learning. At advanced, the Diploma project will provide opportunities for: the development of enquiring and independent learners exploration of new areas or methods of study demonstration and further development of learning skills working individually or as part of a group Further guidance is also available from Teachernet and from The extended project Learners are required to choose an appropriate topic for their project through negotiation with their teacher, mentor or tutor (and if appropriate an employer). The project need not be within a business, administration or finance context but should be relevant to the principal learning in either or both of the following ways: it complements and develops the themes and topics of the learners' principal learning it supports progression. For example: if a learner is studying for a Business, Administration and Finance Diploma but intends to go on to do an advertising course, then a project in an advertising-related area would clearly support his or her progression aspirations if a learner is studying for a Business, Administration and Finance Diploma and wants to progress in the business, administration and finance area it would be advisable for the project to be relevant to business, administration and finance. The extended project in the advanced Diploma should align with the project requirements in GCE A levels, which means learners will be expected to: have a significant input in the choice and design of an extended project and take responsibility either for an individual task or for a defined task within a group project develop and improve their own learning and performance in research, critical thinking, analysis, synthesis, evaluation and presentation skills develop and apply decision-making and, where appropriate, problem-solving skills and skills of an effective participator demonstrate reflective and independent learning and show their creativity, initiative and enterprise select a project topic that allows the learner to engage in a business enterprise, social community venture/enterprise and/or local, regional or international team project. The types of final outcomes and products are demanding and wide ranging: Business, administration and finance: advanced 18

19 application of the experiential learning cycle development and application of specialist technical skills presentation of the outcome. In addition to achieving an appropriate level in the above, students will be expected to develop higher-level skills and cognitive abilities. At advanced level, there is a common structure and common standards, including assessment criteria, for learners who take the project, whether as the freestanding extended project qualification or as part of a generic learning of a Diploma. Progression Achievement of a Diploma at any level provides the foundation for progression to the next. ASL can be taken above the level of the Diploma being studied. Principal learning and the project must be taken at the level of the Diploma award. Learners can embark on a higher or advanced Diploma without necessarily having taken a Diploma at a lower level. However, there may be aspects of principal learning that assume prior knowledge and skills so teachers should check their learners previous learning and take any steps needed to provide a level playing field as early in the course as possible. a design findings of an investigation or study a dissertation presenting an argument an artefact a performance. Any of the above could include an active citizenship outcome. Evidence should be provided of the following: information about the planning and progress of the project, such as a validated log documenting the progress of the project and the decision-making process this could be a diary, IT logging system, staged reviews or interviews sources of and range of information accessed the range of skills used, including, where appropriate, new technologies and/or access to e-learning materials details of the design, knowledge, understanding and skills used to complete the tasks/activities of the project, such as an experiment, a construction, a performance or research interviews a project conclusion to include: an evaluation of the outcomes of the project, an evaluation of own performance of learning and decision-making, and a presentation for a non specialist audience, using media appropriate in balance to the type of project Evidence must be individual to the candidate, so that while larger group activities, such as an expedition or a performance, may be a vehicle for evidence, this evidence must demonstrate how the individual has met the assessment objectives and performance criteria. Business, administration and finance: advanced 19

Criteria for the Diploma qualifications in business, administration and finance at levels 1, 2 and 3

Criteria for the Diploma qualifications in business, administration and finance at levels 1, 2 and 3 Criteria for the Diploma qualifications in business, administration and finance at levels 1, 2 and 3 Version 2 July 2007 QCA/07/3319 Contents Purpose... 4 Aims... 5 Diversity and inclusion... 7 Structure...

More information

Criteria for the Diploma Qualifications in Business, Administration and Finance at Levels 1, 2 and 3

Criteria for the Diploma Qualifications in Business, Administration and Finance at Levels 1, 2 and 3 Criteria for the Diploma Qualifications in Business, Administration and September 2011 Ofqual/11/5051 Contents The criteria... 4 Introduction... 4 Aims... 4 Themes... 5 Structure... 5 Foundation level...

More information

Criteria for Foundation, Higher and Advanced Diploma Qualifications

Criteria for Foundation, Higher and Advanced Diploma Qualifications Criteria for Foundation, Higher and Advanced Diploma Qualifications July 2011 Ofqual/11/4898 Contents Criteria for Foundation, Higher and Advanced Diploma Qualifications The criteria... 2 Introduction...

