Btec core business and ict

BTEC CORE BUSINESS AND ICT
Presentation By Ebenezer Odutolu-Olusanya

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Welcome To All Saints Sixth Form
The Course
Business Studies Units: First Year
Business Studies Units: Second Year
Btec ICT Year 12
Btec ICT Year 13
Entry Requirements
Grading System
Qualifications and Further Education
Career Paths
Student Sample Work
Student Feedback

Welcome to All Saints Comprehensive Sixth Form!!!
This presentation focuses on the BTEC Business and ICT course available here at
All Saints Comprehensive Sixth Form.

THE COURSE
Btec 90 Credit Diploma – Full Time, Year 12 & 13
2 Year Vocational Course
This is a BTEC 90 Credit Diploma which involves two subjects
business and ICT.
This course is split up into units each consisting of different
assignments and within these assignments are tasks to be
completed.
Once all tasks are completed at the end of year 13 you will
finish with an overall grade of a pass, merit or distinction.

BUSINESS STUDIES UNITS: FIRST YEAR
Btec 90 Credit Diploma – Full Time, Year 12
Unit 1: The Business Environment- Involves looking at and
being aware of the business environment and gaining an
insight into how the business environment works.
Unit 2: Business Resources- Learning about
what business resources are and how to use
them and how they are important to
businesses.
Unit 3: Introduction to Marketing- Learning about
marketing and the different aspects that involve
marketing and how marketing helps to improve
businesses.
Three Business Studies units shall be studied in your first year of the BTEC
Level 3 Diploma.

BUSINESS STUDIES UNITS: SECOND YEAR
Unit 36: Starting A Small Business – This involves learning how to
start and set up a small business as well as understanding the
different regulations ideas and methods that small business need
to have.
Unit 9: Creative Product Promotion – This involves creating a
form of product promotion that encourages people to invest in or
purchase a product.
Unit 37: Understanding Business Ethics – This Involves
understanding and relating to the rights and wrongs that a
business has.
Unit 5 : Introduction to Accounting- Learning about aspects of accounting
and using maths skills to try and gain an insight and understanding into
accounting in business.
Btec 90 Credit Diploma – Full Time, Year 13
Unit 27: Understanding Health and Safety in a
workplace – This has to do with knowing the
correct health and safety protocols that need to
be followed in a business.
Unit 13: Recruitment and Selection in Business-
Knowing about how staff and workers are hired
in a business and gaining an insight into how
staff are deemed fit for a job.

BTEC ICT YEAR 12
Unit 1: Communication & Employability Skills for IT (Mandatory): This will look into how you can
relate ICT to business and how ICT can coincide with employability and communication in a general
workplace.
Unit 2: Computer Systems (Mandatory): This involves how computers work and there is a general
insight into how to set up a working computer system as well as how to run a successful computer
system as well.
Unit 31: Computer Animation: This involves creating and making a successful animation for a
specific purpose and a specific idea. You will use different programs to create your animation such
as macromedia flash and fireworks.
Unit 8 : Creating an E-Commerce Product: This involves you creating and running a website with the
purpose of e-commerce as well as a general explanation of what e-commerce is and it’s growing
influence in general life.
Unit 5 : Managing Networks: Learning about the tools used for networking and how people can use
networks to create and run a multi functioning network before running your own functioning
network for yourself.
Year 12

Unit 9: Computer Networks: This deals with a more general span of
computer networks as well as using skills from unit 5 to further improve a
computer network.
Unit 10: Communication Technologies: This has to deal with how to use
communication technologies online and explores the different aspects that
apply to communication through I.C.T
Unit 43: Multimedia Design: This has to do with how multimedia can help
you design and create a multimedia product.
Year 13
BTEC ICT YEAR 13

ENTRY REQUIREMENTS
There are entry requirements expected for students one of them is that you must have 5 GCSE’s
preferably A* - C Grade. If studying either the Certificate or Subsidiary Diploma, GCSE passes must
including English and Maths at grade C or above.
It is also required that students must work hard, meet all deadlines and carry out your own extra
reading on the topics we study. You should be prepared to debate your opinions in class, and to get
involved in all activities. You will be required to investigate different businesses throughout the two
years of this course.