More information

Personal Learning and Thinking Skills

Personal Learning and Thinking Skills Personal Learning and Thinking Skills Guidance on delivering Personal Learning and Thinking Skills within Pan Sector Apprenticeship Frameworks Independent enquirers Creative thinkers Reflective learners

More information

Criteria for the Diploma qualifications in hair and beauty studies at levels 1, 2 and 3

Criteria for the Diploma qualifications in hair and beauty studies at levels 1, 2 and 3 Criteria for the Diploma qualifications in hair and beauty studies at levels 1, 2 and 3 Version 2 July 2007 QCA/07/3321 Contents Purpose... 2 Aims... 3 Diversity and inclusion... 4 Themes... 6 Structure...

More information

Higher Business Management Course Specification (C710 76)

Higher Business Management Course Specification (C710 76) Higher Business Management Course Specification (C710 76) Valid from August 2014 First edition: April 2014, version 1.1 Revised edition: September 2014, version 1.2 This specification may be reproduced

More information

Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1

Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 Your Programme Handbook provides you with a range

More information

HND Business & Accounting. Programme Specification

HND Business & Accounting. Programme Specification HND Business & Accounting Programme Specification Awarding Body: Teaching Institution: Final Award: Programme Title: Mode of Study: Language of Study: UCAS Code: Edexcel (BTEC) South and City College Birmingham

More information

Small Heath School and Sixth Form Centre

Small Heath School and Sixth Form Centre Small Heath School and Sixth Form Centre Policy for Careers Education, Information, Advice and Guidance (CEIAG) and Work Related Learning 1 Introduction Small Heath School s aims are: to help all students

More information

Pearson BTEC Level 1/ Level 2 First Diploma in Business Specification

Pearson BTEC Level 1/ Level 2 First Diploma in Business Specification Pearson BTEC Level 1/ Level 2 First Diploma in Business Specification First teaching September 2013 Pearson Education Limited is one of the UK s largest awarding organisations, offering academic and vocational

More information

Personal, Learning & Thinking Skills

Personal, Learning & Thinking Skills Personal, Learning & Thinking Skills Guidance for Young Apprenticeship in Business & Administration Value of Personal, Learning and Thinking Skills (PLTS) The Council for Administration (CfA) has identified

More information

GCE AS and A level subject criteria for citizenship studies

GCE AS and A level subject criteria for citizenship studies GCE AS and A level subject criteria for citizenship studies September 2006 QCA/06/2842 2006 Qualifications and Curriculum Authority Contents 1. Introduction 3 2. Aims 3 3. Subject content 4 4. Key skills

More information

Citizenship. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

Citizenship. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Citizenship Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum

More information

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications Faculty of Education, Law and Social Sciences School of Education December 2011 Programme Specification PG

More information

POSTGRADUATE PROGRAMME SPECIFICATION

POSTGRADUATE PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Masters of Business Administration International (MBA International) Staffordshire University Staffordshire University

More information

VPQ Level 6 Business, Management and Enterprise

VPQ Level 6 Business, Management and Enterprise VPQ Level 6 Business, Management and Enterprise VPQ Level 6 Certificate in Business, Management and Enterprise The VPQ Level 6 Certificate in Business, Management and Enterprise is a 30 credit qualification.

More information

Young Enterprise Company Programme and the Business Administration and Finance Diploma

Young Enterprise Company Programme and the Business Administration and Finance Diploma Young Enterprise Company Programme and the Business Administration and Finance Diploma About Young Enterprise With more than 5,500 schools, colleges and universities participating in its programmes, Young

More information

London School of Commerce. Programme Specification for the. Cardiff Metropolitan University. Bachelor of Arts (Hons) in Business Studies

London School of Commerce. Programme Specification for the. Cardiff Metropolitan University. Bachelor of Arts (Hons) in Business Studies London School of Commerce Programme Specification for the Cardiff Metropolitan University Bachelor of Arts (Hons) in Business Studies 1 Contents Page 1. Aims and Objectives 3 2. Programme Learning Outcomes

More information

THE CURRICULUM FRAMEWORK

THE CURRICULUM FRAMEWORK THE CURRICULUM FRAMEWORK 3 THE CURRICULUM FRAMEWORK 3.1 Access Statement CCEA proposes that the statutory requirements should be prefaced by a statement which makes clear that every effort must be made