GRADING SYSTEM
 Grading: PASS, MERIT or DISTINCTION
 Pass = E Grade – 70 UCAS Points
 Merit = C grade – 80 UCAS Points
 Distinction = B or A Grade – 90 UCAS Points
After completing each unit your points shall be added up
together which will then lead to an overall total.

QUALIFICATIONS AND FURTHER
EDUCATION
 This qualification is extremely beneficial as it is the equivalent to
three different A-Levels.
 3 Units equivalent to one AS, 6 Units equivalent to one A2 and 9
Units equivalent to one and a half AS qualifications.
 This is a university recognised course so further education is an
option and you can use this qualification to apply for
apprenticeships as well as university courses so there are many
avenues for you to take educationally.

CAREER PATHS
 This qualification can lead to many different career opportunities
and jobs once you have finished. Once You have finished your
Level 3 business and ICT qualification you can go forward and use
this to get different jobs within businesses as well as numerous
other career opportunities such as IT Managing or even teaching.
So the options that are presented in front of you are endless.

STUDENT SAMPLE WORK
Here is a sample piece of some of the work you will be
asked to do in one of our many ICT Units.
 This specific piece of work comes from Unit 31:
Computer Animation.

STUDENT FEEDBACK
Earlier today we asked one of the higher attaining students on this course named
Ebenezer Olusanya how he is currently finding the Btec Business and ICT Course.

THANK YOU FOR WATCHING AND SEE YOU NEXT YEAR!!!!!

Unit 1 – Communication and Employability Skills For IT
Non-technical skills and attitudes, known as soft skills, and the technical skills and knowledge required for specific jobs in
IT are key to employability. Soft skills are those skills relating to an individual’s ability to communicate and work
effectively with others, to use appropriate language, be dependable and conscientious, and to generally behave in an
acceptable manner in the workplace. Soft skills complement hard skills, which are the knowledge, understanding and
technical skills required to do a job.
In this unit learners will come to appreciate the soft skills they need to develop to become effective employees. Learners
will identify and consider their own soft skills and, through practise, improve these skills
Communication skills are key to success in any sector but are particularly important in highly technical sectors, such as
IT, where the language used can become full of jargon. It is important that learners are able to communicate with non-
technical staff and understand when different types and vehicles of communication are appropriate.
IT provides specific software packages and advanced tools that can be used to improve the effectiveness of
communications. Through this unit learners will be able to improve their general communication skills and ensure that
they understand how to exploit specific application packages and tools.
All individuals, whether learners or employees, must accept the need for continual self-development to maintain their
effectiveness. For this reason, learning outcome 4 involves the use of personal development plans which can be used to
capture and track training needs, and the accumulation of new skills and knowledge.

Unit 2 – Computer Systems
At some stage most IT professionals will have to set up and customise a computer system or systems. To do
so effectively they will need to understand the components that make up computer systems. The operating
system interacts with the hardware and software components in order to make a functioning machine.
In this unit learners will consider a range of hardware and come to understand the technical specifications of
components. There are a number of different operating systems, despite the dominance of the Microsoft
operating system, and learners will explore at least one other. In terms of software, the operating system itself
often provides utility programmes that assist the user in managing the machine. Other third party software
utility programmes such as virus checkers are also used extensively. This unit considers both types of utility
software.
IT professionals will often be asked to recommend systems for varied user needs. There are many different
manufacturers of computer systems and each manufacturer produces a wide range of models with different
specifications. Deciding which particular model is appropriate for a given situation depends on a variety of
factors. These factors are explored in this unit so that learners can make informed choices when
recommending computer systems.
IT professionals also need to develop the skills required to install and configure computer systems. A large part
of this unit will involve practical work in installing hardware components and software, configuring systems to
meet specific requirements and testing to ensure a fully functioning system is produced.

Unit 5 – Managing Networks
In the business world the use of networked computer systems is commonplace and often essential. Therefore, it is important
that business network systems run as effectively and efficiently as possible with minimum down-time and flexibility to change
as requirements change.
This unit examines the principles of network management, allowing learners to understand the different functions and types of
activity that network managers need to understand.
Network managers have a variety of tools to assist them in monitoring and maintaining networks. Specialist software tools are
used to assist network managers and learning outcome 1 deals with these tools and techniques, although learners will need
to become familiar only with a limited number of products.
The pace of change in networking technologies and the technologies that support network managers is rapid. Learners will
research emerging technologies and find out how they will assist or impact on network systems.
For the practical part of this unit, learners will be given the opportunity to plan and carry out a variety of network management
activities. The focus will be on the maintenance of the system, including configuration. Keeping accurate records is essential
both for checking that work has been carried out and for referencing solutions to potential problems. Learners will be
encouraged to develop good record-keeping habits, which will also help them with practical work in other units.
Finally, learners will consider why organisations need to have a network management policy and what it would include.

Unit 8 – E-Commerce
One of the most important developments in business in recent times has been the increasing use of
ecommerce. It has revolutionised many marketplaces and opened up opportunities never before imagined.
Businesses that are not exploring the use of e-commerce are in danger of finding themselves being overtaken
by those who are utilising this technology. E-commerce uses the internet to build and enhance relationships with
customers, partners and other businesses. This can involve processing orders electronically, handling customer
service and cooperating with business partners.
E-commerce can be conducted using the internet, intranets, extranets, or a combination of these.
The unit starts by looking at the technologies needed to operate e-commerce, ie the hardware, software and
networking required for an e-commerce system to be implemented. Different categories of e-commerce such as
e-tailers (those operating only online) and financial services, and the benefits and drawbacks for organisations
of using e-commerce are considered. Attention is given to issues such as legislation and promotion. How do you
get your company to the top of search lists? Security is a big issue as it affects customer trust. The unit
considers the payment systems available and how they compare.
The social implications are considered. For example, the introduction of online shopping has changed our
shopping habits and has benefited the housebound and those living a long way from shopping centres.
Finally, after assessing commercial sites, learners will bring all their learning together to develop an e-commerce
strategy for a new business.

Unit 31 – Computer Animation
Computer animation is the art of creating moving images through the use of computers. It brings together
computer graphics and animation techniques. Animation does not require computers, however the increasing
ability of computers to create and manipulate sets of images has allowed basic animation to reach new levels of
sophistication and realism.
To create the illusion of movement, a sequence of images is displayed over time and the human eye perceives
this sequence as continual movement. The technique is at the heart of all existing technologies such as television
and motion pictures. It is increasingly created by means of 3D computer graphics, although 2D computer graphics
are still widely used for low bandwidth and faster real-time needs. Only 2D graphics are required in this unit.
Animation has become a prominent feature of the worldwide web and is used to create interest and attract
attention. In this area, however, there are other factors that need to be taken into account when designing and
building applications, such as the nature of the display device and the bandwidth of the connection. As with all
computer applications learners must first identify the need, specific requirements and constraints before building
the solution.
Learners will start by looking at different types of animation and their uses and formats. The available tools,
techniques and software will be examined as well as the special techniques used when animating for the web.
Managing file size is important and learners will come to know about the techniques for minimising file sizes.
Finally, learners will design and develop their own animations.

Unit 43 – Multimedia Design
The interactive multimedia industry is one of the fastest moving sectors in the world. Those hoping to make a
career in this sector will need to be able to produce high quality products which requires creativity, a firm grasp of
interactive media design principles and good planning skills. The qualities and skills developed in this unit are
applicable to all of the various strands within the interactive media sector.
Learners will develop their understanding of the terminology, nature and scope of the interactive media industry
and should be encouraged to investigate a range of existing interactive media products. They plan for the use of
interactive features, transitions and effects) and applying established principles. They will also have the opportunity
to develop and apply creative thinking skills. Learners learn how to plan and manage projects.
To ensure that final products are both legal and ethical they will also learn about important issues such as
copyright and ownership.
The unit involves the use of authoring software and the creative integration of audio and visual material to produce
a final product. It is essential that the product is focused on the business needs of the user. Screen design and
layout are important but the final functioning interactive media product created for this unit must meet the business
objectives and be easy to use and understand.
Learners will develop an understanding of multimedia products through investigations and experimentation.
Competent learners should demonstrate that they are able to select and use a wide range of multimedia software
tools and techniques.