More information

Young Enterprise Masterclass

Young Enterprise Masterclass Young Enterprise Masterclass About the Young Enterprise Masterclass Young Enterprise provides the context by which student groups can take part in entrepreneurial and work related learning by doing. The

More information

The New Advanced Diplomas: What they Mean for HE in Curriculum Terms. Pam Calabro, Network Officer, Linking London

The New Advanced Diplomas: What they Mean for HE in Curriculum Terms. Pam Calabro, Network Officer, Linking London The New Advanced Diplomas: What they Mean for HE in Curriculum Terms Pam Calabro, Network Officer, Linking London CONTENTS Introduction 2 How the Diploma is structured 3 Advanced Diploma: Principal Learning

More information

Citizenship education in Northern Ireland, Wales, Scotland and England

Citizenship education in Northern Ireland, Wales, Scotland and England Citizenship education in Northern Ireland, Wales, Scotland and England Northern Ireland The Northern Ireland curriculum is described as six Areas of Learning at key stages 1 and 2: Language and Literacy

More information

QUEEN MARGARET UNIVERSITY ST COLUMBA S HOSPICE. MSc IN PALLIATIVE CARE

QUEEN MARGARET UNIVERSITY ST COLUMBA S HOSPICE. MSc IN PALLIATIVE CARE St Columba's Hospice EDINBURGH QUEEN MARGARET UNIVERSITY ST COLUMBA S HOSPICE MSc IN PALLIATIVE CARE For health and social care practitioners working with patients and families requiring palliative care

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course

More information

What Is a Portfolio? Why develop a professional portfolio?

What Is a Portfolio? Why develop a professional portfolio? 01-Forde-Ch-01:01-Forde-Ch-01 8/1/2008 7:36 PM Page 1 1 What Is a Portfolio? In this introductory chapter we discuss what we mean by a professional portfolio. We explore different models of portfolios

More information

Higher Accounting Course Specification (C700 76)

Higher Accounting Course Specification (C700 76) Higher Accounting Course Specification (C700 76) Valid from August 2014 This edition: April 2014, version 1.1 This specification may be reproduced in whole or in part for educational purposes provided

More information

QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION

QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION QUALITY ASSURANCE DOCUMENT QA3 - PROGRAMME SPECIFICATION 1. Target Award MSc Data Analytics and Marketing 2. Programme Title MSc Data Analytics and Marketing 3. Exit Awards PG Diploma Data Analytics and

More information

Higher Computing Science Course Specification (C716 76)

Higher Computing Science Course Specification (C716 76) Higher Computing Science Course Specification (C716 76) Valid from August 2014 This edition: June 2015, version 1.1 This specification may be reproduced in whole or in part for educational purposes provided

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: BSc(Hons) Aeronautical Technology Staffordshire University Staffordshire University BSc(Hons) Aeronautical

More information

Junior Cycle Business Studies Draft Specification. For consultation

Junior Cycle Business Studies Draft Specification. For consultation Junior Cycle Business Studies Draft Specification For consultation 1 2 Contents Introduction to junior cycle 5 Rationale 6 Aim 7 Overview: Links 8 Overview: Course 11 Progression 14 Expectations for students

More information

Citizenship. (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

Citizenship. (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Citizenship Programme of study for key stage 4 (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims Learning and undertaking

More information

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015 Blackburn College Teaching, Learning and Assessment Strategy 25 August 2015 1 Introduction This document provides a Teaching, Learning and Assessment Strategy covering all of the College s Further Education

More information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University

More information

Implications of the new art and design programme of study; planning; and taking first steps What s changed and why?

Implications of the new art and design programme of study; planning; and taking first steps What s changed and why? In partnership with NSEAD National Society for Education in Art and Design Art and Design Implications of the new art and design programme of study; planning; and taking first steps What s changed and

More information

BA Hons Sports Business, Sponsorship and Advertising. Design, Media & ManagementDesign, Media & Management

BA Hons Sports Business, Sponsorship and Advertising. Design, Media & ManagementDesign, Media & Management PROGRAMME SPECIFICATION This Programme Specification is correct as of the date indicated; however, minor amendments may be made throughout the year and will be incorporated in the annual updating process.

More information

MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA

MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA MASTER S COURSES FASHION PROMOTION, COMMUNICATION & MEDIA postgraduate programmes master s course fashion promotion, communication & media 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni

More information

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional

More information

Personal Development Planning

Personal Development Planning Personal Development Planning Scope All programmes leading to a City University London award. This policy will apply for partnership programmes unless equivalent arrangements have been specifically agreed

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information

Oxford Brookes University Faculty of Business / Abingdon & Witney College

Oxford Brookes University Faculty of Business / Abingdon & Witney College Programme Specification Foundation Degree (Arts) Business, Management and Communications Valid from: September 2014 Oxford Brookes University Faculty of Business / Abingdon & Witney College 1 SECTION 1:

More information

curriculum for excellence building the curriculum 1 the contribution of curriculum areas a guide to developing professional practice

curriculum for excellence building the curriculum 1 the contribution of curriculum areas a guide to developing professional practice building the curriculum 1 the contribution of curriculum areas a guide to developing professional practice > SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS

More information

Nottingham Trent University Nottingham Business School

Nottingham Trent University Nottingham Business School Nottingham Trent University Nottingham Business School MSc in Higher Education Administration, Management & Leadership Postgraduate Diploma in Higher Education Administration, Management & Leadership Postgraduate

More information

BA (Honours) FINANCIAL SERVICES. Abbreviated Programme Specification Containing Both Core + Supplementary Information

BA (Honours) FINANCIAL SERVICES. Abbreviated Programme Specification Containing Both Core + Supplementary Information BA (Honours) FINANCIAL SERVICES Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: Blackburn

More information

Coombe Girls School & Sixth Form Gifted and Talented Policy

Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe Girls School & Sixth Form Gifted and Talented Policy Coombe seeks to ensure the progression of all students. A fundamental part of this is the school s commitment to personalised learning. Coombe

More information

Programme Type: Certificate in Education, Post Compulsory Education and Training. (Cert. Ed - PCET) Programme Specification

Programme Type: Certificate in Education, Post Compulsory Education and Training. (Cert. Ed - PCET) Programme Specification Programme Title: Certificate in Education, Post Compulsory Education and Training (Cert. Ed - PCET) Programme Specification This document provides a summary of the features and facts relating to the above

More information

Advanced Higher Business Management Course Specification (C710 77)

Advanced Higher Business Management Course Specification (C710 77) Advanced Higher Business Management Course Specification (C710 77) Valid from August 2015 This edition: April 2015, version 2.0 This specification may be reproduced in whole or in part for educational

More information

Key skills for developing employability

Key skills for developing employability Key skills for developing employability First published 2001 6.00 Qualifications and Curriculum Authority 2001 ISBN 1 85838 481 8 Reproduction, storage, adaption or translation, in any form or by any means,

More information

Course Specification MSc Accounting 2016-17 (MSACT)

Course Specification MSc Accounting 2016-17 (MSACT) LEEDS BECKETT UNIVERSITY Course Specification MSc Accounting 2016-17 (MSACT) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are

More information

The University of Edinburgh MSc Management of Training and Development Course Outlines

The University of Edinburgh MSc Management of Training and Development Course Outlines The University of Edinburgh MSc Management of Training and Development Course Outlines This document gives brief details of the core and main option courses on the MSc Management of Training and Development

More information

Business. Foundation Degree. Accounting : Human Resource Management Information Systems : Marketing : Law. Accounting. Law. Business.

Business. Foundation Degree. Accounting : Human Resource Management Information Systems : Marketing : Law. Accounting. Law. Business. Foundation Degree Accounting : Human Resource Management Information Systems : Marketing : Law Accounting Law Marketing Information Systems 1549 HC FD 13 8pp.indd 3 Human Resource Management 08/10/2013

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Subject Benchmarks: JACS Code: Forensic Investigation

More information

Relevant QAA subject Benchmarking group(s): Master's degrees in business and management, 2007 Henley Business School at Univ of Reading

Relevant QAA subject Benchmarking group(s): Master's degrees in business and management, 2007 Henley Business School at Univ of Reading MSc in Entrepreneurship and Management (full-time) For students entering in 2014/5 Awarding Institution: University of Reading Teaching Institution: University of Reading Relevant QAA subject Benchmarking

More information

All available Global Online MBA routes have a set of core modules required to be completed in order to achieve an MBA.