Unit 30 – Digital Graphics
Many documents incorporate an element of graphics or graphic design. From the layout of the text, to the image used
to promote a product, it is expected that there will be some form of graphic representation.
Technology enables the production and reproduction of images to all scales, sizes and colours. High-capacity storage
devices, digital cameras, specialist software and printers mean that high quality and appropriate imagescan be
designed and produced more easily than before. There is now little excuse for not creating documents that use
graphic images effectively.
In this unit, learners will be expected to identify the technical requirements for the creation, storage and manipulation
of complex artwork. They will be required to produce original images using drawing packages and also to create and
edit electronically captured images. Learners will identify suitable images to enhance documents and use available
tools and techniques to ensure that the finished document meets the user need.
Learners must understand and recognise the differences that file formats and sizes will make to their chosen image,
for example identifying how pixelation and resizing can distort the image and looking at methods to eradicate this
distortion. This may include the need to convert files from one graphic format to another and the identification of the
most appropriate format in relation to the file’s final use.
In order to be sure that the final product meets requirements, formal checking must take place. For example, ensuring
things such as the image resolution are appropriate for the intended use or checking the loading speed if the image is
intended for a website.

Unit 1 – The Business Environment
Learners new to the studying of business will already be familiar with organisations through having dealt with
them as customers or employees. One of the aims of this unit is to help learners to build on these experiences
and learn to ‘walk in the shoes’ of owners, stakeholders and managers of organisations.
The unit introduces learners to a range of business activities. They will consider the purposes of different
organisations and the influence of stakeholders and how businesses organise themselves through strategic
planning and organisational structures.
Learners will then explore the dynamic nature of organisations through studying the impact of external (political,
legal and social) influences on business operations.
Next, they will study the fundamental economic principles that impact on businesses.
By studying two different business environments learners will gain some insight into how businesses operate on
all businesses.

Unit 2 – Business Resources
At the core of every organisation are the human, physical, technological and financial resources that enable it to
function. This unit will give learners a broad understanding of the importance organisations place on managing
their resources efficiently in order to achieve their objectives. It is important that learners are able to relate their
understanding of resource management to a real organisation. This will provide an essential link between theory
and practice.
Understanding how these resources are managed is one of the keys to assessing how well the organisation is
performing. The first part of this unit explores the range of human, physical and technological resources for a
selected organisation. Learners will investigate the importance of managing these resources efficiently. The
contribution that recruiting and retaining suitable staff can make to the organisation’s performance is examined.
The importance of managing the organisation’s physical and technological resources efficiently is also explored.
For an organisation to survive its finances need to be sound and secure. The second part of the unit explores the
sources of financial resources available to organisations. The level of an organisation’s performance can be seen
in its financial statements. The unit aims to develop knowledge and understanding of the financial statements and it
underpins other financial units in the qualification. This part of the unit focuses on the interpretation and analysis of
financial documents in order to highlight the need for the monitoring and control of costs and budgets. It is
important that learners appreciate that poor management of resources can have a negative impact on an
organisation’s performance.

Unit 3 – Introduction to marketing
Recruiting the right people is the key to the success of many organisations. These organisations ensure
that the processes and procedures involved in recruitment and selection meet their needs and are legal.
In this unit, learners will develop an understanding of the impact of the regulatory framework on the
recruitment process.
Potential applicants may decide to apply for a post based on the quality of information that they receive.
Details of the post will usually be the first communication they have with the organisation. It is important
that the organisation makes a good first impression on potential applicants to ensure that they attract
sufficient applicants of the right calibre. Learners will develop their knowledge of the types of
documentation used in an interview process.
A structured and planned selection procedure is crucial to the success of the selection process. The
impression a business makes may determine an applicant’s decision to accept an offer of appointment.
Staff conducting the interview will also be forming their impressions of the applicant.
It is important that interviewers are well organised and prepared. They will need to be familiar with the
details supplied by the short listed applicants, and use effective communication and listening skills during
the interview. In this unit, learners will gain experience of the interview process through taking part in an
interview.
Organisations with effective recruitment and selection processes and practices in place are more likely to
make successful staffing appointments. In competitive labour markets this is a major advantage that well
organised-businesses will have over their competitors.