All available Global Online MBA routes have a set of core modules required to be completed in order to achieve an MBA. All available Global Online MBA routes have a set of core modules required to be completed in order to achieve an MBA. Those modules are: Building High Performance Organisations Management and Organisational

More information

IN PARTNERSHIP WITH PLYMOUTH UNIVERSITY. Highlands. Opportunities Achievement Success. Information Technology for Business Degrees

IN PARTNERSHIP WITH PLYMOUTH UNIVERSITY. Highlands. Opportunities Achievement Success. Information Technology for Business Degrees Highlands Opportunities Achievement Success IN Information Technology for Business Degrees Introduction Plymouth University in partnership with Highlands College offers unrivalled expertise and experience

More information

University of Cambridge: Programme Specifications ADVANCED DIPLOMA IN ENTREPRENEURSHIP

University of Cambridge: Programme Specifications ADVANCED DIPLOMA IN ENTREPRENEURSHIP University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

Social Media and Digital Marketing (England)

Social Media and Digital Marketing (England) Social Media and Digital Marketing (England) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr01743

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Subject Benchmarks: JACS Code: Recognised by:

More information

Programme Specification

Programme Specification Programme Specification Title: Master of Business Final Award: Master of Business Administration (MBA) With Exit Awards at: Postgraduate Certificate in Management (CMS) Diploma in Management Studies (DMS)

More information

PROGRAMME SPECIFICATION TEMPLATE N/A N/A N/A SSE/SCM. Level 7. Second Cycle N100. FT and PT modes. Standard University criteria

PROGRAMME SPECIFICATION TEMPLATE N/A N/A N/A SSE/SCM. Level 7. Second Cycle N100. FT and PT modes. Standard University criteria PROGRAMME SPECIFICATION TEMPLATE 1. Awarding Institution/Body Teesside University 2. Teaching Institution Teesside University 3. Collaborating Organisations (include type) 4. Delivery Location(s) [if different

More information

Professional Standards for Teachers

Professional Standards for Teachers Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.

More information

Programme Specification 2015/16

Programme Specification 2015/16 Programme Specification 2015/16 1. Awarding body University of Surrey 2. Teaching institution (if different) N/A 3. Final award BSc (Hons) 4. Programme title/route/pathway International Events Management

More information

HIGHER DIPLOMA BUSINESS FINANCE

HIGHER DIPLOMA BUSINESS FINANCE BENCHMARK STATEMENTS for HIGHER DIPLOMA in BUSINESS FINANCE SRI LANKA QUALIFICATIONS FRAMEWORK AND QUALITY ASSURANCE UNIT HIGHER EDUCATION FOR TWENTY FIRST CENTURY (HETC) PROJECT Ministry of Higher Education

More information

POSTGRADUATE PROGRAMME SPECIFICATION

POSTGRADUATE PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Subject Benchmarks: Professional/ Statutory

More information

PEARSON BTEC LEVEL 5 HND DIPLOMA IN BUSINESS MODULE SYNOPSIS

PEARSON BTEC LEVEL 5 HND DIPLOMA IN BUSINESS MODULE SYNOPSIS PEARSON BTEC LEVEL 5 HND DIPLOMA IN BUSINESS MODULE SYNOPSIS 1. Business Environment The aim of this unit is to provide learners with an understanding of different organisations, the influence of stakeholders

More information

BA Early Childhood Studies FT

BA Early Childhood Studies FT Date of Revision Date of Previous Revision Programme Specification (2014-15) A programme specification is required for any programme on which a student may be registered. All programmes of the University

More information

All available Global Online MBA routes have a set of core modules required to be completed in order to achieve an MBA. Those modules are:

All available Global Online MBA routes have a set of core modules required to be completed in order to achieve an MBA. Those modules are: All available Global Online MBA routes have a set of core modules required to be completed in order to achieve an MBA. Those modules are: Management and Organizational Change (P.4) Leading Strategic Decision

More information

Business, Accounting and Financial Studies

Business, Accounting and Financial Studies Business, Accounting and Financial Studies [Formerly known as Business and Financial Studies (Senior Secondary) in the report Review of the Academic Structure of Senior Secondary Education (Education Commission,

More information

POSTGRADUATE PROGRAMME SPECIFICATION

POSTGRADUATE PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: MSc International Accounting and Financial Management Staffordshire University Staffordshire University

More information

THE WELLBEING FRAMEWORK FOR SCHOOLS

THE WELLBEING FRAMEWORK FOR SCHOOLS April 2015 21/04/15_16531 CONNECT SUCCEED THRIVE THE WELLBEING FRAMEWORK FOR SCHOOLS Introduction The NSW Department of Education and Communities (DEC) is committed to creating quality learning opportunities

More information

The University s course specification template has been developed to fulfil three main functions; it shall act:

The University s course specification template has been developed to fulfil three main functions; it shall act: LONDON METROPOLITAN UNIVERSITY Course Specification template The University s course specification template has been developed to fulfil three main functions; it shall act: as a source of information for

More information

Foundation Degree. Sports Studies

Foundation Degree. Sports Studies Foundation Degree Sports Studies 55 50 45 40 35 5 10 15 20 25 30 Foundation Degree What is a Foundation degree? Foundation degrees are intermediate level Higher Education qualifications which are delivered

More information

2015 2016 fashion pre-masters programme

2015 2016 fashion pre-masters programme 2015 2016 fashion pre-masters programme fashion pre-masters programme 02 1. Award Programme: Mode of delivery: 2. Entry Route: Progression to: Fashion Pre-Masters Full time Fashion Pre-Masters Master in

More information

BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up)

BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up) BA (Hons) Contemporary Textiles (top up) BA (Hons) Contemporary Fashion (top up) BA (Hons) Contemporary Design for Interiors (top up) Abbreviated Programme Specification Containing Both Core + Supplementary

More information

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards...

Suite Overview...2. Glossary...8. Functional Map.11. List of Standards..15. Youth Work Standards 16. Signposting to other Standards... LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15

More information

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name Creative Industries (Music Event Management and Production) Award Foundation Degree School School of Arts and Social Sciences Department

More information

Foundation Degree Contemporary Textiles. Foundation Degree Contemporary Fashion. Foundation Degree Design for Interiors

Foundation Degree Contemporary Textiles. Foundation Degree Contemporary Fashion. Foundation Degree Design for Interiors Foundation Degree Contemporary Textiles Foundation Degree Contemporary Fashion Foundation Degree Design for Interiors Abbreviated Programme Specification Containing Both Core + Supplementary Information

More information

BA (HONS) IN BUSINESS MANAGEMENT COURSE PROSPECTUS

BA (HONS) IN BUSINESS MANAGEMENT COURSE PROSPECTUS London School of Marketing BA (HONS) IN BUSINESS MANAGEMENT COURSE PROSPECTUS ABOUT THE PROGRAMME Our Local Access Points enable us to take our qualifications to you instead of expecting you to travel

More information

Programme Specification: MSc Accountancy and Finance

Programme Specification: MSc Accountancy and Finance Programme Specification: MSc Accountancy and Finance NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably

More information

Volunteer Managers National Occupational Standards

Volunteer Managers National Occupational Standards Volunteer Managers National Occupational Standards Contents 00 Forward 00 Section 1 Introduction 00 Who are these standards for? 00 Why should you use them? 00 How can you use them? 00 What s in a Standard?

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

Professional Standards for Teachers Core

Professional Standards for Teachers Core Professional Standards for Teachers Core 2 Introduction Professional Standards for Teachers in England from September 2007 1 Bringing coherence to the professional and occupational standards for the whole

More information

Nottingham Trent University Course Specification Multidisciplinary Master s

Nottingham Trent University Course Specification Multidisciplinary Master s Nottingham Trent University Course Specification Multidisciplinary Master s Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: All Schools / All Campuses 3.

More information

Birmingham City University Faculty of Technology, Engineering and the Environment. Undergraduate Programme. Programme Specification

Birmingham City University Faculty of Technology, Engineering and the Environment. Undergraduate Programme. Programme Specification Birmingham City University Faculty of Technology, Engineering and the Environment Undergraduate Programme Programme Specification BEng (Hons) Electronic Engineering Date of Course Approval/Review Version

More information

Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications

Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications In accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the

More information

Foundation Degree: Events and Hospitality Management

Foundation Degree: Events and Hospitality Management Programme Specification Foundation Degree: Events and Hospitality Management A programme specification is a concise description of the intended outcomes of learning from a higher education programme, and

More information

UNDERGRADUATE PROGRAMME SPECIFICATION

UNDERGRADUATE PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: HNC in Applied Technologies Awarding Body: Teaching Institutions: Staffordshire University Barnsley College Shrewsbury College of Arts and Technology