Unit 37 – Business Ethics
This unit introduces learners to the concept of business ethics and the application of ethical values to business
behaviour. The topic applies to any aspect of business conduct, from boardroom strategies to how organisations
treat their suppliers, to sales techniques, to accounting practices and to how they respond to wider issues of
social concern such as sustainability. Ethics go beyond the legal requirements and are, therefore, discretionary. It
is about how an organisation does its business and how it behaves intrinsically.
Ethical behaviour shows that an organisation considers the moral dimensions of its activities and how it ought to
be acting. This unit examines business ethics and how taking an ethical stance affects businesses both internally
and externally, including the effects on stakeholders. Learners will explore the social implications of business
ethics on a wide range of business activities that affect the organisation itself and the external environment. This
will include the ethical stance behind topical issues such as whistle blowing, employment practices, advertising to
children, environmental awareness and using new technologies such as genetic modification of food.
As consumers become more ethically aware, explicitly ethical behaviour has increased. Whistle-blowing charters
are not uncommon, renewable resources are used in production and products are ‘eco-friendly’. Consumers are
now given a choice relating to the products and services that they use and this has given
many businesses, such as those that do not use animal testing on cosmetics, the opportunity to grow in niche
markets to satisfy consumer demand.
The unit also explores the wider impact of ethical concerns about how business practices can have local,
national and global implications. The pressure of communities and groups on business operations has raised

Unit 5 – Business Accounting
Understanding how a business operates and what makes it successful, requires knowledge of the accounting process.
Accounting involves recording business transactions and, this in turn, leads to the generation of financial information which can
be used as the basis of good financial control and planning. Inadequate record keeping
and a lack of effective planning ultimately lead to poor financial results. It is vital that owners and managers of businesses
recognise the indications of potential difficulties. Remedial action can then be taken.
The unit is divided into two parts. The first develops an understanding of the accounting processes necessary to provide
accurate and relevant financial information. The second part covers the practical aspect of carrying out those accounting
activities.
Learners will be introduced to accounting terminology as they study the purpose and function of accounting and consider the
various categories of business income and expenditure. It is important to know the sources of an organisation’s income and the
nature of its expenditure, as this clarifies the basis of its profitability and enables more effective control of the business. Control
begins with the planning process and learners will study the use of a cash flow forecast which requires managers to set cash
flow targets that can be monitored and adjusted on a regular basis. Learners will consider the effective management of cash flow
and the implications of cash flow
problems. The link between business failure and cash flow problems will be highlighted.
The measurement of an organisation’s financial performance and position requires an understanding of a basic profit and loss
account and balance sheet with this understanding learners can analyse profitability, liquidity and efficiency of the organisation
through the application of ratio analysis. Analysis will always require comparison of current figures with those from a previous
accounting period, or those of a similar business organisation. Learners will discover how to carry out ratio analysis as well as
the meaning and implication of the figures.

Unit 13 – Recruitment & Selection in Business
Recruiting the right people is the key to the success of many organisations. These organisations ensure
that the processes and procedures involved in recruitment and selection meet their needs and are
legal. In this unit, learners will develop an understanding of the impact of the regulatory framework on
the recruitment process.
Potential applicants may decide to apply for a post based on the quality of information that they
receive. Details of the post will usually be the first communication they have with the organisation. It is
important that the organisation makes a good first impression on potential applicants to ensure that
they attract sufficient applicants of the right calibre. Learners will develop their knowledge of the
types of documentation used in an interview process.
A structured and planned selection procedure is crucial to the success of the selection process. The
impression a business makes may determine an applicant’s decision to accept an offer of
appointment. Staff conducting the interview will also be forming their impressions of the applicant.
It is important that interviewers are well organised and prepared. They will need to be familiar with the
details supplied by the short listed applicants, and use effective communication and listening skills
during the interview. In this unit, learners will gain experience of the interview process through taking
part in an interview.
Organisations with effective recruitment and selection processes and practices in place are more
likely to make successful staffing appointments. In competitive labour markets this is a major
advantage that well organised-businesses will have over their competitors.

Btec core business and ict

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