More information

MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT

MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT MASTER S COURSES FASHION & LUXURY BRAND MANAGEMENT postgraduate programmes master s course fashion & luxury brand management 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown

More information

Criteria for the Diploma Qualifications in Hair and Beauty at Levels 1, 2 and 3

Criteria for the Diploma Qualifications in Hair and Beauty at Levels 1, 2 and 3 Criteria for the Diploma Qualifications in Hair and Beauty at Levels 1, 2 and 3 September 2011 Ofqual/11/5054 Contents The criteria... 4 Introduction... 4 Aims... 4 Themes... 4 Structure... 4 Foundation

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION Bachelor of Arts with Honours (SW) in Marketing Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Liverpool John Moores University

More information

Nottingham Trent University Programme Specification

Nottingham Trent University Programme Specification Nottingham Trent University Programme Specification Basic Programme Information 1 Awarding Institution: Nottingham Trent University 2 School/Campus: School of Education/ Clifton campus/ Offsite 3 Final

More information

Travel and Tourism: Skills for Work (National 4) Course Support Notes

Travel and Tourism: Skills for Work (National 4) Course Support Notes Travel and Tourism: Skills for Work (National 4) Course Support Notes This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and

More information

TAE40110 Certificate IV in Training and Assessment... 1. Press Crtl + Click to go to link... 1. Table of Contents... 1. Employment opportunities...

TAE40110 Certificate IV in Training and Assessment... 1. Press Crtl + Click to go to link... 1. Table of Contents... 1. Employment opportunities... TAE40110 Certificate IV in Training and Assessment Press Crtl + Click to go to link Table of Contents TAE40110 Certificate IV in Training and Assessment... 1 Press Crtl + Click to go to link... 1 Table

More information

CONTENTS 1. INTRODUCTION 1 2. THE EVIDENCE BASE FOR INSPECTION 1 3. BACKGROUND TO THE COURSE 1 4. THE QUALITY OF PASTORAL CARE 2

CONTENTS 1. INTRODUCTION 1 2. THE EVIDENCE BASE FOR INSPECTION 1 3. BACKGROUND TO THE COURSE 1 4. THE QUALITY OF PASTORAL CARE 2 CONTENTS Section Page 1. INTRODUCTION 1 2. THE EVIDENCE BASE FOR INSPECTION 1 3. BACKGROUND TO THE COURSE 1 4. THE QUALITY OF PASTORAL CARE 2 5. THE QUALITY OF LEADERSHIP AND MANAGEMENT 2 6. THE QUALITY

More information

WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY

WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY PAGE 1 OF 8 WYVERN TECHNOLOGY COLLEGE POLICY NUMBER 7 CURRICULUM POLICY PURPOSE The purpose of this policy is to provide the framework within which Wyvern Technology College will carry out its responsibility

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School/City 3. Final Award, Course Title

More information

Practical Experience Requirements Initial Professional Development for Professional Accountants

Practical Experience Requirements Initial Professional Development for Professional Accountants International Accounting Education Standards Board AGENDA ITEM 2-3 Revised Draft of IEPS(Clean Version) Proposed International Education Practice Statement Practical Experience Requirements Initial Professional

More information

Programme Specification and Curriculum Map for MA Global Governance and Public Policy

Programme Specification and Curriculum Map for MA Global Governance and Public Policy Programme Specification and Curriculum Map for MA Global Governance and Public Policy 1. Programme title MA / PGDip / PG Cert Global Governance and Public Policy: International Development 2. Awarding

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION Course Record Information Name and level of final & intermediate Awards Awarding Body Location of Delivery MSc Project Management PG Diploma Project Management PG Certificate Project

More information

Date of Revision: October 2012 October 2013 December 2014 (to include all teaching institutions & updated regulations & Blended Learning mode)

Date of Revision: October 2012 October 2013 December 2014 (to include all teaching institutions & updated regulations & Blended Learning mode) POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Subject Benchmarks: Professional/Statutory Body:

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION MANCHESTER METROPOLITAN UNIVERSITY PS/1 PROGRAMME SPECIFICATION Basic Programme Details 1 Programme title Foundation Degrees in Business 2 Mode(s) and duration Full Time / Part Time - 2 years 3 Awarding

More information